A publication of the Association of California School Administrators

The California Native American Studies Model Curriculum

A transformative moment for California education

By Cutcha Risling Baldy and Maggie Peters | March | April 2025

For the first time, California Education Code 51226.9 designated state funding to support the creation of a K-12 Native American Studies Model Curriculum (NASMC). Humboldt and San Diego county offices of education (HCOE and SDCOE) were chosen as lead agencies to facilitate the development of culturally responsive curriculum and instructional support tools. This three-year project is a collective effort supporting collaborations with tribes, COEs, educators, native youth-serving organizations and cultural knowledge keepers. The NASMC is an ambitious initiative with the goal of making Native American Studies (NAS) a central part of K-12 education across California. This article explores the project’s scope, phases, impact and how educational leaders can support its successful implementation. Also described are HCOE’s contributions to NASMC work within Northern California from Del Norte County to Sonoma County, including 68 Tribal Nations and 24 COEs.

HCOE did outreach across Northern California to host discussions on cultural strengths and best practices for developing community-informed curriculum. The outcome of these sessions became the basis for “curriculum themes” that were designated as guiding principles for how the NASMC should represent Native American nations and knowledges. These curriculum themes include:

Cultural strengths.
Law & government.
History.
Cross curricular integration.
Relationship to place.

Community voices continue to inform direction, along with NASMC Lead Scholars, Dr. Cutcha Risling Baldy (Hupa, Karuk, Yurok, enrolled in the Hoopa Valley Tribe) for HCOE, Dr. Joely Proudfit (Luiseño/Payómkawichum, Tongva) and Nicole Myers Lim, J.D. (Pomo) for SDCOE. Between the two COEs, the proposed curriculum will feature more than 200 lessons, professional development resources and teaching resources. The lessons and materials will be combined and made available as part of the NASMC publication in 2025.

The need for Native American Studies in California’s schools California is home to 109 federally recognized Tribal Nations and has the largest Native American population in the United States. California Tribes are diverse, each having its own unique cultural, historical and political identity. In addition to federally recognized tribes, there are state-recognized tribes and other tribes seeking federal recognition. This rich Indigenous heritage is an essential aspect of California’s identity, yet Native American history and culture have long been marginalized or misrepresented in K-12 curricula. By developing the NASMC, California aims to bring greater recognition and understanding to the histories and cultures of tribes, both past and present, and create a more inclusive educational environment for all.

The importance of NAS extends beyond education; it’s a matter of equity and justice. Native communities have faced centuries of violence, dispossession and cultural erasure, yet their contributions to California’s history are often overlooked. Our histories as Indigenous peoples in California are real, lived and continuing. Yet not enough people know about what happened in California. History books erase the brutality of the missions, rancho system, and Gold Rush. Each year we must educate and re-educate against the stories of Columbus, Thanksgiving, the California Mission Project and the “prosperous Gold Rush.” In 2020, California Gov. Gavin Newsom issued an apology for “the many instances of violence, mistreatment and neglect inflicted upon California Native Americans throughout the state’s history.” He also announced the creation of California’s Truth and Healing Council. By integrating NAS into the curriculum, California’s education system can begin to address these historical wrongs while providing all students — regardless of background — with a more diverse understanding of their state and its history.

Native American Studies knowledge is also the foundation for a diverse and creative future California workforce. It is becoming increasingly apparent that Indigenous knowledges and analysis are necessary to study and understand the most pressing issues that we face. One example of this is the recent state and federal focus on Traditional Ecological Knowledge and Indigenous Science. Indigenous peoples compose 6-8 percent of the global population, yet they protect 80 percent of the planet’s remaining biodiversity. The acknowledgement of how critical Indigenous knowledges will be to our future has been highlighted by recent state and federal policies like Gov. Newsom’s 30X30 conservation action plan, in which collaboration with Tribal Nations is key to conserving lands in California. Part of Newsom’s plan is to increase tribal land ownership and stewardship and provide direct funding for tribal research and land restoration projects to establish ways to protect and share tribal expertise and traditional knowledge. Federally, former President Joe Biden issued a memorandum recognizing the importance of Traditional Ecological Knowledge as key for improving understanding of climate change and environmental sustainability. The future of California education is in embracing Native American Studies and Native knowledges as a key part of building better futures for all.

Key components of the Native American Studies Model Curriculum The NASMC represents the beginning of a monumental shift in how Native American history and culture will be taught in California’s schools. The curriculum is being developed to be culturally responsive, inclusive and grounded in the voices of Native communities. While previous statewide curriculums have not embraced nor empowered Native peoples and knowledge holders as key experts in the design and implementation curriculum, the NASMC is being led by, developed with, and supported by Tribal Nations and tribal knowledge holders. We are at a critical point in California education and the NASMC holds key perspectives across multiple subject areas. Native American Studies is not just part of a social science or history curriculum, instead this model curriculum demonstrates how it can be included as part of science, math, art, music, health and social science/literature subjects.

This multi-phase process is centered around collaboration with Native communities, educators and scholars. Since February 2023, HCOE has led 113 community engagement sessions, reaching 2,288 participants from Tribal Nations throughout the state, as well as educators from various parts of Northern California.

Phase I: Community engagement and needs assessment During the community engagement phase, HCOE staff traveled across Northern California to facilitate discussions about the cultural strengths and learning needs of local educational systems. Native elders, youths, educators and community leaders shared their insights about how Native American history and culture should be taught in California classrooms as well as the unique needs of Native American students. In addition, HCOE established a California Indian Scholars Committee which included leading California Indian scholars, teachers and knowledge holders. This is truly an exciting time for California Native peoples as they are invited to be experts in the fields of education. The Scholars Committee included professors from the University of California, California State University and California Community Colleges alongside Native American teachers, educators and administrators.

Community input has been essential to ensuring that the NASMC reflects the diverse lived experiences of Native people in California, from urban areas to rural reservations. Many participants highlighted the importance of culturally relevant materials that center Native voices, perspectives and knowledge. This feedback has directly informed the direction of curriculum development and instructional strategies.

An important feature of community engagement was the involvement of Native youth. As future students of these programs, their voices have been especially valued in shaping content that resonates with younger generations, ensuring the curriculum is engaging, respectful and reflects their lived realities. The curriculum development team at HCOE held several listening sessions and workshops geared toward engaging primarily high school age youth to inform the development of lesson plans, and highlighting potential areas for professional development based on the youth experience in the classroom. Youth in these sections reflected on their personal experiences, many of which included examples of how they felt disempowered by the curriculum that is currently taught in schools.

One youth wrote: “I’ve learned nothing about Native history in school. I’ve had to do my own research to teach myself about the injustices to our people.”

Another added: “Schools should have placed-based history to highlight who has always been there. Sharing the Native perspective is very important.”

Youth were also given the opportunity to review some of the themes and resources of the curriculum. They were encouraged to share their experiences and suggestions for the future of the model curriculum. After seeing the plans, youth expressed excitement about future curriculum that could be featured in their own schools. “Learning about Native peoples will make us all more excited to go to school,” said one youth.

Another summed up the importance of the curriculum at the end of the session: “Teachers need to be educated so they don’t gaslight students with inaccurate textbooks; they also need to model learning to the students; they can be learning too.”

Phase II: Curriculum development and resource collection In July 2023, the project entered Phase II, the formal curriculum development process. This included the establishment of partnerships with tribes, educators, and cultural organizations, and the collection of primary resources such as oral histories, artifacts, and stories from Native communities.

The curriculum will cover a wide range of topics, including:

Native American history: From pre-colonial times to the present, focusing on the history of California’s Tribal Nations, their traditional lands/stewardship practices, governance systems, and resilience in the face of colonization.

Cultural practices: An exploration of the diverse languages, art forms, epistemologies, and lifeways of California’s Native communities.

Contemporary issues: Addressing the challenges facing Native American communities today, such as sovereignty, land rights, environmental justice, and health disparities, while also highlighting Native activism and community resilience.

Tribal sovereignty and governance: Teaching students about the legal and political aspects of tribal sovereignty, self-determination, and the relationship between Native tribes and the U.S. government.

The plan is to feature over 200 lesson plans, instructional support tools and resources in the HCOE submitted curriculum which meet California learning standards across grade levels and subject areas.

Example lessons include a kindergarten lesson on storytelling and shadow play with a focus on Yurok storytelling; a third grade lesson on Wailaki Astronaut Nicole Mann, the first Native American woman in space; a sixth grade science lesson plan on tan oak acorns; a ninth-grade lesson on California Indian geographies and reading maps; and 12th-grade lesson plans on land management and controlled burning and cooking with Native recipes. A major goal of this phase is to create accessible, age-appropriate resources that meet the diverse academic and social-emotional needs of students across California.

Our histories as Indigenous peoples in California are real, lived, and continuing. Yet not enough people know about what happened in California.

Phase III: Review, refinement and public release As Phase II concludes, the curriculum will be reviewed and refined based on input from tribes and cultural knowledge keepers. The goal is to ensure that content is not only academically rigorous but also culturally accurate and sensitive to the specific needs of tribal communities. This collaborative process underscores the importance of tribal consultation in ensuring the curriculum is rooted in Native perspectives, knowledge and traditions.

In 2025, the final curriculum will be uploaded to the California History and Social Science web-based platform, hosted by UC Davis, where it will be available to educators statewide — ensuring access to high-quality, culturally responsive instructional materials. The materials will be designed to be easily integrated into Ethnic Studies courses, as well as existing cross curricular studies. This marks a pivotal moment in California’s educational history, as NAS will become a recognized and accessible part of K-12 education.

Supporting successful implementation While the development of the NASMC is a crucial step, successful implementation in schools will require ongoing support for educators and school leaders. Here’s how administrators can ensure that NAS is

effectively integrated into classrooms:

1. Professional development for teachers

Teachers will need training and resources to successfully teach NAS. Professional development can focus on:

Culturally responsive teaching: Educators should be trained in the methods and principles of culturally responsive pedagogy, ensuring they engage with students from diverse backgrounds through affirming their cultural identities.

Curriculum adoption: Teachers will need guidance to incorporate the NASMC into their existing curricula. Through our listening sessions teachers expressed that they would be more likely to adopt the curriculum if they were able to receive training alongside an opportunity to learn from Native American Studies subject matter experts. One key suggestion was that teachers be encouraged and supported to complete at least one course in Native American Studies as part of their extended learning.

Sensitivity and respect: Educators will need to be prepared to navigate sensitive topics and create a safe, respectful classroom environment for all students. This can include a focus on teachers providing insight and discussion with students about taking a position of “learning alongside students” about subjects or peoples they may not be readily familiar with.

2. Collaboration with tribal communities

School districts and individual schools should establish collaborative and ongoing relationships with local tribes. Engaging Tribes as partners in the implementation process will ensure that the curriculum is grounded in the lived experiences and needs of Native communities. This could include:

Guest speakers: Inviting Native community members to speak in classrooms and participate in cultural events can enrich students’ learning.

Field trips: Organizing visits to local museums, cultural centers, and Tribal lands can deepen students’ understanding of Native cultures and histories.

3. Engaging parents and the broader community Community engagement is essential for the success of the NASMC. Administrators should ensure that parents, caregivers and community members are informed about the curriculum and have opportunities to provide feedback. Additionally, schools can host community events to celebrate Native cultures and bring the curriculum to life.

4. Ongoing feedback and evaluation As schools begin to implement the NASMC, it is important to gather ongoing feedback from teachers, students and community members. This feedback will help ensure that the curriculum remains relevant, accurate and effective in meeting students’ needs. This can include educators writing about their experience with the curriculum and/or presenting on their experiences at events, conferences or workshops, thereby encouraging other teachers to engage with the curriculum.

Conclusion: A transformative moment for California education The development of the NASMC marks a significant step forward in California’s efforts to create a more inclusive, accurate and culturally relevant education experience for California students. By integrating Native American history, culture and contemporary issues into K-12 classrooms, California is taking an important step toward repairing historical injustices and providing all students with a richer understanding of our state’s diverse communities.

School leaders play a key role in supporting the implementation of this curriculum. By prioritizing professional development, fostering strong relationships with tribal communities, and engaging students and families in the process, we can ensure that NAS becomes a transformative and empowering part of every student’s education.

With the release of the NASMC in 2025, California will set a national example for how to teach Native American history and culture by centering a community-informed curriculum that is respectful and impactful for future generations. This is an opportunity to build future leaders, educators and generations of students that are more informed, understand the unique sovereign nations within their communities, and are ready to tackle future issues to build better futures for all.

Cutcha Risling Baldy, Ph.D., (Hupa, Karuk, Yurok, enrolled Hoopa Valley Tribe) is guiding leader, Native American Studies Model Curriculum, at Humboldt County Office of Education. Maggie Peters (Yurok, Karuk, enrolled Yurok Tribe) is learning specialist, Native American Studies, at Humboldt County Office of Education.