On 4/17/25, seven bright middle school students from the American Indian Magnet School (AIMS) in St. Paul embarked on a unique and thought-provoking journey: an immersive play experience called “Upstream” about climate resilience. This wasn’t your typical sit-down-and-watch performance; “Upstream” plunges its audience directly into the heart of the narrative, inviting them to actively engage with the complex challenges and potential solutions surrounding our changing climate.
From the moment we stepped into the performance space, the students were captivated.
The innovative staging and interactive elements blurred the lines between audience and participant, drawing them into the story of a community grappling with the impacts of a warming world. The play skillfully wove together scientific information with personal narratives, making the often-abstract concept of climate resilience feel tangible and deeply relevant.
What was truly inspiring to witness was the active participation of our AIMS students. Many of them, already deeply connected to the environment and carrying a strong sense of responsibility for future generations — a value often emphasized in Indigenous teachings — readily contributed their insights during the discussions embedded within the play. They asked insightful questions, shared thoughtful observations, and offered their own ideas about how communities can adapt and build resilience in the face of climate change.
It was evident that the themes explored in “Upstream” resonated deeply with their understanding of the interconnectedness of all things and the importance of stewardship. Their contributions enriched the experience for everyone present, demonstrating their critical thinking skills and their genuine care for the planet.
This immersive experience provided a powerful platform for learning beyond the traditional classroom setting. “Upstream” fostered empathy, encouraged collaborative problem-solving, and amplified the voices of young people who are already thinking critically about the future of our environment. It was a fantastic opportunity for our AIMS students to engage with a vital issue in a dynamic and memorable way, reinforcing their commitment to creating a more sustainable world for themselves and the generations to come. We left the performance feeling inspired and hopeful, knowing that the next generation, exemplified by these thoughtful AIMS students, is ready to rise to the challenges ahead.
Boozhoo! My name is Jason Bresette, and I am an enrolled member of the Red Cliff Band of Lake Superior Chippewa from the northernmost point of Wisconsin. I am currently serving as the Indigenous TOSA for the SPPS district. Holding a BA in History and American Indian Studies from UW Madison, as well as a K-6 teaching license with a 5-8 Social Studies endorsement and an OLCE (Ojibwe Language and Culture Education) certification from the College of St. Scholastica, where I also earned my Master’s Degree in Curriculum and Instruction. In my new role, I bring a wealth of knowledge and experience. Formerly a middle school teacher at AIMS, I am dedicated to embedding Indigenous teachings and values across all content areas and providing students with diverse perspectives to navigate the public school system. Understanding the racial obstacles students face, I actively work to bridge these gaps while also exploring opportunities in areas like performance art. I currently reside in Minneapolis with my wife and two daughters, where we embrace an active and healthy lifestyle.