The 2020-21 Stories Project curriculum includes 10 Lessons + 5 Bonus Lessons. Each lesson includes a PDF lesson plan, Google slides, media and short films, science/writing/activity extensions, and more.
Introduces students to The Redford Stories Project as a journey of learning and discovery to connect with the natural world, ourselves and each other, and bring health to our planet and communities. Students experience ways words and images direct/inspire attention, and begin to consider their own visions + voices for a more just, hopeful, healthy world.
The oldest human tradition is to gather together to share stories to better understand ourselves and the world. Over 50 years after Apollo 8 and the iconic Earthrise photo, what new perspectives are needed now? How can we redefine who is an “environmentalist”; and in ways that honor, uplift and amplify underrepresented communities, visions and voices?
This lesson explores our relationship to water. Students are invited to think deeply about how water impacts conditions for life and health–for the planet and people. How does the history, science and story of water connect us all? How is ocean health connected to community health, and who is thinking about environmental justice, protection and repair with respect to the ocean?
The preciousness of water cannot be overstated. While water covers the Earth, only a tiny percentage of the Earth’s water is available for human use and consumption. The United Nations identifies water as a human right and necessity for health, as well as the preservation and cultivation of human dignity. Who is most impacted by declining access to clean water?
As hidden, communal qualities of trees/forests are being newly discovered, so is the importance of communion with nature for human health. For whom is it easy to access nature, and for whom it is difficult or unwelcoming? Amidst the pandemic, it’s common to hear “nature is still open”, but is it? How can nature be a shared space of nourishment, thriving, mutuality?
What can our relationship to “non-renewable”/“renewable” energy show us about how we are, and could be, living; and who is most impacted by decisions about energy use? With different ways of investigating these questions, students consider fossil fuels, impacts of energy use, what innovations exist (or could exist), and who are in “frontline communities”?
When a decision is made in a community, which needs and impacts are considered. Who gets to speak for a community? As one example, what is the impact of sound/light/air pollution –who’s most impacted, at what cost? How can this be researched, and what are some of the ways to communicate what is learned?
Around the world, young people are raising their visions/voices for justice, protection and repair. How are the rights of nature, and all beings, newly coming into public dialogue? Amidst rollback of fundamental environmental protections, what can citizens do? This lesson dives deeper into advocacy, and the role of art, literature, music, expression, science in deep change.
How can creativity and innovation newly arise as communities use what they find in their own “backyards,” and share their knowledge? What conditions have depleted Earth’s soil/people’s relationship to it; with what impact? What are innovations in urban farming, soil health and regenerative agriculture able to teach us about seeking + cultivating diversity and a richer story?
What can inspire us all to live in greater reciprocity? When we create a story, invent something new, design a city/building/food system/way of sharing resources, are we thinking about both immediate and long-term impacts? This lesson brings students into these inquiries, and helps students think about the ripple of projects they are inspired to create.