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More often than most, I see costumes that look like a Mexican Mariachi member, or simply a sombrero and a poncho.

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I like having conversations about what is appropriate to dress up as, that cultures are not costumes, that usually costumes should be a made-up character (like superheroes, movies, scary creatures...) or something not connected to who someone is.

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Latin cultures, Asian cultures, and Indigenous cultures. There is never any specification because the people who tend to wear these costumes also lump all people of a culture together.

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I've seen "gypsy" costumes which is an outdated term for the Romani peoples.

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Native American warriors or sexualized Native “princesses”

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I have also seen people talk about pilgrims and natives during thanks giving with false information. How can we support while teaching the true history?

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Costumes that are of indigenous people

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Mexican, Native American, and Asian cultures are most appropriated during Halloween

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I have lessons on cultural appropriation and cultural appreciation.

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If someone might be offended, it's immediately a no go. Anyone's culture then should be off the table. I would also ask students who want to dress as another culture to do some sort of research or googling before doing so, so that they can learn why someone might be offended and the history behind such costumes.

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Klamath and Smith Rivers, Pacific Ocean, Lake Earl. Native Lands of the Tolowa and Yurok peoples.

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Wigi and Jaroujiji

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Betsy Wilde 3rd/4th grade teacher in Burnt Ranch on the banks of the beautiful Trinity River

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Title VI Liaison, Karuk Tribe, Klamath River

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3rd grade teacher

Baduwa't

Wiyot land

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Feather River

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5th Grade Teacher

Eel River

Wiyot People

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Crystal Brunelle - TK-6 Teacher Librarian

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Crystal Brunelle - TK-6 Teacher Librarian

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I'm in Davis, CA on the ancestral lands of the Wintun. The closest local body of water is Putah Creek and also in our county is Cache Creek.

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Anastasia Borissenko

Sub for now; prior 5th grade teacher + middle school teacher

Closest body of water: Van Duzen River

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I teach 5th grade in Arcata on Wiyot land. Mad River, Humboldt Bay, and Pacific Ocean

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Smith River, Pacific Ocean, Winchuck River, Chetco River, Rogue River

Native Tribes: Tolowa and Yurok

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Yasmine, Youth Support Advocate 1st-12th

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Yasmine, Youth Support Advocate 1st-12th

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American River

Miwok, Nisenan, and Maidu

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Marjorie Bertsch, 4th Grade Teacher, Native land of Wiyot, Pacific Ocean, Humboldt (Wigi) Bay, Mad river

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Ohlone lands

Temescal creek, bay

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Pacific Ocean

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Dams, logging, and overfishing have had the greatest impact on our local watershed and ecosystems in Humboldt

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Yuba river

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Dams along the Klamath River caused a lot of issues with local fish, particularly the salmon that spawn here. The water became so bad that there was a bacteria growing called "ich." Since removal, the fish are coming back and the water is cleaning up again.

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4th Grade teacher; Water Bodies: Pacific! Eel, Mad Rivers; Local Tribes: Wiyot, Yurok, Hupa.

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One thing I know about is the Monticello Dam that was put in and created Lake Berryessa has changed the waterways not too far from us.

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Logging and dams have been the biggest impact in this area, as well as overfishing and diversion.

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Mexican and Native American are cultures that are most often appropriated during Halloween.

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By having conversations with students prior to Halloween on what costume would not be appropriate to wear for Halloween.

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Dams along our rivers especially the Klamath river. Recently, the Klamath has had some of the dams removed because of the hard work of the Yurok tribe. Also, clear cutting of our redwood trees.

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Intentional teaching moments - incorporating indigenous curriculum in schools to promote cultural awareness.

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I see a catrina every year at school

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It needs to be something that is directly spoken to the students , letters home to parents. I believe at our school the Principal sends out an informational letter each year ahead of time to explain why this is something that families need to talk about and understand.

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Connect the lesson to real-world experiences such as growing foods in gardens and harvesting.

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Ask your families about their experiences, if they are food gatherers or hunters, and whether they can come in. Or can share some materials, resources, or fieldtrip locations you can build on.

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Our website has lots of ideas about how to include language in the classroom. I encourage finding out what Peoples' land your classroom is on and seeking our their language teachers/resources (if they have them). It also opens up a bigger discussion: If there are no language resources for the Tribes in your area, why is that?

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Teaching about acorns and other Indigenous foods through storytelling, mathematics and hands on activities such as those featured in this lesson.

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It makes a new 'normal' for them by use. Humans know their own normal, but there is a world of normals out there.

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Fits very well with "Ag-Bites"... Because I teach in a different area it is helpful for us to compare how the acorns from our area are the same and different.

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Working with students that have multiple languages in their world, adding one more language has been increasing not only awareness, but empathy

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I loved being able to hear the language in different voices. In popular media, we might hear Spanish, French, Italian, maybe Russian or Mandarin but the languages of our actual neighbors are not seen. Hearing the language from the people who work with acorns in actual life gives weight to those words as "legitimate", makes it feel like a modern language that deserves respect.

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Integrating Indigenous languages may help humanize other cultures because it's a different experience to learn about other cultures versus being exposed to other cultures. Plus cultural exposure may help create a more interactive teaching approach rather than discussing the culture.

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Languages hold worldviews and cultural values so they’re learning much more than just words.

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The variety of resources in the lesson was amazing

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There are so many resources. Thanks for providing the variety of ways for students to see the information and experience the content in different ways.

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Dams, illegal cannabis grows

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I work in Marysville, and our students visit the Yuba River area, and we learn about the Nisenan Native Americans and the impact on environment and salmon in that area. I am wondering if you have any lessons for that area.

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I still see a lot of Reggae, dreadlocks, afros and Native costumes.

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We talk about the difference between Regalia and Costumes. I have never had a conversation about cultural appropriation and respectful choices for Halloween. Our school focuses on school appropriate non-scary costumes without accessories. I think this year I will.

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Crescent City sits on Tolowa and Yurok land. We are part of the Elk Creek Watershed and the Smith River. We are part of the Klamath and Smith Rivers and the Pacific Ocean.

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Crescent City has been impacted by dams, logging, and fishing which has had negative affects on our watershed.

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Unfortunately, I was unable to attend this session live. I was however able to follow along using the slides and videos. I have a much better understanding on how to access the resources and what is available. I am grateful I had this opportunity to explore the curriculum! I can't wait to start sharing these lessons with my 4th graders!

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I think having explicit conversations with students about what cultural appropriation is and its impact on various people groups.

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Katie Piner - 4th grade in Arcata

Eel River, Mad river, Humboldt Bay and Pacific Ocean.

On Wiyot Lands!

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The Klamath River has been dammed and un-dammed, and people are still working to help Salmon return in larger numbers to our local rivers!