Native American Studies | We Are California

The Beautiful Buzzard: Yurok Storytelling and Shadow Puppet Performance

This engaging and culturally rich unit invites young learners to explore the power of storytelling through the lens of the Yurok Tribe, the largest tribe in California and a Native community with a deep presence in Northwestern California. Ernie Albers, Yurok Storyteller shares his story “The Beautiful Buzzard” to engage students with the traditional artform of storytelling, how stories carry important messages, teach life lessons, and keep cultures alive across generations. Across four interactive lessons, students will actively listen, discuss, and respond to the story—learning about story structure (beginning, middle, end), elements (character, setting, action), practice Yurok language for animals names and expressive storytelling techniques (facial expression, gesture, sound effects, and voice). As students explore and reflect on storytelling practices, they will develop their own feelings and ideas and discover how oral stories can inspire art and performance. By viewing a student-created shadow puppet version of the story by students at Big Lagoon School in Humboldt County, and creating their own characters and puppets, students will deepen their understanding of Yurok culture, worldview, language and the art of storytelling. Students are introduced to ethical practices for studying and creating specific culture-based experiences (appropriation versus appreciation) to understand the importance of inclusion, participation and consent when creating artistic expressions about Native peoples. The unit culminates in a joyful classroom shadow puppet making and theater performance of either “The Beautiful Buzzard” or “The Hare and the Tortoise”, allowing students to express what they’ve learned in a creative and memorable way. This unit not only builds literacy and artistic skills, but fosters cultural awareness, community connection, and a sense of shared tradition.

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.

Picking Up the Pieces

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Divided We Fall

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Home Team Advantage

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The Modoc War and People Today

HSS 8.8, HSS 8.12, RI.8.2, RI.8.3, RI.8.4, RI.8.6, RI.8.9

This unit focuses on the Modoc War, a conflict between a small number of Modoc people and the US military in 1860’s and 1870’s. The first lesson gives the background information needed to understand the lead-up to the conflict. The second and third lessons focus on different aspects of the conflict, including events and topography. The fourth lesson, the aftermath. A possible extension activity would be a field trip to the Lava Beds National Monument to see the battle sites and gain a deeper understanding of the natural fortifications the Modoc people used to hold off the military.

Revitalizing Food Sovereignty

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.

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.