3rd Grade Native Group:

“Kumeyaay People”
Campo Elementary School
Shameeka Lewis & Eric Cruz
San Diego State University
Native American & Indigenous Scholars
Collaborative Project
Photos
 Reason for Referral
Native American students identified by school counselor

● Marco (3rd grade): Kumeyaay

● Isabella (3rd grade): Kumeyaay
● Mikailah (3rd grade): Kumeyaay
● James (3rd grade): Kumeyaay
● Carson (3rd grade): Kumeyaay
● Mia (3rd grade): Kumeyaay

Student Requests during interviews: learning more about Kumeyaay, Art, cultural games,

Purpose of Group: Scholars provided a space for student's, on a weekly basis, to explore their cultural identities and
highlight their resilience by fostering a sense of belonging, generosity, independence, and mastery.
Baseline Data
Strongly Disagree - Disagree- Neutral - Agree - Strongly Agree
Questions:
1) I feel like I am able to learn in school because I
have the skills to help me learn.
2) I feel like there are adults in my life that want
me to do good.
3) I feel like I can reach my goals with hard work.
4) I feel like my ideas are important to other
people.
5) I feel like I belong at school
6) I feel like I am able to make my own decisions.
7) I feel like it’s important to care about others’
well-being.
8) I feel like I belong to my tribe.
9) I feel like I enjoy sharing my knowledge with
others.
10) I feel like I can stay calm and solve my
problems when bad things happen to me.
11) I feel like I can reach my goals with hard work.
12) I feel confident helping others (i.e. friends,
family, and teachers).
13) I feel like I know what to do when someone is
being mean to me or other students at school.
A Closer Look: Focus Questions

Strongly Disagree - Disagree- Neutral - Agree - Strongly Agree

Question 4: I feel like my ideas are important to other people.

Question 6: I feel like I am able to make my own decisions.
Semester Goal:
Using the context of Kumeyaay culture (Kumeyaay
bird songs) and the thinking skills of feedback for self-
regulation, students will continue to develop their
sense of mastery and belonging by increasing self-
perception of being able to make their own decisions
and feel like their ideas are important to others by the
end of the 2018-2019 school year.
Lessons: Session Outline:
Lesson 1: Introductions/Group agreements
● Movement Activity
Lesson 2: Intro to bird songs ● Smudge
Lesson 3: ● Check-ins using
History of bird songs Zones of
Lesson 4: Ashaw Tu Cuk story Regulations
● Lesson Activity
Lesson 5: Ashaw Tu Cuk story ● Closing
(cont’d) Lesson 6:
The Thanksgiving Address
Lesson 7: Bird songs
Lesson Spotlight: Ashaw Tu Cuk Story

History: Story of Ashaw Tu Cuk

Purpose: Deepen students understanding of Kumeyaay culture by mediating
understand of the history behind birdsongs through storytelling.
Thinking Skills: Focus and Attention, Labels, Words, Concepts, Visualizing, Inferring,
Cause and Effect/Hypothesizing, Summarizing, Finding Connections and
Relationships
Time: 60 mins
Activity: Students will gather information about the Kumeyaay Birdsongs by listening
to the oral story of the Ashaw Tu Cuk. The story as explained by Ron Christman
reveals the origins of Kumeyaay Birdsongs.

Afterwards, the students will reflect about the information they learned within the story
by engaging in open discussion and exploring the underlying messages and
metaphors within the story.
Playdough creations that students made while listening to story of Ashaw Tu Cuk!
Lesson Spotlight: Thanksgiving Address
This lesson was delivered prior to Thanksgiving break,
hence we wanted them to reflect about what they are
thankful for. To start the lesson off we read the
“Thanksgiving Address,” which expresses thanks for
human beings, mother earth, the moon, the stars,
water, fire, animals and much more. This was followed
by a rich discussion of their comprehension of the
passage and an art activity.
Outcome Data
 Marco A.
“Today I learned how to be nice.”

When asked about the Ashaw Tu Cuk story he

stated that, “The bird doesn’t share songs.”

Strongly disagree → Strongly agree

Strongly disagree → Strongly agree
 Isabella B.
“Today I learned about connections. We all like fry
bread!”
“I know
that Thanksgiving is about spending time with family.”

“I am thankful for

Strongly disagree → Strongly agree

Strongly disagree → Strongly agree

birds and water.”

 Mikailah B.
When referring to the importance of circles she stated;
“We sit in circles so we can see each other.”

“Today I learned how to smudge.”

Strongly disagree → Strongly agree

Strongly disagree → Strongly agree

 James H.
After practicing smudging respectfully as group for
the first time, James shared with a smile, “Today I
learned how to smudge!”

Baseline PM 1 (10/15) PM 2 (10/29) Post Baseline PM 1 (10/15) PM 2 (10/29) Post

 Carson L. When discussing respectful ways to use sage, Carson shared,
“One time I crushed the sage to make a candle!” Carson also
shared, “ I enjoyed talking about birdsongs” when discussing the
Ashaw Tu Cuk Story.

Baseline PM 1 (10/15) PM 2 (10/29) Post

Baseline PM 1 (10/15) PM 2 (10/29) Post
 Mia Q. When discussing what we are thankful for, Mia shared, “I am
thankful for the trees because without them we don’t live. For
the water because the trees would die if we didn’t water them.
We need them and they need us. We need each other!”

Baseline PM 1 (10/15) PM 2 (10/29) Post Baseline PM 1 (10/15) PM 2 (10/29) Post

 Natalia S.
When discussing what we thankful for, Natalia
shared, “ I am thankful for Family, natures, water, sun,
and native group!”

Baseline PM 1 (10/15) PM 2 (10/29) Post Baseline PM 1 (10/15) PM 2 (10/29) Post

 Scholar Reflections
Praises Challenges

● The joy of seeing the students ● Holding our students accountable to

light up when they learn about their actions in a therapeutic
birdsongs! manner.
● The impact that “showing up” has ● Adapting to the different dynamics of
on our students! behaviors in group.
Thank you!
Eyaay ahan