This lesson centers on The Original Patriots: Northern California Indian Veterans of World War II by Chag Lowry, a historian and author of Yurok, Maidu, and Achumawi ancestry. Lowry’s work preserves the lives and experiences of Native American veterans who served in WWII, highlighting their motivations, sacrifices, and contributions to both their homelands and the United States.

The lesson introduces students to themes of resilience, identity, and belonging through the personal stories of four veterans. To fully engage with this material, teachers should familiarize themselves with the historical context of U.S. assimilationist policies and Native boarding schools (see Lesson 1: U.S. Assimilationist Policies and California Native Americans). These policies shaped the lives of many Native veterans, influencing both their military service and their post-war experiences. The veterans’ stories reflect the dual identity they navigated: a deep allegiance to their homelands and a commitment to serving a country that had marginalized them.

Historical and Cultural Context

California’s Native peoples endured state-sanctioned violence, land theft, and genocide during the 19th century, leaving lasting scars on Tribal communities. Many veterans’ families directly survived these atrocities, which shaped their perspectives on service and sacrifice. While the experiences and motivations of Native veterans varied, a shared connection to their homelands played a central role during their time in the military and afterward.

These stories are often missing from mainstream historical narratives. This lesson aims to address this erasure by centering the voices and experiences of Native veterans, providing students with a more inclusive understanding of American history.

Trigger Warning

As a California Native curriculum writer, I found the process of creating this lesson both meaningful and emotionally challenging. My grandfather, a Pomo/Lake Miwok man, served in WWII. Although he passed before I was born, I learned from my family that he never shared his war experiences. My relatives told me that my grandfather faced relentless racism growing up Indian in Lake County, California, and that his motivation to serve stemmed from a desire to prove—to himself and to non-Natives—that he was just as worthy of U.S. citizenship as anyone else. Born in 1918, my grandfather was not granted citizenship at birth, as Native Americans were not recognized as U.S. citizens until 1924.

Reading interviews with other California Native veterans forced me to imagine not only what my grandfather endured during the war but also what he faced before and after his service. He passed in 1974 from complications related to diabetes, leaving behind unanswered questions about his experiences.

Supporting Students Emotionally

This lesson addresses complex and emotionally heavy topics, including boarding school trauma, war experiences, and systemic racism. You may have students—Native and non-Native—whose ancestors or relatives served in wars or are currently serving. Some students may have access to these stories, while others may not.

To support students:

Acknowledge emotional triggers: Following the Turn and Talk activity, take a moment to recognize the potential for emotional responses.

Provide safe spaces: Offer students the option to step away or speak with a trusted adult or counselor if they feel overwhelmed.

Guide discussions with care: Create a respectful and thoughtful classroom environment, emphasizing that the goal is to honor the resilience and contributions of Native veterans.

Check in individually: If a student appears upset, provide an opportunity for one-on-one support.