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Ohlone Curriculum Ohlone Curriculum Aligns with Third Grade History-Social Science Content and Common Core Standards Includes Teacher, Student, and Supplemental Resources Supplemental Resources includes additional source material and a list of related fourth and fifth grade History-Social Science Content Standards with Bay Miwok Content and Introduction to Delta Yokuts By Beverly R. Ortiz, Ph.D. © 2015 East Bay Regional Park District www.ebparks.org Supported in part by a grant from the Vinapa Foundation for Cross-Cultural Studies Board of Directors Ward 1 Board Member: Whitney Dotson Ward 2 Board Member: John Sutter Ward 3 Board Member: Dennis Waespi Ward 4 Board Member: Doug Siden Ward 5 Board Member: Ayn Wieskamp Ward 6 Board Member: Beverly Lane Ward 7 Board Member: Diane Burgis General Manager: Robert E. Doyle This is the second edition. This curriculum contains eight units that correlate to third grade History-Social Science Content and Common Core Standards. We welcome feedback for how we might enhance the utility of this curriculum for classroom and other educational use. Please submit your comments by visiting www.ebparks.org/about/contact us. Please include “Curriculum” in the subject line. Curriculum Use Rights: All rights reserved. No portion of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, without permission in writing from East Bay Regional Park District with the following sole exception: Classroom teachers may reproduce Student Resources pages for use by their students in the classroom. This publication has been produced by the Interpretive and Recreation Services Department of the East Bay Regional Park District. Cover Illustration: “I originally created this collage of cultural images for the first (1994) Gathering of Ohlone Peoples at Coyote Hills. At the center is Ohlone territory—the land. Golden Eagle, once captain of the world, keeps watch from above while little Hummingbird hovers, bringing fire back to the world after the great flood. Everyone will recognize Coyote, and the two bears have just returned from exploring the world and giving every place a name. Acorns represent our traditional foods, experienced hands transform simple roots and shoots into baskets so essential to our ancestors, and a dancer moves in feathered cape, his feet keeping rhythm to songs both ancient and new. Finally, the tule house and tule boat speak to the unfailing resourcefulness and ingenuity of our people, and the richness of the Ohlone world.” —Linda Yamane (Rumsien Ohlone), 2009 Ohlone Curriculum with Bay Miwok Content and Introduction to Delta Yokuts Introduction and Master Table of Contents Introduction Some Important Notes for Teachers About the Overall Content .................................... i A Note About the Ohlone Curriculum ................................................................ i A Note About the Bay Miwok Content .............................................................. ii A Note About the Introduction to Delta Yokuts ................................................. iv Historical Ohlone, Bay Miwok, and Delta Yokuts Interconnections Past to Present ................................................................................................................. vi A Note About the Way Cultural Information Is Shared in This Curriculum ...... viii Third Grade Standards Addressed in This Curriculum: Common Core (Reading, Writing, Speaking and Listening, and Language) and History-Social Science .............. ix A Note About Curriculum Source Materials, Tone, and Language ................................ xiii Foreword .......................................................................................................................... xvi Acknowledgements .......................................................................................................... xix Master Table of Contents Teacher Resources Summary Table of Contents for Teacher Resources Introduction ..................................................................................................................... 1 Curriculum at a Glace ..................................................................................................... 2 Content and Organization ............................................................................................... 3 Units and Lessons ........................................................................................................... 7-65 Glossary .......................................................................................................................... 67-72 Student Resources Summary Table of Contents for Ohlone Curriculum Ohlone Curriculum Units and Lessons ........................................................................... 1-179 Endnotes ........................................................................................................................... 181-184 Summary Table of Contents for Bay Miwok Curriculum Bay Miwok Content Units and Lessons .......................................................................... 1-49 Endnotes ........................................................................................................................... 51-53 Summary Table of Contents for Introduction to Delta Yokuts Introduction to Delta Yokuts Units and Lessons ............................................................ 1-44 Endnotes ........................................................................................................................... 45-46 Supplemental Resources Summary Table of Contents for Supplemental Resources Supplemental Resources for Teacher Resources Native American Versus American Indian ..................................................................... 1-2 Supplemental Resources for Student Resources Ohlone Curriculum Units and Lessons ........................................................................... 3-53 Bay Miwok Content Units and Lessons ......................................................................... 55-58 Introduction to Delta Yokuts Units and Lessons ............................................................ 59-61 Educational Resources and References Website Resources .......................................................................................................... 63-66 Field Trips and Workshops ............................................................................................. 67 References: Ohlone Resources ....................................................................................... 68-74 References: Bay Miwok Resources ................................................................................ 75-76 References: Delta Yokuts Resources .............................................................................. 77-78 References: Spanish, Mexican, and Early American Eras .............................................. 79-80 References: California Indian ......................................................................................... 81 References: Additional Resources Cited ........................................................................ 82-87 Related Fourth and Fifth Grade Social Science Standards Grades Four and Five History-Social Science Content Standards Cross-Referenced to Ohlone Curriculum Content ............................................................................................ 89-90 Some Important Notes for Teachers About the Overall Content A Note About the Ohlone Curriculum The Ohlone curriculum contains eight units that correlate to third grade History-Social Science Content Standards, cross-referenced to fourth and fifth grade History-Social Science Content Standards in Supplemental Resources, pp. 89-90. Each unit has two to four lessons with student activities that variously utilize the following Common Core Standards: reading, writing, speaking and listening, speaking, and language. All units and lessons encourage critical thinking. While the units and lessons are designed to build upon each other, depending on available time and individual curricular needs, the units and lessons may be selectively taught in stand-alone contexts. Ohlone (aka Costanoan) is a grouping term created by anthropologists to signify broad-based linguistic and cultural similarities among some 58 independent tribal groups. The language family of the tribes whose homelands extended from present-day “San Francisco Bay south to Monterey Bay, the Big Sur coast and the San Benito River drainage” was first named “Costanoan” in 1891 and “Ohlone” in 1978. The word Ohlone (pronounced “Óh-lone-e”) comes from the name of a single tribe of Ohlone, the Oljon (pronounced “Ol-hóne”). This group is also sometimes called Costanoan (pronounced Cóh-stah-no-an). This word comes from a Spanish term “Costaño,” meaning “Indians from the coast.”1 While there was overlap in the overall cultures of Ohlone peoples from tribe to tribe, there were also many things that made each tribe district—from leadership, to sacred narratives, specifics of plant use, languages spoken, and more. Ohlone cultures changed in the thousands of years that they and their ancestors have lived in the place now known as the San Francisco Bay Area. Change increased as non-Indians began to settle in the area after 1769. While Ohlone peoples experienced tremendous disruption, dislocation, and suffering in subsequent decades, an astonishing amount of ancestral
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