Wintu of Whiskeytown - Free!

by  Whiskeytown National Recreation Area

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How can learning about local Wintu traditions, Wintu geography, and current livelihood of the Wintu change the relationship students have with their land as well as their perspectives on indigenous cultures? These questions pose the backbone of this program that focuses on the indigenous heritage within Whiskeytown National Recreation Area. The virtual presentation is adapted from the field trip program of the same name and includes activities on Wintu settlement patterns and geography, Wintu use of native plants (ethnobotany), and indigenous use of fire to manage the land. The program specifically aligns with 3rd grade curriculum but may be easily adapted to older grade levels.

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About This Program


By Request: $0.00
By Request Premium: $0.00



45 Minutes

Target Audience

Education: Grade(s) 3, 4, 5, 6, 7, 8, Teacher(s)/Educator(s), Adult Learners, Homeschool/Family , Learning Pod

Minimum participants:


Maximum participants:


Primary Disciplines

Problem Solving, Social and Emotional Learning( SEL), Social Studies/History

Program Delivery Mode

Microsoft Teams

Booking Information

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Please contact us as soon as possible. We are happy to reschedule.

About This Provider

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Whiskeytown National Recreation Area

Whiskeytown, CA
United States

Whiskeytown National Recreation Area is a 42,000 acre site located in Northern California, 10 miles from Redding. We have diverse ecosystems ranging from oak scrubland to dense coniferous forests. Our elevation ranges from about 600 feet (200 meters) and climbs to over 6000 feet (2000 meters). This all creates an incredible location for a huge range in plants and wildlife and recreation opportunities. Whiskeytown's virtual programs serve the National Park Service mission by helping others enjoy these lands and by teaching about the unique ecosystems, geology and history. Join us in real time with a ranger to learn about Whiskeytown!

Please contact us if you have any questions about program topics or making programs accessible for all participants.

At this time our virtual programs are on rather limited due to limited staffing and moving into our summer visitation season. We look forward to hosting regular virtual programs again in September!

Tyler Compton

Program Details


1. The program begins with the park ranger introducing Whiskeytown National Recreation Area.
2. Some basic facts and background of the Wintu are provided.
3. The first activity involves a discussion of Wintu geography. Students look at a basic map and are provided a list of questions to think about and answer.
4. The second activity involves slides of different Whiskeytown plant species that students match up to the park ranger's description.
5. The third activity involves students watching an 11-minute film on indigenous use of fire and then discussing the film.
6. The program will be summarized and time will be allowed for students to ask questions.
7. After the program, park rangers can send Whiskeytown coloring books to your classroom. The coloring books include pages on the Wintu. Ask the ranger if you would like a pack of coloring books sent to you.


In this program students will:
- Analyze Wintu settlement patterns and Wintu geography.
- Identify plant species that were used by the Wintu.
- Compare and contrast indigenous fire practices with those of today.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.3.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.4.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.5.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

State Standards

California State Standards - Social Science
3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. 1. Identify geographical features in their local region. 2. Trace the ways in which people have used the resources of the local region and modified the physical environment.
3.2 Students describe the American Indian nations in their local region long ago and in the recent past. 2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment.
4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. 1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River. 1. Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. 2. Describe their varied customs and folklore traditions.
5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers. 4. Discuss the role of broken treaties and massacres and the factors that led to the Indians’ defeat, including the resistance of Indian nations to encroachments and assimilation. 5. Describe the internecine Indian conflicts, including the competing claims for control of lands.