Objectives

• Students will be able to interpret long term consequences reflected in the document pertaining to environmental history

• Students will be able to apply concepts of environmental (in)justice to create legislation designed to address a topic of their choice

Instructions

Step 1: In groups, assign or allow students to select and read a primary source of their choice from the Environmental (In)Justice collection.

Step 2: Students will then analyze the primary source for a deeper understanding of the text. Consider the following: 

• What is the historical context?

• Who is the author/which organization created it?

• Who is the intended audience?

• What is the purpose of the document?

Step 3: Students will summarize the contents of the document in a few sentences and then assess the potential for long term environmental impact of the document’s focus.

Step 4: Policy Proposal Activity: Groups will brainstorm how the example of environmental injustice they read about still exists today. Students then consider what could be done to confront the issue. Student groups will then work together to draft legislation with the aim of addressing the issue they read about.

Formatting the policy: 

Part 1: Name the bill

Part 2: Document bill’s sponsors (group members names)

Part 3: In 1 sentence describe what the bill would do.

Part 4: In 4 sentences explain the proposed bill. What is the historical context? What does the bill seek to remedy?

Part 5a: Legal formatting. Start the bill by writing, “Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, that:”

Part 5b: Section the bill. Section 1 should define the ultimate aim of the bill. Following sections should include procedural details, exceptions, and penalties for noncompliance.

Step 5 [Optional extension]: Student groups take turns sharing their policy proposals with the class and field questions from peers