Grade 11

California Indian Identity and Culture: Representations Matters Unit

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.

Tribal Government and Civics

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.

Revitalizing Food Sovereignty

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.

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.

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.

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

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.

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.

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