Overview
We are Still Here, Fix the World People: Lesson 3 - History and Survival
Author:
Maggie Peters, Yurok/Karuk Educator, Traditional Basket Weaver, Cultural Preservationist, Native American Studies Model Curriculum Learning Specialist at Humboldt County Office of Education
- Melina Ives, Intermediate HERC Clerk (provided student handout support)
Grade(s): 7
Suggested Amount of Time: Two sessions of 50-55 minutes or one block period of 90-110 minutes
Curriculum Themes
- History
- Cultural Strengths
- Relationship to Place
Learning Goals
Identify Indigenous groups in Northwest California.
Understand some of the history of colonization in Northwestern California.
Recognize the impacts of colonization to Indigenous populations.
Develop empathy and consider a role in advocating for Indigenous Peoples and protection of Indigenous rights today.
Lesson Overview
In this third lesson of the “We Are Still Here, Fix the World People” Unit, students will explore the colonial impacts of genocide on Indigenous peoples of Northwest California, focusing on the events surrounding the Gold Rush, the timber industry, indentured servitude and boarding schools. The central resource for this lesson will be the United Indian Health Services video, "History and Hope", which provides a powerful narrative of the suffering of Indigenous communities during this tumultuous period. Through this video, students will learn about the violence and displacement Indigenous peoples faced during the Gold Rush, where settler colonialism, greed for resources, and racial ideologies led to devastating consequences.
The lesson will begin with a viewing of the History and Hope video, followed by a class discussion on the various forms of exploitation and violence faced by Indigenous groups, such as massacres, forced enslavement, and the destruction of their land and culture. After viewing the video and engaging in discussion, students will reflect on the emotional and social impacts of these historical events. Students will also engage in group discussions to explore the concept of genocide.
By the end of the lesson, students will have a deeper understanding of the colonial forces that shaped the history of Indigenous peoples in Northwest California and the lasting effects of these historical traumas. They will be encouraged to think critically about their role in advocating for justice, equality, and healing in Indigenous communities today.
Teacher Background
Teaching about the genocide of Indigenous peoples, particularly in the context of California's Gold Rush and other colonial impacts, is an important responsibility. This topic involves painful history, complex issues, and sensitive emotional content. Approach this topic with care, empathy, and a commitment to creating a safe and respectful learning environment.
Build a Safe and Respectful Learning Environment. Students need to feel comfortable discussing sensitive issues. Reinforce your classroom expectations for respectful listening, speaking, and acknowledging differing opinions. Be mindful that some students may have personal connections to Indigenous histories, and the content may trigger strong emotions. Encourage empathy, active listening, and open dialogue.
Prepare for Emotional Responses. Learning about genocide and historical trauma can provoke a range of emotional responses, from sadness to anger or disbelief. This lesson will provide opportunities for students to express their feelings through journaling, partner discussions, and class reflections. Be prepared to guide students through difficult emotions, helping them understand the historical context without fostering a sense of helplessness.
It’s important to emphasize resilience and hope, especially when discussing Indigenous survival and efforts toward cultural revival. By focusing on the strength of Indigenous communities, students can develop a more balanced perspective on both historical pain and present-day recovery.
Use Diverse, Accurate, and Culturally Respectful Resources. When teaching about Indigenous genocide, it’s crucial to use materials that accurately reflect the experiences of Indigenous peoples. The United Indian Health Services video "History and Hope" is a powerful resource that provides historical context and insights from Indigenous perspectives. It’s important to critically assess the resources you use, ensuring they are not romanticized or oversimplified but are rooted in historical facts and the voices of Indigenous people.
Emphasize Historical Context and Systems of Power. Help students understand that the genocide of Indigenous peoples didn’t occur in isolation but was part of broader patterns of settler colonialism. Students will be introduced to systems of power and ideology that enabled the exploitation and destruction of Indigenous communities, including the role of the Gold Rush, the timber industry, indentured servitude, and government policies like the establishment of boarding schools. Students will reflect about the ways in which these systems sought to erase Indigenous cultures, resources, and identities. By framing the genocide as part of ongoing colonial processes, students will better understand how these historical injustices continue to affect Indigenous communities today.
Encourage Critical Reflection and Action. After presenting the video and slides, students will reflect on the impacts of the genocide and consider ways to support Indigenous communities today. Guide them in thinking about social justice, human rights, and reconciliation. Reflection activities should not only help students process the historical content but also prompt them to consider their role in advocating for Indigenous rights and healing in contemporary society.
Unit Background
This unit explores the intersection of art, culture, and language revitalization through the work of Lyn Risling, a Karuk, Hupa, and Yurok artist of northwestern California. Centered around Risling's painting We Are Still Here, Fix the World People, this unit incorporates Indigenous art and language as tools for understanding the themes of resilience, survival, and cultural identity. By engaging with these subjects, students will gain insight into the impact of colonization on Indigenous peoples, while also exploring how art and language serve as pathways to healing and cultural revitalization.
Exploring Lyn Risling’s Artwork
In the first lesson, students will experience the visual world of Lyn Risling’s We Are Still Here, Fix the World People. Using the "Notice, Wonder, Feel" strategy, students will reflect on the symbolism present in the painting, which features a multigenerational family surrounded by powerful symbols like animals, plants, and the river. These symbols are deeply connected to the culture and heritage of the Karuk, Hupa, and Yurok peoples, representing life, resilience, and connection to the natural world. Through this exploration, students will begin to understand the layers of meaning within Indigenous art and how it communicates themes of cultural survival and community strength. Students will reflect on their own thoughts and emotional reactions to the artwork, building foundational skills for analyzing symbolism in art and connecting it to broader themes of identity and history.
Understanding the Life and Work of Lyn Risling
The second lesson provides students with a deeper context for understanding Lyn Risling’s work. Through a short film and a reading about Risling’s life and artistic journey, students will learn how her art reflects the traditions, struggles, and resilience of Indigenous communities in northwestern California. The lesson emphasizes how Risling uses her artwork to celebrate cultural continuity and the connection between her community's past, present, and future. Students will engage in partner activities to discuss the video and biography, reinforcing their understanding of Risling’s artistic contributions and the cultural values embedded in her work.
The Impact of Colonization on Indigenous Peoples
The third lesson addresses the historical impact of colonization, particularly focusing on the Gold Rush, the timber industry, indentured servitude, and boarding schools, which significantly disrupted Indigenous communities in the 19th and 20th centuries. Students will watch the History and Hope video, which provides a powerful account of the violence, displacement, and suffering endured by Indigenous peoples during this period. Through guided discussion and reflection, students will explore the concept of genocide and its emotional and social impacts on Indigenous communities. This lesson encourages students to think critically about the legacy of colonialism and its lasting effects on Native peoples, while also fostering an understanding of the importance of advocacy for justice, healing, and cultural preservation.
Language Revitalization and Cultural Identity
In the fourth lesson, students will focus on the importance of language revitalization, specifically exploring the Karuk language. Students will learn from Karuk linguist artist and ceremonial leader, Julian Lang, as he describes Lyn Risling’s painting in the Karuk language, offering a unique opportunity to connect language to the artwork’s symbolism. This lesson emphasizes how language is essential for preserving cultural identity and worldview, especially in the face of violent colonization. Students will gain an appreciation for the role of language in healing and reclaiming cultural practices, as well as its importance in fostering resilience within Indigenous communities. The lesson highlights the vital work of language revitalization and encourages students to support efforts to preserve Indigenous languages.
Experiencing Karuk Language through Art
Building upon the previous lesson, the fifth lesson provides students with the opportunity to practice the Karuk language by engaging with Lyn Risling’s artwork. Through audio recordings and interactive activities, students will learn key Karuk words and phrases related to the components of the painting. This hands-on approach deepens students’ understanding of how language is intricately tied to cultural identity and community. By learning the language in the context of Risling’s art, students will better appreciate the connection between language, culture, and art. The lesson emphasizes the importance of language revitalization as a tool for healing and cultural continuity.
Creating Artwork Inspired by Risling’s Painting
In the final lesson, students will create their own artwork inspired by Risling’s We Are Still Here, Fix the World People. This lesson encourages students to incorporate their personal and cultural expressions into their designs, reflecting on themes of family, community, and personal interests. Drawing from the symbolism explored in the previous lessons, students will integrate symbols that hold personal or cultural significance, allowing them to express their unique connections to community and heritage. After completing their artwork, students will write an artist statement that explains the symbolism and personal reflections behind their creation.
Through this unit, students will develop a deeper understanding of the power of art, language, and culture in preserving identity and promoting healing. They will learn how Indigenous artists and communities use these tools to resist cultural erasure and continue the work of healing from historical trauma. By the end of the unit, students will have a greater appreciation for the resilience and cultural vitality of Indigenous peoples, as well as the role they play in advocating for justice, equality, and cultural preservation.