Students will learn about the diversity of housing among California tribes and the traditional and ecological knowledge tribes have and are using in designing these structures. Students will use geometric and ecological lessons to create a model of a redwood bark house. This activity supports learning geometry and environmentalism concerning California tribal structures.
In this lesson, students will explore the rich tradition of basket weaving among California Tribes, gaining an appreciation for it as both a longstanding cultural practice and a living, contemporary art form. By examining the evolution of basketry across different historical periods, students will learn how California Tribes have preserved and adapted their traditions in the face of colonization and systemic oppression. The accompanying assignment will encourage students to critically analyze the impact of broader U.S. policies and historical events on Indigenous cultures—highlighting both the harm caused and the ways Indigenous communities have resisted and adapted.
This lesson examines the modern efforts of Native communities to restore food sovereignty and traditional ecological practices. Students will analyze case studies of partnerships with local agencies and learn how these initiatives address environmental challenges and cultural revitalization. By designing an advocacy campaign, students will actively engage with the concept of food sovereignty and reflect on its role in creating sustainable, culturally rich communities.
This lesson offers students a meaningful and culturally responsive exploration of the resurgence of women’s 111 chin tattoos among the Hupa, Yurok, and Karuk Tribes of Northern California. Once widely practiced before colonization, the 111 tattoo tradition was dormant for several decades. Today, this deeply personal and cultural form of expression is being revived by Native women as a powerful symbol of identity, resistance, and connection to heritage. Through this lesson, students will examine the history and significance of these tattoos, as well as the broader cultural revitalization efforts occurring in Native communities, including the preservation of language, traditional ceremony, and cultural arts. Using a thoughtfully designed slideshow, video interviews, and primary source materials, students will learn directly from modern Native women who have received the 111 tattoo. They will reflect on the personal, emotional, and social meaning behind these choices and discuss how cultural expression and appreciation are essential to Indigenous resilience today. The lesson is structured to be student-centered and engaging. Activities include small-group discussions, reflective writing, visual analysis, and collaborative presentations. Students will work together to answer key questions, analyze first-person narratives, and consider the responsibilities involved in honoring and continuing cultural traditions. Vocabulary such as cultural expression, cultural appreciation, and cultural revitalization is woven throughout to deepen understanding and guide respectful conversations. This lesson is ideal for middle or high school classrooms and aligns well with social and emotional competencies, language arts, and ethnic studies standards. It invites thoughtful dialogue, promotes empathy, and encourages students to think critically about history, identity, and the importance of cultural survival. Most importantly, it centers Indigenous voices and lived experiences making it a powerful and relevant unit for today’s learners.
In this 1.5 week long multimedia unit, students will learn about the Wiyot people through Baduwa’t Wiyot, Rick Bartow’s (1946-2016) family’s story. This unit personifies the tribe’s struggles and triumphs. Through Bartow’s story, students will learn how Wiyot people strengthened their culture and reclaimed ancestral homelands a century after their villages were displaced by settlers, who murdered their ancestors for their land and resources. Students will learn that Indigenous people have contemporary living cultures and practice art, language, and ceremony in both traditional and contemporary styles. Students will learn how Bartow utilized music to express emotion and feelings in the name of beauty and tragedy as a coping mechanism for historical trauma and personal trauma. (Bartow was a VietNam vet with PTSD who overcame substance abuse.) Students will learn how metaphors express meaning; imagery communicates emotion and story; and poetry and song provide what many Indigenous peoples call “good medicine” to help heal.
In this interdisciplinary art and cultural studies unit, students will explore the heritage, resilience, and artistic traditions of Indigenous peoples from northwestern California through the lens of contemporary Native artist, Lyn Risling. The unit begins with an exploration of Risling’s painting Ithívthaneen Achip (Center of the World), a vibrant visual landscape that reflects a deep connection to the spirit of the land through traditional basket designs. Using the "Notice, Wonder, Feel" strategy, students will examine the emotional and symbolic depth of the artwork, considering the theme of connection between land and identity. Students will view a short film and read a biography about Risling’s life and artistic journey, gaining a deeper understanding of how her work embodies Indigenous values, history, and spiritual relationships to place. Partner activities will support students in synthesizing this information and appreciating how Risling’s art contributes to cultural continuity. The unit also includes visual studies of traditional Northern California basketry, integrating the short book, Weaving Our Stories by Lisa Morehead-Hillman and the film, The Weavers of Northern California to explore the cultural significance of basket making. Students will learn the names, functions, and symbolism of traditional designs and consider how basketry expresses Indigenous identity, creativity, and resistance. In the culminating project, students will create a multimedia landscape artwork inspired by Risling’s composition, incorporating traditional basket patterns and natural elements to express their own connections to land, identity, and community. By engaging with Indigenous art, history, and lived experience, this unit supports empathy, critical thinking, and respect for Native perspectives. It invites students to see art as self-expression and a powerful tool for creating belonging, cultural resilience, and honoring Native peoples in California.
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?
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 unit examines the California Gold Rush and its lasting significance in U.S. history, with a focus on its environmental and cultural impact on California Native American communities. Students will analyze the consequences of westward expansion, including the exploitation of natural resources and the widespread displacement of California Native peoples. Through critical inquiry, the unit encourages students to understand the broader consequences of the Gold Rush and reflect on its role in shaping California’s past and present.
This unit focuses on the Modoc War, a conflict between a small number of Modoc people and the US military in 1860’s and 1870s. The first lesson gives the background information needed to understand the lead-up to the conflict. The second and third lessons focus on different aspects of the conflict, including events and topography. The fourth lesson, the aftermath. A possible extension activity would be a field trip to the Lava Beds National Monument to see the battle sites and gain a deeper understanding of the natural fortifications the Modoc people used to hold off the military.
This lesson examines the modern efforts of Native communities to restore food sovereignty and traditional ecological practices. Students will analyze case studies of partnerships with local agencies and learn how these initiatives address environmental challenges and cultural revitalization. By designing an advocacy campaign, students will actively engage with the concept of food sovereignty and reflect on its role in creating sustainable, culturally rich communities. This lesson explores the seasonal Harvest Days celebrated by California Native communities, focusing on their cultural and ecological significance. Students will learn about traditional foods, their harvesting methods, and the ways these practices strengthen community ties. By creating a poster for a specific Harvest Day celebration, students will connect traditional food practices to the broader concepts of food sovereignty and environmental stewardship.
Students will compare traditional California Native diets with modern processed food diets, examining their nutritional and cultural differences. Using the "California Native Plate" as a framework, students will design balanced meals with traditional foods, learning how these ingredients support health and cultural heritage. This lesson highlights the impacts of colonization on Native diets and emphasizes the importance of returning to traditional, nutrient-rich food systems.
This lesson introduces the concept of Traditional Ecological Knowledge. Students will be shown examples of Yurok TEK and will be introduced to gathering policies. Students will evaluate maps as they relate to reservation land versus public land use. This lesson is designed for middle school students and includes supports for multilingual learners at the Bridging proficiency level.
This lesson explores the role of fire in maintaining healthy ecosystems through the lens of Traditional Ecological Knowledge (TEK). Students will examine the cultural, ecological, and practical significance of controlled burning as practiced by Native communities, apply these principles to scenarios, and analyze the impact of fire on biodiversity and food webs.
This science-focused unit provides video interviews, art and photographs to describe how coastal resources are important to Tribal peoples, and how Tribal peoples manage those resources in different ways.
Students will delve into the traditional knowledge of California Native plants, learning about their uses in food, medicine, and cultural practices. Through research and the creation of a field guide page, students will investigate the ecological roles and cultural significance of a specific plant. This lesson emphasizes the importance of preserving traditional plant knowledge for ecosystem health and cultural continuity.
