Grade 10
Rick Bartow: Wiyot Storyteller in Art & Music
8.VA:CR2.1, L.8.4, L.8.5, L.8.6In 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.
Trauma and Resilience: An Indigenous Lens
This three-part unit, Trauma and Resilience Through an Indigenous Lens, introduces students to the historical and contemporary impacts of trauma within Native American communities. Through a series of interactive lessons, students explore trauma as both a psychological and social phenomenon recognizing the significance of collective and intergenerational experiences. The unit begins by examining how historical events, such as colonization, forced relocation, and boarding schools, continue to shape the lived realities of Native communities today. Students engage with multimedia resources and participate in group discussions to reflect on how understanding this history is vital to addressing present-day challenges. In the second lesson, the focus shifts to intergenerational trauma, offering students insight into how trauma is passed down within families and how community support and cultural strength play essential roles in healing. This lesson emphasizes the importance of resilience-building within Indigenous communities and provides students the opportunity to begin creating personal, reflective responses through art or writing. The final lesson uplists celebration of Indigenous resilience, brilliance, and success. Students explore contemporary stories of Indigenous strength through video and discussion, and express their understanding through creative works such as poetry, storytelling, or visual art. A reflective sharing circle concludes the unit, fostering empathy, self-expression, and a deeper cultural awareness. Throughout the unit, students build critical thinking and empathy skills, while engaging with important themes of identity, history, and healing. Assessments include both discussion-based and a creative project that captures students’ personal understanding of trauma and resilience.
California Native Change Makers: Mary Tarango, Wilton Rancheria
This lesson focuses on Mary Tarango, a key figure in the Wilton Rancheria’s fight for the restoration of federal recognition. Designed for high school students, the activity introduces learners to the concept of a “Change Maker” by examining Tarango’s leadership, advocacy, and lasting impact on her tribal community. Students will explore the history of the Wilton Rancheria, including the devastating effects of the 1958 Rancheria Act, the tribe’s loss of federal recognition in 1964, and their eventual restoration in 2009—a movement in which Tarango played a significant role. The core activity asks students to work with a partner to research and create a collaborative Google Slides presentation that explains Mary Tarango’s contributions and the broader significance of tribal sovereignty. The presentation will include biographical information, historical context, and reflections on how Tarango’s leadership helped preserve her people’s identity and rights. The lesson meets Common Core writing standards by guiding students to analyze complex historical content and express their findings clearly and accurately in a multimedia format. It also integrates technology, requiring students to use the Internet and digital tools to create and publish their work. Students will begin with a brief introduction to Mary Tarango and the Wilton Rancheria's history through teacher-led discussion or multimedia resources. They will then engage in guided research, curate information with their partner, and design a visually engaging and informative presentation. A self-assessment rubric helps students reflect on their process, contribution, and final product. Completed presentations will be shared in class and submitted to the teacher to become part of a growing resource bank of California Native change makers, offering a long-term educational tool for future students to learn from.
National Policy: Indian Boarding Schools in California
HSS 11.1.4, HSS 11.3.2This unit reviews a brief history of national Indian Boarding School policy and its effects locally in California with particular attention to Sherman Indian School in Riverside, CA. Students will engage in a Think – Pair – Share activity, will learn about the creation of the first off-reservation boarding school, and see a timeline of western and California-based schools. Students will hear first-hand accounts from federal officials and learn how boarding schools prioritized gendered labor. At the end of the lesson, students will define key terms and revisit essential questions. Lesson includes references to optional videos and additional materials and resources.