Environmental Justice: Middle Grades

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Objectives
Activities will help students:

• See how pollution affects people of color and those living in poverty
• Explore reasons why people who are poor and people who are members of minority groups are often exposed to more pollution than others
• Use a map to locate environmental injustice 
• Explain environmental racism 
• Think about solutions to environmental racism 

Essential Questions

• What is environmental justice?
• How is pollution related to inequality?
• How can maps help us see where injustice exists?

Materials
The Effects of Pollution: Who and Why

Map: Air Pollution in Minority Areas

Glossary
pollution [puh-loo-shuhn]
(noun) material in the natural environment that does not belong there, and that damages the environment and living things, including people

inequality [in-i-kwol-i-tee]
(noun) unfairness; a situation in which some people gain privileges simply because they are members of a group defined by race, wealth, gender, sexual orientation or other factors. People who are not members of those groups are denied the same privileges.

environmental justice [en-vahy-ruhn-muhnt-l juhs-tis]
(noun) The fair treatment of people of all races, cultures, incomes and educational levels with respect to the development and enforcement of environmental laws, regulations and policies

environmental racism [en-vahy-ruhn-muhnt-l rey-siz-m]
(noun) the disproportionate impact of environmental hazards on people of color

Activities

1. In this lesson, you will think about pollution, and why it affects some groups of people more than others. Working with a small group, clarify some definitions by answering these questions. What is pollution? What are some of its causes? What are some effects of pollution?

2. Now think about who is affected most by pollution. List your answers in the left-hand column of the chart called The Effects of Pollution: Who and Why. When you’ve got your list, look at the right-hand column. Think about why each group of people is affected by pollution. For example, if the left-hand column reads, “people with asthma,” then in the right-hand column you might write “because they have a physical health issue.”

3. When you’ve filled in the chart, look to see if your list includes any groups of people who are affected by pollution for reasons besides their physical health. For example, do you have people with low income on your list? If not, add it to the left column and discuss with your group why they might be more affected by pollution than those who have more money. If you’re not coming up with anything, meet with another group and pool your efforts.

4. Then add “members of minority groups defined by race and ethnicity” to the left-hand column if it’s not already there, because members of race and ethnic minority groups are more likely to be exposed to pollution than others. Fill in the right-hand column with the reason or reasons why this might be true.

5. Now look at the map Air Pollution in Minority Areas. This is a map of Connecticut. Use the guidelines below to interpret the information it presents. With your group, look at the key.

• What two kinds of information does the map show?
• What do the yellow dots represent?
• What do the different shades of blue represent?
• What do you notice about where the yellow dots are concentrated?
• Write a sentence or two summarizing what the map shows.
• Write a sentence or two explaining why you think the situation that the map shows exists.
• What is unfair about the situation the map shows? Why might it be difficult for the people in the polluted areas to move somewhere less polluted?
• Read the definition of environmental justice. What would a more environmentally just situation look like on the map?

6. Think about your community.

a. What source(s) of pollution exist? For example, does a major highway cut through your town, exposing residents to a lot of noise and fumes? Is there a landfill or a hazardous waste disposal area? Is there a power plant that is noisy and puts smoke into the air?

b. Who lives in the areas where these pollutants are concentrated? Is there a pattern similar to what you saw on the map of Connecticut?

c. Are there any organizations or individuals in your area talking about the situation being unjust?

7. What would a more environmentally just situation look like in your community?

Find out about efforts in your area to secure environmental justice. If there is a local organization, invite a member to speak to your class. If not, see if you can start a group at your school to learn more about environmental justice.

SUMMARIZING WHAT YOU’VE LEARNED

One way to consolidate what you’ve learned is to summarize it. Think of it as explaining what you’ve learned to someone who doesn’t know anything about it. Do this using one of the following techniques, or use one of your own.

• Write a paragraph.
• Make a bulleted list of the key points.
• Make a slide show (with or without illustrations).