Overview
Native Poetry, Art and Film: Voices of Northern and Southern California
Author: Rebecca Lowry, MSW (Delaware Tribe Of Indians) Humboldt County Office of Education.
A collaborative process informed the direction and review of this unit. Contributors include: Shaunna Oteka McCovey (Yurok/Karuk) and Avelaka Macarro, Camaray Davalos, Casse Kihúut (Payómkawichum).
Grades: 9-12
Suggested Amount of Time: Ten part unit (2-3 weeks)
Curriculum Themes
- History
- Cultural Strengths
- Relationship to Place
- Cross Curricular Integration
Learning Goals
Increase comprehension of stories and poems written from Native cultural worldviews.
Practice critical thinking by discussing multiple interpretations of a poem or story using textual evidence.
Develop creative expression through writing and sharing work with technology and live performance.
Increase language development by exploring the meaning and use of words in poetry and stories.
Reflect on personal cultural perspectives by examining and creating art.
Increase ability to understand the perspectives of others and share ideas within a broader civic discourse.
Lesson Overview
This unit introduces students to several Native cultures of the far northern and southern regions of California. Varied cultural expressions and life experiences are explored through poetry, reflective essay, art and film. These works illustrate: Native people’s connections to their environment and the world; the significance of ceremony and “home”; trauma, healing and hope for the future. The complexity of identity, Indigenous methods of land stewardship and the ongoing crisis of Missing and Murdered Indigenous Women are also addressed in multiple pieces. The teacher allows students to explore how these themes function throughout multiple works. Each work will be experienced to allow space for the expression of thoughts, feelings, and multiple interpretations. Students will closely examine the ways writers use structure, imagery, tone and cultural views to shape their work. As a culminating project, students will write poetry, a reflective essay, or create a visual art piece to express something culturally relevant to their experience. Technology, found objects and/or art supplies will assist the students in producing their work.
Teacher Background
When writers gather, they feed the creativity of one another and inspire the collective drive to create more. In September 2024, native women writers from northern and southern California convened for poetry readings and discussion at UC San Diego. The writers listened intently to one another and made cultural connections that spanned the length of California. Some of these connections focused on the roles of water, fire, and how we care for and mentor each other.
In this unit, writings and art from the south and north are assembled together. As witnesses and participants in this creative work, students will make broad regional and personal connections.
“Contributors to this unit are native peoples from southern California, whose voices and perspectives shape the understanding of local Indigenous history and culture. This unit highlights the traditional knowledge, stories, and practices of the Kumeyaay, Luiseño, Cahuilla, and Tongva peoples, among others. Educators will guide students through key themes such as cultural resilience, historical continuity, and environmental sustainability, all grounded in Native perspectives. This unit encourages active engagement with primary sources, including Native language materials and multimedia resources featuring local Indigenous creatives and scholars.
Yáamay, meaning "to endure" in Chamtéela, is an anthology of poems, essays, and stories that highlights the resilience, strength, and cultural continuity of Native women from Southern California. Created with contributions from southern California Native women and published by Pechanga’s Great Oak Press, this collection serves as both a reflection on the impacts of colonialism and a celebration of Indigenous heritage. The works are divided into four parts—Tówla, Kúp, Wólnish, and Shó’a—representing different stages of Native history and identity, from ancestral roots to modern-day realities. Educators can use Yáamay to introduce students to the lived experiences of Native women, focusing on themes such as cultural preservation, sovereignty, environmental stewardship, and resilience. By engaging with these texts, students will develop a deeper understanding of Indigenous history and contemporary challenges, while fostering respect for Native perspectives and contributions to society." (Avelaka Macarro, 2024)
The northern contributors to this unit come from redwood country. Rick Bartow, contemporary visual artist, and Michele Hernandez, filmmaker, are both Wiyot from Humboldt County. Shaunna Oteka McCovey is Yurok and Karuk and a member of the Yurok Tribe. Shaunna is a poet, author, environmental and Tribal rights advocate. She originated the bumper sticker “Save the Klamath Salmon.”