Grade 8

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.

Tribal Government and Civics

Tribal Government and Civics

The Tribal Government and Civics units aim to provide an understanding of tribal, state, and federal governments, with a particular focus on Native Americans' roles as citizens within these three communities. Native Americans hold a unique position in the United States, as they potentially belong to tribal, state, and national communities, whereas most U.S. citizens are only part of state and national communities. This unit will delve into the interactions and impacts of these governments on one another. This unit of Indian Policy: Colonial Legacy will share important events from the Doctrine of Discovery, European Arrivals, U.S. Constitution, and Federal Treaties with Tribes. Additionally, it will explore how the diverse ways of life of Native American peoples were disrupted, displaced, and significantly altered by the Westward Expansion, settler colonialism, and governmental policies and practices from the 1800s to the 2000s. Ultimately, the unit will support California youth to engage in civics education, design thinking, and service learning projects that explore issues that face them and their communities directly. The youth will plan and design activities that address the issue emphasizing tribal cultural values, leadership principles, and civic responsibilities. There will be opportunities for projects to engage with tribes, tribal communities, and tribal organizations. Our major goals are to increase civic skills of Native and non-Native youth so that they may become more active problem solvers within their own communities and the wider community. Additionally, students will have opportunities to participate in collaborative learning to partner tribes and organizations to conduct effective service learning.

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