This kit is a historical overview of American representations of chemicals from the three sisters to the Love Canal. It compares conflicting constructions about nuclear reactor safety, depleted uranium, Rachel Carson and DDT. Through analyzing diverse historic and contemporary media messages, students understand changing public knowledge, impressions and attitudes about chemicals in the environment.

This resource is a professional development template for facilitating synchronous learning for educators based on shared reading of a book. This template showcases a book group focused on the essay anthology All We Can Save. Teachers read sections of the book in preparation for each of the four sessions, with the option to focus on specific chapters. Each session addresses a key theme through open-ended discussion prompts and an arts-based storytelling activity. In this template, presenters can reference a sample agenda for a book group session, including example prompts that were provided to participating teachers. We encourage you to adapt the structure and content to fit the needs of educators you support!

These resources are able to be used for a Climate Justice League focused on environmental justice. These resources highlight POC Environmental Leaders and the impact climate change has on certain communities. Use these tools to recreate a Climate Justice League or to discuss these issues with students. 

In this edition, Nigerian attorney and environmental activist Oronto Douglas, talks about political activism and cultural identity in the context of globalization, the international oil economy, and the domestic politics of Nigeria. (55 min)

This resource is a professional development template for facilitating a hybrid professional learning community for educators. Through a combination of in-person gatherings, Zoom sessions, and asynchronous activities, teachers learn about climate justice and environmental justice topics that are relevant in their communities. They learn and collaborate with their peers in the CJL and are supported to design and implement a community action project with their students. This professional learning community was designed and facilitated in partnership with Stacy Meyer and Educational Service District 112.In this template, presenters can reference an outline of the learning experience. In addition, feel free to review "Climate Justice League - Community Action Project Examples" to get a sense of the types of projects that teachers implement, or to check out "Climate Justice Gallery Walk" as a sample learning activity. We encourage you to adapt the structure and content to fit the needs of educators you support, especially by incorporating locally relevant resources and examples!

Is Energy and GIS your passion? If so, Energy Industry Applications of GIS provides students with an in-depth exploration of the complexities of siting decisions in the electricity market. The course introduces a variety of siting challenges that confront the energy industry and its customers and neighbors but focuses on the siting of electrical transmission lines. The course also provides hands-on experience with a common decision support technology, ArcGIS, and considers how the technology may be used to facilitate public participation in siting decisions.

I will make my course more engaging by replacing disposable assignments with embodied activities, memorable experiences, and connection with students’ everyday lives. I will provide routine through scaffolded repetition so students know what to expect and understand how concepts build on each other. I will use a low-cost textbook ($10-$15) and a low-cost journal (also $10-$15). All other materials will be available for download on the course LMS for no extra cost. Each activity below will highlight one of the three key ideas in environmental justice theory followed by a reflection exercise to ensure the students understand the nuances between them. I will also add a discussion board to the LMS so students can post examples of environmental injustices they read about in the media or learn about in their daily lives. The intent of the Discussion Board is to foster sharing and create community.

Where we live in society plays a huge role in the environmental benefits and risks that we're exposed to.

Examines theories and practice of environmental justice, concerns about race, poverty, and the environment in both domestic and international contexts, exploring and critically analyzing philosophies, frameworks, and strategies underlying environmental justice movements. Examines case studies of environmental injustices, including: distribution of environmental quality and health, unequal enforcement of regulations, unequal access to resources to respond to environmental problems, and the broader political economy of decision-making around environmental issues. Explores how environmental justice movements relate to broader sustainable development goals and strategies. This class explores the foundations of the environmental justice movement, current and emerging issues, and the application of environmental justice analysis to environmental policy and planning. It examines claims made by diverse groups along with the policy and civil society responses that address perceived inequity and injustice. While focused mainly on the United States, international issues and perspectives are also considered.

This zine is comprised of four main sections: (1) a history of natural resource inequalities in NYC and the goals of environmental justice; (2) the importance of effective waste management with ways to reduce waste in your community; (3) a breakdown of legislative influence and how to get involved in local politics to further environmental justice; and (4) a collection of environmental groups and resources across NYC. An online version of this resource exists at ourcityplanetfuture.wordpress.com. That site also has a link to a printable version of the zine.

What factors lead to a natural disaster? What causes a famine? Why do cities flood? According to a recent article in The Atlantic, Houston's flooding during the 2017 Hurricane Harvey was primarily caused by impervious pavement which prevents the absorption of water into the land. This example illustrates how nature and society are interlinked, which is the main focus of Geography 30, Penn State's introductory course to nature-society geography. In addition to examining the linkages between human development and natural hazards, this course will also explore human society's connection to food systems, climate change, urbanization and biodiversity. The course will also cover topics of ethics and decision making in order to help students evaluate the tradeoffs of these interconnections.
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In an emotionally charged talk, MacArthur-winning activist Majora Carter details her fight for environmental justice in the South Bronx -- and shows how minority neighborhoods suffer most from flawed urban policy. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 18-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.

Geography 430 is an active, creative learning community focused around understanding the changing relationships between people and their environments, the causes and consequences of environmental degradation, strategies for building a more sustainable world, and the methods and approaches that scholars have used to understand human-environment interactions. The primary course objectives are to help geographers, earth scientists, and other professionals to deepen their appreciation for the complexity of human-environment systems and to develop skills that allow them to interpret, analyze, and communicate effectively regarding human-environment interactions in their lives as students, professionals, and citizens.

During this course, participants will learn how to center investigations of local scientific phenomena in a Next Generation Science Standards storyline. Course educators will offer instructional strategies and climate and community data to help teachers connect to the interests and identities of students and support understanding of the impacts of climate change. In collaboration with fellow teachers, participants will imagine possibilities for this kind of teaching and learning in their own classrooms through brainstorming possible phenomenon-based storylines local to their own students.

The BSU MaxGuide for GEOG 333 (Environmental Justice) includes documents of historical importance relevant to the history of the environmental racism - environmental justice movement, including the first GAO reports in pdf format, and will be updated to links to journal articles tracing the roots of environmental racism, the problems of identifying environmental racism, the geographic nature of environmental racism, the issues of scale and sampling, and its shift into the larger embrace of environmental/social justice.

This kit explores how sustainability has been presented in the media with a particular focus on issues related to food, water and agriculture. Each of the 19 lessons integrates media literacy and critical thinking into lessons about different aspect of sustainability. Constant themes throughout the kit include social justice, climate change, energy, economics and unintended consequences.

This course consists of 4 modules and is designed  to help government, professionals in multiple disciplines and community organizations understand the fast-emerging field of natural asset management.

In this lesson, from the World Affairs Council of Seattle - Global Classroom Program, students learn about United Nations Sustainable Development Goal #1: No Poverty. They will watch a series of short videos that will provide an introduction to the SDGs and the no poverty goal. This specific lesson has students explore the connection between environmental issues (one of the themes of this module series) and poverty.Students will engage in small and large group activities that require them to analyze secondary sources and participate in collaborative discussions about the impact of environmental challenges, such as climate change, on poverty levels in different contexts. These learning activities include completing a graphic organizer, reflecting on the conclusions of their peers in a gallery walk, and researching efforts to alleviate poverty in a specific local, national, or global community. Finally, students will evaluate what is being done to address poverty and how they could take action individually and collectively to address the issue.

The curriculum shared here utilizes Terra Nostra, a multimedia symphony about climate change. Variations of the curriculum were developed by Kim Davenport for use in several 100-, 200- and 300-level non-major music courses at the University of Washington, Tacoma. More than 50% of UWT undergraduate students are the first in their family to attend college, and nearly 60% are students of color.Depending on the exact level and subject-matter of each course, Terra Nostra was utilized in support of a variety of learning objectives:Building students’ listening skills, through the combination of music and video, and through the analysis of music without wordsDrawing interdisciplinary connections between music and other disciplinesProviding an example of music created to raise awareness about a timely social issueAlthough the assignments shared here were designed for music courses, they could easily be adapted for inclusion in courses in other disciplines, and this is indeed one of the motivations for sharing this curriculum through a Creative Commons license.