• Views 66
  • Favorites
Photo by Brett Sayles via Pexels

Database Provider

Author

Project Drawdown

Grades

9th, 10th, 11th, 12th, AP® / College

Subjects

Science, Social Studies, Biology, Civics

Resource Types

  • Video, 12 minute, 29 second videos, CC, Subtitles
  • Activity - Classroom

Regional Focus

North America, United States, USA - Northeast, New Jersey, North Jersey

Christian Rodriguez: Planting Possibility in the Ironbound

|
Ask a Question

Synopsis
  • This interview and its related materials focus on Christian Rodriguez, an urban farmer and community leader in the fence-line community of Ironbound in Newark, New Jersey.
  • Christian explains their role in educating the community's youth and affecting change, their inspiration for starting this work, and their experience fighting for the space to be themselves.
  • Christian's story and the story of their community include elements of environmental racism, hazardous conditions, and a lack of representation.
Teaching Tips

Positives

  • The interviewee shares a powerful message about being yourself that will resonate with many students.
  • The urban farm is a beautiful example of how people in communities can help bring about the change they want to see.

Additional Prerequisites

  • Before watching the video, students should understand how industrial practices affect neighboring communities.
  • It may benefit students to know the term regenerative economy.
  • The speaker talks about their experience growing up as a queer person of color. Prepare students to listen respectfully and maturely.

Differentiation

  • The speaker mentions composting, reducing the use of fossil fuels, and reducing over-consumption as some topics they teach to the community. Students can brainstorm ways to align their daily lives with these ideas.
  • Students can learn about the urban heat island effect and discuss how green spaces like Christian's keep the community cool.
  • Students can research other case studies where marginalized groups are disproportionately impacted by industrial pollution, contaminated water, and other environmental hazards. Students can then discuss solutions to the pattern of environmental racism in the United States.
Scientist Notes
This resource encourages students to learn about composting, ecological restoration, responsible consumerism, urban farming, environmental justice, and other tactical approaches to combating climate change.
Standards

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • English Language Arts
    • Speaking & Listening (K-12)
      • SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.
      • SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
      • 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.
  • Science
    • ESS3: Earth and Human Activity
      • HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
  • Career Readiness, Life Literacies, & Key Skills
    • Career Awareness, Exploration, Preparation, and Training
      • 9.2.12.CAP.3: Investigate how continuing education contributes to one's career and personal growth.
      • 9.2.12.CAP.4: Evaluate different careers and develop various plans (e.g., costs of public, private, training schools) and timetables for achieving them, including educational/training requirements, costs, loans, and debt repayment.
    • Life Literacies and Key Skills
      • 9.4.12.IML.5: Evaluate, synthesize, and apply information on climate change from various sources appropriately (e.g., 2.1.12.CHSS.6, S.IC.B.4, S.IC.B.6, 8.1.12.DA.1, 6.1.12.GeoHE.14.a, 7.1.AL.PRSNT.2).
  • Related Resources

    Reviews

    Login to leave a review