The Chumash: A Changing People, A Changing Land Program Materials

Ranger and students discussing Chumash people's connection to Rancho Sierra Vista/Satwiwa.

Welcome to "The Chumash: A Changing People, A Changing Land" program material site.This season we will be pilot testing a blended learning model. This will include a virtual pre-visit lesson with a ranger, the in-person field trip, and a post visit activity. We ask that all participating teachers complete the pre- and post visit to ensure students receive the full experince.

You will find all information relating to the field trip, including pre- and post visit lessons, safety informations, materials to share with parents, and general information about the program on this page.

If you need help with accessing elements on this page, or can not find the answers to your questions please email us.

Teacher Check List (printable)

Review and share with parents to help prepapre students for the trip.

Driving Directions and Map (printable)
Please print this out for the day of the trip, and share with any parent drivers.

 

Pre-Visit Lessons

Prior to the field trip we ask that all teachers review the Pre-Visit Lesson Guide, Teacher Check List (share with parents) and print out the Driving Direction for the day of. This information will ensure that students have what the need for their trip day.

Pre-Visit Lesson Guide for Teachers
This is the full guide of lessons. To find accompaning materials such as PowerPoints, links, and PDFs please look at the actvitiy specific tabs below.

Don't forget to schedule your 45-minute virutal pre-visit. More information and teacher led activties visit can be found in the tabs below. 

Pre-Visit Virtual Visit with a Ranger

A few week prior to your field trip we will schedule a virutal visit with you and your students. During thie time we will cover three key areas:

• Safety
• Site Orientation
• Content

Though this virtual introduction you and your students will have the oppotunity to learn a little about the site, ask our team questions, while developing a gerneral understanding of the location.

Our team will run a structured activity with your students during our lesson.

At the end of the time either our staff or you will run a review of our discussion. Predeveloped Prezi, Padlet and Kahoot are avalible, please let us know which your prefer to use.

Imporant tips:

The lesson will be a minimun of 45 minuts however we can go upto an hour.
You will need to generate a meeting conference link (Zoom, TEAMS, Google Meet, etc) and send us an invite in your confirmation email.

Our team member will log on 5 minutes before the program start time, please be sure to let us in and make us co-hosts. We plan to share our screen and present photos or videos during the program.

We may implement some techniques to create an engaging and interactive experience for your students:

• Will each student log into the meeting with their individual device or be viewing us through a projected screen?

• If students are logging in with their own individual device please have each student plug in their headphones to minimize feedback noise.

• Enabling the Chat for students to ask questions.

• Monitor the Chat that all comments or questions are only related to the program.

Please verify which program you are able to access: Padlet or Kahoot

Pre-Visit Language and Name Tag Activity

Language and Name Tag Activity.

The following is a guided lesson that will be conducted by teachers prior to the field trip. Along with exposure to language this will help organize students into their groups for the day of the field trip.

1. The goal of this activitie is to expose students to the langue traditionally spoken by Chumash people while developing their name tags. It is important to remind students that modern Chumash people live in our communities and speak the same languages we speak. Due to the impact of collonialism and the mission system the Chumash language was almost lost. Currently members of the community are working to revivie their language through research, knowledge sharing, and engaging youth.
2. Lesson Guide and Materials

Lesson Guide for Language and Name Tag Activity.

Template for Name Tags. Three groups should be pre arranged to field trip. If more two classes are attending please work together to form groups.
Best Practicies:

• Mountains Groups students from TEACHER A's class
• Coastal Group students from TEACHER B's class
• Island Groups mixture of students from both classes.

PowerPoint for Language and Name Tag Activity

Slides for Language and Name Tag Activity

Maps:
Searchable Map of Native People from Native Land Digital

US Geological Survey Map of Native Lands in tht United States of America
 

Pre-Visit Santa Monica Mountains Mural Activity

Santa Monica Montains Mural Activity.

This activity can be lead in class or with the ranger during the virutal visit. Please let the lead know if you plan to use the Jamboard or use the print outs.
 

1. Local enviroments shape human culture and this is true for Chumash People. Use this activity to help expand on the idea of biological diversity, or biodiversity, and what we notice about our local enviroment today. 
2. Lesson Guide and Materials

Pre-Visit Lesson Guide for Santa Monica Mountains Mural

Jamboard Link for Mural Activity. Please make sure to make a copy for your class that is formated as follows:
SCHOOL NAME_TEACHER NAME_2023 and share with us when complete.

Printable Version of Activity

PowerPoint Slide for Display

PDF Slides for Display

Vocabulary and Reference Articles

Terms and definitions

Aspect- the compass direction that a slope faces.

Biodiversity- the variety of life in the world or in a particular habitat or ecosystem.

Ecosystem- a group of living things and the environment in which they interact.

Habitat- the living place of an organism that has the things the organism needs to survive.

Migratory- a species that move seasonally.

Native- A species that normally lives and thrives in a particular ecosystem and has developed with the surrounding habitat.

Non-Native- a species living outside its native distributional range, but which has arrived there by human activity, either deliberate or accidental.

Organism- a living thing.

Plant Community- a group of plants living in a particular local area and have similar needs.

Water - colorless, transparent, odorless, tasteless liquid that forms the seas, lakes, rivers, and rain and is the basis of the fluids of living organisms.

Species- a group of living organisms consisting of similar individuals capable of exchanging genes or interbreeding.

Soil- a mixture of minerals, water, air, organic matter, and organisms that decay remains of once-living things.

Year-Round- a species that resides in a location throughout the year.

Supplemental Glossary. In addition to the above terms the glossry is an expansive review of terms for materials culture and enviroment. 
Printable page.

References and Articles:

• The Chumash Indian Museum
• Santa Ynez Band of Chumash Indians
• Bringing Back the Samala Chumash Language

Background Information about Satwiwa

Background Information

The Pre-Visit Background Information is intended for teachers to refresh their knowledge about local native people and their connection to the Santa Monica Mountains.

Satwiwa: A Chumash Village

For many centuries, the inland valleys, mountains, islands, and coastthat are now Los Angeles and Ventura Counties sustained the Chumash and Gabrielino/Tongva cultures. It is believed the area of Rancho SierraVista/Satwiwa was part of a Chumash trade/travel route. Satwiwa, whichmeans "the bluffs," was the name of a Chumash village located near here.To reflect this heritage, a portion of the Santa Monica Mountains NationalRecreation Area has been designated the Satwiwa Native American IndianNatural Area.

Here, descendants of the Chumash, Gabrielino/Tongva, and other Native People of all tribal affiliations perpetuate many of their traditions and sharetheir culture and current accomplishments with the public. 
Check out this interactive map of Indigenous territories, treaties, and languages.

Biodiversity: The key to survival

Nearly every plant and animal found in the Santa Monica Mountains wasused by the Chumash people. Biological diversity ( or biodiversity)enabled the Chumash to survive for thousands of years and have a lifecomplete with technology, tools, utensils, art, music and games. A rich,complex culture and social life was developed. Their money system, usingolivella shell beads, made them among the wealthiest of California tribes.These accomplishments can be attributed to the natural world. This worldwas the source of their food, clothing, homes and tools. It inspired theirreligious beliefs, music and ceremonies. The Chumash respected and evenfeared the natural world, for their lives depended on it every day. It couldbring them abundance, or threaten them with famine, flood, or disease.At the time of the Spanish arrival, it is estimated over 20,000 Chumashinhabited the coast from Los Angeles to Morro Bay and inland to the edgeof the Central Valley. This land area is among the richest in the world andprovides substantial resources.

The richness of their environment and their success in huntingand gathering, the Chumash had no need to plant crops as did so manyother Native American groups. Agriculture would also have required moretime than was necessary for hunting and gathering in such a rich environment.Acorns and other nuts, seeds, roots, bulbs and leaves were gatheredfrom the vast variety of native plants. Plentiful wild game included deer,bear, rabbits, birds, seals, otters, fish and shellfish. Even ground squirrelsand grasshoppers were trapped and eaten.

Nature supplied the materials necessary for making the Chumash house,or ap. Tole and willow were gathered to construct these thatched homesthat look like upside-down baskets. An occasional beached whale providedboth a feast and rib bones to create an arched doorway. Locallygathered plants were used to make beds, traps, and beautiful baskets.Animals were eaten and their hides and bones used for tools, clothing,fishhooks and bows. Shells were important for dishes, ornaments, andmoney. Driftwood logs, preferably redwood, were gathered to constructocean-going plank canoes, or tomols. They were then lashed togetherwith red milkweed and sealed with asphaltum (tar), pine pitch and redochre. No material was wasted since these resourceful and creative peoplefound a use for nearly everything.

Since life's necessities were met with such ease in the Santa Monica Mountains, there was time for leisure activities: playing games, makingmusic, arts, crafts and storytelling. Stories were told to teach the relationship between man and the natural and spiritual world. Examples of how material culture was based on items found within their enviroment include:

• Dice were made from halved blackwalnut shells filled with asphaltum and decorated with abalone shellpieces.
• Rattles were made from the bones and hooves of deer.
• Paint was made from minerals such as diatomaceous earth, hematite (rockcontaining iron ore) and charcoal with paintbrushes made from fibers of the soaproot and yucca plants

The Chumash, then, were able to go beyond survival and develop a truly fascinating and unique culture, considered to be among the most advanced in North America.

Biodiversity Today

Upon the arrival of the Europeans a few hundred years ago, the landscape of the Santa Monica Mountains changed drastically. No longer was the land prized for its unique diversity. The multitude of plants and animals once so cherished by the Chumash were, to some eyes, seen as being in the way of progress.

Native animals like bears, mountain lions and coyotes were killed by ranchers to protect their livestock. They were also displaced by non-native animals that were raised on ranches and farms as livestock or kept as pets. These non-natives often escaped and out-competed native animals for food and space. Native plants were cut down or removed to make room for grazing cattle and development. Introduced species of plants often aggres­sively out-compete native species for space, causing them to become endangered or extinct.

Today, common threats to local and global biodiversity also include human population growth, water quality, air polluted by carbon dioxide emissions, land use issues (including habitat loss and landfill space), depletion of fossil fuels and hazardous substance disposal.

Just as biodiversity enabled the Chumash to survive, it enables us to survive today. Being further removed from the natural world in our daily lives, we can easily forget how dependent we are on the Earth's resources.

Chumash Today

Although no up-to-date census exists, it is estimated that over 5,000 people of Chumash ancestry live in Los Angeles, Santa Barbara, San Luis Obispo and Ventura Counties with others dispersed throughout the United States and the world. Many of these people keep their traditional culture alive by engaging in craft activities, initiating projects to ensure their sacred grounds are not disturbed, and sharing with others their history and traditions.

Members of Chumash clans and other Native Americans still gather at Satwiwa. They share with schools, other educators and public groups information about their traditions and respect for the natural world. Much knowledge has been handed down through the generations. Of utmost importance are learning the keys to our survival and keeping the natural world diverse and pure.

 

Field Trip Day

The following information is a general overview of the program day. The program includes an hour-long nature hike that provides examples of humand, animal and plant connections.
We will be pilot testing a new approch to our activities through 'pod lead' activities. Chaperons and teachers will help guide students to activities.
There are a total of 4 hands-on activities, 3 that are ‘pod led’ and 1 structured.
The pod led activities include:  Artifact Mystery, Nature Journaling and the Ecosafari.
The structured activity is the Abalone station. Leads will share a short talk about the ocean influnce on our area, provided instruction on how to use a pumpdrill then students will create an abalone shell necklace to take home.

The tabs below include:

• Day of Trip Schedule
• Logistics
• Transporation

General Program Day Schedule

9AM Bus arrival: (school address or pickup location) and school drop off will be at 2PM. We anticipate groups to arrive around between 9:40 AM- 10AM, if your bus is later than this we will make adjustments to ensure your students can enjoy all activities offered. Please see below for a general schedule of the day.
10-10:10 AM. Arrive on-site, staff person will lead a general welcome and reminder of what to take from bus. Unload from the bus and check in with staff. If students need to use the restrooms right away this will be accommodated, otherwise breaks will be built into the program. Notify staff if a snack break is needed.
10:10-10:20 AM. Welcome and Safety Message by group leader.
10:20-10:25 AM. Students split into three groups by teacher. Please note that this is a general structure of the day, depending on arrival time, weather, and other unforseen situations this schedule is subjec to change.
10:25-11:25 AM. Staff lead will assign a hike leader and all students will begin the day with a hike. All students will hike the Satwiwa Loop Trail at a resonable pace. Binoculars maybe provided and chaperons or teachers maybe asked to record trail findings.
11:25-11:55 AM. Lunch Break. During this time staff may need to step away for set up materials for the activity portion. We ask that you encourage our students to focus on their lunches, uses the restrooms, and take time to rest from the hike
11:55-12:00 PM. Gather into groups with chaperon or teacher leads.
Pod Led- Each group can decided which activity to begin with. There will be staff avalible to help provide some insturction, most activities can accomodate larger group sizes, however we recommend that if there are many students at one activity maybe encourage chaperons to participate in another and return later. 
Structured Activity- This activity can only accomodate 15 students at a time, we recommed chaperons and teachers keep an eye on the activity and if they see an opening to have students head over.
Please note that it is not required to do all the activities. 
12:00-12:50 PM: Activity Offerings:

• Ocean Station. Students will consider the influence of the ocean at Satwiwa as they create abalone shell necklaces.
• Artiface Mystey. Students will select an artifact that they will examine and make guesses on what it is, what it came from, and how it may have been used.
• Mediterranean EcoSafari. Students will learn more about native animals of the area and consider their relationship to people.
• Nature Journals & People and Plants. Students may explore the native plant garden and learn more about native plants or take time to journal/draw about their experience.

12:50-12:55 PM : Ranger and student wrap up, conclusion, and thank you. Student time to use the bathroom before heading down onto the bus. 

12:55- 1PM: Students load onto the bus. 
2PM: Arrive at school.

Logistics

Student Lunches: We will have a staff member or chaperone help carry all the student lunches to our program site. Once at the site, we will collect all lunches and store them into a plastic bin and store them inside the building. After activities, the entire class will have lunch together on the courtyard near the bathrooms.

Chaperones: We would like to invite the parents to be participants, at times we will need their help with activities, to help keep students together on the hike, and to set good examples. Please provide any chaperones driving themselves with the accompanying map. GPS systems and Smartphone Apps rarely give the correct direction which has led to schools and parents getting lost.

Weather/Cancellations:  Please be sure to check the weather reports prior to your visit. This program is outdoors and if there are reports of heat, wind, or rain please prepare your students accordingly. In the event of extreme weather your program may be postponed to an alternative date.

Transportation

Free Bus TransportationThanks to the National Park Foundation for honoring us the ‘Every Kid Outdoors’ grant. Free bus transportation is paid by our partners, Santa Monica Mountains Foundation, for Title 1 fourth grade classrooms who reside in Los Angeles or Ventura County. Our operations books your bus, we have attached a letter supporting this statement titled “Bus Payment by SAMO Confirmation”.

Bus ConfirmationsWill be provided to us within 30 days or less by our bus company, LAUSD Transportation Division.If you need to cancel your trip and/ or bus, please contact us first!!

 

Post Visit

After your field trip please select one or up to all three of our Creature Feature Videos (25 minutes each) to watch with your students. If you can only watch one, we recommend the Bird Video for this trip.
Links for Videos below

Please note that these are interactive videos and will require you to pause, and instruct your students to answer questions on a Padlet, or journal.We recommend watching the video(s) ahead of time before showing it to students. 

Creature Feature: Birds

Vida en el Aire video
This 20 minute video promotes a greater understanding to our avean populations while engages students by having them consider questions. We recommed that you pair this with either out Padlet or the Nature Journal your students received on their field trip.

Padlet for Video
Use this link to access the official pre developed Padlet for your students.

Bonus Material!
PowerPoint of  Vida en el Aire.
Review information about local birds.

Bird Activity Video

This 3 minute video will walk your students through DIY Binoculars with your students.

Instructions for download.

Materials you will need:

• papertowl role, or two toilet paper roles
• string
• hole puncher and scissors
• decroative items to customiz

Creature Feature: Pumas

The Ghost Cat video
This 20 minute video share information about mountain lions, or pumas, and their ability to survive in our area. We recommed that you pair this with either out Padlet or the Nature Journal your students received on their field trip.

Padlet for Video
Use this link to access the official pre developed Padlet for your students.

Bonus Material!
PowerPoint of Ghost Cats
Review information about mountain lions. 

Puma Craft Video
This 3 minute video will lead students through a DIY Nature Collage.
Instructions for download.
Materials you will need:

• Stapler
• Ruler
• Scissors
• Crayons or Markers
• 4 pieces of carboard strips
• Tape (preferably transparent)
• Printed Ilustation (download)
• Natural materials

Creature Feature: Monarchs

 Butterfly Video
This 20 minute video share information about monarch butterflies and their ability to survive in our area. We recommed that you pair this with either out Padlet or the Nature Journal your students received on their field trip.

Padlet for Video
Use this link to access the official pre developed Padlet for your students.

Bonus Material!
PowerPoint of Regal Flyer
Review information about monarch butterflies.
Butterfly Craft Video

This 3 minute video will lead students through a DIY Butterfly Feeder
Instructions for download.
Materials you will need:

• Popsicle sticks / straws
• Bottlecaps / biodegradable seed pots
• Cotton balls / sponges
• Card stock / regular paper (preferably sturdy paper e.g., card stock )
• Glue stick / tape
• Scissors
• Water
• Sugar
• Decoration: Stickers, markers, paint, or pencils