The only curriculum unit that tells the ways in which the Native peoples here resisted and survived Spanish colonialism, this is essential for fourth-grade teachers teaching about “California Indians.”

This curriculum helps students understand what it means to be a responsible person, based on the cultural values of the Hupa Tribe.

This curriculum helps students understand what it means to be a responsible person, based on the cultural values of the Hupa Tribe.

The telling of this story led to reconnections of Native California families with their relatives in Hawai’i.

Told mostly from the perspective of California Indian people whose lives have been and continue to be impacted by the California Gold Rush.

This story, told in Karuk and English relays important messages to children as it reveals why Panther has tear marks.

In this first book of poems given by Deborah Miranda, there is sadness, stone-cold fury, and even joy.

These 12 curriculum units include subjects such as tribal law, education, technology, housing, and traditional foods.

Parker describes how acorns are processed, every step of the way.

Rose’s poems are songs of conquest and genocide and survival.

Describes the methods and materials used in basketmaking.  Tripp tells the story in both Karuk and English

From an Indian perspective, the "Gold Rush" was a time of invasion, famine, murder, massacre.

This excellent integrated thematic unit allows students to analyze textbook material, change the identified bias, and change how they learn history.

An in-depth introduction to the history, culture and basketweaving traditions of Pomo women.

Documents eight years of protest and acts of civil disobedience to defend Indian ways of life. A must see for all Californians!