Grade 6

We Are Still Here, Fix the World People Unit

7.VA:CN11, 7.VA:CR2.3, 7.VA:RE7.2, 7.VA:RE8, 1.VA:RE7.1, 5.VA:RE7.1, 6.VA:RE7.1, 8.VA:RE7.1, PROF.VA:RE7.1, RI.7.7, W.7.1, SL.7.1, SL.7.2

This six-lesson unit explores the intersection of art, language, culture, and Indigenous resilience through the work of Lyn Risling, a Karuk, Hupa, and Yurok artist from Northwestern California. Centered on Risling’s painting We Are Still Here, Fix the World People, students examine how Indigenous art can communicate cultural identity, community strength, connection to place, and resilience in the face of colonization. The unit begins with students closely examining Risling’s artwork using a “Notice, Wonder, Feel” strategy to explore symbolism and consider how animals, plants, family, and the river represent cultural relationships and continuity. Students then learn more about Risling’s life and artistic practice, connecting her work to the histories, traditions, and contemporary experiences of Indigenous communities in Northwestern California. The third lesson provides historical context by examining the impacts of colonization, including the Gold Rush, timber industry, indentured servitude, and boarding schools. Through multimedia resources and guided discussion, students consider the effects of violence, displacement, and cultural disruption and explore the lasting impacts of these histories on Indigenous communities. The unit then shifts toward language revitalization and cultural healing. Students learn about the importance of the Karuk language and hear Karuk linguist, artist, and ceremonial leader Julian Lang interpret Risling’s artwork through the language. Students build on this experience by learning Karuk words and phrases connected to elements of the painting through audio recordings and interactive activities, deepening their understanding of the relationship between language, culture, place, and worldview. The unit concludes with students creating their own artwork inspired by Risling’s painting. Students incorporate symbols connected to their own identities, families, communities, and experiences and develop an artist statement explaining their choices. Throughout the unit, students come to understand how art and language can serve as powerful tools for cultural preservation, healing, resistance to cultural erasure, and the continuation of Indigenous knowledge and identity.

The Life of an Acorn Game

RI.6.7, MS-LS2-1, MS-LS2-4

Students use an interactive ecosystem simulation to explore the life cycle and ecological importance of the Tanoak tree. Through gameplay, data analysis, and scientific argumentation, students investigate how biotic and abiotic factors affect Tanoak, acorn availability, and the interconnected plants and animals of Northern California forests.

Land Acknowledgements Honoring CA Native Land and People Unit 1.

Land Acknowledgment Toolkit

Toolkit developed by CA Indian Culture & Sovereignty Center and CSU San Marcos American Indian Studies. The purpose of the toolkit is to encourage all academic staff, students, administrators to acknowledge the original nations on whose land we live, learn, and work.

Native Maker STEM Unit

Acorns - The Importance of Native Diets

Students will learn about how acorns are an important part of the diet of California Indian Tribes. Students will learn about the importance of Native diets to familiarize oneself with the traditional and contemporary way of acorn process.

Photo and Basket created by Maggie Peters © Maggie Peters (Karuk/Yurok)

Resilience Through Northwestern California Basket Weaving

In this lesson, students will explore the rich tradition of basket weaving among California Tribes, gaining an appreciation for it as both a longstanding cultural practice and a living, contemporary art form. By examining the evolution of basketry across different historical periods, students will learn how California Tribes have preserved and adapted their traditions in the face of colonization and systemic oppression. The accompanying assignment will encourage students to critically analyze the impact of broader U.S. policies and historical events on Indigenous cultures—highlighting both the harm caused and the ways Indigenous communities have resisted and adapted.

Tattoo Spirit Woman © Lyn Risling (Hupa/Karuk/Yurok)

Reviving Tradition: The Resurgence of Women's 111 Tattoos in Northern California Tribes

This lesson offers students a meaningful and culturally responsive exploration of the resurgence of women’s 111 chin tattoos among the Hupa, Yurok, and Karuk Tribes of Northern California. Once widely practiced before colonization, the 111 tattoo tradition was dormant for several decades. Today, this deeply personal and cultural form of expression is being revived by Native women as a powerful symbol of identity, resistance, and connection to heritage. Through this lesson, students will examine the history and significance of these tattoos, as well as the broader cultural revitalization efforts occurring in Native communities, including the preservation of language, traditional ceremony, and cultural arts. Using a thoughtfully designed slideshow, video interviews, and primary source materials, students will learn directly from modern Native women who have received the 111 tattoo. They will reflect on the personal, emotional, and social meaning behind these choices and discuss how cultural expression and appreciation are essential to Indigenous resilience today. The lesson is structured to be student-centered and engaging. Activities include small-group discussions, reflective writing, visual analysis, and collaborative presentations. Students will work together to answer key questions, analyze first-person narratives, and consider the responsibilities involved in honoring and continuing cultural traditions. Vocabulary such as cultural expression, cultural appreciation, and cultural revitalization is woven throughout to deepen understanding and guide respectful conversations. This lesson is ideal for middle or high school classrooms and aligns well with social and emotional competencies, language arts, and ethnic studies standards. It invites thoughtful dialogue, promotes empathy, and encourages students to think critically about history, identity, and the importance of cultural survival. Most importantly, it centers Indigenous voices and lived experiences making it a powerful and relevant unit for today’s learners.

Land Acknowledgements Honoring CA Native Land and People Unit

Project-Based Learning on Land Acknowledgments

Students will design and complete a project that reflects their learning about land, Indigenous presence, and community responsibility. Students will present their work to an audience, demonstrating respectful engagement, informed research, and a commitment to ongoing learning and allyship.

Land Acknowledgements Honoring CA Native Land and People Unit

Moving Beyond Land Acknowledgments

Students will critically evaluate the limitations of land acknowledgments when not paired with action or accountability. Students will explore tangible ways to support Indigenous communities and advocate for justice beyond symbolic statements.

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