Honoring Our Ancestors: Sierra Valley Wel-mel-ti

    Overview

    Honoring Our Ancestors: Sierra Valley Wel-mel-ti

     

    Studio portrait of five smiling female relatives across three generations, navy tops.
    4 Generations: Carmelita Evans DeLucchi (bottom center), her daughter, Bernadette DeLucchi (top right), granddaughter, Kellie Harry (top left), and great-grandchildren, Kylie (left) and Jace Harry (bottom right). Photo courtesy of Kellie Harry.

    Authors:

    •  Kellie Harry (Pyramid Lake Paiute Tribe member, Wel-mel-ti Washoe descendant)
    • Jesse Blackburn

    Lesson Partner: Rebecca Lowry, Humboldt County Office of Education

    Grades: 2

    Suggested Amount of Time: 3 lessons (approx. 70-90 minutes each; Lesson 1 has homework)

    Curriculum Themes:

    • Cultural Strengths
    • Relationship to Place
    • Cross Curricular Integration
    • History

    Learning Goals

    • Name the Tribal group and place described in the unit.
    • Describe the 3 Wel-mel-ti individuals featured in the unit.
    • State how each individual represents/represented aspects of Wel-mel-ti culture.
    • State how each individual made a difference in the world or in the lives of others.
    • Compare and contrast the lifeways of these current and historical Native American people with their own cultures/experiences.
    • Understand and begin to apply new vocabulary for the topics.

    Lesson Overview

    This unit introduces students to the Northern Washoe Indians, or Wel-mel-ti, who lived in Loyalton,
    California, and throughout the Sierra Valley.

    Students will benefit from this rare example of Wel-mel-ti perspectives on an important time and
    place, through the tangible stories of actual Wel-mel-ti people, shared by those individuals and their
    family members. Too often, Native American voices have been missing from the social studies and
    historical records taught in U.S. schools. This has led to a warped understanding of American
    peoples’ history, present, and future together, and allows erasure and negative stereotypes to harm
    Native students.

    Through the following lessons, all students have the opportunity to 1) learn some California history
    and Sierra Valley Washoe values and traditions, 2) build vocabulary and strengthen reading
    comprehension, critical thinking, and discussion skills, and 3) increase their empathy and feelings of
    belonging in the classroom. 
     

    I grew up listening to my grandmother Carmelita’s stories about life in the Sierra Valley. This
    oral tradition was more than entertainment -- the specific knowledge and values passed from
    elder to child have sustained our Tribes in challenging environments for many thousands of
    years. So, I always paid close attention, knowing it was my responsibility to practice what I’d
    learned and continue to pass it on to the next generations.

    “Elders in the tribe also had special status and wisdom that they accumulated as they
    grew older. They were the keepers of the fire, and they taught the Washoe traditions
    that they had learned from their grandparents. For this reason, the old ones were
    treated with great respect. No one ever passed by an elder without saying something,
    and during a feast, elders were always fed before anyone else.” (Dodds, 2009, p. 10)
    The oral tradition was becoming harder to maintain by the time Carmelita was born in the
    1930s. This is a reason the knowledge she’s shared is so precious, and a reason my family
    and I are now sharing some of that knowledge in written form and with other teachers. By the
    turn of the 20th century, European-American settlers had pushed most Washoes off their
    homelands, and the U.S. government had taken many Washoe children away to the
    repressive and abusive Indian boarding schools. This disconnection from the land and our
    families disrupted Washoe oral history and cultural teachings, including traditional practices
    like hunting, gathering, fishing, and healing.

    The three bands of Washoe (Northern, Southern, and Eastern) had always lived in different
    areas around Lake Tahoe, with some differences in customs and dialects. Some of the
    ancient knowledge of the Sierra Valley Northern Washoe -- who we are in relation to the
    world, how and why we do things – has been maintained only within families like Carmelita’s,
    and is unknown to younger generations of the Washoe Tribe of Nevada & California. So, as
    an adult, I interviewed my grandmother on topics she wanted to share about before her
    passing. These lessons are based on her account, with additional perspective from some
    family members and supplementary documents.

    Because the Loyalton area Wel-mel-ti are no longer living there, Carmelita, her brother Wilbur
    Smith, and her cousin Marvin Sam are honored in these lessons. It is important to their
    descendants to pass on their teachings to future generations of Sierra Valley residents and
    California students, for a complete understanding of history and place, and pride in the
    attributes of the Sierra Valley Washoe people.

    –Kellie Harry, with Jesse Blackburn
     

    About the Interactive Slides

    A key component of this curriculum includes interactive slides and a lesson script/facilitation support. These materials are designed to support ease of implementation and help guide lesson delivery.

    The interactive slides are animated to gradually reveal content and may include links to videos and audio playback buttons for Tribal language integration, songs, or slide facilitation.

    In addition to the downloadable lesson and student handouts, this lesson comprised of 90-100 minutes - Can break up into three 30 minute sessions (Acorn Sensory Play Extension Activity is optional - reduce time to 60 minutes if no sensory activities offered), includes interactive slides and lesson script/ facilitation support.

    Slides: Honoring Our Ancestors: Sierra Valley Wel-mel-ti

    *To ensure full accessibility, we recommend making a copy of the instructional material(s).

    Instructions:

    To use the slides effectively:

    • Project the slides in "Slideshow Mode" to activate animations. Written content will appear with each click.
    slideshow button
    • Set speaker volume before beginning the lesson to ensure all students can hear audio content.
    sound icon
    • Play audio by clicking the audio playback icons one at a time. There may be a brief pause while the audio loads.
    • Hovering over an audio playback icon will reveal a playback bar that allows you to play, pause, adjust speed, or fast-forward the audio.
    Player
    • Note: You do not need to use the playback bar unless you wish to adjust playback. Simply clicking the icon will play the audio.

    Model Curriculum

    Standard(s)

    Grade(s)