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.
This unit introduces the historical, cultural, and political impacts of the 1924 Indian Citizenship Act by examining how U.S. citizenship was extended to Native peoples and the ongoing struggle for sovereignty and civil rights that has followed. Through interactive activities, visual slides, primary source analysis, and student-led research, learners will build an understanding of Native identity, government policy, and resistance through an Indigenous perspective. The unit is structured into four flexible parts that can be taught across multiple days or as a condensed unit, depending on time and class pacing. The provided Google Slides are animated and essential to guiding instruction. Each slide is thoughtfully sequenced to build knowledge gradually and engage students with images, prompts, and direct content. Slides should be presented in “slideshow mode” for proper animation and pacing. Part 1 – Setting the Historical Context (60 min): Students begin by examining how colonization, the California mission system, the Gold Rush, and state-sanctioned violence devastated Native Californian populations and lifeways. An impactful survivor simulation, vocabulary work, and visual activities help students grasp the scale and complexity of this history. Part 2 – Citizenship, Sovereignty, and Identity (60 min): This lesson centers Native perspectives on identity, belonging, and sovereignty. Students learn why Native Americans were excluded from the 14th Amendment and explore the legal and personal contradictions of being “granted” citizenship. Primary sources, discussion prompts, and handouts help students unpack the emotional and ethical impact of U.S. policies toward Indigenous peoples. Part 3 – Mini Research & Group Presentations (60 min): In small groups, students research and present on one of two focused topics, “The impact of Native American veterans on the 1924 Act” or “Ongoing challenges related to Native citizenship and voting rights.” This activity supports collaboration, critical thinking, and respectful discussion. Group presentations allow for creativity and build public speaking skills, with a simple scorecard included for self- and peer-assessment. (additional curriculum from PBS The Warrior Tradition can be found in the resources) Part 4 – Creative Reflection Through Art (55 min): The final session invites students to process and reflect through visual expression. Students will contribute to a class mural. This closing activity invites healing, creativity, and will provoke public awareness of the 1924 Indian Citizenship Act.
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 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.
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.
This powerful lesson invites 8th grade students to explore a critical yet often overlooked chapter in California’s history, the systematic servitude and exploitation of California Indian peoples. Through historical readings, primary source links, and thought-provoking discussions, students will uncover how Indigenous Californians were forcibly used as the primary labor force under Spanish and Mexican colonization, and how this forced servitude tragically continued even after California became a state. Students will examine the Act for the Government and Protection of Indians, which legally sanctioned the continuation of Indigenous servitude and contributed to government-backed campaigns of violence and extermination. Designed to promote critical thinking and empathy, the lesson encourages students to work collaboratively using graphic organizers and partner pair-shares to understand and summarize the complex information they encounter. Class discussions and debriefs provide space for students to process the material respectfully and thoughtfully, developing a deeper understanding of the lasting impacts of colonization on California’s Native peoples. The culminating writing assignment challenges students to articulate what they have learned in a meaningful paragraph, encouraging reflection on the resilience of Indigenous communities and the importance of recognizing this history today. By implementing this lesson, teachers will provide students with a crucial perspective on California history that broadens their understanding of social justice and human rights—equipping them to become informed, empathetic citizens who recognize the importance of acknowledging and learning from the past.
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.
