Native American Studies

Haudenosaunee Impact on the US Constitution

This lesson on the Haudenosaunee Confederacy offers students a powerful opportunity to explore the roots of American democracy through the lens of Indigenous governance. Centered on the Great Law of Peace and the political structure of the Haudenosaunee Confederacy, the lesson emphasizes how Native ideas of unity, consensus, and leadership directly influenced the formation of the U.S. Constitution. Students will learn about the Confederacy’s matrilineal society, the important role of Clan Mothers, and how women held real political power in a system that valued service, peace, and sustainability. Through engaging activities—such as vocabulary reflection, reading comprehension, constitutional comparison, creative slideshows, and art-based group projects—students connect with Indigenous traditions as living systems of governance and culture, not just historical facts. The lesson promotes culturally responsive teaching by encouraging the use of the term Haudenosaunee over “Iroquois” and discussing the importance of identity and self-naming. It supports critical thinking, historical inquiry, and creative expression, while fostering respect for Native contributions that are often overlooked in U.S. history classrooms.

2 Spirit 4 Ever © Andie Martin (Wailaki)

Two Spirit: Understanding and Celebrating Identities

This four-lesson unit offers middle school students an opportunity to explore the rich history and cultural significance of Two-Spirit identities within Indigenous communities. Students will begin by understanding the distinctions between gender, sex, and sexuality, setting the foundation for a deeper exploration of Two-Spirit identities. Lessons describe the history of Two-Spirit people, highlighting their roles and traditions within Native American and Indigenous cultures, and differentiating these identities from Western LGBTQIA+ concepts. Lessons emphasize the power of visual art in expressing identity. Students will analyze artwork created by Two-Spirit artists, exploring how art serves as a medium for cultural expression, identity affirmation, creating community and belonging. Throughout the unit, students will engage in discussions and activities that foster empathy, cultural awareness, and respect for diverse identities. A key focus of the unit is the Wiyot Tribe's advocacy for Two-Spirit individuals, exemplified through their collaboration with Humboldt County Supervisors to create a Two-Spirit Proclamation. Students will analyze this proclamation, identifying its key elements and reflecting on its significance in raising awareness, promoting inclusion, and combating discrimination. Students will gain insight into the importance of advocacy and community involvement in effecting positive social change. They will have the opportunity to see themselves as advocates and be empowered to draft a Two-Spirit Proclamation of their own. By the end of the unit, students will have a comprehensive understanding of Two-Spirit identities and the importance of recognizing and celebrating these identities within both Indigenous communities and broader society.

A parade in Greenville. Dugan Aguilar. Courtesy of Oakland Museum of California

Tribal Governments: Sovereignty, Treaties and Constitutions

This unit on tribal sovereignty and government introduces students to foundational concepts of Native American self-governance, treaties, federal recognition and tribal constitutions. Students will learn how tribal sovereignty is an inherent right of Native American tribes to govern their lands, manage resources, and uphold their communities. The unit explores the unique relationship Tribes have with the United States government through the creation of treaties. Students will also examine tribal constitutions, critical government frameworks that outline the structure of tribal governments, governing principles, land and tribal membership. Through guiding questions and comparison activities students will gain insight into how Native American tribes operate and maintain their communities.

Broken Heart by Bob Whipple (Yuki/Wailaki) © Cheryl Tuttle

Against Their Will: The Systematic Servitude of California Indians

This powerful lesson invites 8th grade students to explore a critical yet often overlooked chapter in California’s history, the systematic servitude and exploitation of California Indian peoples. Through historical readings, primary source links, and thought-provoking discussions, students will uncover how Indigenous Californians were forcibly used as the primary labor force under Spanish and Mexican colonization, and how this forced servitude tragically continued even after California became a state. Students will examine the Act for the Government and Protection of Indians, which legally sanctioned the continuation of Indigenous servitude and contributed to government-backed campaigns of violence and extermination. Designed to promote critical thinking and empathy, the lesson encourages students to work collaboratively using graphic organizers and partner pair-shares to understand and summarize the complex information they encounter. Class discussions and debriefs provide space for students to process the material respectfully and thoughtfully, developing a deeper understanding of the lasting impacts of colonization on California’s Native peoples. The culminating writing assignment challenges students to articulate what they have learned in a meaningful paragraph, encouraging reflection on the resilience of Indigenous communities and the importance of recognizing this history today. By implementing this lesson, teachers will provide students with a crucial perspective on California history that broadens their understanding of social justice and human rights—equipping them to become informed, empathetic citizens who recognize the importance of acknowledging and learning from the past.

We Are Still Here, Fix the World People © Lyn Risling

We are Still Here, Fix the World People: Lesson 6 - Expression of Self - Art Inspired by Lyn Risling

In this final lesson of the art and Karuk language integrated unit, students will have the opportunity to create original artwork inspired by Lyn Risling’s painting We Are Still Here, Fix the World People. The lesson focuses on the use of symbolism in Indigenous art, encouraging students to integrate their personal, cultural, or ancestral expressions into their own creations. To begin, the teacher will revisit the subjects and symbols in Lyn Risling’s painting, such as the river, animals, plants, and ceremonial items, explaining their cultural significance. For example, the river represents life and the health of the people, animals can symbolize spiritual connections to fix the world ceremonies, and plants like acorns are essential traditional food. Building on this understanding of symbolism, students will create their own artwork that incorporates symbols or designs that hold personal or cultural meaning for them. Inspired by the composition of Risling’s painting, students will explore how these symbols can reflect themes of family, community, and identity. They will have the opportunity to experiment with colors, patterns, and symbols, reflecting on how their designs can express their unique connections to their culture and personal identity. This activity will help students recognize the power of art to communicate cultural values and personal stories. Once students complete their artwork, they can share their pieces with a learning partner or the class and explain the symbolism behind their artwork and the connections to their personal culture or identity by writing a brief artist statement. This will encourage students to reflect on their creative process and deepen their understanding of the role of art in expressing cultural connections.

We are Still Here, Fix the World People: Lesson 5 - Ararachúupha Nuu Payêem Nuchúuphitih (We Are Talking Our Indian Language Now)

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.

We are Still Here, Fix the World People: Lesson 4 - Resilience and Healing

This lesson explores the significance of language revitalization in Indigenous communities, featuring the Karuk Language of northwestern California. Inspired by Lyn Risling’s painting “We Are Still Here, Fix the World People”, students will explore themes of resilience, survival, and cultural identity. Julian Lang, Karuk Linguist, describes the painting in the Karuk language providing students an experience to better understand how language serves as a critical tool for preserving culture and world view. This lesson emphasizes that language, once nearly lost due to violent colonization, was kept and has continued to be the focus for revitalization by the Karuk people as a pathway to healing and cultural reclamation. Students will gain an appreciation for the power of language in maintaining connections to heritage and+ the importance of supporting language preservation efforts. Ultimately, this lesson fosters an understanding of how language revitalization is not just about communication, but about reclaiming identity, community resilience, and promoting healing from the historical trauma of assimilation and systematic cultural erasure.

We are Still Here, Fix the World People: Lesson 3 - History and Survival

In this third lesson of the “We Are Still Here, Fix the World People” Unit, students will explore the colonial impacts of genocide on Indigenous peoples of Northwest California, focusing on the events surrounding the Gold Rush, the timber industry, indentured servitude and boarding schools. The central resource for this lesson will be the United Indian Health Services video, "History and Hope", which provides a powerful narrative of the suffering of Indigenous communities during this tumultuous period. Through this video, students will learn about the violence and displacement Indigenous peoples faced during the Gold Rush, where settler colonialism, greed for resources, and racial ideologies led to devastating consequences. The lesson will begin with a viewing of the History and Hope video, followed by a class discussion on the various forms of exploitation and violence faced by Indigenous groups, such as massacres, forced enslavement, and the destruction of their land and culture. After viewing the video and engaging in discussion, students will reflect on the emotional and social impacts of these historical events. Students will also engage in group discussions to explore the concept of genocide. By the end of the lesson, students will have a deeper understanding of the colonial forces that shaped the history of Indigenous peoples in Northwest California and the lasting effects of these historical traumas. They will be encouraged to think critically about their role in advocating for justice, equality, and healing in Indigenous communities today.

We are Still Here, Fix the World People: Lesson 2 - Lyn Risling, Karuk, Hupa, Yurok Artist

This is the second lesson of the “We Are Still Here, Fix the World People” Art and Karuk Language Integrated Unit. In this lesson, students will have a deeper understanding of the life, cultural influences, and artistic contributions of Lyn Risling, a prominent Native American artist from the Karuk, Yurok, and Hupa peoples in Northwestern California. Students will explore how Risling’s art reflects the traditions, cultural identities, and resilience of Indigenous peoples of northwestern California, and how it connects the past, present, and future of her community. Lyn Risling is a contemporary artist whose work draws deeply from her Indigenous heritage. Students will watch a short film about Lyn’s journey to becoming an artist and read a short biography. The film will introduce the cultural themes present in Lyn’s work, emphasizing how it celebrates the strong connection to the land, traditions, and the Indigenous experience in the face of colonization. Her artwork portrays themes of resilience, survival, and cultural continuity despite challenges, particularly after the colonization in the 1860s. Students will continue to apply the same vocabulary words from the first lesson and demonstrate new knowledge in partner activities in reflection of the video and biography.

We are Still Here: Notice Wonder Feel

In this lesson, students will engage with the artwork "We Are Still Here, Fix the World People" by Lyn Risling, an artist from the Karuk, Hupa, and Yurok peoples of northwestern California. The painting reflects the strong connection these Indigenous communities have with the land, culture, and their ancestors, showcasing themes of resilience, survival, and cultural identity after colonization in the 1860s. The artwork features a vibrant background with a gradient of red to purple, reminiscent of a sunset or sunrise. In the center, there is a multigenerational family surrounded by images of ancestors in traditional "Fix the World" regalia. The family is encircled by a round border representing a river filled with dentalia shells, framed by a black and tan basket design. Other symbolic elements, like a white deer, an eagle, acorns, and a salmon, are placed in the corners, each carrying cultural significance. This lesson uses the "Notice, Wonder, Feel" strategy to guide students through their exploration of the painting. By focusing on what they notice about the artwork, what questions arise, and how they feel in response, students will gain a deeper understanding of the cultural symbols and the powerful narrative Lyn Risling is conveying through her art. The purpose of the lesson is not only to appreciate the aesthetic beauty of the piece but to also connect with its deeper meaning: the ongoing presence and cultural vitality of Native American communities, particularly the Karuk, Hupa, and Yurok tribes. Through this strategy, students will develop their observational and reflective thinking skills while learning about the significance of heritage, family, and resilience. As you guide the students through the "Notice, Wonder, Feel" process, encourage them to think critically and emotionally about the painting. Provide opportunities for them to ask questions and share their feelings, helping them connect the symbolism in the artwork to broader themes of cultural survival and connection to the land. This will not only enhance their understanding of the painting itself but also foster a greater respect for Indigenous traditions and histories.

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