Students will learn about the environmental justice movement from the late twentieth and early twenty-first centuries through reading about key movements in time.
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This lesson may be appropriate for a humanities classroom, especially due to the media literacy and historical study of environmental justice movements.
While the resource is recommended additionally for middle school students, educators will need to scaffold the lesson significantly for students and evaluate if this is appropriate for younger middle school students.
For best optimal learning outcomes, it will require high student engagement to drive discussion about the examples that are presented.
A vocabulary list is included and could be used before teaching this unit.
Class discussion questions could also be turned into written responses.
Students analyze media documents for key media literacy concepts relating to the audience, authorship, message, and representation through writing and discussions.
This resource presents students with diverse media examples and real-world issues regarding environmental racism and justice.
Students understand how race, poverty, and national origin have shaped how communities have been impacted by and have organized to respond to environmental disasters by reading personal accounts and discussing these relevant topics in class.
This activity does not really use data but rather presents many case studies with sufficient context to help students understand how to approach digital media regarding environmental issues with a very critical eye.
Passed initial science review - expert science review pending.
This resource represents a media literacy and critical thinking lesson that uses diverse media images to teach students about the history of the environmental justice movement (starting in the late 20th century).
Engaging visuals and an easy-to-use teacher's guide are included.
Very high-quality background material, with excerpts from many different sources, is included in the teacher's guide.
This is largely a class activity that includes independent reading and class discussion. The instructor guides students through decoding the slide documents. Teachers are given visuals, questions, and possible answers to stimulate a class discussion. It is completed with an essay prompt as a student assessment.
All the data and information is included with the resource.
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This resource may require a high time investment for the instructor to familiarize themself with the many examples that are presented during the lecture.
