Toolkit developed by CA Indian Culture & Sovereignty Center and CSU San Marcos American Indian Studies. The purpose of the toolkit is to encourage all academic staff, students, administrators to acknowledge the original nations on whose land we live, learn, and work.
The lesson centers California Native American perspectives, with a focus on the Maidu tribe, highlighting the ways Indigenous knowledge and ceremonies honor the natural world and guide responsible stewardship. In this lesson, students will explore the cultural significance of the Maidu Bear Dance and its deep connection to nature. Through learning about the Maidu People's respectful relationship with the land and animals, students will gain insight into how traditional cultural practices support environmental sustainability and conservation.
The lesson highlights the importance of grizzly bear conservation while centering California Native American perspectives, including insights from the Gabrieleno/Tongva tribe, to deepen understanding of Indigenous relationships with the land and wildlife stewardship. In this lesson, students will investigate the ecological role of grizzly bears and how human activity has affected their habitats and survival.
Through learning from California Native American perspectives, including voices from the Gabrieleno/Tongva tribe, students will explore how these values guide environmental stewardship and cultural practices. This lesson introduces students to core values within Indigenous knowledge systems, respect, reciprocity, and reverence, and their role in fostering sustainable relationships with the environment. The lesson encourages reflection on personal and collective responsibilities to the land and invites students to identify meaningful ways to honor and care for their local environment through everyday actions.
In this lesson, students will explore the importance of habitat restoration and conservation through the lens of grizzly bear recovery efforts. The lesson centers Indigenous knowledge, featuring perspectives from California Native communities, including members of the Gabrieleno/Tongva tribe, to highlight traditional ecological understandings and relationships with wildlife.
Students will design and complete a project that reflects their learning about land, Indigenous presence, and community responsibility. Students will present their work to an audience, demonstrating respectful engagement, informed research, and a commitment to ongoing learning and allyship.
Students will critically evaluate the limitations of land acknowledgments when not paired with action or accountability. Students will explore tangible ways to support Indigenous communities and advocate for justice beyond symbolic statements.
Students will learn and apply respectful communication protocols when engaging with local California tribal communities. Students will incorporate Indigenous voices, perspectives, and feedback into their understanding and representation of local histories and cultures.
Students will examine the historical and cultural significance of land acknowledgments and analyze their use in educational and public settings. Students will identify the Indigenous peoples whose ancestral lands they occupy and begin to explore the importance of recognizing those connections.
Students learn about the ecological and cultural restoration of Cache Creek. They study how the Yurok Tribe combines Traditional Ecological Knowledge (TEK) with modern science to rehabilitate ecosystems. Students design their own restoration plans for a local waterway, integrating Indigenous knowledge and environmental problem-solving.
