Grade 5

Redwood plank house © Phil Albers

Traditional Plank House Village: Resources, Engineering & Social Roles

HSS 4.2.1, HSS 5.1.1, HSS 5.1.2, HSS 5.1.3, 4.VA:CR2.1, 5.VA:CR2.1

This unit teaches about the traditional living houses of the Indigenous people of Northern California, primarily the Karuk Yurok, Hoopa, Wiyot and Chilula Tribes. This is a basic overview and summary of the construction and societal makeup revolving around these traditional plank houses. Students will learn about the materials, process and some cultural aspects of plank houses. The lesson expands and applies that knowledge to traditional plank house villages. Activities include classroom discussions and a building project.

Ella Williams Designing her 3D Diorama of a Traditional Miwok Home.

Native Homes: Sustainability and the Environment (3D Diorama)*

HSS 4.2.1, HSS 4.5.5, HSS 5.1.1, HSS 5.1.2, HSS 5.1.3, SL.4.1, SL.4.2, SL.5.1, SL.5.2, 4.VA:CR2.1, 5.VA:CR2.1

This ELA, Social Science and Environmental History lesson introduces students to architectural practices and knowledge of structure and design through dioramas. Native Youth will guide you by modeling the project. Your students will learn about Hoopa and Miwok structures and culture and then will research and complete their own project. This unit may take a few weeks, but it is worth it. It is a lot of fun and will provide a deep understanding of Native culture for your students if done correctly.

“Qa’-Soy” Published in News from Native California © Elaine Palmer

Qa'-Soy: a Pomo Tale of Traditional Ecological Knowledge

RL.5.1, RL.5.2, SL.5.1, SL.5.2, SL.5.3, W.5.2, W.5.3, W.5.7, RI.5.3, HSS 4.2, HSS 4.3, HSS 4.4

This 3 part unit was written by Pomo educator, weaver and artist, Elaine Quitquit Palmer. A story recollecting a cherished childhood memory, with her father, is the focal point. The story of Qa’-Soy illustrates the passing on of traditional knowledge. Students will read this story and interview an elder in their community. Some students will have a grandparent they can ask about traditions in their family. If a family member is not available, the teacher can help the student identify an appropriate community member the student may interview. “Elders are highly respected in California Native American culture. They remember our history and teach culture, share stories, and pass down traditional knowledge. It is important for the youth today to learn how to respect and communicate with their elders so that they maintain their family histories.” Elaine Quitquit Palmer

Gold Rush Unit cover art grade 4

The California Gold Rush: A Deeper Look at Its Costs Unit

HSS 4.3.3, HSS 5.4.1, RI.4.1, SL.4.1

This unit examines the California Gold Rush and its lasting significance in U.S. history, with a focus on its environmental and cultural impact on California Native American communities. Students will analyze the consequences of westward expansion, including the exploitation of natural resources and the widespread displacement of California Native peoples. Through critical inquiry, the unit encourages students to understand the broader consequences of the Gold Rush and reflect on its role in shaping California’s past and present.

California Missions Through Native American Perspectives Unit

Project-Based Learning on California Missions and Native Americans

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Learning objectives: (1) Students will identify and articulate ways to create meaningful impact in collaboration with Indigenous communities; (2) Students will work in groups to design and implement a project that supports Indigenous-led initiatives, such as cultural revitalization or environmental stewardship; (3) Students will present their projects to peers or the broader community, showcasing their understanding of actionable respect and support for Indigenous communities; and more . . .

California Missions Through Native American Perspectives Unit

Exploring California Missions Through Native American Perspectives Mission Field Trip Guide

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Students: (1) Explore Native American resistance, resilience, and cultural survival; (2) Engage in critical thinking and empathy as students explore the California missions; (3) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (4) Explore California Indian history and culture before and during the mission period; (5) Analyze the impact of the missions on Native American communities.

California Missions Through Native American Perspectives Unit

Debating the Impacts of California Missions on Native Americans

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

In this lesson, students: (1) Examine the effects of the mission system on Native American communities, including cultural, social, and environmental impacts; (2) Evaluate diverse perspectives on the mission system; (3) Develop empathy and critical thinking skills by analyzing primary and secondary sources; (4) Students will understand the experiences of Native Americans during the mission period; and (5) Students will explore Native American resistance, resilience, and cultural survival.

California Missions Through Native American Perspectives Unit

California Missions Through Indigenous Eyes Project-Based Learning Virtual Exhibit Project

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Students: (1) Design a virtual exhibit that explores the history of California missions from the perspective of the Indigenous peoples whose lives were most affected; (2) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (3) Explore California Indian history and culture before and during the mission period; and (4) Analyze the impact of the missions on Native American communities.

California Missions Through Native American Perspectives Unit

Cultural Preservation Posters

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

In this lesson, students: (1) Design a visually appealing and informative poster highlighting the importance of cultural preservation among California Indigenous communities, focusing on traditions, language, art, or practices impacted by the mission system; (2) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (3) Explore California Indian history and culture before and during the mission period; and (4) Analyze the impact of the missions on Native American communities.

Subscribe to Grade 5 Content