Xóchítl Garcia: Indigenous Climate Leadership in Connecticut

Videos

Grades9, 10, 11, 12, APCivics, English Language Arts, Career Skills

Scientist Reviewed

Provided by Project Drawdown

Open Resource

What it is

This interview and related materials focus on Xóchítl Garcia, an Indiginous-Chicana community leader who grows organic crops, teaches about traditional ecological knowledge, writes poetry, and does so much more in her New Haven, Connecticut community.
Students will hear, read about, and discuss Xóchítl's story, which addresses poverty, the importance of representation, and the importance of information that isn't in books but comes from powerful conversations.

Teaching tips

Positives

The interviewee emphasizes the importance of rest and reflection in her work.
This interview covers various topics and focuses on the interviewee holistically, with information about her hobbies, pathway to her career, and inspiration.

Additional Prerequisites

Before watching the video, students may need the terms white flight, traditional ecological knowledge, and others defined.
It may benefit students to precede this video with a lesson or discussion about systemic injustice.

Differentiation

Language arts students can analyze and identify poetic devices used in the poem written and shared by Xóchítl Garcia and discuss the theme of this piece. Students can then write poetry with the same theme or use some of the identified poetic devices.

The interviewee mentions Save the Sound. Teachers can use this resource to expand on Save the Sound and their work.
Students can discuss the importance of representation in movements like the climate justice movement.
Xóchítl Garcia is a leader and change-maker in her community. Students can brainstorm what their communities need from them to be more sustainable, inclusive, and prosperous.

From the scientist review

This resource emphasizes how Indigenous peoples are driving the climate discourse. Since they have been taking care of the environment for millennia, it is critical to incorporate their wisdom in order to address the climate crisis.

How we review resources

Ready to use it?

Hosted on drawdown.org

Open Resource

Want this to fit your class?

Add your location for local examples, questions, and action ideas.

At a glance

Grades: 9, 10, 11, 12, AP
Subjects: Civics, English Language Arts, Career Skills
Other types: Activity - Classroom
Language: English
Location: North America, North America > United States, North America > United States > Connecticut
Provider: Project Drawdown
Authors: Project Drawdown
Published: January 8, 2024
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · SL.9-12.1 + 5 more

Maine Climate Education Hub

English Language Arts

SL.9-12.1Prepare for and participate in conversations across a range of topics, types, and forums, building on others' ideas and expressing their own.
SL.9-12.2Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.
R.9-12.7Interpret words and phrases as they are used in various texts, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Social Studies

Civics& Government 1 (F2): Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world by explaining how and why democratic institutions and interpretations of democratic ideals and constitutional principles change over time.
Civics& Government 1 (D1): Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world by evaluating and comparing the relationship of citizens with government in the United States and other regions of the world.
Geography1 (F2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by evaluating and developing a well-supported position about the impact of change on the physical and cultural environment.

Cookie Preferences

What it is

Teaching tips

From the scientist review

Ready to use it?

Want this to fit your class?

Related Teaching Resources