Native Curricula by Native People including:
“Acorns all Around Us; Experiencing Our World” : 7 Lessons including slideshows and activities (Grades K-2) “Native Perspectives: Everyday Lessons: Help your students build relationships with the place they live”: 6 Lessons including slideshows, songs, worksheets, videos, activities, and a final project (Grades 3-8) “Healthy Ecosystems Feed Healthy Communities” Section 1: 8 lessons about Biodiversity in California’s Oak Woodlands Section 2: 7 Lessons about Native Foods and Nutrition (Grades 6-9) “Ethnic Studies Support; From Erasure to Visibility”; Explore Native existence, resistance, and plans for the future. 7 Lessons including slideshows, reading materials, and a final project. (Grades 6-12) “Weaving the Future, Confronting the Past: California’s Complex Origins and Native-Settler Relations: an Introduction to the California Indian Genocide” (Grades 8-12) Prof. Dev. Video for Teachers: (90 min.) Native Geography and Ecology: "Native Perspectives, Every Day Lessons. Teachers explore ways to integrate geography from a Native lens into the classroom, and collect suggestions for age-appropriate texts and resources for incorporating Native voices into multiple subjects." (Grades 4-8) "Save California Salmon": TEK Curriculum; Fire and Forests, Rivers and Fish; Estuaries and the Delta; Oceans; Climate (Grades 5 -8) Guide to Creating Land Acknowledgements in the Classroom: by Trelasa Baratta, An explanation of land acknowledgements with examples and steps to take with students to create one that is well-researched, respectful, and meaningful; includes a 20 min. Mini-Webinar. Celebrating Native Empowerment during Women’s History Month (Mar. 2023) “5 Ways to Indigenize Your Curriculum”; Tips for integrating Native perspective into your lessons by Trelasa Baratta (Pomo), Curriculum Developer; 1) Start with Native Geography; 2) Create a collaborative land acknowledgement; 3) Have open conversations about the genocide of Amerivan Indians…with conversations on resilience and the ability to survive and rebuild. 4) Create an environment of respect and reciprocity with the 3 R’s; 5) Incorporate the outdoors.” (Sept. 2022) |
Coyote at the Big Time: A California Indian 123 Lyn Risling, 2013; This is a California Indian counting-book with indigenous cultural traditions about animals getting ready to go to a special dance and ceremony that is still celebrated today. 2013 (Preschool to Grade 1 )
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A Time of Little Choice: The Disintegration of Tribal Culture in the San Francisco Bay Area 1769-1810; by Randall Milliken. “…describes the independent Native American nations that lived in the Bay Area, their reaction to Spanish influence, and their choices when confronted with the mission system. It studies the circumstances under which tribal members joined missions, and recounts their subsequent experiences." 1995
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The Ohlone: Past and Present, Native Americans of the San Francisco Bay Region, 1994; Ed by Lowell Bean, Phd. First book of its kind. From the Ohlone Scholars Conference (1992). “...remedies a long -standing wrong, the neglect of the Indians of the San Francisco Bay Area in the published anthropological literature, and especially the all-too-common statement in that literature to the effect that the Ohlone (or Costanoans) have long been extinct. Here we have the living descendants of the people found here by the Spanish missionaries and explorers in the 1770s telling us how very much present they are in the 1990s.”
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The Ohlone Way: Indian Life in the San Francisco-Monterey Bay Area: by Malcolm Margolin, “ One of the most ground-breaking and highly-acclaimed titles that Heyday has published, The Ohlone Way describes the culture of the Indian people who inhabited the Bay Area prior to the arrival of Europeans." 1978 |
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We Are The Land: A History of Native California; By Damon B. Akins and William J. Bauer Jr., 2021, University of California Press. “...centering the long history of California around the lives and legacies of the Indigenous people who shaped it. Beginning with the ethnogenesis of California Indians, it recounts the centrality of the Native presence from before European colonization through statehood…and in the late twentieth and early twenty-first centuries.“ |
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Stanford grad student Ariel Bobbett: Juristac lands (4 min video)
(Available to use for teaching to bring support to the sacred Juristac lands in Santa Clara County.) |
Stanford Historical Society: “Searsville before Stanford” by Laura Jones, a Stanford archeologist that teaches about the indigenous peoples as well as Spanish and Mexicans. (4-27-22)
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