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This unit explores the life and legacy of Ishi, the last known member of the Yahi people, as a gateway to understanding Indigenous history, culture, and resilience. Through his story, students investigate the cultural values, survival strategies, and spiritual practices of the Yahi, while critically examining how Ishi has been represented and sometimes misrepresented in history and media. The unit also addresses broader themes of cultural erasure, Indigenous leadership, and the ethical considerations surrounding Ishi’s experiences both in life and after death. By engaging with these topics, students develop empathy and a nuanced appreciation of Indigenous identities, the impact of colonization, and the ongoing efforts toward cultural preservation, repatriation, and justice.

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.

This engaging and culturally rich unit invites young learners to explore the power of storytelling through the lens of the Yurok Tribe, the largest tribe in California and a Native community with a deep presence in Northwestern California. Ernie Albers, Yurok Storyteller shares his story “The Beautiful Buzzard” to engage students with the traditional artform of storytelling, how stories carry important messages, teach life lessons, and keep cultures alive across generations.

This unit invites students to critically examine the problematic representations and stereotypes of Native Americans in both historical and contemporary visual culture. Through the exploration of images used to market products at the turn of the twentieth century from the California State Archives’ Trademarks and Service Marks collection, students will gain insight into how these stereotypes were commercialized. They will also engage with current Native perspectives on misrepresentation by watching videos from the California Indian Museum and Cultural Center. Additionally, students will participate in activities that analyze the portrayal of Native Americans in mass media today. This resource encourages students to think deeply about the ongoing issues of Native American stereotypes, representation, and identity in both the past and present. Ultimately, the unit will support California youth to engage in civics education, design thinking, and service learning projects that explore issues that face them and their communities directly. The youth will plan and design activities that address the issue emphasizing tribal cultural values, leadership principles, and civic responsibilities. There will be opportunities for projects to engage with tribes, tribal communities, and tribal organizations. Our major goals are to increase civic skills of Native and non-Native youth so that they may become more active problem solvers within their own communities and the wider community. Additionally, students will have opportunities to participate in collaborative learning to partner tribes and organizations to conduct effective service learning.

The Tribal Government and Civics units aim to provide an understanding of tribal, state, and federal governments, with a particular focus on Native Americans' roles as citizens within these three communities. Native Americans hold a unique position in the United States, as they potentially belong to tribal, state, and national communities, whereas most U.S. citizens are only part of state and national communities. This unit will delve into the interactions and impacts of these governments on one another. This unit of Indian Policy: Colonial Legacy will share important events from the Doctrine of Discovery, European Arrivals, U.S. Constitution, and Federal Treaties with Tribes. Additionally, it will explore how the diverse ways of life of Native American peoples were disrupted, displaced, and significantly altered by the Westward Expansion, settler colonialism, and governmental policies and practices from the 1800s to the 2000s. Ultimately, the unit will support California youth to engage in civics education, design thinking, and service learning projects that explore issues that face them and their communities directly. The youth will plan and design activities that address the issue emphasizing tribal cultural values, leadership principles, and civic responsibilities. There will be opportunities for projects to engage with tribes, tribal communities, and tribal organizations. Our major goals are to increase civic skills of Native and non-Native youth so that they may become more active problem solvers within their own communities and the wider community. Additionally, students will have opportunities to participate in collaborative learning to partner tribes and organizations to conduct effective service learning.

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