Overview
We are Still Here, Fix the World People: Lesson 5 - Ararachúupha Nuu Payêem Nuchúuphitih (We Are Talking Our Indian Language Now)
Author:
Maggie Peters, Yurok/Karuk Educator, Traditional Basket Weaver, Cultural Preservationist, Native American Studies Model Curriculum Learning Specialist at Humboldt County Office of Education
Lyn Risling, Karuk/Yurok/Hupa Artist, Author, Illustrator, Ceremonial Leader
Julian Lang, Karuk Linguist, Artist and Ceremonial Leader
- Audio file support provided by Joanna Galicha, Graphics & Communications Specialist at Humboldt County Office of Education
Grade(s): 7
Suggested Amount of Time: 50-55 minutes (designed for multi-period schedule typical of middle schools)
Curriculum Themes
- Cultural Strengths
- Relationship to Place
- Cross Curricular Integration
Learning Goals
Understand language is an essential part of cultural identity.
Appreciate the importance of language revitalization as a tool for healing historical trauma and fostering community resilience.
- Practice Karuk words and phrases related to the components of the painting, We Are Still Here, Fix the World People.
Lesson Overview
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.
Teacher Background
Teaching about Indigenous languages with respect and cultural sensitivity is essential. When incorporating Indigenous languages into the classroom, especially in the context of language revitalization efforts like those with the Karuk language, we must be mindful of the unique history, significance, and ongoing efforts to revitalize these languages.
Indigenous languages are deeply tied to cultural identity, history, and worldviews, and they carry the wisdom and relationships that Indigenous peoples have maintained with their land, ancestors, and communities. For many Indigenous peoples, including the Karuk, language has been systematically suppressed due to colonization, and language revitalization is an essential act of cultural survival and healing. As teachers, we are in a position to foster understanding and appreciation for this process, while also respecting the challenges that come with teaching and learning these languages.
Indigenous languages are not simply academic content; they are living, evolving expressions of cultural identity. It’s important to acknowledge the deep significance of these languages to the communities they represent, avoiding the portrayal of them as “dead” or disconnected from their cultural roots. The learning experience should honor the language as a vital tool for cultural expression, survival, and healing. Collaborating with fluent Native speakers, such as Julian Lang, can enhance this experience by providing authentic and accurate language instruction. Their presence allows students to hear the language in its natural context, which fosters a deeper understanding of its sound and structure. It is crucial to approach this collaboration with humility, recognizing that these speakers are part of an ongoing revitalization effort that holds great personal and cultural significance.
Language revitalization should also be understood as more than just the act of learning words; it is a tool for cultural resilience. When teaching Indigenous languages, teachers should be mindful of the broader context of language preservation, which often includes cultural teachings and historical context. This helps students appreciate the language's role in the ongoing struggles for Indigenous sovereignty, healing, and self-determination. Additionally, creating an inclusive learning environment is key. Since Indigenous languages may present unfamiliar pronunciation, structure, and grammar, it’s important to encourage students to engage without fear of making mistakes. Celebrate their efforts and emphasize the importance of their participation in supporting language revitalization efforts.
In this particular lesson, visual and cultural art is used to connect language with culture and symbolism. Lyn Risling’s painting We Are Still Here, Fix the World People serves as an entry point for learning Karuk language. Teachers should encourage students to recognize how the symbols in the painting—such as the ancestors, acorns, eagle, and salmon—reflect the cultural values and relationship the Karuk people have with the natural world. Through this approach, students will not only learn the language but also gain a deeper understanding of its cultural significance and the resilience it represents.
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.