7.VA:RE8

We Are Still Here, Fix the World People Unit

7.VA:CN11, 7.VA:CR2.3, 7.VA:RE7.2, 7.VA:RE8, 1.VA:RE7.1, 5.VA:RE7.1, 6.VA:RE7.1, 8.VA:RE7.1, PROF.VA:RE7.1, RI.7.7, W.7.1, SL.7.1, SL.7.2

This six-lesson unit explores the intersection of art, language, culture, and Indigenous resilience through the work of Lyn Risling, a Karuk, Hupa, and Yurok artist from Northwestern California. Centered on Risling’s painting We Are Still Here, Fix the World People, students examine how Indigenous art can communicate cultural identity, community strength, connection to place, and resilience in the face of colonization. The unit begins with students closely examining Risling’s artwork using a “Notice, Wonder, Feel” strategy to explore symbolism and consider how animals, plants, family, and the river represent cultural relationships and continuity. Students then learn more about Risling’s life and artistic practice, connecting her work to the histories, traditions, and contemporary experiences of Indigenous communities in Northwestern California. The third lesson provides historical context by examining the impacts of colonization, including the Gold Rush, timber industry, indentured servitude, and boarding schools. Through multimedia resources and guided discussion, students consider the effects of violence, displacement, and cultural disruption and explore the lasting impacts of these histories on Indigenous communities. The unit then shifts toward language revitalization and cultural healing. Students learn about the importance of the Karuk language and hear Karuk linguist, artist, and ceremonial leader Julian Lang interpret Risling’s artwork through the language. Students build on this experience by learning Karuk words and phrases connected to elements of the painting through audio recordings and interactive activities, deepening their understanding of the relationship between language, culture, place, and worldview. The unit concludes with students creating their own artwork inspired by Risling’s painting. Students incorporate symbols connected to their own identities, families, communities, and experiences and develop an artist statement explaining their choices. Throughout the unit, students come to understand how art and language can serve as powerful tools for cultural preservation, healing, resistance to cultural erasure, and the continuation of Indigenous knowledge and identity.

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

We are Still Here: 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.

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

We are Still Here: 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.

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

We are Still Here: 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.

Photo © Frank Tuttle

Feathers - A Primary Material

RH.6-8.4, RH.6-8.7, HSS 8.8.2, Connecting—Anchor Standard 11, 7.VA:RE8, 8.VA:RE7.1

This lesson invites students to explore the deep and enduring connection between humans and feathers, focusing on their cultural and artistic significance in Native California. Feathers have long held a central place in Native life, symbolizing both celebration and spiritual balance within a once-thriving ecosystem teeming with birds. Students will discover how feathers served not only as striking artistic materials but also as powerful expressions of identity, ceremony, and ancestral tradition. Through thoughtful observation, note-taking, and discussion, learners will examine the observable qualities of feathers, understand how and why specific feathers were chosen, and explore how feathers were combined with other natural materials to create meaningful cultural objects. With beautiful images, a traditional story, and interactive reflection, this lesson offers a window into the sophisticated ways Native California tribes honored and utilized this cherished natural resource. Teachers will find this opportunity to connect students with Indigenous knowledge, environmental awareness, and the power of cultural expression.

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