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)
Materials Needed
Projector, speaker, and screen for whole class view and teacher facilitation of slides
handout pages 1-2
Pencils
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.