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Highlighting Native Californian History through the Framework

Highlighting Native Californian History through the Framework:

The Framework calls for more complex examinations of Native Californian history across grade levels and time periods. This session will focus on ways to incorporate the history and culture of Native Californian peoples into lessons at both primary and secondary levels. Lessons that explore Native Californian history provide teachers with unique opportunities to connect students with local history and living Native communities that, historically, have been frequently misrepresented and not consulted in public representations of their groups. Furthermore, this topic allows teachers and students to explore interdisciplinary themes that span the various fields of social and behavioral sciences, including history, geography, economics, civics (political science), anthropology, religious studies, and psychology. Investigations that focus on the lifeways of Native Californians both before and after foreign contact highlights important historical thinking strategies including understanding diverse perspectives, evaluating historical evidence, recognizing continuity and change, assessing cause and consequence, and unpacking ethical considerations of the past.  

This session will engage participants in a model lesson that investigates the experiences of Native peoples during transitional times in California’s history—guided by the major instructional shifts in the Framework. Participants will use inquiry to investigate primary source content from the following periods: pre-contact, European settlement, the Gold Rush, and the early 1900s.  Participants will also leave with exposure to Teaching California Inquiry Sets for grades 3, 4, and 10 (that can be also adapted for grade 8) that address Native Californian history and culture.

Presentation Team:

  • Shelley Brooks, California History-Social Science Project
  • Michelle Lorimer, CSU San Bernadino