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.

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. 

The Climate Justice League is a small cohort of teachers that work together to learn about the intersections of climate change and social justice concerns. This professional learning community was designed and facilitated in partnership with Stacy Meyer and Educational Service District 112. Through a series of virtual learning sessions and asynchronous work, members of the Climate Justice League explore various aspects of these topics. Additionally, teachers learn from area experts who share their insights at synchronous sessions. Based on these collaborative experiences, teachers practice facilitating some form of justice-centered learning with their students. At the final session, Climate Justice League teachers bring student work samples and/or artifacts from their lessons to share with the group and reflect on their personal learning as well as students’ learning.

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)

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.

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

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.

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.

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.

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.

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.