7.VA:CN11

We Are Still Here, Fix the World People © Lyn Risling

We are Still Here, Fix the World People: Lesson 6 - Expression of Self - Art Inspired by Lyn Risling

7.VA:CN11, 7.VA:RE7.1, 7.VA:RE7.2, 7.VA:RE8, RI.7.7, W.7.1, SL.7.1, SL.7.2

In this final lesson of the art and Karuk language integrated unit, students will have the opportunity to create original artwork inspired by Lyn Risling’s painting We Are Still Here, Fix the World People. The lesson focuses on the use of symbolism in Indigenous art, encouraging students to integrate their personal, cultural, or ancestral expressions into their own creations. To begin, the teacher will revisit the subjects and symbols in Lyn Risling’s painting, such as the river, animals, plants, and ceremonial items, explaining their cultural significance. For example, the river represents life and the health of the people, animals can symbolize spiritual connections to fix the world ceremonies, and plants like acorns are essential traditional food. Building on this understanding of symbolism, students will create their own artwork that incorporates symbols or designs that hold personal or cultural meaning for them. Inspired by the composition of Risling’s painting, students will explore how these symbols can reflect themes of family, community, and identity. They will have the opportunity to experiment with colors, patterns, and symbols, reflecting on how their designs can express their unique connections to their culture and personal identity. This activity will help students recognize the power of art to communicate cultural values and personal stories. Once students complete their artwork, they can share their pieces with a learning partner or the class and explain the symbolism behind their artwork and the connections to their personal culture or identity by writing a brief artist statement. This will encourage students to reflect on their creative process and deepen their understanding of the role of art in expressing cultural connections.

We are Still Here, Fix the World People: Lesson 5 - Ararachúupha Nuu Payêem Nuchúuphitih (We Are Talking Our Indian Language Now)

7.VA:CN11, 7.VA:RE7.1, 7.VA:RE7.2, 7.VA:RE8

To deepen students' understanding of Karuk culture and language revitalization, this lesson will provide a first-hand experience to learn Karuk language using Lyn Risling’s painting We Are Still Here, Fix the World People. As stated in previous lessons in this Unit, this painting features a multigenerational family encircled by symbols such as a white deer, an eagle, acorns, and a salmon, conveying powerful themes of resilience, survival, and cultural identity. The vibrant imagery reflects the deep connection between the Karuk, Hupa, and Yurok peoples and their land, ancestors, and traditions, particularly in the face of colonization in the 1860s. As part of the lesson, students will listen to Julian Lang, a Karuk linguist, share Karuk words and phrases of the components of the painting, offering an invaluable opportunity to engage with the language and hear its sounds and structure in context. Lang’s description will focus on the compositional elements of the painting, such as the river, the family, and the symbols that are central to the artwork. This experience will expose students to the beauty of the Karuk language. Students will have the opportunity to practice Karuk words and phrases and identify the components of the painting using audio files– allowing students to hear the correct pronunciation. By practicing these words, students will deepen their understanding of how language connects to culture and identity, while also participating in the preservation of a language that was nearly lost due to colonization. The overall purpose of this lesson is to illustrate how language revitalization serves as a pathway to healing for Native communities. Through interactive language integrated exploration of art, students will experience the power of language for both personal and collective healing and gain an appreciation for the time and intentional effort it takes to learn and speak Indigenous languages. This lesson encourages students to appreciate the importance of supporting language preservation efforts, understanding that language revitalization is an essential part of maintaining cultural continuity and fostering healing within Indigenous communities.

We are Still Here, Fix the World People: Lesson 4 - Resilience and Healing

7.VA:CN11, 7.VA:RE7.1, 7.VA:RE7.2, 7.VA:RE8, RI.7.7, W.7.1, SL.7.1, SL.7.2

This lesson explores the significance of language revitalization in Indigenous communities, featuring the Karuk Language of northwestern California. Inspired by Lyn Risling’s painting “We Are Still Here, Fix the World People”, students will explore themes of resilience, survival, and cultural identity. Julian Lang, Karuk Linguist, describes the painting in the Karuk language providing students an experience to better understand how language serves as a critical tool for preserving culture and world view. This lesson emphasizes that language, once nearly lost due to violent colonization, was kept and has continued to be the focus for revitalization by the Karuk people as a pathway to healing and cultural reclamation. Students will gain an appreciation for the power of language in maintaining connections to heritage and+ the importance of supporting language preservation efforts. Ultimately, this lesson fosters an understanding of how language revitalization is not just about communication, but about reclaiming identity, community resilience, and promoting healing from the historical trauma of assimilation and systematic cultural erasure.

We are Still Here, Fix the World People: Lesson 2 - Lyn Risling, Karuk, Hupa, Yurok Artist

7.VA:CN11, 7.VA:RE7.1, 7.VA:RE7.2, 7.VA:RE8, RI.7.7, W.7.1, SL.7.1, SL.7.2

This is the second lesson of the “We Are Still Here, Fix the World People” Art and Karuk Language Integrated Unit. In this lesson, students will have a deeper understanding of the life, cultural influences, and artistic contributions of Lyn Risling, a prominent Native American artist from the Karuk, Yurok, and Hupa peoples in Northwestern California. Students will explore how Risling’s art reflects the traditions, cultural identities, and resilience of Indigenous peoples of northwestern California, and how it connects the past, present, and future of her community. Lyn Risling is a contemporary artist whose work draws deeply from her Indigenous heritage. Students will watch a short film about Lyn’s journey to becoming an artist and read a short biography. The film will introduce the cultural themes present in Lyn’s work, emphasizing how it celebrates the strong connection to the land, traditions, and the Indigenous experience in the face of colonization. Her artwork portrays themes of resilience, survival, and cultural continuity despite challenges, particularly after the colonization in the 1860s. Students will continue to apply the same vocabulary words from the first lesson and demonstrate new knowledge in partner activities in reflection of the video and biography.

We are Still Here: Notice Wonder Feel

7.VA:CN11, 7.VA:RE7.1, RI.7.7, W.7.1, SL.7.1

In this lesson, students will engage with the artwork "We Are Still Here, Fix the World People" by Lyn Risling, an artist from the Karuk, Hupa, and Yurok peoples of northwestern California. The painting reflects the strong connection these Indigenous communities have with the land, culture, and their ancestors, showcasing themes of resilience, survival, and cultural identity after colonization in the 1860s. The artwork features a vibrant background with a gradient of red to purple, reminiscent of a sunset or sunrise. In the center, there is a multigenerational family surrounded by images of ancestors in traditional "Fix the World" regalia. The family is encircled by a round border representing a river filled with dentalia shells, framed by a black and tan basket design. Other symbolic elements, like a white deer, an eagle, acorns, and a salmon, are placed in the corners, each carrying cultural significance. This lesson uses the "Notice, Wonder, Feel" strategy to guide students through their exploration of the painting. By focusing on what they notice about the artwork, what questions arise, and how they feel in response, students will gain a deeper understanding of the cultural symbols and the powerful narrative Lyn Risling is conveying through her art. The purpose of the lesson is not only to appreciate the aesthetic beauty of the piece but to also connect with its deeper meaning: the ongoing presence and cultural vitality of Native American communities, particularly the Karuk, Hupa, and Yurok tribes. Through this strategy, students will develop their observational and reflective thinking skills while learning about the significance of heritage, family, and resilience. As you guide the students through the "Notice, Wonder, Feel" process, encourage them to think critically and emotionally about the painting. Provide opportunities for them to ask questions and share their feelings, helping them connect the symbolism in the artwork to broader themes of cultural survival and connection to the land. This will not only enhance their understanding of the painting itself but also foster a greater respect for Indigenous traditions and histories.

Dam Removal

MS-LS2-1, MS-ESS3-3, CTE.EA.D.13.4, CTE.EEU.A.9.4, 7.VA:CN11, 7.VA:CR2.3, 7.VA:RE7.2, PROF.VA:RE7.1

In this lesson, students will explore the purpose, function, and impact of dams, with a special focus on how they affect river ecosystems, salmon populations, and Native American communities in California. This lesson supports California State Standards MS-LS2-1: Interdependent Relationships in Ecosystems by examining how changes in water flow, temperature, and habitat caused by dams affect the balance of life in aquatic environments. It also connects to MS-ESS3-3: Human Impacts on Earth Systems by highlighting how human structures like dams can significantly alter natural systems—and how people can work to restore them. As well as looking at cause and effects through the lens of dams and river health. Students will begin by sharing prior knowledge and building key vocabulary related to ecosystems and dam removal. They will watch a short video featuring Indigenous leaders advocating for the health of the Klamath River and learn about the environmental and cultural significance of dam removal. The lesson emphasizes how dams disrupt the natural relationships between species—such as salmon and their spawning grounds—by blocking migration, increasing parasites, and reducing oxygen levels. Through the case study of the Klamath River, students will gain a timeline of environmental activism, tribal leadership, and collaboration among governments, nonprofits, and local communities that led to the successful removal of multiple dams. They will also analyze how art and protest have played powerful roles in raising awareness and calling for justice. By the end of the lesson, students will better understand the deep connections between human actions and environmental health, and how restoring ecosystems can involve science, policy, culture, and community efforts.

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