Planning Learning
First, before I teach any unit, Ss are taught class norms and routines. For instance, I write and post Agendas, as my Ss are more motivated to work if they know the plan, posted in the Google classroom and on the class whiteboard. Agendas provide information such as date, standard(s) that that Ss are learning, activities they will participate in and homework assignments; they make learning visible and create a safe environment, as it is a concrete reminder of essential lessons and class routines. This is where I began to sequence assignments, and the planning is more structured. Ss understand overarching mirror and window questions:
“How is my community dependent upon other communities, human and non-human? What are the ecological and social consequences of my choices and actions? How does one live responsibly in the local, national and global community? How can we balance ecological integrity and economic development? In what ways does the environment affect the health of my family and me, and how do our actions affect the environment? In what ways can my family and community minimize our “ecological footprint” on the planet? What is the environmental problem or issue we want to explore? For a given environmental issue (Ss) can identify: both the human and non-human impacts; key stakeholders and their points of view; alternative solutions and their potential consequences; whether information is reliable, and how to separate fact from fiction; common misconceptions.”27
Activity 1
The first task of the day is the appetizer: Do Now, meant to access prior knowledge and/or spark Ss’ interest. This activity occurs during the first 10-15 minutes of class. Example 1: Ss write Quick Writes, such as: 1. What is environmental justice? 2. How did this term originate; what are its historical foundations and causes? 3. How is pollution related to inequality? 4. How can maps and graphs help us see where injustice exists? 5. How do humans and the natural world interact? 6. How does where we live impact how we live? 7. What does nature teach us about diversity? 8. How does the health of a community influence its future?
Another Do Now assignment: Ss doodle while watching audio/videos such as Malaysian Chinese artist Kristiana Chan, Bodies of Water.28 Afterwards, Ss play Tragedy of the Commons, “fishing activity”. Ss learn about how shared resources can be depleted/issues of sustainability. There are lots of videos online that teach this concept as well. Another Do Now assignments: Ss listen to music, such as Michael Jackson’s Earth Song; and respond to prompts, such as: make observations about the images that you see. How can we link or relate them? Are the images adversarial? Explain. Is there a historical context suggested by the images? Are the images from a certain place: Africa, Afghanistan, America? How do you know? Ss formulate tentative conclusions: i.e., according to Jackson, what have we done to the world? Ss draw inferences from observations: i.e., does the video begin and end with the same message? If there is a shift, when does it happen? What is the message? How would we categorize images in the video? Is the title of the song significant? If so, in what way(s)? Ss draw conclusions: how strong is the evidence for global climate change? In his book, Blessed Unrest, Paul Hawken connects climate change and environmental justice; he writes,
“Every single particle, thought, and being…is the environment, and what we do to one another is reflected on earth just as surely as what we do to the earth is reflected in our diseases and discontent…It’s because of this split between people and nature that the social justice and environmental arms of the movement have risen as separate, each with its own history.”29
Beneath Do Now assignments, I post Performance Tasks, the main menu, nonnegotiable, assignment(s) that everyone must compete. These assignments run from 30-50 minutes. Example 1: Ss review, define and illustrate key words in the unit, see Figure 2.
Figure 2: Word Wall Example, Creative Writing, AP Language and AP Literature, Spring 2023
Activity 2: Word Walls
Figure 230 represents an advanced panel of work Ss created after I piloted lessons, 2022-23. Word walls foster word-consciousness and provide access to essential vocabulary, concepts and skills. Word walls build content literacy. Word walls help Ss see relationships between words and ideas. In Colored, I dedicate class time to introducing, reviewing, and interacting with words. Initial Performance Tasks for creating Word Walls include mini-lessons; I provide direct instruction for 5-10 minutes incorporating effective models to enhance visualizations, such as the Frayer Model, a graphic organizer which help Ss clarify the meaning of words encountered when reading, listening, and viewing texts. Ss write the definitions of words, provide examples, and identify synonyms and antonyms for each word. Ss create charts, diagrams, and sketches to drive data visualization. The Word Wall, developed over the course of the unit, provides multiple opportunities for Ss to share more detailed knowledge, as Table 2 illustrates.
Details on the wall (pictures, color, and definitions) assist Ss’s use of words during Socratic discussions, and support Ss’s understanding of differences between types of information. For instance, in Figure 3, Ss are introduced to the online Equity map. Maps permit Ss to identify specific patterns and structures. Extending this assignment to the Word Wall for the purpose of comparing and contrasting, I provide Ss printed maps that they color, which support Ss in understanding similarities and differences between types of data that reflect possible socio-cultural beliefs, socio-political and socio-economic dynamics; this type of lesson provides context for what Ss need to know and understand. Other review activities using the wall, include Quizlet and Kahoot.
Activity 3: Socratic seminars
In a Socratic Seminar, the topic of discussion is often a controversial and permit Ss to have opposing viewpoints. For this reason, I gradually release responsibility to Ss. Initially, I identify texts that I’d like Ss to read, write, speak and listen on. For the first few seminars, I model expectations. Ss come to the seminar prepared, having read text(s). Initial texts are what Gloria Ladson-Billings define as culturally relevant texts (CRT); they include: Jasiri X’s, Don’t Let Them Get Away with Murder.31 This is a call-to-action narrative about the wave of police brutality that took the lives of numerous Black and Brown citizens, which is followed by Now is the Time to Talk About What We Are Actually Talking About, 2016, by Chimamanda Ngozi Adichie32: she states at the end of her essay, “Every precious ideal must be reiterated, every obvious argument made, because an ugly idea left unchallenged begins to turn the color of normal. Another essay, for analysis is, The Color of Injustice, by Kelefa Sanneh, 2019.33 The last essay is Saint Pauli, by Kathryn Schulz, 2017.34 This essay is coupled with a poem that they wrote, Mr. Roosevelt Regrets:
“What did you get, black boy,
When they knocked you down in the/gutter,
And they kicked your teeth out,
And they broke your skull with clubs
And bashed your stomach in?
What’d you get when the police shot
You in the back…
What’d the Top Man say, black boy?
‘Mr. Roosevelt regrets….’”35
Incorporating CRT pedagogy insists that I provide texts that serve as both windows and mirrors for readers’ engagement. Mirrors reflect my Ss’ lives, and/or validate their lived experiences; thereby, supports Ss engagement. Windows include the experiences of others’ lives. I provide graphic organizers, or what some teachers call: Claim Trackers. Throughout each seminar, Ss keep track of the different claims made in texts that we read. They cite evidence from text(s) that introduces an author’s claim, and they identify and explain line of reasoning.
Once Ss are ready to conduct their own seminars; I divide seminars into three sections: Before the Seminar: I introduce the seminar and the purpose; I provide time for Ss to read text(s); Ss intentionally annotate (mark the texts with questions, insights, and observations). I provide speaking stems, such as, the hardest part of talking about racism is, or I understand environmental injustice because. Ss review discussion norms that I provide: i.e., Ss don’t have to raise their hands when answering questions; Ss are expected to listen carefully; Ss are expected to address each other, respectfully and call each other by name.
During the Seminar: Ss sit in circles (inner and outer). The purpose of seminars is to achieve a deeper understanding about important ideas and values in text(s). For instance, in The Color of Injustice, by Kelefa Sanneh, questions that begin the discussion are asking for answers directly from the text: Who is the speaker? Other questions aren’t as closed, i.e., What is the occasion for which the book is written? For whom is the text written? What is the purpose of the text? What is the speaker’s background, biases, potential political views/motivations? What is the tone of the text? I model thinking and expectations for responding to and asking questions. Sample key/or essential questions include: what is the main point, or underlying value in the text? What is the exigence, or what prompted this particular text to be written, song, performed, etc.?
Seminars are sometimes extensions of Do Now assignments: For example, during Do Now, Ss watch a short video about Afeni, Darwin, and other teens from Grassy Narrows, in western Ontario, Canada. These youngsters share health conditions that they faced when the government, in 1960, dumped ten pounds of toxic mercury into surrounding rivers. Fifty years later, according to Darwin, “It has been a half of century since ten tons of mercury was dumped into our rivers. It poisoned the fish and had a devasting impact on our people. I have trouble speaking. I have speech impairments. I have learning disabilities.”36
During seminar, Ss identify speakers, the purpose of the video, the audience, and the bulk of our discussion covers context and exigence. Ss answer literal, interpretive and evaluative questions. Ss interpret what they hear the youngsters in the video say. Again, Ss quote text(s) when providing their responses. Sample questions include: What happened in Grassy Narrows? What specifically is mercury doing to the water? People? Who knew about the pollution? What values do the Anishinabeg share? Ss infer value placed on the people of Grassy Narrows.
Lastly, agendas also permit me to list homework assignments that link to seminars, and or Do Now assignments. I provide additional videos to watch, 5-20 minutes, such as, Poison People37. This time, adults explain what happened in Grassy Narrows. Ss create Jamboards, YouTube videos, and blogs. They collaborate using Padlet, Google Meet, FlipGrid, and/or textchat. While I don’t entirely agree with Mark Bauerlein who states in his book, The Dumbest Generation, “(Ss)…are latter day Rip Van Winkles, sleeping through the movements of culture and events of history, preferring the company of peers to great books and powerful ideas and momentous happenings,”38 I do believe that Ss need guidance and structure. In this unit, I incorporate a variety of learning tools and texts to choose from, and I intentionally guide Ss to other sources.
Activity 4: Choice Boards
The second objective, also highlighted in the Agenda, is that my Ss read and view multiple assigned text(s), as I know the subject that I teach and how it can be applied to numerous medias. Ss select from a Tic Tac Toe Choice Board. I create it linked with essays, speeches, books, songs, videos, websites, pictures, and so forth as they become critical readers of texts in numerous medias. The board is made up of a 3 x 3 grid of squares. It has three rows of three squares. Ss select three assignments; one assignment that everyone must select, is the one in the middle. Vertically, one assignment, left of the middle, in my choice board states: Go online to the United States Environmental Protection Agency (EPA), click through the links that match the headings. You are going to teach this information to your peers. Prepare your presentation slides with the following headings: 1. General Information about Lead in Drinking Water. 2. How does lead get into drinking water? 3. Health Effects? 4. What can you do? 5. Cite source.
I include links, and grade rubrics for all assignments. The middle assignment, that all Ss must complete is: read the essay: Justice at the Tap: For Jackson, Flint, and the Navajo Nation, clean water shouldn’t be a pipe dream, by Torsheta Jackson, from Yes Magazine, Summer 2023. After reading, write a justifiable claim about the essay, and follow it with one line of reasoning. The third assignment is read Water is Life by Goldfinch60. After reading, Ss are directed to create their own poem about the importance of Water. Other assignments include: what is environmental racism? Ss watch a linked 6-minute video: Race and Environmental Justice. In it, Texas Southern University professor, Robert Bullard talks about the interplay of race and income in addressing environmental justice. Afterwards, Ss create a visual drawing of what he is saying. Additional assignments: Ss read the children’s book: We are the Water Protectors by Carole Lindstrom, and create a diorama of a scene from the book. Going down the choice board, Ss watch the 21:16, YouTube video, The Story of Stuff, and identify listed components. They are expected to watch it a second time, after reviewing Aristotle's philosophies on rhetoric, and identify appeals. Last, Ss watch the 2:00 minute YouTube video, Proud to Be (Mascot), or Project52.org. The first, by the National Congress of American Indians, shares a narrative through pictures and words of who Native Americans are; this video is in response to the Red Skin mascot. The second is website, of over 562 federally recognized tribes- a photo-documentary, meant to change the narrative of how people see Native Americans, it is by Matika Wilbur, from the Swinomish and Tulalip Tribe.
Ss listen to songs about the environment, such as the Michael Jackson song; others selections include: Childish Gambino’s song, Feels Like Summer. Sample lyrics: “Every day gets hotter than the one before/Running out of water, it's about to go down/Go down/Air that kill the bees that we depend upon/Birds were made for singing, wakin' up to no sound/No sound.”39 The song, Somethings in the Rain by Tish Hinojosa, whose parents are Mexican immigrants, is about a boy’s little sister poisoned by pesticides. I include artwork, such as Sergio Maciel and Provoke Culture, which illustrates structural racism in Chicago: in the painting two children stand back to back facing different environmental scenarios.40 These are extension assignments.
Activity 5: Independent Reading
What is Environmental Justice by Brian Roewe is a full outline of what it is; how it impacts BIPOC, and a video is included. Beth Gardiner’s book: Choked: Life and Breath in the Age of Pollution, 2019 is offered for a possible research project. Unequal Impact: The Deep Links Between Racism and Climate Change, 2020, published at Yale School of Environment 360, is about Elizabeth Yeampierre who focuses on the connections between racial injustice and the environment and climate change. Eric Holthaus, The Climate Crisis is Racist, the answer is Anti-Racism, refers to the George Floyd murder, racism in Minneapolis, and systems that cause climate change. The Assumption of White Privilege by Bryan Massingale, revisits the Amy Cooper fiasco. EarthBeat Politics, put out by the National Catholic Reporter, June 2020 include these tests. Samuel Cohen’s 50 Essays,41 include: William Buckley’s essay, pp. 72-78, Why Don’t We Complain? Ss write essays that reflect their own political beliefs. What is it that they care enough to complain about? Ss read, Stephanie Ericsson’s essay, The Ways We Lie, pp. 159-168. Questions include: What are the different kinds of lies Ericsson catalogs? Make a connection to what Ericsson might say about the kinds of lies told at Standing Rock, Flint Michigan, or another text that we read.
Ss read Thomas Jefferson, The Declaration of Independence, pp. 193-201, and ask and answer questions: Are there any human rights ignored in Cancer Ally, Flint Michigan, and/or Standing Rock? If so, what are they and how do they apply to what is written in the Constitution? Are the following rights commented on or inferred in the Constitution: the right to equality and non-discrimination, the right to life, the right to health, the right to an adequate standard of living and cultural rights? If so, quote exact passages. If not, should they be? Explain. Doing some research, Ss answer questions such as, are there any law suits that have used the Constitution to argue environmental justice/ racism? What does this phrase mean: Life, Liberty and the Pursuit of Happiness? What does it imply? What happens when the Constitution falls short of the ideals that it claims? What specific passage in the Declaration called Grievance 27 includes an offensive racial slur to describe Native Americans? Explain how this piece of the Declaration fits into our nation’s history and the story of the country’s founding. Does this type of language justify stealing of land, and genocide of Indigenous people?
Ss read, Our Vanishing Night by Verlyn Klinkenborg, pp. 216-219, and answer questions: does this writer believe in the possibility of change? Does he consider the differences between individual action and social movements in bringing about change? Conduct a mini-research (1 text, 1 page): What is light pollution? What are other ways that humans have polluted the planet? Ss draw: what will the planet look like in a hundred years? In a thousand? Ss read, Jonathan Swifts, A Modest Proposal, pp. 353-361. Where are other places in the world where poverty and hunger are rampant? Ss note parallels. Swift’s proposal is satire, but does he include suggestions for improving Ireland that are applicable? Explain. Ss read Henry David Thoreau’s Civil Disobedience, pp. 369-391. What specifically was Thoreau unhappy about? What happens, according to Thoreau, when laws fail to uphold justice? For each essay listed, Ss also answer questions on rhetoric and style.
Activity 6: The Arts
The third objective is for Ss to demonstrate their understanding. Ss demonstrate learning writing This I Believe Statements, or Environmental Credos. Ss to build cities using dioramas. They layout elements: parks, homes, libraries, waste facilities and industrial plants that spew environmental hazards. Ss compare their city with those in texts that we’ve read. Ss create their own Constitution, Socratic seminars, Tic-Tac-Toe choice boards. Ss read articles, such as: “Indigenous Youth Are Building a Climate Justice Movement by Targeting Colonialism,” by Jaskiran Dhillon. Ss see themselves as activist, similar to youth in the article; they confront those who destroy ancestral homelands; they address ways to prevent further exploitation. This text is a window, reminding Ss that youth are typically the ones who rally for change.
A sketch that I found online by Katie Douglass, “Violence on our Earth,” and “The Land is Ceremony,” by Erin Marie Konsmo is the type of imaginations that I encourage my Ss to share in their drawings because the understanding is that the earth and the human body are linked; what is done to the earth affects the body is not a foreign concept, especially in Indigenous communities. Many African and American Indian communities still weave baskets as a cultural activity, and fish for sustenance; but when a forest service sprays grasses and reeds with pesticides, or industries pollute, these activities are altered. Transient workforces move through BIPOC communities, and disrupt lifestyles and traditions, or what many Indigenous people call “harm reduction,” as man camps, temporary housing, built in communities, bring violence and rape. My hope is that when I share information such as this, Ss presentations acknowledge further research/fact finding; Ss provide PPT and speeches. Matthew’s art, Figure 1, also demonstrates learning.
Activity 7: Mapping Learning
Last, Ss research using online tools to map communities using RVAgreen 2050 Equity Index, created by the City of Richmond Office of Sustainability.”42 Ss also select topics they’d like to know more about.
Figure 3: RVAgreen Heat Index for Mosby Court.
Ss research communities such as in the documentary: Mossville: When Great Trees Fall.43 Another text Ss may research is 1978, the problem in Emelle, Alabama Home of the Nation Largest Hazardous Waste Landfill. “In Sumter County one of the country’s most impoverished regions, one-third of the residents live below the poverty level. Over 65% of the residents are Black and over 90% of the residents near the landfill in Emelle are Black.44 I want to know Ss reactions and insights to what they read.
“In 1977, a small company called Resource Industries, Inc. purchased a 300—acre tract of land just outside Emelle in Sumter county. It seemed that political ties allowed Resource Industries, Inc. to turn the 300-acres into a landfill. One of the original owners James Parson, is the son-in-law of former Governor, George Wallace. The political connections enabled the company to obtain the necessary permits to operate the dump from the Health Department.”45]
My Ss participate in research because I want to create independent creative readers and viewers. When Ss come to me with “I don’t know what to research,” I provide resources, such as paired texts: The Water Princess by Susan Verde; We are Water Protectors by Carole Lindstrom, the video: The Fight over the Dakota Access Pipeline Explained and "The Candor and the Eagle" (2019). Paired Texts include the easily assessible online United States Environmental Protection Agency (EPA): Ground Water and Drinking Water and the Book Flint: What the Eyes Don’t See by Mona Hana-Attisha- this assignment is Tier 1. Tier 1 Ss might also be interested in reading: Flint Fights Back: Environmental Justice and Democracy in the Flint Water Crisis (Urban and Industrial Environments) Kindle Edition by Benjamin J. Pauli, or courage personified: Moving Mountains by Jacqueline Pratt-Tuke. Other texts include: Justice at the Tap: For Jackson, Flint, and the Navajo Nation, clean water should be a pipe dream, by Torsheta Jackson, whose essay appeared this summer in Yes Magazine. “Water is the first medicine…We come from water. It nourished us inside our mother’s body. As it nourishes us here on Mother Earth. Water is sacred, she said.”46 Ss may read information about 12-year-old Amariyanna “Mari” Copeny, a Flint, Michigan resident who wrote then-President Barack Obama encouraging him to do something about the water crisis in Flint. She states, “’Flint is not unique,’ Copeny tells Vox, ‘There are dozens of Flints across the country. Cases of environmental racism are on the rise and disproportionately affect communities of people of color and indigenous communities.”47
Ss map the stories using plot lines and data walls to show patterns and similarities and differences between stories. I may pair this short reading with a Commonlit 360 assignment, Moving Mountains.48 One group of Ss might read the illustrated children’s book: We are the Water Protectors.49 I pair this book with a short video: The Fight over the Dakota Access Pipeline Explained.50 As such, Ss complete a research project (primary, secondary or environmental action plan). Ss submit research paper (group). Ss receive progress reports: submitted in paper or by conferencing with me, or peers for feedback. Ss submit journal/notebook (individual).
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