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As a high school teacher, I always hear my students telling me that they are going through a lot, but am not always sure what they mean. By Ashley telling this story from her POV, I have a clearer picture of some of the pressures that my students from low income families have on a daily basis. This includes taking care of younger siblings, working long hours at a job after school and trying to graduate on time. I live in an area of SE Michigan that has a large Middle Eastern population as well as a large Mexican population. ICE raids were huge during the Trump presidency and many of my students were fearful. Ashley’s story personalizes what she went through/goes through as she tries to navigate beyond the strawberry fields in Central California.

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As a high school teacher, I always hear my students telling me that they are going through a lot, but am not always sure what they mean. By Ashley telling this story from her POV, I have a clearer picture of some of the pressures that my students from low income families have on a daily basis. This includes taking care of younger siblings, working long hours at a job after school and trying to graduate on time. I live in an area of SE Michigan that has a large Middle Eastern population as well as a large Mexican population. ICE raids were huge during the Trump presidency and many of my students were fearful. Ashley’s story personalizes what she went through/goes through as she tries to navigate beyond the strawberry fields in Central California.

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I think one of the dominant narratives held in the US about immigrants is the one that Trump and his political party perpetuated that immigrants coming from the southern borders are gang members, rapists, and murderers. Clearly, this is not the case as exemplified not only by Ashley’s family, but also the students in the high school and those who we saw on the periphery of the film. Amplifying the voice of immigrants through films like Fruits of Labor can help educators create lessons that help students participate in civic engagement activities regarding immigration policies.

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I think one of the dominant narratives held in the US about immigrants is the one that Trump and his political party perpetuated that immigrants coming from the southern borders are gang members, rapists, and murderers. Clearly, this is not the case as exemplified not only by Ashley’s family, but also the students in the high school and those who we saw on the periphery of the film. Amplifying the voice of immigrants through films like Fruits of Labor can help educators create lessons that help students participate in civic engagement activities regarding immigration policies.

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One of the key questions in media literacy is who is represented in and who is excluded from the message? In this film, unlike in other mainstream media, the voice of a marginalized group--Hispanic immigrants--is represented in an honest, heartbreaking and thought-provoking way that allows an unrepresented group to share their truth...a truth that is frequently covered up, changed, or silenced. This specific key question of media literacy is frequently a difficult one for students to understand and I believe this film can be used as a tool to help students better understand representation from a variety of perspectives rather than just mainstream media/Fox News perspective.

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One of the key questions in media literacy is who is represented in and who is excluded from the message? In this film, unlike in other mainstream media, the voice of a marginalized group--Hispanic immigrants--is represented in an honest, heartbreaking and thought-provoking way that allows an unrepresented group to share their truth...a truth that is frequently covered up, changed, or silenced. This specific key question of media literacy is frequently a difficult one for students to understand and I believe this film can be used as a tool to help students better understand representation from a variety of perspectives rather than just mainstream media/Fox News perspective.

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Interdependence can be seen in a couple of different ways here. First, there is the human interdependence with nature. Pollinators, like Monarch butterflies and bees, need humans to plant flowering plants, like strawberries so that they can get nectar. We need bees to pollinate our fields so that we can have more fruits and vegetables grow on our plants. Humans also are dependent on each other's skill set and this is not meant to diminish anyone’s job in our society. We live in a service economy. Immigrants fill a niche that goes largely unfilled by American workers. Jobs in the hospitality industry, field workers, and factory workers are often jobs filled by immigrants, even illegal immigrants.

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Interdependence can be seen in a couple of different ways here. First, there is the human interdependence with nature. Pollinators, like Monarch butterflies and bees, need humans to plant flowering plants, like strawberries so that they can get nectar. We need bees to pollinate our fields so that we can have more fruits and vegetables grow on our plants. Humans also are dependent on each other's skill set and this is not meant to diminish anyone’s job in our society. We live in a service economy. Immigrants fill a niche that goes largely unfilled by American workers. Jobs in the hospitality industry, field workers, and factory workers are often jobs filled by immigrants, even illegal immigrants.

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Spanish Language and Culture - I can see this film being used to help students in Spanish 2 and Spanish 3 learn conversational Spanish especially because the spoken Spanish in this film is slow enough to understand especially with the subtitles.Media Literacy - This is a film I will use when talking about the key question of who is represented in and who is not represented in the media. I will pull mainstream media clips or articles about ICE raids and have students compare with the film.Video Production - Since we are so close to Dearborn, I’d love to have my students research what happened with ICE in our nearby Muslim community and conduct interviews with them to get a different POV--one that we don’t typically hear on our local news channel.

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Spanish Language and Culture - I can see this film being used to help students in Spanish 2 and Spanish 3 learn conversational Spanish especially because the spoken Spanish in this film is slow enough to understand especially with the subtitles.Media Literacy - This is a film I will use when talking about the key question of who is represented in and who is not represented in the media. I will pull mainstream media clips or articles about ICE raids and have students compare with the film.Video Production - Since we are so close to Dearborn, I’d love to have my students research what happened with ICE in our nearby Muslim community and conduct interviews with them to get a different POV--one that we don’t typically hear on our local news channel.

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I was so humbled to watch Ashley navigate her teenage years and all that entails as well as carrying a burden for her family on her shoulders. This POV helped me to realize the harsh impact of immigration policies on students in our schools who don't feel a sense of welcome or stability in our country.

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I think this film is an excellent tool to highlight often under-represented individuals in marginalized communities. A lot of times, even as our country becomes more diverse, our textbooks, tests, and resources take much longer to show that diversity. This film shows that we can examine issues FROM the perspective of those involved to give them a voice within the issue.

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As a biology and chemistry teacher, I would consider showing splices and short clips of Ashley and others working in the strawberry fields, as well as the beautiful time lapse shots of a strawberry fruit maturing over time.                                                      As a biology teacher, I would consider finding resources to show the carbon footprint of strawberries and their journey from the central coast throughout the United States.  We could also track the journey strawberries take  from countries in the southern hemisphere in the winter time so that we can have strawberries as a "year round" fruit in our grocery stores.                                                  As a chemistry teacher, I would have students investigate the USDA's list of the "Dirty Dozen" in which strawberries ranks as the #1 produce item when it comes to pesticide residues.  What are the pesticides found on strawberries, why are they needed to maintain plentiful yields, and what impact does that have on the consumer but more importantly those who  work in the fields like Ashley?     I think both of these would be great jumping off points for students to create PSA's regarding these issues in which they can share with their community about.        

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As a biology and chemistry teacher, I would consider showing splices and short clips of Ashley and others working in the strawberry fields, as well as the beautiful time lapse shots of a strawberry fruit maturing over time.                                                      As a biology teacher, I would consider finding resources to show the carbon footprint of strawberries and their journey from the central coast throughout the United States.  We could also track the journey strawberries take  from countries in the southern hemisphere in the winter time so that we can have strawberries as a "year round" fruit in our grocery stores.                                                  As a chemistry teacher, I would have students investigate the USDA's list of the "Dirty Dozen" in which strawberries ranks as the #1 produce item when it comes to pesticide residues.  What are the pesticides found on strawberries, why are they needed to maintain plentiful yields, and what impact does that have on the consumer but more importantly those who  work in the fields like Ashley?     I think both of these would be great jumping off points for students to create PSA's regarding these issues in which they can share with their community about.        

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Ashley's story helped me to see how much we as educators do not see in the classroom. We often have tunnel vision and can get so caught up with our lesson plans and expectations for students that we fail to consider the myriad of variables out students have to navigate on a day to day basis. When Ashley notes that she feels that her "spirit is slowly fading" it is something that I think we often see from students in the classroom, and perhaps this year more than ever. How much of a load do some of our students have to carry? And what obstacles does the public educational system disregard the loads and burdens these students carry as they navigate the day to day struggles while fighting to keep their own hopes and dreams alive in the process.

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I thinks something students might take away from an initial viewing is "Why does Ashley's mom not just apply to be a US Citizen"?  Ashley's mom has worked for over 20 years in the States, why not just apply?

Having students research paths towards obtaining US Citizenship and then rewatching the film and Ashely's mom's story again will show just how difficult and nuanced such decisions can be. In Ashley's family story, one false move or even accusation would cause ripples and devastation. How many of our students, or we as educators, consider that? I think this documentary would be a great way to really take someone else's "POV" to open the discussion with students on what living in America while undocumented looks like

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Creating a mind map or graphic organizer where Ashley is the central "node" that connects so many people together is something that could work in the classroom.  Within Ashley's connections topics such as family relations, cultural expectations, spiritual connections, and societal expectations can be looked in to. How is Ashley shaped by her relationship with her boyfriend, her mother, her friends, her siblings and most specifically her brother and his new family?  As the post above mentioned, how is this similar to the interdependence that takes place in agriculture and the societal constructs that exist around us, how are they different?