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\n\"Environmental\n\n
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\nLesson Planet Curated\n
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\nEnvironmental Justice Curriculum\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nWhat to do with environmental hazards and where to put toxic waste is a global concern. The eight resources in the Environmental Justice collection ask young ecologists to consider how to incorporate environmental justice in future waste...\n
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\n\"Environmental\n\n
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\nCurated OER\n
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\nEnvironmental Justice in Chester, PA\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nOver several days, learners communicate and defend an argument regarding environmental justice issues in Chester, PA. After discussing the issue and viewing a video about the location of several toxic waste facilities in Chester, they...\n
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\n\"Environmental\n\n
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\nJust Health Action\n
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\nEnvironmental Justice Matters: Mapping Cumulative Impacts (Part 2)\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nA case study enables class members to confirm whether different geographic parts of Seattle, Washington have disproportionate environmental burdens and benefits. Groups use the EPA's Cumulative Health Impact Analysis formula and...\n
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\n\"Environmental\n\n
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\nEnvironmental Justice Matters: Mapping Environmental Justice Impacts (Part 1)\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nA case study of Seattle, Washington permits class members to compare and rank how different areas of Seattle are impacted by environment burdens. Groups investigate different zip codes, collect data on five categories, and color-code a...\n
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\n\"Thinking\n\n
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\nThinking about Justice\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nBefore any discussion of justice it's essential that all parties involved share an understanding of the various terms involved in such a discussion. The first video in a series of three provides viewers with definitions for social,...\n
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\n\"Environmental\n\n
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\nCurated OER\n
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\nEnvironmental Justice\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nYoung scholars explore the concept of environmental stewardship. In this Gulf Oil Spill lesson, students discuss how environmental pollution affects those how live in poverty at a higher rate than those with more affluence. Young...\n
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\n\"Whose\n\n
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\nWhose Backyard? Toxic Waste Management Meeting and Environmental Injustice\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nToxic waste is a global problem. What to do with environmental hazards and where to put toxic waste is a global concern. To better understand current issues around toxic waste management and how current practices can lead to...\n
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\n\"Bringing\n\n
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\nCurated OER\n
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\nBringing Justice Home ~First Steps toward Community Action\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore activities that might some day bring \"justice for all\" to their communities. They assess how justice is a day-to-day, life or death matter that faces their communities. Interviews are conducted to explain how justice is...\n
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\n\"And\n\n
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\nCurated OER\n
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\nAnd Justice for All?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils explore the history of the environmental justice movement. They examine how discrimination promotes environmental illness in low income communities. Students explain why minority and low income groups have less economic and...\n
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\n\"Editorial\n\n
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\nCurated OER\n
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\nEditorial Cartoons: Poverty/Environmental Justice\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents analyze political cartoons. For this political cartoon lesson, students analyze an editorial cartoon to develop an understanding of the historical context, symbolism, visual composition, and satire of the cartoon regarding...\n
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\n\"Is\n\n
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\nCurated OER\n
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\nIs Environmental Health a Basic Human Right?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine basic human rights as defined by the United Nations. They develop a list of rights by class consensus, read an article, answer discussion questions, and complete a worksheet.\n
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\n\"Adult\n\n
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\nAdult Criminal Justice System\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders examine the procedures and protections involved in processing an accused person through the criminal justice system. They view a Powerpoint presentation, conduct research, and write a paper describing a crime they have...\n
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\n\"Introduction\n\n
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\nIntroduction to Stormwater Pollution and a Green Stormwater Infrastructure (GSI)\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nSometimes when it rains, pollutants pour into sewers which overflow and contaminate the environment. The final two lessons in the Environmental Justice series looks at actions being taken to address stormwater pollution. Class members...\n
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\n\"Justice\n\n
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\nHumane Education Advocates Reaching Teachers\n
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\nJustice for All - Educating Youth for Social Responsibility: Grades 6-8\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nTeach middle schoolers how to develop healthy relationships with activities and lessons designed to create a kind and inclusive\nclassroom. Pupils create guidelines to develop a safe and civil learning environment. They learn how to...\n
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\n\"Environmental\n\n
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\nEnvironmental Health Ethics\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nStudents use inductive reasoning to study different scenarios related to environmental issues. They evaluate various scenarios to develop common definitions and key concepts in environmental health ethics.\n
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\n\"It's\n\n
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\nCurated OER\n
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\nIt's All About Justice\n

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\nPupils examine a specific environmental concern to their local community. In groups, they explore how the justice system would deal with the problem by participating in a treasure hunt. They review the meaning of federal and state...\n
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\n\"Environmental\n\n
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\nEnvironmental Justice\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate the problem of pollution and its effects on the environment. The use of questions for research stimulate thinking and advanced problem solving skills. The important skill of reflection is used to help students form...\n
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\n\"Debating\n\n
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\nCurated OER\n
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\nDebating the Control of Scarce Resources\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the issue of government versus private sector control of natural resources. They read an article, evaluate the need for international law governing resource allocation, and participate in a class debate.\n
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\n\"With\n\n
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\nWith Liberty and Justice for all\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents act as are property owners who learn that soil on their property is contaminated with lead. They consider the issues involved in addressing this problem so that further harm is avoided and a fair solution is developed and...\n
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\n\"Mock\n\n
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\nMock Trial: Roadside Dumpers\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explain our legal system and note the seriousness of environmental crime.\n
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\n\"How\n\n
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\nHow Much Are We Using?\n

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\nThird graders investigate environmental stability through consumption and recycling. They look into how much of a recyclable good it takes to create one new product. Pupils compile a list of these quantities, then create posters that are...\n
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\n\"T-shirts\n\n
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\nT-shirts for Change\n

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\nCan school children change the world? With a social or environmental issue in mind, 5th graders use what they know about advertising media to make t-shirts that have something to say. They research the issue they'd like to focus on,...\n
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\n\"Garbage\n\n
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\nGarbage or Art?\n

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\nThe three R's are, reduce, reuse, and recycle. Third graders use recycled materials to design and create an environmentally themed piece of art. They discuss and examine major art works that were created using recycled materials, then...\n
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\n\"Deconstructing\n\n
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\nDeconstructing Consumerism\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA short, engaging video provides a critique of the hyper-consumerist mentality that many think have taken over the Western world. After watching the video, pupils reflect on their own habits and use evidence...\n
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