In this lesson, students will learn about sustainable agricultural practicesby black farmers, as well as new measures to tackle decades of agricultural racism. Next, we invite teens to submit their questions about climate change to our live student panel on April 22.
This daily lesson will help prepare students to participate in our live discussion on the change climate , April 22 at 1 p.m. EST. Find out more here.
Articthe presented: Two Biden priorities, climate and inequality, meet on black-owned farms "by Hiroko Tabuchi and Nadja Popovich. (Please note that there is also an option to listen to this article.)
In 1920, 14 percent of American farms were run by African Americans . Today that number has fallen to less than 2%. How did it happen? And what can be done to remedy the disparity?
In this lesson, you will learn about the history of black-owned farms and the plans of the Biden administration to fight simultaneously against racial inequalities and fight against climate change.
Next, we invite you to ask Hiroko Tabuchi, climate journalist from Hfrance.fr, your questions about climate change. If you post them in the comments section of this lesson, we could use them in our live panel on climate change for students on April 22. Register for the event here.
Before reading the article presented, carefully look at the two cards below and answer these questions from our Wha Is this happening in this graphic? series :
What do you notice?
What are you wondering?
Writing and Discussion Questions
Read or listen to the article , then answer the following questions:
1. The article states that two of the priorities of the Biden administration "converge in the lives of farmers like Mr. Rowe". How is Sedrick Rowe, an organic peanut grower, an example of this convergence?
2. How have racism and discrimination contributed to the sharp decline in black-owned farms during the twentieth century?
3. How black people have historically been leaders in of sustainable agriculture? How is Mr. Rowe both connected to this story and its progress?
4. What economic consequences do black families who previously owned farms have had to deal with the loss of their farmland? How does the governmentDid he attempt to remedy this loss?
5. How Do Black Farmers Continue to Face Discrimination? What steps are lawmakers taking to try to compensate for the losses suffered by black farmers? What do you think of these approaches? Do they have the potential to tackle decades of violence and discrimination against black farmers?
6. What is the purpose of the "carbon bank" of the Federal soil of the Biden administration? What do scientists think of this plan? How could this plan benefit someone like Mr. Rowe and other black farmers?
7. Go back to the maps you explored during the exercise 'warming up. Did you find any ranswers to one of the things you were wondering about? If this is true, what are they? What questions do you still have?
8. What does this article add to the global history of climate change in the United States and around the world? How could this be useful as we continue the fight to slow our global warming?
Option 1: Ask questions about climate change reports.
Hiroko Tabuchi, one of the authors of the featured article, is a climate journalist from Hfrance.fr and invited to our panel on climate change live for students on April 22. their own questions for this event live via the section comments for this lesson.
After reading the article, what questions do you have for Ms. Tabuchi? For example, you might want to know more about:
the role of agriculture in climate change.
the effects of climate change on black and other communities of color.
how Ms. Tabuchi reported a story like this.
why she chose to tell this story.
what it is like to be a journalist at the Climate Desk at Hfrance.fr.
or anything else related to climate change and media.
Think about a list of questions. Then choose one or two to post in the comments section of this lesson. You can also join the panel and submit your questions here .
Option 2: Conduct more research on the topics of the article.
Learn more about sustainable farming methods…
The article mentions
Choose any of the methods mentioned in the article and continue your research to understand the science behind the method and its potential to reverse climate change or create more sustainable agriculture.
Next, determine if you think this could be an effective model and support your claim with the evidence from your research.
Learn more about environmental racism…
The featured article focuses on one of the ways that climate change has had a disproportionate effect on communities of color. Below is a collection of articles from The Times that delve deeper into environmental racism and black agriculture. Pick one to read inits entirety:
What links can you make between the themes explored in the article presented and those of the article you chose to read above? How does climate change affect people of
About today's lesson
• Find all our lessons of the day in this column .
• Teachers, take a look at our on-demand webinar to learn how to use this feature in your classroom.