In this lesson, students will explore the C. Hart Merriam Papers: Indian vocabularies; Olhonean (Ohlone, Costanoan); Kah’-koon/Room’-se-en (Rumsen) primary source. In small groups, they will delve into selected Rumsen vocabulary words, discussing what these words reveal about the culture and daily life. This hands-on interaction with the language will help them understand the profound connection between language, culture, and identity, and the resilience of the Rumsen people in the face of attempted historical erasure.
The Rumsen language was spoken over a large geographic area that spanned Moss Landing, Salinas, Highway 69, and southward toward Andrew Molera State Park. In 1939, the last fluent Rumsen speaker, Isabel Meadows, died. Thanks to the hard work and dedication of Meadows, members of the Rumsen Ohlone Tribal Community are actively studying her work, learning the Rumsen language, and sharing it with their community members today.
Source: https://www.rumsenohlone.com/
- How do the C. Hart Merriam Papers: Indian vocabularies; Olhonean (Ohlone, Costanoan); Kah’-koon/Room’-se-en (Rumsen) provide insight into the richness of the Rumsen Ohlone language and culture?
- What words in the C. Hart Merriam Papers demonstrate how language is intrinsically linked to cultural identity, and what are the consequences when a language faces threats of erasure?
- How does the C. Hart Merriam Papers shed light on the California Mission system’s attempt to diminish the cultural identities of Indigenous peoples like the Rumsen Ohlone, and what does the ongoing revitalization of their language and culture reveal about resilience and self-determination?
ELA Standard
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Social Studies Standard
HSS: Ethnic Studies Model Curriculum, Theme Social Movements and Equity
Local Indigenous social movements such as language revitalization, cultural renewal, dam removal, and environmental advocacy; current Land Back movements, such as the transfer of Wiyot land back to the Wiyot Tribe by the City of Eureka is one example
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- Begin the lesson by asking students to complete a quickwrite: What does it mean for a group of people to lose their language? What might be the impact on their culture and identity?
- On a projector that has internet access, explore the Rumsen Ohlone Tribal Community website and tell students that members of the Rumsen Ohlone Tribal Community are verified descendants of the people indigenous to the lower Carmel River Valley, Monterey, and neighboring coastline to the Point Lobos area. Share additional historical context listed above.
- Present the primary source “C. Hart Merriam Papers” as a window into the Rumsen language. Explain that this document represents a snapshot of a language that was nearly lost but is now being actively revitalized by contemporary Rumsen descendants.
- Divide students into groups of 3–4 students.
- Provide each group with selected excerpts or curated pages/words from the Merriam Papers (the Rumsen vocabulary list). Emphasize that this is a historical document and the spelling/transcription may not reflect modern linguistic standards or pronunciation used by contemporary Rumsen speakers.
- Group Task:
- Spend time looking through the vocabulary words, focusing on words from different categories such as words for nature, family, actions, emotions, etc.
- Choose 5–7 words that stand out to your group. Discuss these words and take notes, using these questions as a guide:
- What do these words tell you about the Rumsen people’s environment or daily life?
- Are there any patterns you notice in the structure or sound of the words?
- Each group should share 3–5 selected words and observations, citing specific examples from their source.
- When groups have shared, facilitate a whole-group discussion that links back to the instructional focus questions listed above.
- Discuss the methods the Mission system used to disrupt Indigenous cultures (e.g., forced assimilation, suppression of native languages). How does the existence and revitalization of the Rumsen language challenge the narrative of complete cultural erasure?
- Emphasize the concept of cultural resilience and self-determination as demonstrated by the ongoing efforts of the Rumsen people to preserve their heritage.
- Briefly discuss how the Rumsen people are still actively working today to preserve their language and culture in the Carmel/Monterey area. This is not just history; it's a living, evolving story of resilience.
- Optional Extension Activities:
- Research the contemporary Ohlone/Rumsen cultural preservation efforts (e.g., Esselen Tribe of Monterey County, Costanoan Rumsen Carmel Tribe).
- Investigate other Indigenous language revitalization projects in California or globally.
- Explore this lesson by Amy Tan about language and identity from www.readwritethink.org
Merriam, C. Hart. C. Hart Merriam Papers: Indian vocabularies; Olhonean (Ohlone, Costanoan); Hoo-mon-twash/Moot'-soon' (Mutsun). 1864–1938. Manuscript. Manuscript Division. https://www.loc.gov/item/mss326980223/.