1. California Native Pedagogies

2. Experience

3. Example 1: A critical look at mission narratives

4. California as Storied Sacredness of spaces and connection to land
Connecting storytelling to identity
“Story is everything we are: human beings are made of words and the patterns we construct our of words” (193).
Consider the connection to who has the authority to create these stories or narratives

5. Group activity: A critical look at mission narratives
For your narrative consider:
What is the significance of the source?
What is problematic about this statement?
What is left out or included in this statement?
What is the purpose of this statement?
What do you think Deborah Miranda would have to say about this statement?

6. Then in 1769, a Franciscan missionary named Father Junipero Serra led a Spanish army up from Mexico and reached present-day San Diego. It was he who built the first of 21 missions that would extend up north to San Francisco…He also set out to make the native populations slaves to the farms supporting the missions. Spanish soldiers kidnapped Indians by the thousands. They were given Spanish names, dressed in blue uniforms and became farm workers — something they had never done. They also were forced to care for livestock, tanned hides, and produced candles, bricks, tiles, shoes, saddles, soap and other necessities. If they misbehaved, they were whipped, branded, mutilated or even executed. Hundreds and thousands of Indians — both in the missions and in surrounding areas — died of malaria, smallpox or other new diseases imported by the Spanish for which there was no native immunity. (“Assimilation, Relocation, Genocide” pbs.org)

7. Life at the Mission was difficult for both the Fathers and the Natives but because they were the last Mission to be built they had plenty of help to start the Mission. During the early years most Missions had trouble supporting themselves and depended on deliveries of supplies and food from New Spain and other Missions. Often the ships were unable to make the trip and the Mission’s members went hungry. It normally took several years before a Mission was able to plant enough food and raise enough cattle and other animals to be able to feed everyone who lived at the Mission. Mission Solano received tools, animals, and food from the other Missions in the area. Normally those that lived at the Mission went by a strict schedule. The Fathers were used to this type of lifestyle, but the neophytes were not. The structure of Mission life was one of the reasons many Native Californians tried to leave. (“Mission Solano” californias-missions.org)

8. Group activity: A critical look at mission narratives
For your narrative consider:
What is the significance of the source?
What is problematic about this statement?
What is left out or included in this statement?
What is the purpose of this statement?
What do you think Deborah Miranda would have to say about this statement?
1: “Assimilation, Relocation, Genocide” pbs.org
2. “Mission Solano” californias-missions.org
“A Resource website for Teachers and Students in their study of The California Missions” CSU Bakersfield Master’s Project Pages

9. Example 2 “Post-Colonial Thought Experiment”

10. Discussion Questions
What is Miranda’s purpose in creating the “Birmingham Plantation Project” and “Dechau Concentration Camp Project”?
According to Miranda’s representation, what are the primary skills this teacher wants their students to utilize or learn?

11. Group Writing Assignment
Construct an outline or list of ideas of how you would redesign the California Mission Project by incorporating Deborah Miranda’s critiques.
Remember to consider the development of the same skills the original project addressed and Miranda’s point, “haven’t we lived under the burden of California mission mythology and gold rush fantasy long enough?” (208).