We Are Still Here, Fix the World People Unit

Authors and Collaborators:

• 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
• Video support provided by Joanna Galicha, Graphics & Communications Specialist at Humboldt County Office of Education

Grade Level: 7

Subjects: Visual Art, English Language Arts, History and Social Science, Language

Time Frame: Seven 55 minute periods

Curriculum Themes:

• History
• Cultural Strengths
• Relationship to Place
• Cross Curricular Integration

Learning Goals

• Observe, interpret, and critically engage with art using reflective techniques such as "Notice, Wonder, Feel" while exploring symbolism in Indigenous art.
• Understand and appreciate the cultural significance of the Karuk people and other Indigenous groups in Northwestern California, including the impact of colonization on their communities and languages.
• Recognize the importance of cultural identity in Indigenous communities, with an emphasis on how language and art preserve traditions, express worldview, and empower resilience.
• Develop empathy and respect for Indigenous cultures, considering their history, struggles, and ongoing efforts to protect rights and promote healing through language revitalization.
• Explore the role of artists as cultural leaders and activists, using art to advocate for social change and cultural survival.
• Engage in Karuk language immersion, appreciating its connection to cultural identity and its role in fostering community healing.
• Create original artwork that reflects personal and cultural symbols, incorporating themes of family, resilience, and cultural identity, while understanding art’s role in cultural preservation and community healing.

Unit Overview

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.