Can young people change the world, or are they stuck with the messy one that adults are planning to hand to them?
“Adults, in their dealing with children, are insane, and children know it too. Adults lay down rules they would not think of following, speak truths they do not believe. And yet they expect children to obey the rules, believe the truths, and admire and respect their parents for this nonsense. Children must be very wise and secret to tolerate adults at all. And the greatest nonsense of all that adults expect children to believe is that people learn by experience. No greater lie was ever revered. And its falseness is immediately discerned by children since their parents obviously have not learned anything by experience. Far from learning, adults simply become set in a maze of prejudices and dreams and sets of rules whose origins they do not know and would not dare inspect for fear the whole structure might topple over on them. I think children instinctively know this. Intelligent children learn to conceal their knowledge and keep free of this howling mania.”
― John Steinbeck, The Log from the Sea of Cortez
This lesson was reported from:
The Californios Verdes – in English, the Green Californians – are a group of environmentally conscious young people based in La Paz, Mexico, on the shores of the Sea of Cortez. They explain, “We are a new generation of young leaders united by love of nature and interested in working for the conservation of the environment and a better quality of life.”
They are alumni of environmental education programs run by the nonprofit Ecology Project International, which works to educate students about their connections to local and global ecosystems. Inspired by what they have seen and learned, these young people, aged 17 to 25, wanted to apply that passion and those lessons to their own community.
They formed the Californios Verdes in 2011 with the mission “to be agents of change, collaborators, and generators of local conservation projects” and the vision to “create a sustainable and participatory community where young people have an active role in conservation.”
What does that look like?
The Californios Verdes meet weekly to organize and plan. They have advocated successfully on behalf of a statewide ban on single-use plastics – the cups, straws, bags, and utensils you get in stores and takeout places that then end up in oceans, killing animals, or as microplastics inside of you! These single-use plastics are bad news! Getting lawmakers and business onboard to eliminate them in Baja California Sur is a big deal – the Californios Verdes helped to change the law.
One of their favorite projects involves community outreach – they regularly stage events to educate citizens of La Paz about the ecology of the surrounding area, including at the nearby beach Balandra. They help residents – and young people in particular – to understand: Why should we save that mangrove forest, instead of letting developers turn it into a beach resort? Why is the whale shark worth protecting?
Conservation of your local wild spaces has to start with a local love and understanding of those spaces. If you and your neighbors aren’t going to stand up for your community and its ecosystems, why would anyone else?
The Californios Verdes are online and in the streets, helping their neighbors see the value in protecting the natural world around them. They are ground zero for a grassroots movement that aims to change the world, starting with their own city block in La Paz and radiating outward.
Look, I hear you – life is hard. With homework, parents, maybe a job – it’s busy. And you’re a kid.
But so are the Californios Verdes… So the only question left is —
What have you done this week to make the world a better place?
Public Purpose Project
Most Fridays for the rest of the year, you will be working on your very own Public Purpose Project. Your PPP should be something you care deeply about, and it’s something you’re going to be spending a lot of time with – so be thoughtful in your selection. Your main goal is to produce something that leaves your community nicer than you found it.
Projects could include (but are not limited to):
- Identify a need in your school or community. Develop and carry out a service project to address that need
- Design and create a mural in your school or community
- Research, develop, and share a historical or ecological walking/driving tour of your community
- Produce a documentary video about your community – an aspect of its history, its ecology, or some exemplary charity/activist group working to make it a better place
- Produce a work of environmental storytelling (a video, a published article, a photo exhibition, a social media feed with original content) about a species, park, ecosystem, or ecological issue in your region
- Research, design, and produce a sustainably-sourced line of products that raise awareness of an environmental issue related to your region – think of T-shirts or reusable shopping bags that feature local flora and fauna, reusable water bottles, etc.
- Implement a composting or recycling program at your school
- Develop and implement a plan to make your school more green
- Volunteer for a minimum of 20 hours with a local organization and tell the story of your experience
Consult with your teacher for questions on topics like group sizes, as well as on specific due dates.
End of First Quarter: In communication with your teacher, develop a detailed proposal for your project. This proposal should identify a specific need in your community and state a goal. Your proposal should answer basic questions about how you plan to fill that need and achieve that goal. It should set out a detailed timeline for achieving your goal by the end of the school year. Your proposal should also describe resources necessary to carry out your goal, estimated costs of those resources, and any other relevant issues or challenges that you will need to surmount. You should point to other similar projects that have been carried out elsewhere, answering the question: What lessons from that project can I apply to my own? Your report should be delivered in the form of a Google Slide presentation, shared with your teacher and presented to the larger class. Your teacher and peers will offer feedback on your plan.
End of Second and Third Quarters: Add new slides to your original presentation. These new slides should update your instructor and peers on the status of your project – How far along are you? What new challenges have presented themselves? How have you addressed those issues? What have you learned? What new questions do you have? How can the group support you? Has your timeline or goal changed in any way? Be sure to include photos, videos, or other documentary evidence of your project in progress.
End of Fourth Quarter/School Year: Your goal should be achieved, your project finished. Update your presentation with new slides taking your teacher and peers through the final months of your project. Reflect by addressing the following questions: Were you successful? What did you learn? What would you have done differently? If you were to continue developing this project, how would you extend it?
THIS LESSON WAS DEVELOPED WITH SUPPORT FROM ECOLOGY PROJECT INTERNATIONAL.
If you value the free resources we offer, please consider making a modest contribution to keep this site going and growing.