1. Define the concept of environmental injustice and its root causes.

2. Learn to critically think, synthesize ideas, and make connections between environmental issues, climate change, and environmental injustice.

3. Develop research skills in identifying reliable science.

4. Recognize the disproportionate effects of adverse climate change on impoverished and marginalized people.

5. Recognize and find examples of civic engagement that promote climate justice.

6. Practice and reflect on effective means of civic engagement.

I use five discussion-based assignments plus a civic engagement activity in an introductory environmental science course with a class size of 24 to 30 students at a two-year college. Each assignment is aligned with science topics covered in a typical introductory environmental science course. For each assignment, students watch videos or a documentary, have small-group discussions with other students during class time, and complete a group assignment at the end of each class session. After completing the assignments over several weeks, students complete a civic engagement activity that highlights positive stories of change related to climate justice. My class meets twice per week for two hours each session and I implement each assignment during one of the two-hour sessions each week, for a total of five weeks needed for the assignments and activity. (The other two-hour class sessions each week are laboratory sessions, of which the assignments and activity are not a direct part.) The assignments are independent of each other, so you could use them in a different order than described here or you could use only one or two of the assignments. Whether using one assignment or more, or all, I recommend including the civic engagement activity, so that students feel empowered and have learned ways that they can take action to promote climate justice.

The assignments and the activity could work for any introductory STEM or non-STEM course focused on environmental issues at a similar two-year college, four-year college or university, or upper-level high school class. The assignments can be adapted for an asynchronous online course by having students complete each assignment over one week using a discussion forum feature of a Learning Management System (LMS), such as Canvas. Prior to encountering this set of assignments, it would be helpful for students to have a basic understanding of the scientific method and how reliable and credible science is conducted. Students should also be familiar with the basic chemistry and biology concepts typically taught in an introductory environmental science course (e.g., matter, energy, and life; ecosystems and the biosphere; community and population ecology; conservation and biodiversity) or a high school biology or chemistry course. I use the free online Open Educational Resources (OER) textbook Environmental Biology by Matthew R. Fisher for the course in which I implement the assignments and the activity, but any standard introductory environmental science textbook should work. Access to a computer and the internet is needed for watching videos and documentaries. I use the Canvas online LMS to distribute assignments, collect student work, and offer feedback on assignments completed by students, but the use of an LMS is not necessary if the course is offered in-person in a classroom. In this context, instead of using an LMS, you could print out handouts for distribution to students during class, collect assignments completed by students on paper during class, and provide written feedback on each assignment.

Planning for Class Time:

A total of two hours is needed to implement each assignment (1 through 5 below) during class time, which involves introducing case studies using videos or documentaries, allowing time for students to discuss the case studies in small groups of 4 to 5 students, asking each group to share the highlights of their discussion with the whole class, and allowing time for students to complete each assignment during class time. At the end of each class session, I collect one assignment from each group and use that to assign a grade to all students in each group. The two hours of class time needed for each assignment can be reduced by having students explore resources before class and/or answer discussion questions before class and/or ask students to complete the assignments after the class session ends. The time needed for the civic engagement activity varies, depending on what each student decides to do. I will first describe and provide teaching materials for implementing the assignments and the civic engagement activity in an in-person class. Further below, I provide an overview of how I implement them in an asynchronous online course.

Assigned Readings:

The assignments align with chapters in the free online Open Educational Resources (OER) textbook Environmental Biology by Matthew R. Fisher, which is the textbook that I use for the course. Although I use Environmental Biology by Matthew R. Fisher, any standard introductory environmental science textbook that includes the topics covered in these chapters should work. The Environmental Biology textbook does not cover all science topics in the depth that I need for my course, so I offer students resources to supplement the environmental science content from this textbook when needed. For each assignment, students read a chapter from the textbook that aligns with each assignment before I do each assignment in class.

• Prior to Assignments 1 and 2, students read Chapter 1: Environmental Science, which covers human impacts on the environment, sustainability, ethics, and environmental justice and indigenous struggles, as well as Chapter 6: Environmental Hazards & Human Health, which includes information about how chemicals in the environment affect human health and ecosystems.
• Prior to Assignment 3, students read Chapter 8: Food & Hunger and Chapter 9: Conventional & Sustainable Agriculture, which together discuss food security and the impacts of industrial agricultural practices on soils, plants, and ecosystems. 
• Prior to Assignment 4, students read Chapter 7: Water Availability and Use, which focuses on environmental issues that affect water supply and water quality. 
• Prior to Assignment 5, students read Chapter 10: Air Pollution, Climate Change, & Ozone Depletion, which provides information about ozone depletion, acid rain, and global climate change. In addition to these chapters, which align with each activity, students have learned the science content covered in Chapters 2 through 5 of this textbook prior to encountering any of the assignments.

Implement In Class With Small Class Size (24 to 30 Students):

Instructor Preparation: Check web links to all videos and documentaries used for each activity; prepare assignment questions for use in class either by uploading to an online location where students can download it or printing it out and bringing it to class; prepare a discussion forum on a learning management system (I use Canvas) as a follow-up to each assignment.

Assignment 1: Introduction to Environmental Justice (2 hours). This assignment introduces students to the concept of environmental justice. The handout for the assignment is provided below. I start by showing a five-minute video (in class) made by the United States Environmental Protection Agency (US EPA) called Advancing Environmental Justice through the National Environmental Policy Act. The video shows an example of environmental injustice with a case study in the city of Memphis, Tennessee (USA), where a freeway was routed through a historically redlined community, and also offers a general definition of environmental justice. The video also explains how the National Environmental Policy Act (NEPA), a law passed by the US federal government in 1970, requires that impacts on communities be considered, and community input sought, when projects such as highways are being sited and ultimately built. After the video, students have a discussion in small groups about NEPA and environmental justice and how environmental justice relates to climate justice. (I introduce the idea of climate justice in this assignment to get them thinking about it in preparation for the other four assignments (2 through 5) and the civic engagement activity.) Students use the first set of questions (1 through 3) on the handout to guide their discussion. Following the discussion, students explore a local (Seattle, Washington) freeway (Interstate 5, I-5) using the Duwamish Valley Cumulative Health Impacts Analysis, which is a report written by a local non-profit (Just Health Action) that works to reduce health inequities that result from environmental, economic, political, and social conditions. Students analyze maps on pages 11 through 21 of this report, as well as Table 2 on page 31, to learn about the demographics of people living along the I-5 freeway corridor (e.g., socioeconomic factors, age, pre-existing health conditions, education level, environmental exposures, life expectancy and incidence of certain health challenges such as diabetes, asthma, hypertension, and cancer). They use Table 2 to compare this region of the city of Seattle (The Duwamish Valley) to other parts of the city and discuss whether they feel the I-5 corridor is a case for environmental justice. (I point out to students that the I-5 freeway was constructed in 1969, before NEPA was enacted as law, so it is not a violation of NEPA.) Students discuss the second set of questions on the handout (1 through 5) in small groups while in class. At the end of class, students submit the handout as a group with their written responses to each question.

Introduction to Environmental Justice Assignment.docx (Microsoft Word 2007 (.docx) 16kB May26 24)

Assignment 2: Introduction to Climate Justice (2 hours). Climate justice is situated in the larger environmental justice movement. One definition of climate injustice, which I use in this activity, is the disproportionate effects of climate disruption and fossil fuel extraction and processing activities on future generations (i.e., inter-generational inequity) and groups that have been marginalized due to their race, income level, gender, ability, and/or other factors (i.e., intra-generational inequity). I start this activity by showing a 17-minute film, Women of Cancer Alley, in which several women speak about their experiences living in a region of the state of Louisiana (USA) infamously known as "Cancer Alley" due to the overwhelming and inter-generational burden of illness and death caused by toxic air pollution. Cancer Alley is an 80-mile length of the Mississippi River in southern Louisiana where chemical plants and oil refineries, including 180 petrochemical processing plants, were located in historic and predominantly Black communities. After watching the video, students discuss in small groups how this case study illustrates environmental injustice, the role of NEPA, and what they can do as U.S. citizens to support justice for communities in Cancer Alley. This film and discussion provide students with another example of environmental injustice. It is also a great case study for helping students see the connections between environmental justice, climate justice, and climate change, which is the focus of the second part of this assignment. Students begin Part 2 of this assignment by continuing to discuss the Women of Cancer Alley film, but this time guided by questions that ask about the connections between environmental injustice and climate injustice, with a specific focus on fossil fuel extraction and processing activities. Next, students watch a five-minute video, How the Pandemic Mirrors the Injustices We Saw With Hurricane Katrina, which features professor and environmental justice leader Robert Bullard talking about the impacts of Hurricane Katrina, as well as the COVID-19 pandemic, on communities living in low-lying areas of Cancer Alley. Students then discuss more about connections between environmental injustice and climate injustice, with a specific focus this time on climate disruption (e.g., warming of the planet, increased abundance and severity of tropical storms and flooding, sea level rise).

Introduction to Climate Justice Assignment.docx (Microsoft Word 2007 (.docx) 19kB May26 24)

Assignment 3: Food Insecurity and Climate Justice (2 hours). This assignment starts in class with students watching the first 60 minutes of Food, Inc. The documentary examines corporate farming and industrial agriculture in the United States, showing how agribusiness produces food that is unhealthy (e.g., low nutritional content, high fat/cholesterol leading to diseases such as diabetes), environmentally harmful, and abusive of animals and people employed in the food system (e.g., farmers, factory workers). Students discuss the documentary in small groups, guided by questions focused on the role of the United States Department of Agriculture in food regulation and food safety as well as who is more at risk for the adverse effects of food production. The first hour highlights how low-income communities and other marginalized communities are most negatively impacted by U.S. food systems. In Part 2 of this assignment, students discuss ways they think food production and security is related to climate change. Then, they watch a six-minute PBS NewsHour video How climate change is disrupting the global food supply to learn more. (PBS is Public Broadcasting System, an American public broadcast service.) After the video, they continue their discussion about food production, food security and climate change, with a focus on identifying the specific connections.

Food Insecurity and Climate Justice Assignment.docx (Microsoft Word 2007 (.docx) 17kB May26 24)

Assignment 4: Water Quality and Climate Justice (2 hours). This assignment starts with students watching a 54-minute PBS Frontline documentary about the Flint Water Crisis in the city of Flint, Michigan called Flint's Deadly Water. Flint is a city inhabited by a population that is more than 60 % Black and Latino, with more than 40 % of its residents living below the poverty line. Most people associate this crisis with lead poisoning in pipes, but a lesser known issue is contamination of Flint's water supply by Legionella bacteria. The presence of these bacteria in Flint's water caused a public health disaster and one of the largest outbreaks of Legionnaires' disease in U.S. history, which is a serious type of pneumonia that occurs when Legionella bacteria enter people's lungs. The Flint Water crisis began in 2014, when the municipal water supply to Flint was switched from Detroit-supplied Lake Huron water to the Flint River. This switch caused water distribution pipes to corrode and leach lead and other contaminants into municipal drinking water. It also created the perfect conditions for the growth of Legionella bacteria in the pipes. The number of cases of Legionnaires' disease increased in the summers, when it was warmer (which is where the climate connection comes in with a second video). After viewing the PBS Frontline documentary, students discuss in small groups the value of water as a resource and its vulnerability to mismanagement, as well as the civil rights violations, legal prosecution of government officials, environmental injustice, and how society might prevent "another Flint" from happening in the future. After this discussion, I show students a six-minute video called "Could climate change make us sick?" that explains how warming of the planet makes disease worse, including discussion of the biological and physiological responses of organisms to warming and how regions predicted to become warmer and wetter due to climate change will have higher rates of disease transmission. After viewing this video, students discuss the connections between climate change and infectious disease, as well as how these connections could relate to the Flint water crisis in a climate-changed future.

Water Quality and Climate Justice Assignment.docx (Microsoft Word 2007 (.docx) 17kB May9 24)

Assignment 5: Air Quality and Climate Justice (2 hours). This assignment focuses on the connections between air quality and climate justice, and also introduces students to civic engagement. I start this assignment by showing a 24-minute documentary by Unreported World called Dying to breathe: Mongolia's polluted air, which focuses on coal burning and particulate matter pollution (PM 2.5) in the capital city of Mongolia (Ulaanbaatar) by nomadic herding communities who have been displaced from their homes in rural areas because of climate impacts on grasslands (colder and drier conditions degrade pastures that their livestock need for grazing). In addition to the disproportionate effect of climate change (due to CO2 pollution of the air) and PM 2.5 pollution on nomadic herding peoples, the film also highlights how babies and young children are much more impacted by poor air quality. After watching the film, students reflect on connections between air pollution, social injustice, and climate change by discussing in small groups during class time. They also spend time researching a second case study of air pollution, social injustice and climate change, as well as how people are trying to address the issue in the case study they found by protecting themselves and their communities, and/or by advocating for other communities. I also provide students with examples of civic engagement, as well as a general definition of civic engagement. Students brainstorm how they think someone could address the issue in their case study with one of the civic engagement examples I gave them.

Air Quality and Climate Justice Assignment.docx (Microsoft Word 2007 (.docx) 17kB May9 24)

Activity: Civic Engagement for Climate Justice (a few hours).  Students carry out this activity outside of class. They access the assignment using a learning management system (Canvas) and post a report of their civic engagement activity to a discussion board in Canvas. The assignment begins with students watching five short videos on their own that are focused on creating change and working to address climate injustices. The videos provide students with examples of how environmental issues and climate change can be addressed through civic engagement and are meant to inspire them to act. The first video, I will be a hummingbird, is two minutes long and was created by (now deceased) Kenyan political activist Wangari Maathai. It is a cartoon that shows a hummingbird trying to put out a forest fire by carrying tiny drops of water from a river, while much larger animals like an elephant, with a large trunk that holds much more water, stand by and watch, yet do nothing. It emphasizes that action matters, no matter how small the action, and validates the feeling that taking small actions, as only one person on this Earth, can seem insignificant when it comes to "putting out the fire" of global environmental problems like climate change. The second video is four minutes and shows poet Kathy Jetnil-Kijiner, a citizen of the Marshall Islands, reading her poem "Dear Matafele Peinem", written for her seven-month-old daughter, to delegates and attendees of the United Nations Climate Summit. The third video is a two-minute trailer for the documentary The Ants and the Grasshopper, which shows Anita Chitaya traveling from Malawi, where her home is affected by extreme weather, to California and the White House, to persuade Americans that climate change is real. The fourth video, It's Time to Move On from Fossil Fuels, is a little longer (ten minutes) and features Winona LaDuke, a Native American activist and executive director of Honor the Earth, as she shares her views on ending fossil fuels and fighting pipelines through protest. The final video, 'Little Miss Flint' continues to fight for clean water access, is five minutes and shows an ABC News television interview where Mari Copeny from Flint, Michigan, who, 14 years old at the time of the interview, describes the actions she has taken since she was 8 years old to help people access clean water. Following the videos, each individual student answers a discussion question about which civic engagements, observed in the videos, they feel are most effective in promoting change and why. Students also answer a question about which civic action they would like to try, from a list of options I offer them to help with their brainstorming. The list includes (but I tell them is not limited to) influencing policy (encouraging or registering others to vote, contacting government officials, canvassing), volunteering (for a group or organization, or fundraising), outreach (using social media or publication, write an op-ed or letter to the editor) or protesting (join a protest, sign or organize petitions, organize boycotts, create art, fashion, display buttons, logos, signs, stickers). After they complete this assignment, they carry out their action sometimes over the next week and then complete another discussion post where they describe their action and reflect on the effectiveness of another student's action.

Civic Engagement Assignment.docx (Microsoft Word 2007 (.docx) 19kB May26 24)

Implement In Online Asynchronous Course:

To implement this in an asynchronous online course, which I have done, I give students one week to complete each assignment. Early in each week, I ask students to read the textbook chapter that aligns with each assignment, as I have described in the second paragraph at the beginning of this section. In the middle of the week, I ask students to watch the first video or documentary and answer the first set of questions in a discussion forum on our Canvas site. At the end of the week, I ask students to explore the second set of resources and answer the second set of questions in a discussion forum on our Canvas site. Each of the five assignments and the civic engagement activity follows this pattern, for a total of six weeks of a 10-week term. (My college is on the 10-week-long quarter system.)

Students find these assignments and the activity insightful, producing greater clarity and a deeper dive into the lecture topics. The most enjoyable part of including these activities in my environmental science course is to see how engaging they are for students. During the small group discussion, and especially very early in the term when students are still getting comfortable with the course and with me, I emphasize that there can be more than one correct answer to the discussion questions. I also encourage them to not stress about getting the answers 'correct' but focus on using critical thinking, which is also how I assess these assignments. This reassurance seems necessary to getting students engaged and active in the discussions. This can be especially important for younger students who may still see the world as black-and-white and who may have been conditioned by our educational systems to think there is always "one correct answer" to a question.

The civic engagement activity works well as an assignment outside class time because it occurs at the end of the 10-week term, when final exams are happening. It is a nice way to finish the class because it leaves students feeling more hopeful and empowered than they may have if they completed only the five assignments. They are also very creative with what they choose for their civic action, including writing a rap song (the student who wrote it gave me permission to share it: Climate Justice Rap Song.docx (Microsoft Word 2007 (.docx) 16kB May10 24)), creating art, signing petitions, posting to social media, or registering themselves to vote or helping others register to vote. When students approach me with questions about what they should do, I encourage them to take actions that they are interested in, such as encouraging a student majoring in art to create art, a STEM student to participate in a citizen science project, or a political science major to call an elected official or attend a city council meeting. Sometimes, when students see on the class discussion board what other students are doing, they will do the same thing. For example, I had a student recently sign an online petition and other students in the class saw this student post about it on the discussion board. Then, many other students signed online petitions as well. This limits the variety of civic actions on the discussion board, such that students are not exposed to a variety of civic actions that other students have taken and that they could also take. It might help to tell students that they need to do a civic action that is different from those of other students. For example, in a class size of 24 to 30 students, which is the size of my class, you could add a guideline to the Civic Engagement Assignment, such as "Please read any discussion posts already made about actions that other students in the course have already taken. Do not choose a type of action if five others students in the class have already taken that same type of action. For example, if five other students have already filled out and submitted a petition, do not take that same type of action. Think of another thing you can do." Adding this guideline to the assignment may require you to have a list of other options ready for students who cannot think of ideas, but you could easily create this list by doing the activity a few times in a class, documenting different student actions, and then sharing and building this list as you continue to teach this. I would also promote instruction that encourages students of diverse cultural backgrounds to share their experiences related to each topic. These acts of sharing further layer the enrichment of each assignment.

I provide students with a weekly suggested schedule, especially when teaching this in online asynchronous form, to make sure students are on track to do the readings from the textbook before each assignment. These chapters contain knowledge about environmental science topics that align with the different assignments, and it is good for them to be familiar with the science topics before encountering each assignment.

The timing of implementing each assignment and the activity can be adapted, depending on which key environmental science concepts you want to use as you introduce and integrate climate justice into your course. For instance, you could implement the assignments and activity earlier in the course, such as when students are typically learning the scientific method, or later in the term after some basic ecology concepts have been covered (e.g., population dynamics, growth, abiotic and biotic influences on populations and food chain/webs would align with the food security assignment).

Learning Goals 1 through 5 all involve a lot of formative assessment and feedback during class time, as well as a more summative assessment of their written work after the class session is over. In small groups, students discuss all the questions on each assignment during class time. During the small group discussions, I walk around the room listening to student conversations as they talk in small groups and answering questions they ask me. This is a way for me to informally assess this learning goal and also offer formative feedback to students. When students are done discussing in small groups, I ask each group to share their answers to each question with the class, which allows me to assess the understanding of the class as a whole and provide formative feedback to the whole class. At the end of each class session, each group submits one document to me, with their answers to every question on the assignment, so that I can assess their written work and assign a grade to their group's work.

1. Define the concept of environmental injustice and its root causes.

I assess this learning goal during Assignment 1 (Introduction to Environmental Justice). We watch the NEPA video and students work on the I-5 freeway case study during class time. Specifically, Question 2 in Part 1 about the NEPA videos and Question 5 in Part 2 about the I-5 freeway case study both allow me to hear their thoughts on the meaning of environmental justice. (These questions are on the "Introduction to Environmental Justice Assignment" Word document under Assignment 1 above.) I assess their understanding of the root causes of environmental justice using Questions 1 through 4 in Part 2 of this assignment, which are about the I-5 freeway case study. I continue to assess this learning goal as part of Assignment 2 (Introduction to Climate Justice) with Questions 1 and 2 in Part 1 of the "Introduction to Climate Justice Assignment" Word document (under Assignment 2 above).

2. Learn to critically think, synthesize ideas, and make connections between environmental issues, climate change, and environmental injustice.

I begin to assess this learning goal with Question 3 in Part 1 of the "Introduction to Environmental Justice Assignment" Word document (under Assignment 1 above). This allows me to assess their initial understanding of what climate justice means. For Assignment 2 (Introduction to Climate Justice), I assess this learning goal with Questions 1 and 2 in Part 2 of the "Introduction to Climate Justice Assignment" Word document (under Assignment 2 above).

3. Develop research skills in identifying reliable science.

My assessment of this learning goal is threaded through Assignments 1 through 4. (There is no question that assesses this learning goal in Assignment 5 nor as part of the civic engagement activity.) I first assess this learning goal using the second question asked in Question 1 (the first Question 1) about the NEPA video in the "Introduction to Environmental Justice Assignment" Word document (see Assignment 1 above). The next assessment of this learning goal is with Question 3 in Part 2 of the "Introduction to Climate Justice Assignment" Word document (see Assignment 2 above). In the food security case study (Assignment 3), I assess this learning goal with the second question asked as part of Question 2 in Part 1 (found in the "Food Security and Climate Justice Assignment" Word document). I use Question 1 in Part 1 of Assignment 4 to assess this learning goal in the context of the Flint, Michigan case study (the question is in the "Water Quality and Climate Justice Assignment" Word document).

4. Recognize the disproportionate effects of adverse climate change on impoverished and marginalized people.

I assess this learning goal using questions included in Assignments 2 through 4. For Assignment 2 (Introduction to Climate Justice), I assess this learning goal with Questions 1 and 2 in Part 2 of the "Introduction to Climate Justice Handout" Word document (under Assignment 2 above). For Assignment 3 (Food Insecurity and Climate Justice), I assess this learning goal with Questions 1 through 3 in Part 2 of the "Food Insecurity and Climate Justice Handout" Word document (under Assignment 3 above). For Assignment 4 (Water Quality and Climate Justice), I assess this learning goal with Question 1 in Part 2 of the "Water Quality and Climate Justice Handout" Word document (under Assignment 4 above).

5. Recognize and find examples of civic engagement that promotes climate justice.

I initially assess this learning goal using Question 3 in Part 1 of the "Introduction to Climate Justice Assignment" (see Word document provided with Assignment 2). As part of the last assignment (Assignment 5), which I implement in the week before the civic engagement activity, I use Questions 2 and 3 on the "Air Quality and Climate Justice Assignment" Word file to assess this learning goal.

6. Practice and reflect on effective means of civic engagement.

To assess this learning goal, I use Question 2 in Part 1 and also Question 1 in Part 2 of the "Civic Engagement Assignment" Word file (under "Civic Engagement for Climate Justice" activity described above.

This work is supported in part by NSF IUSE grant DUE 2043535.

Environmental Biology is an Open Access Resource (OER) textbook by Matthew R. Fisher that is free available online to anyone with a computer and internet connection (I use this in my environmental science course, but any introductory environmental science textbook should work)

Advancing Environmental Justice through the National Environmental Policy Act (video made by the United States Environmental Protection Agency)

The Duwamish Valley Cumulative Health Impacts Analysis (report written by a Seattle non-profit, Just Health Action)

Women of Cancer Alley (experiences shared by women in the video created by a digital storytelling workshop coordinated by the Louisiana Bucket Brigade and led by StoryCenter, with leadership from the Women of Cancer Alley)

How the Pandemic Mirrors the Injustices We Saw With Hurricane Katrina (I originally found this video on Facebook: https://www.facebook.com/watch/?v=1257538997914785)

Food Inc. (documentary - It is one hour and 33 minutes long, but I show only the first hour for reasons discussed above)

How climate change is disrupting the global food supply (PBS NewsHour video)

Flint's Deadly Water (60-minute documentary by PBS's Frontline. PBS is the Public Broadcasting System based in the United States.)

Could climate change make us sick? (6-minute video overview of how organisms, including disease organisms, respond to climate change)

FLINT, MICHIGAN: DID RACE AND POVERTY FACTOR INTO WATER CRISIS? (used for information on the demographics of people living in Flint, Michigan)

Dying to Breathe" (24-minute documentary by Unreported World about air pollution in the capitol city of Mongolia, Ulaanbaatar)

I will be a hummingbird (2-minute video by Wangari Maathai)

"Dear Matafele Peinem" (3-minute poem read by Kathy Jetnil-Kijiner at the United Nations Climate Summit)

The Ants and the Grasshopper(2-minute documentary trailer about Malawian Anita Chitaya's life and journey to the United States)

It's Time to Move On from Fossil Fuels(10-minute interview with Winona LaDuke, Native American activist and executive director of Honor the Earth)

'Little Miss Flint' continues to fight for clean water access (5-minute interview by ABC News of 14-year-old Mari Copeny from Flint, Michigan)