Khmer Language: The Origin of the Word “Khmer” and “Cambodia”
Students will discover how mythology and language contributed to the development of the names Khmer and Cambodia by engaging in a character evaluation.
K-12 Lessons Search
Khmer Language: What is the Khmer Language?
- Cambodian American Studies
- WL.CL2.S: Cultural Products, Practices, and Perspectives, WL.CN2.S: Diverse Perspectives and Distinctive Viewpoints, W.11-12.4
- Grade 9, Grade 10, Grade 11, Grade 12
The purpose of this lesson is to highlight culture, specifically the language, that is not commonly known within the Cambodian diaspora. Students will learn more and understand what Khmer language is, where it comes from, its evolution to what it is today.
K’iwinya’n: The Preferred Acorn of Hupas (Na:tinixwe)*
Lessons in this unit could be used for a week, or up to a month. Students will receive a foundational understanding in Hupa culture, traditional ecological knowledge and environmental science. Opportunities for written/multimedia expression as well as critical thinking are integrated throughout lessons. This unit prepares students for the interactive “Life of an Acorn Game” unit. Authors recommended completing this unit before the game unit. Essential questions: Why do Hupa peoples prefer Tanoaks? Why should I prefer/prioritize acorn trees over all other trees? What are the expected results of promoting healthy acorn trees? What do I need to understand to unlock the acorn as a food source?
Lagoons as Vital Cultural Ecosystems
- Native American Studies
- Performing—Anchor Standard 6, Creating—Anchor Standard 2, MS-ESS3-3, MS-LS2-3, MS-LS2-4
- Grade 6
Students will learn to see lagoons as important to Indigenous cultures and the surrounding communities, including themselves. Students will analyze the dangers of water pollution to the ocean and lagoons to plants, animals, and culture. Students will learn how to identify some of the common plants and animals at a lagoon. Students will learn how to speak about the importance of wetlands and lagoons to Indigenous culture through a story with a moral or lesson about good lagoon stewardship. The ultimate goal is for students to learn the importance of understanding the connection between healthy ecosystems and the resilience of Indigenous cultures.
Land Acknowledgment Toolkit
- Native American Studies
- Grade K, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12
Toolkit developed by CA Indian Culture & Sovereignty Center and CSU San Marcos American Indian Studies. The purpose of the toolkit is to encourage all academic staff, students, administrators to acknowledge the original nations on whose land we live, learn, and work.
LandBack and Land Acknowledgments
- Native American Studies
- HSS 11.11, HSS 11.11.2, HSS 11.11.5, HSS 11.11.7, RH.11-12.7
- Grade 9, Grade 10, Grade 11, Grade 12
This lesson plan for high school students (grades 9–12) introduces and critically explores the concepts of land acknowledgements, land dispossession, and the #LandBack movement, with a focus on Indigenous history in California. Beginning with discussions on what land acknowledgements are and why they matter, students are encouraged to research the Indigenous peoples whose land they occupy and to reflect on the significance of recognizing these communities. Through videos, articles, and class discussions, students gain insight into key concepts like Traditional Ecological Knowledge and the 18 unratified treaties of California, developing a deeper understanding of Native sovereignty and environmental stewardship.
Landmines in Cambodia
Students will study the ongoing history of landmines and their use in Cambodia in order to measure the impact on the country and its citizens.
Learning About Acorns with Molly of Denali
Using a PBS KIDS Molly of Denali video, this lesson highlights the cultural and ecological importance of acorns through an Indigenous lens. Students watch a video, discuss key themes, and explore how traditional knowledge helps people care for the land. They make personal connections through observation, storytelling, and drawing activities.
Lesson 3: Yurok Country - Since Time Immemorial
In this lesson, students will review the importance of the Chah-pekw O’ Ket’-toh Stone Lagoon Visitor Center and Sue-Meg State Park. Students will be introduced to the California State Park Reexamining Our Past Initiative. Using different California State Park websites, students will analyze how the parks can be updated to reflect their Indigenous history.
LGBTQ+ Communities and Organizing
Students will explore various LGBTQ+ Vietnamese American experiences, intersectionalities of their identities, and legislation against LGBTQ+ communities in the US by analyzing oral history interviews and creating a video reflection.
Life in Refugee Camps - Resettlement Obstacles and Resilience
Students will be able to identify difficulties and obstacles faced by refugees at the refugee camps by analyzing sources and creating a medium of choice.
Life-long impact of “Re-education” Camp for Prisoners
Students will be able to describe the challenges and hardships experienced by the Vietnamese people from life at the “re-education” camps by participating in a World Cafe discussion and completing a fictional journal entry.
Live in Balance with the Natural World - Take Only What You Need
- Native American Studies
- HSS 4.1, HSS 4.2, HSS 4.2.1, HSS 4.5, HSS 4.5.5, 4-ESS3-1, 4-ESS3-2, RL.4.2, RL.4.3, RL.4.7, SL.4.2, SL.4.6, WL.CM1.N: Interpretive Communication, WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences, WL.CN2.N: Diverse Perspectives and Distinctive Viewpoints
- Grade 4
This lesson immerses students in the Yurok Tribe's rich cultural heritage and their deep-rooted connection to sustainable environmental practices. It explores the tribe’s traditional beliefs and practices related to natural resource management, focusing on the values of sustainability, community well-being, and ecological balance. Students will learn how the Yurok people prioritize responsible resource use, such as with salmon, Pacific lamprey, elk, and seaweed, ensuring these resources are available for future generations.
Living Under Communist Regime
Students will be able to describe and reflect on the conditions of Vietnamese civilians who remained in Vietnam after the communist government took over by creating a medium of choice.
Maidu Bear Dances
The lesson centers California Native American perspectives, with a focus on the Maidu tribe, highlighting the ways Indigenous knowledge and ceremonies honor the natural world and guide responsible stewardship. In this lesson, students will explore the cultural significance of the Maidu Bear Dance and its deep connection to nature. Through learning about the Maidu People's respectful relationship with the land and animals, students will gain insight into how traditional cultural practices support environmental sustainability and conservation.
Mainstay of Cambodian American Culture: Healing and Buddhism
Students will be able to identify and explain how Buddhism, including the wat and sangha supported the healing process of many Cambodian Americans.
Mainstay of Cambodian Culture: The Buddhist Temple
“In pre revolutionary Cambodia, the Buddhist temple (wat in Pali, the holy language of Theravada Buddhism; vat in Khmer) was a central fixture in Khmer villages, where it functioned not only as a religious shrine but also as a school, refuge, and social center. Buddhist holy days and life-cycle ceremonies punctuated the Khmer calendar and gave religious meaning to the stages of life. Buddhist norms of conduct were important guides for daily behavior.” (Smith-Hefner, 21).
Maintaining Connections with Land
Maintaining Connections with Land: Students study sustainable Indigenous land practices and reflect on personal environmental stewardship.