Students study the science behind desert superblooms and their ecological roles. They explore how climate change could affect bloom frequency and biodiversity. The lesson includes a student research activity, concept mapping, and creative expression to demonstrate understanding and advocacy.
Students will be able to summarize the experiences of the second wave of Vietnamese refugees (boat people) and identify major plot elements in the digital story, “The Boat” by Nam Lê and Matt Huynh by answering text dependent questions and completing a plot elements diagram.
In this interactive TK–2 lesson, students are introduced to the Yurok language through a playful and familiar song: Head, Shoulders, Knees and Toes. By learning and singing this well-known children’s song in Yurok, students engage with an Indigenous language in a meaningful and memorable way, while gaining awareness of ongoing efforts to preserve and revitalize Native languages. The lesson introduces the Yurok words for head, shoulders, knees, and toes, using the Yurok Language Program’s short video, ‘Ne-mohl, 'Ne-kwoy-te-mehl, 'Ner’-err-kerhl, 'Ne-skey-we-tew. Yurok terms are reinforced through audio playback buttons embedded into the slides and repetition to support pronunciation and understanding. Students practice saying each word together, building confidence and enthusiasm through movement and sound. Once the vocabulary is introduced, the teacher introduces the Yurok words into the familiar tune of the song. Students are encouraged to sing along and perform the matching actions, creating a dynamic and immersive language experience. Throughout the lesson, the teacher can pause and discuss the importance of language revitalization. These moments help students make connections between the song and the cultural significance behind it. The lesson concludes with a worksheet for students to glue the term to match the images from the video.
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?
Students will learn about the societal and cultural factors that shape people’s lives and make them who they are. Drawing on the experiences of Hmong girls, students will be able to critique and evaluate the ways inequities are upheld by society and cultural norms and make connections to their own lives.
In this lesson, students will explore the fascinating world of abalone, sea creatures that live along the rocky coasts of California. They will learn about the abalone’s body parts and where it lives, discovering how these animals are an important part of the ocean habitat. The lesson will also include a traditional story from the local tribes of Northwestern California, helping students understand how Indigenous people have cared for and respected abalone for many generations through their cultural knowledge and traditions. Students will learn about the history of abalone populations, including how and why their numbers have gone down over time due to factors like overfishing, pollution, and changes in the environment. Through this lesson, students will connect science and traditional ecological knowledge, gaining a deeper appreciation for the abalone and why it is important to protect them today.
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?
This lesson aims to connect young students to the rich cultural history and natural world through the exploration of acorns, a vital food source for Indigenous communities, particularly the Yurok, in Northwest California. Students will be exposed to children engaging in a series of sensory activities which teachers are encouraged to replicate in their classrooms. Through this lesson, students will learn about the life cycle of acorns and how they are harvested and processed for consumption. The lesson begins with an introduction to the cultural importance of acorns through a Yurok language integrated children’s book and their significance as a staple food for Indigenous peoples and their role in sustaining life in California. Students will then engage in a water exploration activity, where they’ll discover whether acorns sink or float, prompting questions like “How many acorns does it take to sink the pumpkin?” This ties into the fall harvest season and encourages students to observe and hypothesize. Next, students will practice cracking acorns using nutcrackers or rocks, which enhances fine motor skills while teaching them about the process of cracking and preparing acorns for consumption. In this step, they’ll also learn to identify usable acorns from those that are spoiled, offering insight into how acorns are carefully selected, sorted and processed. For a more hands-on STEM experience, students will build ramps using cardboard, tubes, or other materials to experiment with acorn trajectory creating their own tracks to explore motion and gravity. This activity fosters creativity and introduces basic physics concepts. Additionally, students will have the opportunity to weigh and measure acorns using a balance scale, engaging in simple math and measurement activities which support early numeracy skills. The lesson can also include a sensory bin for dramatic play, where students can sort acorns, create stories, or mimic the harvesting process. This bin serves as a calming space that encourages sensory exploration and imaginative play. By integrating science, math, culture, and sensory learning, this lesson provides a well-rounded opportunity for students to connect with the natural world and the traditions of the Indigenous peoples of California. Through these hands-on activities, children will build foundational skills while gaining an appreciation for the cultural and ecological importance of acorns in their local environment.
Students will learn about how acorns are an important part of the diet of California Indian Tribes. Students will learn about the importance of Native diets to familiarize oneself with the traditional and contemporary way of acorn process.
The relationship between Indigenous peoples and land in the U.S. is deeply rooted in cultural, ceremonial, and historical connections, which have often been disrupted by colonization, forced assimilation, and land dispossession. Concepts such as Tribal sovereignty, land stewardship, and land back movements emphasize Indigenous peoples’ inherent right to govern themselves, care for ancestral lands, and reclaim access to natural resources. These efforts are grounded in values of cultural revitalization, environmental conservation, and self-determination, often in contrast to policies like land acquisition through unratified treaties, residential schools, and the use of public lands for military, resource extraction, or restricted conservation purposes. Historical injustices, such as the massacre on Tuluwat Island, the forced assimilation of Native children in residential schools, and the federal repurposing of sacred sites like Alcatraz Island and areas threatened by projects like the GO Road, have fueled calls for justice, education, and reparation. The designation of wilderness areas and environmental laws, while protective in intent, can restrict Indigenous access to traditional lands. Today, Indigenous-led movements continue to advocate for recognition, access, and stewardship of land, as seen through acts of resistance, like the Occupation of Alcatraz, and collaborative efforts, such as the return of Tuluwat Island — a historic step towards acknowledging Indigenous rights and healing generational trauma.
Students will develop an understanding of civic engagement within Cambodian communities by identifying a specific issue, planning a project to address it, and presenting their proposals to the class.
Students will be able to generate civic engagement within Vietnamese American communities by identifying a specific issue, planning a project to address it, and presenting their proposals to the class.
Students will develop a comprehensive understanding of civic engagement within Hmong communities by identifying a specific issue, planning a project to address it, and presenting their proposals to the class.
Students are introduced to acorns through sensory exploration, storytelling, and creative activities. They learn to identify parts of the acorn (cap, shell, seed), understand its life cycle, and recognize its role in the ecosystem. Students engage in labeling, drawing, and crafting to reinforce their learning while also connecting to Indigenous perspectives on nature.
Students explore how Indigenous peoples, particularly through the Native American Land Conservancy (NALC), preserve ancestral lands and cultural practices. They reflect on the intersection of cultural heritage and environmental conservation. A reflective writing activity deepens understanding of how cultural identity and ecological stewardship are interwoven.
Students will be able to define anti-communism and diaspora nationalism and describe its influence on the Vietnamese American community as a political ideology as well as a cultural phenomenon, by creating a poster presentation.
This three-part unit introduces students to the salmon, red-tailed hawk, and mountain lion as key species representing the water, air, and land ecosystems of California. Across each 60-minute session, students explore how these animals live, survive, and contribute to their environments, to understand why Native peoples in California hold a deep respect for them. In Session 1, students study the salmon’s life cycle, including its migration between freshwater and saltwater, the importance of clean, shaded rivers, and the impact of pollution and drought on its survival. Through discussion, partner work, and short writing prompts, students build a foundational understanding of the salmon’s environmental needs and cultural significance. Session 2 shifts focus to the red-tailed hawk, emphasizing its role as a top predator and its adaptations for hunting, nesting, and raising young. Students learn how hawks contribute to balanced ecosystems by controlling rodent populations, supporting both natural systems and human agriculture. In Session 3, students explore the mountain lion’s powerful body and sharp senses, its hunting techniques, and its role in maintaining healthy deer populations. They discuss how mountain lions use terrain to stalk prey and how they support biodiversity through their interactions with other animals. Each session ends with students compiling their learning into a personalized booklet, reinforcing content through writing, drawing, and storytelling—encouraging students to reflect on their relationship with the natural world and their responsibilities as environmental stewards.
This lesson invites students into a unique and meaningful exploration of Native California basketry through the lens of mathematics and cultural knowledge. Grounded in the traditions of the Karuk, Yurok, and Hupa peoples of Northwestern California, students will examine traditional basket designs and discover the geometry and symbolism woven into each pattern. Students begin by learning about the importance of baskets in Native communities—not only as tools used for cooking, gathering, and ceremony, but as expressions of identity, knowledge, and connection to the land. They will hear directly from a traditional basket weaver through video and explore visual examples of real baskets, noticing the patterns, stories, and craftsmanship each one holds. The lesson then shifts into hands-on mathematical discovery. Students work with patterns found in basketry to explore the concept of area, building shapes using grid paper or geoboards. By calculating how much space these shapes take up, they’re able to apply their math knowledge in a culturally relevant and visually engaging context. This activity encourages students to think like designers and problem-solvers—just like traditional weavers do. Working in pairs or small groups, students take on the role of young mathematicians and artists as they collaborate to analyze basket patterns and calculate area. Teachers are encouraged to support student dialogue through rich questions that prompt reasoning, exploration, and multiple strategies. To deepen their understanding, students reflect on the materials used in basket making and consider the knowledge systems behind the designs. They learn how traditional weaving is connected to land care, seasonal cycles, and community values—demonstrating how Indigenous knowledge systems incorporate science, mathematics, and sustainability. The lesson concludes with individual reflection, where students demonstrate their understanding of area and share their insights about the cultural significance of the designs they've studied. This is more than a math lesson—it's an opportunity to honor Native perspectives, make learning relevant and engaging, and show students how math exists in the world around them in powerful and beautiful ways. Whether you’re hoping to integrate cultural studies into your math block or looking to deepen students’ understanding of geometry through real-world applications, Basketry Designs and Area provides an interdisciplinary, respectful, and enriching learning experience that students will remember.
Students will complete a flow map that outlines the process of Hmong becoming refugees, and their experiences towards becoming American citizens.
Students will learn about various LGBTQ+ Hmong American experiences, intersectionalities of their identities, and legislation against LGBTQ+ communities in the United States by analyzing various resources and creating a video reflection.
