TCE Contamination and Cleanup Curriculum
A Citizen’s Guide to Environmental Activism
Author: Sylvia Kniest
Editor: Stephanie Nardei
Time: 5-6 class periods
Preparation Reserve lab time for two class periods
Time: Copy student directions
Assign students to groups
Create agenda for workshop presentations
Materials: List of websites and student directions (Appendix A)
hand-out on Project planning (Appendix B)
Art supplies, poster boards, access to computers
Abstract
Students will participate in a workshop where they will present their
understanding of environmental activism and its impact on their community. The
workshop will provide students with an opportunity to share what they learned
regarding the role of community involvement in resolving environmental
problems. Students will research websites in order to become cognizant of how
citizens have successfully made an impact on their community through
grassroots mobilization.
Purpose
In this Apply lesson, students will increase their understanding of environmental
activism and its impact on their community and instill a sense of civic duty in
young people and make them aware that they can make a difference by getting involved in their
community. This lesson will support and education citizen activists in efforts to create just and
sustainable societies by building advocacy skills, supporting community environmental problem-
solving initiatives, galvanizing internal environmental campaigns, and increasing public
participation in environmental decision-making.
Objectives
Students will be able to:
1. Compare grassroots lobbying to litigation.
2. Identify major actions taken by successful grassroots organizations
3. Explain role of the media in dealing with environmental issues
4. Identify major steps in getting legislation passed
Arizona Social Studies Standards:
PO 5. Analyze the structure, powers, and roles of the legislative branch of the United States
government:
a. influence of staff, lobbyists, special interest groups and political action committees (PACs)
PO 4. Describe the regulatory functions of government pertaining to consumer protection,
environment, health, labor, transportation, and communication.
PO 5. Describe the role and influence of political parties, interest groups, and mass media:
a. influence of interest groups, lobbyists, and PAC’s on elections, the political process and
policy making
b. influence of the mass media on elections, the political process and policy making
TCE Contamination and Cleanup Curriculum
Teacher Background
The teacher may want to introduce this activity with a brief lecture on the issue of environmental
justice and how grassroots actions compares to litigation. The website
http://www.bc.edu/bc_org/avp/law/lwsch/journals/bcealr/28_2-3/07_TXT.htm provides an article,
The American Environmental Movement: Surviving through Diversity by Stacy Silveira that deals
with this topic. Part III of the article-The Strategies and Tactics of Environmental Grassroots is a
good resource for both teachers and students.
Related and Resource Websites
Citizen Activism
Environmental Justice Case Studies http://www.umich.edu/~snre492/cases.html
Best Politics/Activism Links http://www.care2.com/channels/ecoinfo/politics
League of Conservation Voters Education Fund http://www.lcvef.org/
An in-depth pollution report for your county http://scorecard.org/
Center for Progressive Leadership Action Network http://www.cplaction.org/
Democracy Now http://www.democracynow.org/index.pl
A PDF of the Citizen’s Guide to Monitor Radioactivity
http://www.radioactivist.org/ISAR%20final%20guide.pdf (published May 2005)
Powerpoint Tutorials
Powerpoint in the classrooms http://www.actden.com/pp/
Internet4Classrooms on Powerpoint http://www.internet4classrooms.com/on-line_powerpoint.htm
Microsoft Powerpoint Tutorial http://www.bcschools.net/staff/PowerPointHelp.htm
Activity
Students will participate in the workshop by completing one of the projects listed below and then
present it to the class as a workshop presentation:
Title of Presentation; A Citizen’s Guide to Environmental Justice
Project Options
Brochure/pamphlet
A slide show
A poster presentation
Video production
Students must include in their final product:
Title of product; A Citizen’s Guide to Environmental Justice
A description of an environmental issue or problem in your community
How the problem might be conveyed to the public
Strategies used to bring about a change or to resolve the problem
Meaningful participation is difficult to achieve; how can the community be motivated to
get involved?
How can the media be used to help a cause?
What are the steps to get legislation passed to bring about a change?
Would this issue be best resolved through litigation? Why or why not?
TCE Contamination and Cleanup Curriculum
Procedures
1. Divide the class into groups of 4 or 5. Ask students to select groups based on their
choice of projects; encourage them to select a project in which they can utilize their
expertise or talent. For example students with similar interests in art may work together
on creating a poster display or brochure.
* Tell students the workshop will be more exciting if student groups select a variety of project
options.
2. Provide students with websites and guidelines for the project. See Appendix A.
3. Allow students two class periods in the computer lab to research assigned websites.
4. Although this is a group project, students should research and take notes from the
websites individually to obtain a variety of ideas, strategies and information for their
project.
5. After students have completed their internet research, have them meet as a group in the
classroom to collaborate and share information. Allow two class periods for group
discussion and project planning.
6. Tell students by the end of the second day of group collaboration they should turn in an
action plan describing their project. See Appendix B.
7. OPTIONS:
a) Have students complete their project for homework; team captains could
assign each group member a part of the project to complete at home or groups
could meet after school or
b) Allow more class time for groups to complete the final project in class.
8. After the projects have been completed, set up an agenda for the workshop; assign
groups a number for when they will present their project. If students need tutorial help on
Microsoft Powerpoint, refer to the section labeled “Powerpoint Tutorials” under the
Related and Resource Websites.
9. Each group must present their information using the guidelines outlined in Appendix A.
10. The class should keep in mind the following question as they listen to the group
presentations: What is the most effective way I can make a positive difference in my
community?
Closure
After the groups have presented their projects, have class discuss their learning’s from workshop:
1. How can a community group gain public support?
2. What lobbying strategies are most effective in influencing government agencies and
public officials?
3. When is litigation more effective than grassroots lobbying?
4. How can community groups gain support from media organizations?
Follow-up Optional Activity
Have class select a community problem of concern to them and take what they learned from the
workshop and apply it to resolving the problem. This will allow students to see relevance
government has on life and enhance understanding of importance of community involvement.
Embedded Assessment
Students will be assessed on their class participation during the project planning process as well
as on their final project and workshop presentation. Projects will be graded on the criteria listed
in the student directions (Appendix A).
TCE Contamination and Cleanup Curriculum
Homework
Students may be expected to complete their final project for homework if class time is not
available.
TCE Contamination and Cleanup Curriculum
Appendix A
Student Guidelines for Environmental Justice Workshop
You and your group members will prepare to participate in a workshop on environmental justice
by completing one of the projects listed below and presenting it to the class as a workshop
presentation:
Title of Presentation; A Citizen’s Guide to Environmental Justice
Project Options
Brochure/pamphlet
A slide show
A poster presentation
Video production
Include in your final product:
Title of product; A Citizen’s Guide to Environmental Justice
A description of an environmental issue or problem in your community
How the problem might be conveyed to the public
Strategies used to bring about a change or to resolve the problem
Meaningful participation is difficult to achieve; how can the community be motivated to
get involved?
How can the media be used to help a cause?
What are the steps to get legislation passed to bring about a change?
Would this issue be best resolved through litigation? Why or why not?
Important Websites
Environmental Justice Case Studies http://www.umich.edu/~snre492/cases.html
Best Politics/Activism Links http://www.care2.com/channels/ecoinfo/politics
League of Conservation Voters Education Fund http://www.lcvef.org/
An in-depth pollution report for your county http://scorecard.org/
Center for Progressive Leadership Action Network http://www.cplaction.org/
Democracy Now http://www.democracynow.org/index.pl
A PDF of the Citizen’s Guide to Monitor Radioactivity
http://www.radioactivist.org/ISAR%20final%20guide.pdf (published May 2005)
TCE Contamination and Cleanup Curriculum
Appendix B
Group Action Plan
1. Type of Project (poster display, video, etc):
2. List or describe visuals that will be included (photos, graphs, charts):
3. Description of the environmental problem:
4. List various types of media and how they would be used to help this cause:
5. Outline steps to pass legislation:
6. Explain how litigation might resolve this issue and evaluate its efficiency in resolving the
problem:
7. List strategies to motivate the community and get them involved?
8. Brainstorm on strategies to motivate government agencies/officials to bring about change
(attach your list of strategies to this worksheet):