Grade 10

Food Sovereignty Unit

Revitalizing Food Sovereignty

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.

Food Sovereignty Unit

Traditional Plant Knowledge

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.

Food Sovereignty Unit

The Role of Harvest Days

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.

Food Sovereignty Unit

Traditional and Modern Food Systems

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.

Food Sovereignty Unit

Introduction to Food Sovereignty

This lesson introduces students to the concept of food sovereignty and its importance to California Native communities. Students will explore how historical events disrupted traditional foodways and analyze the challenges Native communities face in regaining control over their food systems. Through reading, discussion, and a Venn diagram activity, students will develop an understanding of the cultural and ecological significance of food sovereignty and reflect on its role in improving health and preserving traditions. Students will understand the concept of food sovereignty and its importance to California Indian communities.

Native Ways of Knowing Mock Trial The People vs. Governor Peter Hardeman Burnett

Native Ways of Knowing Mock Trial: The People vs. Governor Peter Hardeman Burnett

This mock trial learning activity will allow students to question and consider California’s first governor, Peter Hardeman Burnett’s policies and treatment of Native Americans. This activity encourages students to analyze history critically and empathize with those impacted by injustice. This mock trial script is designed to engage students in critical thinking about history while fostering empathy and analytical skills. This activity encourages critical thinking, empathy, and a deeper understanding of history. This lesson plan integrates critical thinking, collaboration, and historical analysis, fostering a deeper understanding of California’s early governance and its consequences. This mock trial can be adapted based on the desired educational or dramatic focus, emphasizing historical facts, ethical dilemmas, and the broader implications of Burnett’s policies.

Native Maker STEM Unit

Redwood Bark House

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.

Illustration by Meilan Solly © Smithsonian

Native Americans in Hollywood

Hollywood’s portrayal of Native Americans has long been intertwined with American politics and government policies, influencing national attitudes toward Indigenous peoples of North America. From the silent film era through the height of Cowboy and Indian Westerns, Hollywood shaped a narrow and damaging image of Native people. These films often depicted Native Americans as ignorant, lazy, violent, alcoholics, or savages, reinforcing harmful stereotypes. Such portrayals helped justify and support racist government policies including land dispossession, forced assimilation, cultural erasure, and even genocide. This racist foundation in the media was built on earlier political propaganda that framed Native Americans as obstacles to progress and civilization. Hollywood used humor and familiar storytelling to entertain audiences while dehumanizing Indigenous people and upholding white supremacy. The stereotypes created in these early films perpetuated racist propaganda from colonization, solidifying a negative public opinion and masked the harsh realities of U.S. policies against Native nations. Understanding this history is essential for students to recognize how the media can reinforce racism and shape social attitudes over time. This lesson invites students to critically analyze the power of film as a cultural force and to explore the importance of accurate and respectful representation of Native Americans in the media today. Through examining the origins of racist portrayals and their connections to political propaganda, students will learn to identify the damage caused by such misrepresentations. They will also have the opportunity to research authentic Native stories and consider how these narratives could be shared in ways that promote social justice and cultural respect.

Members of Redbud Resource Group

Original Patriots: Cultural Revitalization & Healing Trauma in Native California (Part 3 of 3)

This lesson examines how cultural revitalization serves as a tool for healing intergenerational trauma and reclaiming identity in Native California. Through exploring key concepts like cultural revitalization, Land Back, and environmental stewardship, students analyze real-world examples of resilience and cultural resurgence led by Indigenous communities. Activities include group discussions, the Land Back Spider Graph analysis, and a Webquest featuring case studies of Native leaders. The lesson emphasizes the importance of connecting cultural practices with wellness, combating stereotypes, and fostering a deeper understanding of Indigenous persistence and sovereignty. The teacher must understand that despite our tragic history, Native communities continue to find hope, look to the future, and lead the way in repairing our relationships to local ecosystems. The teacher must be prepared to actively engage in conversations about resistance and resilience throughout this lesson. Essential Questions: How does cultural revitalization help Native communities heal from intergenerational trauma and reclaim their identities? What role do the Land Back movement and environmental stewardship play in restoring Indigenous sovereignty and fostering resilience? Students will engage with: One Turn and Talk discussion. Small group and class discussions. A spider graph to analyze a Land Back Case Study. Writing thoughtful responses to the Webquest guiding questions.

Dee Rouse, Yurok WWII Veteran

Original Patriots: First Hand Accounts of California Indian Veterans of World War II (Part 2)

This lesson explores the overlooked contributions of Native American veterans during World War II through first-person narratives. Students engage in activities that build historical understanding, such as discussing quotes, analyzing facts, and participating in a jigsaw reading activity. The lesson emphasizes the duality of Native American identity and service while addressing themes of resilience, motivation, and historical erasure. In order to build upon historical background knowledge, educators should first complete the lesson “US Assimilationist Policy and California’s Indigenous Peoples” with their class prior to this lesson. Essential questions: How did Native American veterans balance their cultural identity with their service to the United States during World War II? Why did Native Americans choose to serve in the U.S. military despite the injustices they faced? How can learning about these veterans’ stories challenge historical erasure and deepen our understanding of Native American contributions to history? The teacher must understand that despite our tragic history, Native communities continue to find hope, look to the future, and lead the way in repairing our relationships to local ecosystems. The teacher must be prepared to actively engage in conversations about resistance and resilience throughout this lesson.