In this interview, Newark's Nathaly Agosto Filión discusses how she got involved in environmental work, how community members can affect change, and the importance of resilience stories from groups facing disproportionate challenges from climate change.
Students will learn about and discuss the importance of youth voices in the climate change conversation, the need for diversity in the climate movement, the power of emotional elements in making changes, and how students can show up and contribute to the movement.
Teaching Tips
Positives
The interviewee gives actionable steps that young people can put into practice to support environmental justice.
The message to do what you are passionate about and the quote Nathaly shares will inspire students to do what makes them "come alive."
Additional Prerequisites
Students should understand the basic causes and effects of climate change.
It may benefit students to understand local government, how local policies are made, and how it connects to and influences state and national government.
Differentiation
After watching the video, students can share and discuss their formative experiences with nature, like Nathaly's memory of squirrels and her experience hiking in the Berkshires.
Students can interview their local chief sustainability officer and compare and contrast their path and inspiration to Christina's.
The interviewee mentions that citizens of Newark have faced environmental racism and the importance of policymakers and government officials considering these stories. Students can research examples of environmental racism and discuss why they are relevant to the conversation. Students can also discuss examples of resilience in these groups.
Scientist Notes
This resource from Project Drawdown provides a ~12 minute video about engaging the local government to ensure environmental justice and the needs of a community are met. The video follows narrator, Nathaly Agosto Filion and tells her personal story about her efforts to champion and advocate for communities of color. Discussion questions, along with links to learn more and take action, are also provided.
Standards
College, Career, and Civic Life (C3) Standards
Dimension 2: Civics
D2.Civ.1.9-12 Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
D2.Civ.10.9-12 Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
D2.Civ.12.9-12 Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
D2.Civ.2.9-12 Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans' participation over time, and alternative models from other countries, past and present.
Common Core English Language Arts Standards (CCSS.ELA)
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
