Grade 5
Maidu Bear Dances
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.
New Conversations about Grizzlies
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 critical discussions and real-world examples, students will explore conservation strategies that support coexistence between people and wildlife.
Respect, Reciprocity, and Reverence
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.
Setting the Foundation for Grizzlies to Return
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 examine how human activity has impacted natural ecosystems and learn how restoring habitats can support wildlife and environmental balance. By investigating the role of grizzly bears in their ecosystems, students will gain insight into the interconnectedness of species and the land.
Imagining the Native American Native California Artists Judith Lowry
In this lesson, students will learn about Judith Lowry, a Native American artist whose work powerfully reflects her cultural heritage and important moments in Native history. We will begin by reading a short biography to understand her life story, including how her mixed background and experiences have influenced her art. Then, students will explore several of Lowry’s vibrant paintings, using them as a window into Native perspectives and stories that are often overlooked or misunderstood. Through guided discussion and observation, students will discover how Lowry uses her art to challenge stereotypes, celebrate Native identity, and bring attention to the challenges Native communities face today. This lesson aims to help students appreciate art as a form of storytelling and social activism, while inspiring them with the creative strength and resilience of Judith Lowry and other Native artists.
Imagining the Native American Native California Artists Harry Fonseca (Nisenan Maidu)
In this lesson, students will explore the life and artwork of Harry Fonseca, a celebrated Native California artist of Nisenan Maidu, Hawaiian, and Portuguese ancestry and a citizen of the Shingle Springs Band of Miwok Indians. Fonseca used his art to express identity, honor Native traditions, and respond to historical events like the California Gold Rush. Through vibrant paintings, symbolic imagery, and recurring figures like the trickster Coyote, Fonseca’s work invites students to think deeply about storytelling, cultural resilience, and how art can be both personal and political. The lesson is designed to be interactive and accessible, using visuals, student handouts, and guided questions to support engagement. Students will learn about cultural elements like regalia, roundhouses, and petroglyphs, and reflect on how creation stories and historical memory influence artistic expression. They’ll also consider how Fonseca’s paintings preserve Native perspectives and challenge mainstream narratives of California history. By connecting art to identity and resistance, this lesson encourages students to reflect on their own stories and the power of creativity in shaping how history is remembered.
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:CR2.1This 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.
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:CR2.1This 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. The teacher must: Understand we are on Native land Actively engage critical thinking skills, note taking skills, and discussion skills. Understand that quality research takes time and tribal voices may be difficult to find, but are important to include in your learning. Look for individual growth and expectations based on student needs