Environmental Justice for All



Environmental Justice for All

Author: Sylvia Kniest

Editor: Stephanie Nardei

|Time: |2 class periods |

|Preparation Time:   |Copy articles: Voices from Grassroots and Tucsonians Fight for a Clean |

| |Environment. |

|Materials: |Articles and access to the computer lab |

| |Strips of case study titles for computer research |

| |A list of websites for computer research |

| |Information for student charts |

| |Discussion questions either posted on board or on a student hand-out |

Abstract

The EPA created the Office of Environmental Justice in 1992, in response to public concerns that environmental polices were not enforced equitably. According to the EPA, “Environmental Justice is defined as; ”Equal protection from environmental hazards for individuals, groups, or communities regardless of race, ethnicity, or economic status. This applies to the development, implementation, and enforcement of environmental laws, regulations, and policies, and implies that no population of people should be forced to shoulder a disproportionate share of negative environmental impacts of pollution or environmental hazard due to a lack of political or economic strength levels”. (EPA Glossary)

In order for Environmental Justice to have real significance, it is important for community residents to be informed and actively involved on the environmental issues in their area.

Purpose

In this Explain lesson, students will evaluate effectiveness of government institutions and role of citizens in dealing with environmental hazards.

Objectives

Students will be able to:

1. Define environmental justice and explain how it is enforced.

2. Explain the role of citizens in ensuring government is in compliance of following environmental justice principles.

3. Explain why it was necessary for the federal government to establish mandates on environmental justice.

Arizona Social Studies Standards

Concept 3: Functions of Government

PO 1. Analyze the functions of government as defined in the Preamble to the Constitution.

PO 2. Examine how the Constitution guarantees due process of law through Constitutional mandates and Amendments.

PO 4. Describe the regulatory functions of government pertaining to consumer protection, environment, health, labor, transportation, and communication.

Concept 4: Rights, Responsibilities, and Roles of Citizenship

PO 1. Analyze basic individual rights and freedoms guaranteed by Amendments and laws

Teacher Background

A good resource for this lesson is the article: Environmental Justice in Latino Communities which is at the site:

This article describes the environmental justice movement and the role of local governments in ensuring equitable treatment for all minorities. It includes a case study (Case Study 5) on the issue of contaminated ground water in Tucson.

Related and Resource Websites

Successful Grassroots story in Tucson



EPA’s program to implement Title VI of Civil Rights Act of 1964

EPA Reaffirms Commitment to Environmental Justice

Principles of Environmental Justice

Executive Order on Environmental Justice

Environmental Justice on Scoreboard

Voices from the Grassroots

Activity

Introduce the activity by having students read the article: Voices from Grassroots and Tucsonians Fight for a Clean Environment. The article can be downloaded from the site:

After reading the articles, ask students to respond to the statement from the article:

“A major environmental justice principle demands that people “speak for themselves.” What do you think the author is saying? Do you agree, why or why not?

Questions to consider in this lesson: (Tell students to keep these questions in mind as they complete the activity):

• Who gains in environmental decision-making, and at what cost?

• How are costs and benefits of environmental reform distributed across class and racial/ethnic groups?

• What are the most effective strategies for resolving conflict?

• How has the NIMBY (not in my backyard) syndrome affected environmental policy?

Take students to the computer lab and have them go to the following websites:

EPA’s program to implement Title VI of Civil Rights Act of 1964



Principles of Environmental Justice

After exploring the sites, ask students write a description of what Environmental Justice means to them and explain how Title VI of the Civil Rights Act and President Clinton’s Executive Order fulfill the goals of the Environmental Justice movement.

To prepare for the next activity, assign students to groups of 2 or 3. Assign each group one of the case studies from the following site:

[THIS SITE IS NO LONGER VALID. NEED TO FIND REPLACEMENT URL]

Assignments can be given by printing the titles of each of the case studies on strips of paper and ask a member of each group to draw one of the titles. Instruct students that they will read two case studies; Tucsonians for a Clean Environment and their assigned title.

Instruct students to go the site: [THIS SITE IS NO LONGER VALID. NEED TO FIND REPLACEMENT URL]

Voices from the Grassroots in order to access the case studies.

Ask students to compare the two case studies by creating a “T” chart. On the left they will write down information pertaining to the Tucson story and on the right they will record information regarding their assigned case study.

The information they should include on their “T” chart is:

• The problem

• Background

• Key actors

• Strategies used by grassroots groups

• Demographics (population composition)

• Resolution

Closure

Hold a class discussion of the “Questions to Consider” posted at the beginning of the lesson. Students should refer to their “T” charts for supporting details.

• Who gains in environmental decision-making and at what cost?

• How are costs and benefits of environmental reform distributed across class and racial/ethnic groups?

• What are the most effective strategies for resolving conflict?

• How has the NIMBY (not in my backyard) syndrome affected environmental policy?

Embedded Assessment

Students will be assessed on data they include on their “T” charts and participation in class discussions.

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