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MODULE 1
Discovering YOUR Power:
Program Launch and Orientation
PARTICIPANTS' GUIDE
Published by:
U.S. EPA Region 4
Environmental Justice and Children's Health Section
Environmental Justice Academy
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Environmental Protection
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
Table of Contents
Preparation Materials 1
Icon Key 2
Agendas 3
Module 1 Day 1 3
Module 1 Day 2 4
Module 1 Day 1 6
Objectives 7
Module 1 Day 1: Welcome 7
Ice Breaker—More than a Dream: Speaking It into Reality 7
Module 1 Day 1: Program Overview: Event Recap and Materials 8
Module 1 Day 1: Program Overview: Mission and Purpose 9
Module 1 Day 1: Program Overview: Benefits 12
Module 1 Day 1: Program Overview: Requirements 12
Module 1 Day 1: Program Overview: Schedule/Location 17
Module 1 Day 1: Closing 19
Module 1 Day 2 20
Module 1 Day 2: Welcome Back 21
Module 1 Day 2: Lesson 1: Environmental Justice Overview 21
Module 1 Day 2: Class Activity: EJ Your Way—Exercise 1 22
Module 1 Day 2: Lesson 1: Environmental Justice History 22
15-Minute Break 27
Module 1 Day 2: Lesson 2: Environmental Justice Introduction and Video 27
Module 1 Day 2: Lesson 3: Environmental Justice Guest Speaker 28
Module 1 Day 2: Environmental Justice Class Activity 2 28
Module 1 Day 2: Lesson 2: Environmental Justice Post-Quiz 29
Module 1 Day 2: Lesson 3: How Do You Solve Environmental Challenges in Your
Community? 29
Module 1 Day 2: Scavenger Hunt: On the Hunt for Change 33
Module 1 Day 2: 15-Minute Break 34
Module 1 Day 2: Role Play Activity 34
Module 1 Day 2: Summary: Synopsis of Days 1 and 2 35
Module 1 Day 2: Homework Assignment: Community Portfolio 36
Appendices 37
Appendix A: Additional Resources 38
Appendix B: Syllabus and Commitment Form 40
Appendix C: Ice Breaker—More Than a Dream: Speaking It into Reality 46
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Participants' Guide
Appendix D: Environmental Justice Quiz 47
Appendix E: Action Plan 48
Appendix F: Environmental Justice Academy Point System 49
Appendix G: EJ Your Way—Exercise 1 50
Appendix H: EJ Your Way—Exercise 2 51
Appendix I: Homework—Community Assessment 52
Appendix J: Homework Supplement 57
Additional Notes:
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
Preparation Materials
Participant Guide Icons and Agendas
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Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Icon Key
Icon
Title
Meaning
Instructions to the
facilitator
This icon means there are specific instructions for
the facilitator. This content should not be read aloud.
Background for the
facilitator
This icon indicates that there is background
information the facilitator should be aware of when
covering this topic. This information is presented in
the facilitator's guide.
Facilitator says
This icon means the facilitator should read the
content nearly verbatim, interjecting thoughts when
appropriate.
Key point
This icon indicates an important point that the
facilitator should communicate to the audience in
their own words.
I
Questions
This icon means the facilitator should allow time for
the audience to ask questions or the facilitator
should ask the audience questions.
Activity
This icon indicates an activity that the facilitator
should explain. The activity can be either a group or
individual activity.
Assessment
This icon indicates the facilitator will conduct an
assessment.
Multimedia
This icon indicates the facilitator will have students
watch a video.
Computer
This icon indicates the facilitator will have students
visit an online resource.
Handouts or
resource materials
This icon indicates the facilitator will give students a
handout or other resource material.
H
Homework
This icon indicates a homework assignment.
Transition
This icon indicates the facilitator will provide a
transition from one topic to another.
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Program Launch and Orientation
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Facilitator's Guide
Aqendas
Module 1 Day 1
Discovering YOUR Power: Program Launch and Orientation
Date:
Time:
Locations:
Contact:
Time
Day 1
Facilitator
Check In—Meet and Greet
• Informal introductions
• Participant handout folder
o Syllabus/commitment form (webinar assignment)
o Agenda
• Environmental justice pre-quiz
• "I Have a Dream" speech ice breaker
• DISC communication style assessment (webinar
assignment)
Welcome
More than a Dream: Speaking It into Reality
• "I Have a Dream" speech
o Write down five words that embody what your
dream is for the future of your community
o 1 - to 2-minute presentations
- Name
- Community organization
- "I Have a Dream" speech
Break
More than a Dream: Speaking It into Reality
• EJ Academy Team speeches
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Facilitator's Guide
Time
Day 1
Facilitator
Program Overview and Requirements
• Material recap/review
o Webinar
o Purpose
o Mission and vision
o A video that conveys successful activism in a
community with environmental justice concerns
o Benefits
- Participant advantages
o Requirements
- Attendance
- Class assignments
- Homework/community portfolio
- Technical assistance consultations
- Accountability partner
- Schedule
Questions and answers
Closing remarks
• Short introduction to day 2
• Thanks and closing of session
Module 1 Day 2
Discovering YOUR Power: Program Launch and Orientation
Date:
Time:
Locations:
Contact:
Time
Day 2
Facilitator
Welcome Back
• Sign in
• Housekeeping
Lesson 1: Environmental Justice Overview Part 1
• What is environmental justice?
o A video that conveys successful activism in a
community with environmental justice concerns
• Class activity: EJ Your Way (creative expression)
• History of environmental justice
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Time
Day 2
Facilitator
Break
Lesson 2: Environmental Justice Overview Part 2
• Video: "The Road to Executive Order 12898 on
Environmental Justice"
• Environmental laws and regulations
• Class activity: Identifying violations of laws and
regulations in their own community
• Post-quiz
Break
Lesson 3: How Do You Solve Environmental Challenges in
Your Community? Part 1
• Collaborative problem-solving role play activity
Break
Lesson 3: How Do You Solve Environmental Challenges in
Your Community? Part 2
• Collaborative problem-solving role play activity
Summary
• Review of topics discussed
• Interactive discussion and questions
o How do you think you can use environmental
justice and collaborative problem-solving in your
community?
o What other tools, opportunities, or knowledge will
you need to employ environmental justice and
collaborative problem-solving in your community?
o Based on all you have heard during this session,
what are your expectations of the program?
Homework Assignment
• Community assessment assignment
o Identify challenges and opportunities
o Demographics
o Boundaries
o Resources
o Give homework sheet
Closing Remarks
• Question and answers
• Closing statements
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Program Launch and Orientation
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Participants' Guide
Module 1 Dav 1
Discovering YOUR Power: Program Launch and Overview
oEPA
United States
Environmental Protection
Agency
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
Objectives
You will have the opportunity to complete the pre-course assignments and meet the EJ
Academy Team.
Participant Handout Folder
' You will receive a folder containing:
• Agenda
• Commitment form/syllabus (pre-course assignment)
• Environmental justice pre-quiz
• Ice breaker—"I Have a Dream" activity sheet
• DISC assessment form (pre-course assignment)
Take this time to mingle and get acquainted with each other, and to complete the
assessments given to you in your handout folder.
Module 1 Day 1: Welcome
Objectives: Participants are welcomed to the EJ Academy.
Welcome
The welcome will be given by a leader in the host organization. Other persons
on the EJ Academy Team will also introduce themselves.
Ice Breaker—More than a Dream: Speaking It into Reality
Objectives: Express your dreams and the future you see for your community.
Purpose
The purpose of this ice breaker is to allow you to envision the future of your
community and express to others what that future looks like.
Handout—Ice Breaker: "I Have A Dream" Speech
I You will find this handout in your participant handout folder and in Appendix C.
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Participants' Guide
Description
This activity will be split into two 30-minute sessions. You will describe, in five different
words, your dream for your community. During the second session, the EJ Academy
staff will describe in five unique words their dream for this program. In both sessions,
each person will have 1-2 minutes to list their five words and describe why they chose
those specific words.
Your speech should include:
• Participant name.
• Community/organization name.
• 1- to 2-minute speech.
o Offer five words that embody your dream for the future,
o Describe what each word means to you or why you chose that word.
Module 1 Day 1: Program Overview: Event Recap and Materials
Objectives: Demonstrate an understanding of program requirements.
Event Recap and Materials
You will be given an overview of the EJ Academy and program outcomes. You
will be informed of expectations in the areas of attendance, completion of
homework and class assignments, participation in technical assistance sessions,
logistics, and meeting schedules.
Webinar
Introduction to the program.
• Synopsis of the program and its goals.
• Discussion of pre-course assignments, such as the commitment form/syllabus
and the DISC assessment.
a Welcome Packets
You will receive a welcome packet that contains the following: 1) a one-pager
on the value of the EJ Academy, 2) a directory of participants and contact information
for the EJ Academy Team and technical assistance consultants, 3) logistical
information (e.g., maps, class hours), and 4) an appreciation letter from the hosting
organization.
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Participants' Guide
nPre-Course Assignments
As mentioned previously, the pre-course assignments were introduced during
the webinar. You have been provided with a hard copy of all assignments in your folder
to fill out if you have not done so before the first session. Complete and bring the
commitment form and both assessments at the beginning of module 2 so that the EJ
Academy Team can assess your responses and provide results during module 3. The
pre-course assignments include the following:
• Syllabus/commitment form
You will receive the EJ Academy syllabus, which will give you a description of the
program and a detailed look at its requirements. The syllabus also acts as a
commitment form that you will be required to sign, indicating that you understand
the expectations of the program and will adhere to them. The last page of this
document should be returned to the EJ Academy Team no later than the
beginning of module 2. This document is provided in the participant handout
folder and in Appendix B, and was previously distributed via email.
Outcomes
• Discover the qualities and characteristics of your own personality style.
• Gain an understanding of other personality styles.
Module 1 Day 1: Program Overview: Mission and Purpose
Objectives: Demonstrate an understanding of the program's mission and purpose.
jq Mission
This program's mission is to build capacity for achieving environmental justice
in communities through a leadership development program. The EJ Academy
increases the organization's leadership capacity and strengthens communities by
facilitating relationships between residents, local government and industry, and other
stakeholders. This will allow all stakeholders to work together to build a sustainable
community for both people and the environment.
Video
B A video will play for approximately 4-5 minutes that focuses on the efforts of
grassroots organizing of a community organization.
After the video is complete, you will learn how the purpose of this program is to
solve some of the challenges grassroots organizations face. This program
hopes to address challenges in all communities by giving them the power to
strengthen themselves from within.
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Program Launch and Orientation Participants' Guide
n Purpose
The purpose of the EJ Academy is to promote environmental justice and
sustainability by educating leaders from communities facing disproportionate
environmental impacts. The main goal of this program is to equip community leaders
with tools and strategies so that they can:
• Articulate concerns of their communities
• Advocate for their needs
• Address environmental challenges by collaborating with stakeholders
• Accomplish their communities' goals successfully
To accomplish this goal, this program aims to educate and expose you to the following:
Understanding Environmental Laws and Regulations
^ • The knowledge necessary to confront environmental problems occurring
within your community.
• How your community fits in the environmental justice movement.
Conducting Community Assessments
—. • How a community assessment sets the foundation for community building.
• Using appreciative inquiry (which provides a positive perspective on the
future).
• How a community assessment allows for participants to tell their
community's story.
• How a community assessment can be the foundation for building a plan to
implement change within the community.
Building Vision and Goals
• Defining, identifying, visualizing, and setting goals.
• Laying the foundation for a plan to implement change within the
community.
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Program Launch and Orientation Participants' Guide
Leadership Techniques That Foster Community Building
O* How to become a leader who unites the community.
• How to disperse responsibility.
• How to progress current efforts.
Collaborative Resolutions and Dispute Resolutions
9* How organizations/communities can effectively work together.
• How to avoid and resolve conflict.
• How to communicate effectively and build consensus.
Developing Nontraditional Partnerships
• How to reach out to other organizations/stakeholders.
• How to collaborate effectively.
Identification of Financial Resources
• How to identify grant opportunities.
• How to identify sponsors and financial partners/investors.
Management and Implementation
• How to implement the plan.
• How to manage the plan.
Data Analysis, Collection, and Project Evaluation
9* How to conduct an evaluation of the plan.
• How to collect and analyze data.
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Program Launch and Orientation
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Module 1 Day 1: Program Overview: Benefits
Objectives: Demonstrate an understanding of the program's benefits.
^ Benefits
The EJ Academy ensures that you are not only exposed and educated on
important topics for fostering progress within the community, but you will also receive
the stated benefits.
Participant Benefits
• Identify and secure potential partners to assist with addressing your challenges.
• Interact directly with technical experts from various organizations.
• Receive individualized mentoring from the host organization, which will include
guidance and assistance on homework assignments and developing portfolio
contents.
• Complete a plan that will guide your organization's activities and indicate who is
responsible, what will be accomplished, and when it should be completed.
• Network with other community leaders and establish mutually beneficial
relationships.
• Complete a portfolio, which will assist you in securing funding, identifying
partners, and establishing credibility among stakeholders.
Module 1 Day 1: Program Overview: Requirements
Objectives: Demonstrate an understanding of the program's requirements.
Requirements
^ You must complete the following requirements to receive the certificate of
completion and all the benefits of the program:
• Complete all class assignments.
• Complete all homework assignments and the portfolio.
• Complete a 100-day action plan.
• Participate in technical assistance consultations.
• Work with an accountability partner.
Attendance
You are required to complete most of the sessions to receive a certificate. If absent
from a session, you will be responsible for acquiring the information covered during the
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Participants' Guide
workshop, in addition to completing the given assignments. (Further specifics will be
decided on and communicated by the host organization.)
Class Assignments
Each module will focus on a community leadership topic and apply new knowledge
learned in class activities such as simulations, case studies, or action planning.
Assignments may require use of a computer and the internet; however, limited access
to these tools will not impact your ability to complete the assignments.
Homework Assignments
For most modules, you will be given a homework assignment to be completed by the
date determined by the facilitator. Homework assignments reinforce what was learned
during the session and give a viable way to apply those lessons in your community.
These assignments are gathered into a community portfolio that will serve as a guide
and reference after you complete the EJ Academy. The homework assignment may
consist of:
• Homework handout
This worksheet is a blank template of the homework assignment that may or may
not contain instructions and examples. Information necessary to complete the
homework should be transferred to the template. The final revised version of this
document will then be inserted in the appropriate section of your community
portfolio.
The homework assignment should be completed using the following guidelines:
• The first draft of the homework assignment can be done in either blue or black
ink. However, the final revision of the homework that will be submitted in your
portfolio should be typed. There will be several revisions of the homework
assignment and the final revision of it must be complete and correct.
• There is space provided within the homework template for you to place your
information. However, it may be necessary to add additional pages.
• There is a two-page limit for additional pages, and there is a maximum of 500
words per question.
Community Portfolio
The EJ Academy will help you develop your community portfolio, a key product based
primarily on the homework assignments from the modules. The community portfolio is
to be a repository of information that may help you apply for grants, promote your
community organization's mission and vision, coordinate efforts to address challenges
in your overburdened community, describe community resources and gaps, and outline
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a preliminary plan of action. The community portfolio will be contained in a binder or on
a cloud drive to provide ease in updating and retrieving information.
Action Plan
Many communities around the country want tools to help them achieve desired
development goals, improve quality of life, and become more economically and
environmentally sustainable. In response to this demand, EPA developed the Building
Blocks for Sustainable Communities Program. Building Blocks for Sustainable
Communities provides quick, targeted technical assistance to selected communities
using a variety of tools that have demonstrated results and widespread application.
Communities apply for this technical assistance through a competitive process.
Participants in the EJ Academy will use one aspect of the Building Blocks Process—the
Implementation Action Plan Tables (Action Plan). The Action Plan defines a process
that leads to a set of potential next steps.
Teachings imparted during the module, along with the technical assistance
consultation, should assist you with completing that section of the Action Plan. At the
end of the EJ Academy, you should have a completed Action Plan that identifies "first
100 days" actions to keep the momentum going and to keep the plan at the forefront of
stakeholders' attention. In addition to defining your goal(s) and action(s), the Action
Plan includes steps that will help you define a time frame, lead role, costs, funding
sources, and short-term steps. For the full document, see Appendix E.
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GOAL:
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Technical Assistance Consultations
Purpose
Throughout the course, you are expected to participate in technical assistance
consultations (TACs). The TACs will be facilitated by the host team, who will help
answer questions about homework assignments and course materials. Written
feedback from the homework assignments will be provided to you and should be
factored into the final work products (i.e., portfolio).
Procedure
Upon assignment of the module homework, you are required to accomplish the
following:
• The facilitator will share the TAC schedule. A confirmation email from the EJ
Academy Team will be sent to you confirming the appointment date and time. If
you are unable to attend the scheduled teleconference, please contact the TAC
no less than 24 hours prior to the appointment to reschedule.
• If you are still unable to attend the TAC, the homework assignment is still due at
the required time.
• Complete the module homework assignment upon finishing the module training.
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• Email the completed module homework assignment to the TAC.
• Document any questions, concerns, or issues you may have developed during
the module session and/or while completing the module homework.
• Consult, if applicable, with your accountability partner about additional
questions, concerns, or issues. (See details on the accountability partner in the
next section.)
• Participate with your accountability partner, if applicable, on the scheduled
teleconference call with the TAC.
o Present all questions, concerns, or challenges developed and discussed with
your accountability partner,
o Incorporate the answers into your homework assignment where applicable.
• Promptly resubmit the updated homework assignment to the TAC via email.
Remember to bring a copy of the homework assignment to the next module.
• Ensure you track the points you should receive for the module to your point
system spreadsheet.
Accountability Partners
Purpose
Throughout the program, you will be expected to engage in a variety of activities,
exercises, and projects focused on reinforcing information learned in each module. Part
of this reinforcement will be done by assigning an accountability partner for each
participant. The accountability partner will work with you; discuss the progress of
projects, assignments, and homework; offer encouragement and guidance to help you
accomplish program goals; and serve as a sounding board for you to discuss
challenges, successes, thoughts, frustrations, fears, hopes, and dreams about the
program and its impact on the community. The primary function of the partnership is
relationship building and providing peer led support.
Procedure
Once accountability partners have been selected, do the following:
• Exchange contact information prior to leaving the first module.
• Notify the EJ Academy Team of accountability partner selections.
• Contact your partner within two weeks of the first module, and no less than once
per month.
• Participate with your accountability partner, if requested, on the scheduled
teleconference calls with the technical advisor.
o Present all questions, concerns, or issues developed and discussed with your
accountability partner.
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o Incorporate the answers into your community/programs where applicable.
The EJ Academy Team will monitor accountability partner interactions, assign points on
the points matrix based on participation, and assist as needed. The primary function of
the partnership is relationship building and providing peer led support.
Module 1 Day 1: Program Overview: Schedule/Location
Objectives: Receive the schedule and locations for the EJ Academy sessions.
Schedule
It should be noted that the academy was initially created to be executed one
weekend a month for nine months. However, the host organizations will modify the
schedule based on their target audience's needs and what their capacity allows. The
session schedule is as follows:
Module
Title
Date
1
Discovering YOUR Power: Program Launch and Orientation
2
Make It Happen: Define Community -> Identify Challenge ->
Create Vision-^ Set Goal
3
Leading the Way: Community Capacity-Building and Leadership
Development
4
Teamwork Makes the Dream Work: Consensus Building and
Dispute Resolution
5
Know Your Neighbors: Developing Partnerships and Leveraging
Resources
6
More than a Little Change: Identification of Financial and
Research Funding Sources
7
Taking Care of Business: Sound Management and
Implementation
8
Bringing It All Together: Evaluation and Lessons Learned
9
Only the Beginning: Presentations and Graduation
O Location
Most sessions will be held at the same location, which will be shared with you
during orientation. Some sessions will be held at an alternate location. You will be
notified before the session if there are location changes.
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O Additional Information
As previously mentioned, you are only allowed to miss one session or module.
If you have an emergency that occurs before or during the session, this will be taken
into consideration and exceptions will be made on a case-by-case basis. Note that if a
session is missed, there will be no make-up sessions and you will be fully responsible
for making up any missed assignments. Participants will be notified in advance if the
session schedule or location changes.
Environmental Justice Academy Point System
You will be able to earn points for properly adhering to the requirements of this
program. Those who obtain the most points will receive recognition based on their
performance. For a more detailed description, see the following point system table:
Name:
Modules
Meeting
Attendance
Homework
Assignments
Participated in
Technical
Assistance
Consultations
Met with
Accountability
Partner
Bonus Activities
Piranha Bowl
Total
Points
per
Module
Attended
If Yes,+10
Completed
Submitted
On Time
If Yes,+2
If Yes,+2
At Least 20
Minutes
Amount of
Points Earned
per Assignment
1st: 10 pts
2nd: 8 pts
3rd: 5 pts
If Yes,+4
If Yes,+2
1
2
3
4
5
6
7
8
Bonus
Activities
TOTAL
POINTS
1.
2.
3.
A full-size copy of this document is available in Appendix F.
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Module 1 Day 1: Closing
Objectives: Ask questions about your understanding of the EJ Academy. Learn
about activities for day 2.
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Module 1 Dav 2
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Discovering YOUR Power:
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Module 1 Day 2: Welcome Back
Objectives: Welcome back to module 1 day 2.
Welcome Back
Sign in and review materials from the previous day.
Module 1 Day 2: Lesson 1: Environmental Justice Overview
Objectives: Define the term "environmental justice" and describe how
environmental justice developed into an executive order.
Module 1
Participants' Guide
What Is Environmental Justice1 ?
Environmental justice is the fair treatment and meaningful involvement of all people
regardless of race, color, national origin, or income, with respect to the development,
implementation, and enforcement of environmental laws, regulations, and policies.2 Fair
treatment means that no group of people, including racial, ethnic, and socioeconomic
groups, should bear a disproportionate share of negative environmental consequences
resulting from industrial, municipal, and commercial operations or the execution of
federal, state, local, and tribal programs and policies. Environmental justice is about
local people facing local problems by working collaboratively with local government
agencies, impacted community groups, and the responsible state and/or federal
agencies. Environmental justice promotes environmental and public health protection
within the context of sustainable development.
What Does Fair Treatment and Meaningful Involvement Mean?3
Fair treatment means that no group of people should bear a disproportionate share of
the negative environmental consequences resulting from industrial, governmental, and
commercial operations or policies.
Meaningful involvement means:
1 Bullard, R. D., Johnson, G. S., & Torres, A. O. (2011). Environmental health and racial equity in the United
States: Building environmentally just, sustainable, and livable communities. American Public Health
Association (APHA) Press. https://doi.org/10.2105/9780875530079
2 EPA. (n.d.) Environmental Justice, https://www.epa.gov/environmentaliustice
3 EPA. (n.d.) Learn About Environmental Justice, https://www.epa.gov/environmentaliustice/learn-about-
environmental-iustice
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• People have an opportunity to participate in decisions about activities that may
affect their environment and/or health.
• The public's contribution can influence the regulatory agency's decision.
• The public's concern will be considered in the decision-making process.
• The decision makers seek out and facilitate the involvement of those potentially
affected.
Environmental justice and sustainability mean that everything that we need for our
survival and well-being depends, either directly or indirectly, on our natural
environment.
Video
After giving the EPA's definition for environmental justice, a video will be shown
that conveys success of activism in a community with EJ concerns. The video will give
a definition of environmental justice and the challenges that many affected communities
confront daily. If you do not feel this has been an adequate introduction to
environmental justice activism, feel free to watch another video in your free time.
Module 1 Day 2: Class Activity: EJ Your Way—Exercise 1
Objective: Describe what environmental justice means to you and your
community.
• Class Activity: EJ Your Way
This activity offers you the opportunity to describe what environmental justice
means to you and your community.
Handout: EJ Your Way—Exercise 1
' You will find this handout in Appendix G.
• Express your definition of environmental justice.
• You will have about 10 minutes to consider how you would like to express
yourself.
• Everyone will have about 30 seconds to present.
Module 1 Day 2: Lesson 1: Environmental Justice History
Objective: Understand the history of environmental justice.
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^ Environmental Justice History4
The environmental justice movement has no singular moment of conception or
centralized spark that caused the push for environmental equality. Rather, it was a
collection of great moments that came together and are still coming together to propel
justice forward.
How Did the Environmental Justice Movement Arise?5
The environmental justice movement was started by people, primarily people of color,
who needed to address the inequity of environmental protection services in their
communities. Grounded in the struggles of the 1960s Civil Rights Movement, these
citizens from every facet of life emerged to increase awareness of the environmental
inequities facing millions of people. These communities rose to articulate and to sound
the alarm about the public health threats which posed an immediate danger to the lives
of their families, their communities, and themselves.
Timeline6
1964
The Civil Rights Act was passed. Title VI of the Act prohibits the use of
federal funds to discriminate based on race, color, and national origin—
which would prove important in future environmental legislation.
1967
African American students took to the streets of Houston to oppose a city
dump that had claimed the lives of two children.
1968
In April, Martin Luther King, Jr., led black Memphis sanitation workers in a
garbage strike. Dr. King was assassinated on April 4,1968, before he
could complete his environmental and economic justice mission in
Memphis, Tennessee.
1969
Ralph Abascal of California Rural Legal Assistance filed a suit on behalf
of six migrant farm workers that ultimately resulted in a ban of the
pesticide DDT (dichlorodiphenyltrichloroethane).
Other Key Events:
4 National Association for the Advancement of Colored People (NAACP). (n.d.) 10,000 Steps to Environmental
and Climate Justice Project Toolkit, https://naacp.org/resources/10000-steps-environmental-and-climate-
iustice-proiect-toolkit.
5 Bullard, R. D., Johnson, G. S., King, D. W., & Torres, A. O. (2014, February). Environmental Justice
Milestones and Accomplishments: 1964-2004. Retrieved from: https://www.racialeauitvtooIs.ora/resources
6 Skelton, R. & Miller, V. (n.d.) The Environmental Justice Movement. Natural Resources Defense Council
(NRDC.) http://www.nrdc.org/ei/historv/hei.asp
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1970
Cesar Chavez and the United Farm Workers declared National Grape
Boycott Day. The "Wrath of Grapes" campaign drew public attention to the
reported pesticide exposure of grape workers and their children.
1970
Congress passed the National Environmental Policy Act (NEPA). NEPA
was signed into law on January 1, 1970. It requires federal agencies to
assess the environmental effects of their proposed actions prior to making
decisions. The range of actions covered by NEPA includes:
• Making decisions on permit applications.
• Adopting federal land management actions.
• Constructing highways and other publicly owned facilities.
1970
Using the NEPA process, agencies began to evaluate the environmental
and related social and economic effects of their proposed actions.
Agencies provided opportunities for public review and comment on those
evaluations.
1970
The U.S. Environmental Protection Agency (EPA) was established to
enforce laws that protect human health and safeguard the natural
environment.
1971
The President's Council on Environmental Quality acknowledged that
racial discrimination negatively affects the quality of the environment for
the urban poor.
1972
The United States banned the use of the toxic pesticide DDT.
1973
EPA issued rules that phased out lead in gasoline over several years;
lead levels in the air were projected to fall by 90 percent.
1978
Hundreds of families were evacuated from the Love Canal area of
Niagara Falls, New York, due to high rates of cancer and birth defects
likely caused by buried toxic chemicals. Lois Gibbs began a two-year
campaign to move her community away from a toxic chemical dump.
1979
The African American community in Houston opposed a landfill and
brought the first Title VI lawsuit challenging the siting of a waste facility.
1982
Protesters of the PCB (polychlorinated biphenyl) landfill in Warren County,
North Carolina, brought national attention to the waste facility and
encouraged many African American churches and civil rights leaders to
support environmental justice. This shifted the discussion about
environmentalism in the United States from the NIMBY (not in my
backyard) image of grassroots environmental protests to NIABY (not in
anyone's backyard) protests.
1987
The United Church of Christ's Commission for Racial Justice authored the
report Toxic Wastes and Race in the United States.
1990
The Clean Air Act was passed by U.S. Congress.
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1990
Under the leadership of Bunyan Bryant and Paul Mohai, the Michigan
Conference on Race and the Incidence of Environmental Hazards
brought together academics and activists. The Michigan Coalition (an ad
hoc group formed during the conference) wrote letters and met with
William Reilly (EPA) and Michael Deland.
1990
Robert D. Bullard published Dumping in Dixie, the first textbook on
environmental justice.
1990
The Southwest Network for Environmental and Economic Justice was
established.
1991
The First National People of Color Environmental Leadership Summit took
place in Washington, D.C. The summit is regarded as one of the most
important events in the environmental justice movement's history. The
summit, with its multi-racial focus, broadened the movement beyond its
early anti-toxics focus to include issues of public health, worker safety,
land use, resource allocation, community empowerment, and self-
determination.
1992
EPA created the Office of Environmental Equity, which is now known as
the Office of Environmental Justice, in Washington, D.C.
1992
EPA Administrator William Reilly established the Environmental Equity
Work Group.
1993
EPA established the National Environmental Justice Advisory Council
(NEJAC). The NEJAC provides advice and recommendations about
broad, cross-cutting issues related to environmental justice, from all
stakeholders involved in the environmental justice dialogue. In addition,
the NEJAC provides a valuable forum for discussions about integrating
environmental justice with other EPA priorities and initiatives.
1994
Executive Order 12898, "Federal Actions to Address Environmental
Justice in Minority and Low-Income Populations," was issued. It focused
federal attention on human health and environmental conditions in
minority and low-income communities. It also called for greater public
participation and provided access to environmental information in affected
communities.
2001
EPA Administrator Christine Todd Whitman issued a memorandum
reaffirming the agency's commitment to environmental justice and
recommended its integration into all programs, policies, and activities,
consistent with existing environmental laws and regulations.
2002
The Second People of Color Environmental Leadership Summit took
place in October 2002 in Washington, D.C. The event attracted more than
1400 attendees.
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2002
The Environmental Law Institute authored A Citizen's Guide to Using
Federal Environmental Laws to Secure Environmental Justice.
2003
The U.S. Commission on Civil Rights issued a report, Not in MY
Backyard: Executive Order 12898 and Title VI as Tools for Achieving
Environmental Justice, concluding that "minority and low-income
communities are most often exposed to multiple pollutants and from
multiple sources."
2004
Louisiana environmental justice leader Margie Eugene-Richard became
the first African American to win the prestigious Goldman Environmental
Prize.
2007
The United Church of Christ released the report Toxic Waste and Race at
Twenty, 1997-2007, at the National Press Club in Washington, D.C.
Robert D. Bullard, Paul Mohai, Robin Saha, and Beverly Wright authored
the report.
2009
Newly appointed EPA Administrator Lisa Jackson included environmental
justice as one of the top priorities of the administration in a memo to EPA
staff.
2010
For the first time in environmental justice movement history, an
international organization agreed to hear complaints of environmental
racism against the United States by its own citizens. African American
residents of Mossville, Louisiana, won a hearing before the Inter-
American Commission on Human Rights (IACHR) on charges that the
U.S. government had violated their rights to privacy and racial equality in
a pollution case. The U.S. government asserted that the IACHR did "not
have authority to request that the United States adopt precautionary
measures" to prevent communities from being treated like Mossville,
because such an action is based on commission rules that were not
formally approved by the individual countries in the Organization of
American States. The government's response also accused the
petitioners of an "extraordinarily and erroneously expansive interpretation"
of U.S. treaty obligations.
2010
EPA released The Interim Guidance on Considering Environmental
Justice during the Development of an Action, a document that guides
EPA staff to ask the right questions during the rulemaking process.
2011
The W.K. Kellogg Foundation and American Public Health Association
Press published a book titled Environmental Health and Racial Equity in
the United States: Building Environmentally Just, Sustainable and Livable
Communities.
2014
February 11, 2014, marked the 20th anniversary of the historic Executive
Order 12898, "Federal Actions to Address Environmental Justice in
Minority Populations and Low-Income Populations," signed by President
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Clinton. This report was prepared and released as part of the 20-year
commemoration.
15-Minute Break
Objectives:
Take a 15-minute break before the next lesson.
Module 1 Day 2: Lesson 2: Environmental Justice Introduction and
Video
Objectives:
Identify at least three environmental laws and regulations that impact
your community. Focus on the laws that most closely align to pollution in
your community.
Environmental Laws and Regulations7
Understand EPA's definition of environmental justice, its key concepts, and the
importance of Executive Order 12898. Learn about the nexus between environmental
justice and community revitalization and sustainability.
Description
Environmental laws and regulations are centered on one important milestone in federal
regulation, Executive Order 12898. Executive Order 12898 was signed by President Bill
Clinton on February 11, 1994, to focus federal attention on the environmental and
human health conditions of people of color and low-income populations with the goal of
achieving environmental protection for all communities.
The Executive Order requires the development of an Agency-wide environmental
justice strategy that at a minimum:
• Promotes enforcement of all health and environmental statutes in areas with
people of color and low-income populations.
• Ensures greater public participation.
• Improves research and data collection relating to the health of and environment
of people of color and low-income populations.
7 EPA. (n.d.) Laws and Executive Orders, https://www.epa.gov/laws-requlations/laws-and-executive-orders
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• Identifies differential patterns of consumption of natural resources among people
of color and low-income populations.
The Executive Order does not create any new legal rights, but it requires federal
agencies to implement the Executive Order's provisions consistent with, and to the
extent permitted by, existing laws. One of the laws directly implicated is Title VI of the
Civil Rights Act of 1964, which prohibits discrimination based on race, color, and
national origin.
Video—"The Road to Executive Order 12898 on Environmental Justice"8
m This video provides historical perspective on events leading up to Executive
Order 12898, which was signed by former President Bill Clinton in 1994. This Executive
Order requires federal agencies, such as EPA, to address environmental justice
challenges in communities of color and low-income populations, using all the statutory
and regulatory authorities that already exist.
Module 1 Day 2: Lesson 3: Environmental Justice Guest Speaker
Objective: Identify at least three environmental laws and regulations that impact
underserved communities. Focus on the laws that most closely align to
pollution in your community.
/ Guest Speaker Notes and Tips
Environmental laws and regulations will be presented by an expert who has in-
depth knowledge on specific laws and regulations. Feel free to ask them pertinent
questions.
Module 1 Day 2: Environmental Justice Class Activity 2
Objectives: Identify at least three challenges within your community and the
environmental laws and regulations they impact.
Class Activity: We Want Justice
The purpose of this activity is to provide an opportunity for you to identify three
challenges within your community and determine which laws or regulations your
challenges fall under.
EPA. The Road to Executive Order 12898 on Environmental Justice [Video], YouTube.
http://www.voutube.com/watch?v=Sx93vKLxSvk
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Handout—Class Activity: We Want Justice—Exercise 2
^ You will find this handout in Appendix I.
Module 1 Day 2: Lesson 2: Environmental Justice Post-Quiz
Objectives: Show understanding of the information presented.
~ Environmental Justice Post-Quiz
You will receive the quiz after you have completed the class activity. When you
have completed the quiz, you will be given the correct answers.
Module 1 Day 2: Lesson 3: How Do You Solve Environmental
Challenges in Your Community?
Objectives: Recognize and recall the seven collaborative problem-solving techniques.
^ Collaborative Problem-Solving9
The collaborative problem-solving (CPS) model represents a systematic,
community-based approach for stakeholders to achieve lasting solutions to local
environmental and/or public health challenges or concerns. There are seven elements
in the CPS model:
• Issue identification, community vision, and strategic goal setting.
• Community capacity-building and leadership development.
• Consensus building and dispute resolution.
• Multi-stakeholder partnerships and leveraging of resources.
• Constructive engagement by relevant stakeholders.
• Sound management and implementation.
• Evaluation, lessons learned, and replication of best practices.
The steps of each element of the CPS model are described in detail below:
Issue Identification, Community Vision, and Strategic Goal Setting
• Define the community.
o Understand the community's history and practices.
EPA. (2008, June). EPA's Environmental Justice Collaborative Problem-Solving Model.
https://www.epa.qov/sites/production/files/2015-04/documents/eiproblemcollaborativesolvinqmodel.pdf
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o Determine the community's demographics and geography.
• Identify partners from all stakeholder groups.
o Build upon existing leadership and experience in the community,
o Involve existing community organizations, institutions, government agencies,
and residents.
• Identify challenges.
o Involve community members and residents early in identifying challenges.
• Create the vision.
o Involve community members, residents, and stakeholders in planning,
o Build upon a clearly articulated vision for the community.
• Set the goal.
o Involve community members, residents, and stakeholders in goal setting.
Community Capacity-Building and Leadership Development
"Capacity-building" is finding a way to provide interested parties (such as residents)
with skills, information, and resources they need to achieve their goals. In this program,
we will focus on three mains aspects of community capacity-building, which involve
gaining:
• Skills, such as communication, leadership, and teamwork, that will assist in
building your community.
• Information about your challenge, such as its causes or sources, history, and
potential solutions.
• Resources, including finances, people, organizations, and businesses.
Leadership development is the key ingredient to community capacity-building. To fully
employ the skills, information, and resources needed to expand the capacity of a
person's community, that person must exhibit strong and determined leadership. For
this reason, the importance of good and sustainable leadership is stressed within this
element of CPS. There will be the discussion of leadership styles and how there are
many different leadership styles that will be successful in positively impacting the
community.
Consensus Building and Dispute Resolution
• Describe the nature of differences, conflict, and dispute. Why do disputes
happen?
• Identify approaches to building consensus (proactive).
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o Different types of approaches,
o Spectrums of collaboration.
• Identify approaches to dispute resolutions (reactive),
o Conflict management.
o Different types of approaches,
o Collaborative adaptive management.
Multi-Stakeholder Partnerships and Leveraging of Resources
• Explain stakeholder engagement.
o What is stakeholder engagement?
o How to develop stakeholder engagement,
o Review current stakeholders involved.
• Identify potential stakeholders.
o Who are the key stakeholders in the community?
o Are they already engaged? If they not engaged, why not?
• Engage potential stakeholders,
o Modes of engagement.
o Outreach for stakeholders.
• Evaluate of stakeholder partnership/relationship.
o Communication, understanding, and commitment,
o Partnership viability,
o Change and succession,
o Sustainability of partnership.
Identification of Financial Resources and Research Funding Sources
• Define financial management.
o What is financial management?
o Budgets.
• Outline financial resources.
o How to find financial resources.
• Understand the grant process
o What is a grant?
o What should be in your grant proposal?
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Sound Management and Implementation
• Define sound management,
o What is sound management? Why is it important?
o How do you have checks and balances?
• Develop project management,
o Establish time frames.
o Create an accountability system,
o Communicate.
• Determine project leads,
o Characteristics.
o Roles.
o Communication with supporting staff.
Evaluation, Lessons Learned, and Replication of Best Practices
• Evaluate stakeholder engagement.
o How do you evaluate stakeholders?
o Why is stakeholder involvement crucial?
• Describe the program for your community,
o What are logic models?
o Why are they useful?
• Focus the evaluation design,
o Types of evaluation.
o Determine the evaluation purpose,
o Highlight evaluation designs,
o Components of an evaluation plan,
o Gather credible evidence.
• Prepare for data collection,
o Data collection methods.
o Primary and secondary data,
o Environmental data sources.
• Ensure lessons and share lessons learned,
o Evaluating stakeholders.
o Low-cost approaches to analyzing data.
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o Sample evaluation results topics.
Module 1 Day 2: Scavenger Hunt: On the Hunt for Change
Location: TBD
Overview
The scavenger hunt will prepare you for the role play activity. The facilitator will
provide a map of the scavenger hunt location.
• The group will be separated into two teams.
• Each person in each team will be given an envelope with information and clues
about the role you will play in the activity and where you can find a second
envelope containing information about your role.
• The first envelope will also contain a map and be marked with a colored sticker to
help you find the second envelope.
• You will have 30 minutes to find your role play envelope, which contains your
script and name tag, and bring it to the central area where the role play activity
will take place.
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Module 1 Day 2:15-Minute Break
Objectives: Take a 15-minute break before the role play activity.
Module 1 Day 2: Role Play Activity
Objectives: Experience the dynamics of meaningful involvement, reference
environmental laws and regulations, and use the CPS model to resolve
a challenge.
• Role Play Activity
Those who participated in the scavenger hunt had the opportunity to find their
role. Once returning to the role play activity, you should familiarize yourself with
your character.
During this activity, you will learn what happens when you make the extra effort to
reach out to people impacted by environmental decisions. You will notice that extra
outreach efforts bring more stakeholders into the decision-making process. You will
also be introduced to EPA's CPS model and its seven elements, which can help you
create lasting, sustainable solutions. The elements of CPS are as follows:
• Issue identification, community vision, and strategic goal setting.
• Community capacity-building and leadership development.
• Consensus building and dispute resolution.
• Multi-stakeholder partnerships and leveraging of resources.
• Constructive engagement by relevant stakeholders.
• Sound management and implementation.
• Evaluation, lessons learned, and replication of best practices.
These elements are just being introduced through this activity, so this is not an
extensive and detailed explanation of the CPS model. However, the model will be a
main focus throughout the program, and you will learn more details and information as
you go through the EJ Academy.
• Debrief
Discuss your observations about this activity.
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Module 1 Day 2: Summary: Synopsis of Days 1 and 2
Objectives: Review key topics and learning objectives.
A Review of Key Topics
The session reviews the following learning objectives and topics:
• Demonstrate an understanding of program requirements.
• Discussed the program's purpose and benefits.
• Discussed the program's requirements.
• Discussed the schedule and location.
• Define the term "environmental justice" and describe how environmental
justice became an executive order.
• Introduced to EPA's definition of environmental justice.
• Developed definition of environmental justice for your community.
• Discussed environmental justice history and the road to Executive Order
12898.
• Identify three environmental laws and regulations that impact underserved
communities.
• Discussed environmental laws and regulations.
• Discovered environmental laws and regulations that affect your community.
• Recognize and recall the seven collaborative problem-solving techniques.
• Introduced to the CPS model through role play activity.
• Discussed the importance of CPS.
Review Questions
• What is environmental justice?
• What is the difference between a statute and a law?
• What is an executive order?
• Why does Executive Order 12898 refer to specific laws?
• What is the purpose of Executive Order 12898?
• What are the four domains of environmental justice? Describe each one.
• What does Title VI of the Civil Rights Act prohibit?
• What is sustainability?
• What are the advantages of using the CPS model?
Module 1
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Module 1 Day 2: Homework Assignment: Community Portfolio
Objectives: Learn about the homework for this module.
Homework Assignment/Community Portfolio
The homework assignments for each session will help you compile a
community portfolio, which will assist you in enacting change in your community. The
homework assignment in module 1 will require you to assess your community's
demographics, geographic boundaries, resources, and challenges.
You will be given a sheet that includes an example of how to complete the form, and a
supplemental sheet showing you how to navigate internet resources provided to you.
You should use EJScreen, which is an EPA tool, before using U.S. census data to
complete this assignment.
You are required to put the information you gathered about your community on the
homework template, which will go through several revisions before it reaches its final
draft. You will receive a hard copy of the homework, as well as an electronic copy,
which you will use to type up your final revision of the homework assignment.
The homework example sheet and instructions are located in Appendix J. We also
suggest completing another version of the homework without the instructions included
in the sheet.
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Appendices
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Appendix A: Additional Resources
Collaborative Problem-Solving Model:
• EPA's Environmental Justice Collaborative Problem-Solving Model:
https://www.epa.gov/sites/production/files/2015-
04/documents/eiproblemcollaborativesolvinqmodel.pdf
• A Sustainability Workbook for Environmental Justice Communities: Lessons
from the Leaders in Environmental Action Pilot (LEAP) Initiative
• Working in Partnership for Equitable Development: 2015 Equitable Development
Workshop: http://www.newpartners.org/2015/wp-content/plugins/schedule-
viewer/data/ED%20Workshop/Fields.pdf
Environmental Justice:
• Agency for Toxic Substances and Disease Registry (ATSDR) Brownfield/Land
Reuse Community Health Initiative:
https://www.atsdr.cdc.gov/sites/brownfields/index.html
• Community-Based Federal Environmental Justice Resource Guide, Federal
Interagency Working Group on Environmental Justice:
https://www.enerqv.qov/sites/default/files/2016/02/f30/resource-quide.pdf
• EPA's EJScreen: https://www.epa.gov/eiscreen/learn-use-eiscreen
• Closing the Environmental Justice Gap: A Workshop on Advancing Evaluation
Methods, UCLA Luskin Center for Innovation:
https://luskin.ucla.edu/sites/default/files/Pre-Workshop%20Briefing%20Paper-
final.pdf
• EPA Community Action for a Renewed Environment (CARE) Program:
https://www.epa.gov/international-cooperation/communitv-action-renewed-
environment-care-roadmap-10-step-plan-improve
• EPA's Toolkit for Assessing Potential Allegations for Environmental Injustices:
https://www.epa.gov/environmentaliustice/toolkit-assessing-allegations-
environmental-iniustice
• Environmental Justice Milestones and Accomplishments Needed for New 2014
Report: https://drrobertbullard.com/environmental-iustice-milestones-and-
accomplishments-needed-for-new-2014-report/
• Natural Resources Defense Council (NRDC), The Environmental Justice
Movement: http://www.nrdc.org/ei/historv/hei.asp
• Environmental Health and Racial Equity in the United States: Building, How Has
the Quality of New Jersey's Environments Helped to Promote or Undermine the
Goal of Justice? http://nihumanities.org/
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• Environmental Justice and Federalism by Dennis C. Cory, Tauhidur Rahman,
Satheesh Aradhyula, Melissa Anne Burns, and Miles H. Kiger:
https://www.elaaronline.com/view/9781781001394.xml
• C.S. Mott Foundation, From the Grassroots—Understanding Community
Organizing: https://www.voutube.com/watch?v=flXHRxc9q 1k
• Emelle, Alabama: Alabama: Home of the Nation's Largest Hazardous Waste
Landfill: http://www.umich.edu/~snre492/Jones/emelle.htm
• David Schorr, Environment, Law, and History.
https://environmentlawhistorv.bloqspot.com/2015/Q5/melosi-on-environmental-
iustice.html
Public Participation:
• "The Model Plan for Public Participation" by the Public Participation and
Accountability Subcommittee of the National Environmental Justice Advisory
Council: https://www.epa.gov/sites/default/files/2015-
02/documents/recommendations-model-quide-pp-2013.pdf
Other:
• Atlantic Station map: http://atlanticstation.com/map/
• Photograph: African Americans of Warren County, North Carolina, stage a road
block to prevent the establishment of a toxic waste landfill in their rural
neighborhood: http://imqur.com/AcPp6kD
• Anacostia Community Documentation Initiative, Community Quilt:
http://cdi.anacostia.si.edu/cateqorv/urbanarts/communitvandcreativitv/
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Appendix B: Syllabus and Commitment Form
Environmental Justice Academy Syllabus
Email:
Class Hours:
Location:
Program Description
Through a series of nine modules, the Environmental Justice Academy (EJ Academy)
will help participants cultivate skills to help them successfully identify environmental
challenges and accomplish their communities' environmental improvement goals. The
EJ Academy encourages the participation and cooperation of community residents and
grassroots organizations. The Academy also fosters a collaborative problem-solving
approach with local governments, small businesses, academic institutions, and
industries, so that all stakeholders and community members can have a voice.
The EJ Academy is based on EPA's collaborative problem-solving (CPS) model, which
is a seven-step process to create positive change and community revitalization through
the cooperation of community leaders, community members, and stakeholders. The
teachings of the EJ Academy will follow the concepts of appreciative inquiry (Al), a
change management approach that focuses on identifying what is working well,
analyzing why it is working well, and then doing more of it.
The main topics addressed in each module include, but are not limited to the following:
• Identifying positive actions in the community.
• Advocating for your community.
• Dealing with differences.
• Partnering with other organizations and leveraging of resources.
• Grant writing and securing funds.
• Sustaining organizational efforts.
• Assessing progress.
Prerequisites
There are no required prerequisites for this course, however, there is a mandatory
webinar you must attend before the first session. There are also required pre-course
assignments, which should be completed by the beginning of module 1.
Learner-Centered Outcomes
By the end of this course, students should be able to:
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• Demonstrate an understanding of program requirements.
• Define the term "environmental justice" and describe how environmental justice
became an executive order.
• Identify three environmental laws and regulations that impact underserved
communities.
• Recognize and recall the seven collaborative problem-solving techniques.
• Employ the appreciative inquiry approach when defining and describing their
communities.
• Identify and assess challenges within their communities.
• Develop goals for their communities that addresses their identified challenges.
• Refine goals and recognize the meaning of S.M.A.R.T. action steps.
• Use S.M.A.R.T. action steps to develop an action plan for their communities to
address their identified challenges.
Requirements
Participants will be able to earn points for properly adhering to the requirements of this
program. Those who obtain the most points will receive recognition based on their
performance.
EJ Academy Point System
Participated
in Technical
Met with
Meeting
Homework
Assistance
Accountability
Bonus
Piranha
Modules
Attendance
Assignments
Consultations
Partner
Activities
Bowl
Submitted
At Least 20
Amount of
Attended
Comoleted
On Time
Minutes
Points
1st: 10 pts
Earned per
2nd: 8 pts
Total Points
If Yes,+10
If Yes,+4
If Yes,+2
If Yes,+2
If Yes,+2
Assignment
3rd: 5 pts
per Module
1
2
3
4
5
6
7
8
Bonus Activities
TOTAL
POINTS
1.
2.
3.
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Participation Attendance is required. If a participant is absent from a session, they will
be responsible for acquiring the information covered during the module, in addition to
completing the assignments that were given. Participants are expected to engage with
the class assignments and use them as tools to better understand the material being
presented. They are also encouraged to bring questions about the previous module
and homework assignment to class; we will discuss them and clarify unclear concepts
during the recap at the beginning of each session.
Homework Assignments After each module, participants will be given a homework
assignment to be completed promptly. The purpose of the homework assignments is to
reinforce what participants learned during the session and give them a viable way to
apply those lessons in their community. These assignments are gathered into a
community portfolio that will serve as a guide and reference after participants complete
the EJ Academy.
Homework assignments should be completed using the following guidelines:
• The first completion of the homework assignment can be done in either blue or
black ink. However, the final revision of the homework that will be submitted in
your portfolio should be typed. There will be several revisions of the homework
assignment and, the final revision must be correct and complete with regard to
grammar, diction, accurate information, spelling, etc.
• There is space provided within the homework template for the participant to
place their information. However, it may be necessary to add additional pages.
There is a two-page limit for additional pages, and there is a maximum of 500 words
per question.
Community Portfolio The EJ Academy will help participants develop their community
portfolio, a key product based primarily on the homework assignments from the
modules. The community portfolio is intended to be a repository of information that may
help participants apply for grants, promote their community organizations' mission and
vision, coordinate efforts to address challenges in their communities, describe
community resources and gaps, and outline a preliminary plan of action. The
community portfolio will be contained in a binder to make it easy to update and retrieve
information.
Technical Assistance Consultations Throughout the course, participants are
expected to participate in technical assistance consultations. The consultations will be
facilitated by technical advisors. The advisors will help clarify any questions regarding
homework assignments and course materials. Written feedback from the homework
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assignments will be provided to the participants and should be factored into the final
work products (i.e., portfolio.)
• Before participants leave the first module session, a teleconference time will be
set up for them to talk with the technical advisors. The teleconference will occur
in the first week after the training session ends.
• If the participant is unable to attend the scheduled teleconference, the
participant should submit any questions to the EJ Academy Team.
• If the participant is unable to attend the consultation, the homework assignment
is still due at the required time.
• There is only one teleconference for each specified module (modules 1,2,3, 5,
6, and 8) where all participants can call in and ask questions.
• Participants should review the homework immediately and submit questions via
email to the technical advisors before the teleconference. Document any
questions, concerns, or issues that may have developed during the module
session and/or while starting the module homework.
• Technical advisors will send out a summary of the questions and answers
following each teleconference. Submit the completed module homework
assignment via email.
• Consult, if applicable, with your accountability partner about additional
questions, concerns, or issues. (See details on the accountability partner in the
next section.)
• Submit the final copy of the homework assignment via email no later than
Tuesday of the fourth week after the module session. Remember to bring a copy
of the homework assignment to the next module training.
• Ensure that the EJ Academy Team assigns the points you should receive for the
module training to your point system spreadsheet.
Accountability Partners Throughout the program, participants are expected to
participate in a variety of activities, exercises, and projects focused on reinforcing
information learned in each module. Part of this reinforcement will be done by assigning
an accountability partner for each participant. Participants will be responsible for
contacting their assigned accountability partner. Accountability partners will discuss the
progress of projects, assignments, and homework; offer encouragement and guidance
to help the participant accomplish program goals; and serve as a sounding board for
the participant to discuss challenges, successes, thoughts, frustrations, fears, hopes,
and dreams about the program and its impact on the community. The primary function
of the partnership is relationship building and providing peer led support.
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Procedure
Once accountability partners have been selected, participants are required to do the
following:
• Exchange contact information prior to leaving the first training module.
• Notify the EJ Academy Team of accountability partner selections.
• Contact selected partner within two weeks of the first training module and no
less than once per month.
• Participate with your accountability partner, if requested, on the scheduled
teleconference calls with the technical advisor.
• Present all questions, concerns, or issues developed and discussed with your
accountability partner.
• Incorporate the answers into your community/programs where applicable.
The EJ Academy Team will monitor accountability partner interactions and assist as
needed.
Program Policies
Late Papers: Assignments should be turned in by the start of the class period on the
day they are due, regardless of your presence in class. You may email assignments if
you will be absent.
Schedule
Module
Title
Date
1
Discovering YOUR Power: Program Launch and Orientation
2
Make It Happen: Define Community-^ Identify Challenged Create
Vision-^ Set Goal
3
Leading the Way: Community Capacity-Building and Leadership
Development
4
Teamwork Makes the Dream Work: Consensus Building and Dispute
Resolution
5
Know Your Neighbors: Developing Partnerships and Leveraging
Resources
6
More than a Little Change: Identification of Financial and Research
Funding Sources
7
Taking Care of Business: Sound Management and Implementation
8
Bringing it All Together: Evaluation and Lessons Learned
9
Only the Beginning: Presentations and Graduation
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Once you have fully reviewed this entire syllabus and understand the expectations of
this program, sign below to agree that you will adhere to the requirements of this
program.
I have read the Environmental Justice Academy syllabus and understand all the rules,
and I commit to fully adhere to all requirements.
PARTICIPANT'S NAME (PRINTED):
PARTICIPANTS SIGNATURE:
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Appendix C: Ice Breaker—More Than a Dream: Speaking It into Reality
Ice Breaker
"I Have a Dream" Speech
More than a Dream: Speaking It into Reality
Every person in this room is here because they have a vision, an aspiration, or a dream
to shape the future of their communities. Many of these dreams rest in the corners of
your minds and deep within your hearts. However, today is the time to share that dream
with others, like you, who hope to affect change. Today, you will you give us all a
glimpse into your mind to see into the future.
Name:
Community Organization/Affiliation:
City, State:
Write five different words that describe your "dream" for your community using "I Have
a Dream" to begin your speech. Then describe what each of these words means to you
and the future of your community.
First Word:
Second Word:
Third Word:
Fourth Word:
Fifth Word:
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Appendix D: Environmental Justice Quiz
Environmental Justice Quiz
1. What is the definition of environmental justice?
a. The surroundings or conditions in which a person, animal, or plant lives or operates.
b. Just behavior or treatment.
c. The fair treatment and meaningful involvement of all people regardless of race,
color, national origin, or income, with respect to the development, implementation,
and enforcement of environmental laws, regulations, and policies.
d. Justice in terms of the distribution of wealth, opportunities, and privileges within a
society.
2. How did the environmental justice movement arise?
a. It was started by individuals, primarily people of color, who sought to address the
inequity of environmental protection in their communities; the movement was
grounded in the struggles of the 1960s Civil Rights Movement.
b. It was started by middle class white Americans that saw a need to improve the
aesthetics of their community.
c. It was started because of the illegal dumping of waste and pollutants in third-world
countries.
d. It was started by a group of people.
3. What Executive Order passed by President Clinton in 1994 addressed environmental
justice in minority and low-income populations?
a. Executive Order 13452
b. Executive Order 12456
c. Executive Order 12898
d. Executive Order 15678
4. What summit was held on October 24, 1991, that drafted and adopted principles of
EJ and ignited action in government to formulate environmental laws and
regulations?
a. First National Environmental Change Summit
b. First National People of Color Environmental Leadership Summit
c. First National Save Our Future Summit
d. First National Environmental Rights Summit
5. How many principles of environmental justice are there?
a. 18
b. 20
c. 16
d. 17
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Appendix E: Action Plan
GOAL:
Module 2 Module 3 Module 5 Module 6 Module 7 Module? Module E
S.M.A.R.T
Actions
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Specific
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Specific
Action:
Specific
Action:
Specific
Action:
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Appendix F: Environmental Justice Academy Point System
Environmental Justice Academy Point System
Name:
Modules
Meeting
Attendance
Homework Assignments
Participated
in Technical
Assistance
Consultations
Met with
Accountability
Partner
Bonus
Activities
Piranha
Bowl
Total
Points per
Module
Attended
If Yes,+10
Comoleted
If Yes,+4
Submitted
On Time
If Yes,+2
If Yes,+2
At Least 20
Minutes
If Yes,+2
Amount of
Points
Earned per
Assignment
1st: 10 pts
2nd: 8 pts
3rd: 5 pts
1
2
3
4
5
6
7
8
Bonus
Activities
TOTAL
POINTS
1.
2.
3.
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Appendix G: EJ Your Way—Exercise 1
Class Activity
EJ Your Way—Exercise 1
Use your own creative expression to share the environmental impacts your community
confronts daily. Give insight into the challenges that affect the everyday lives of people
in your community. Furthermore, define what environmental justice is to your
community and how it can be used as a tool to empower people and activate change.
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Appendix H: EJ Your Way—Exercise 2
Discovering YOUR Power:
Program Launch and Orientation
Class Activity
EJ Your Way—Exercise 2
List three challenges in your community. Next to them, list the environmental laws and
regulations they impact, based on what you have learned in this session. Below your
list, write who you believe has the power to change the problems you listed and the first
challenge you would like to address before the end of this course.
Challenges Environmental Laws and
Regulation
Who has the power to change your problem?
What is one advancement or improvement you would like to happen in your community
before the end of this course?
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Appendix I: Homework—Community Assessment
Module 1 Homework Example Worksheet
Community Assessment
Identify one or more opportunities or positive activities within your community and ask
others to do the same. To accomplish this, attend a community organizational meeting.
If your community does not have one, try interviewing people in your community, such
as pastors, teachers, community residents, and local business owners. Use the
information you gather to complete the following worksheet. Refer to the homework
supplement sheet (Appendix J) to further assist you.
Name of organization/community:
Date that this form was completed:
How long have you been active within your community?
How regularly does your organization/community have a centralized
meeting?
Define Your Community: On the Road to Discovery
The Faces of Change: Demographic Information
Many communities recognize that society is constantly putting a face to their
community, to who they are. It is time that the people within the community define their
community and define the faces of change.
Fill in the blanks using census data (use approximate percentages unless otherwise
indicated) to determine the demographics (e.g., race, ethnicity, gender, age, income) of
your community. If you are in an organization or have a centralized community body,
take your research a step further and assess the demographics of those who attend
meetings, identifying the demographics of members and group leaders. Also, identify
who is actively involved within your community or organization at your next meeting.
Residents
Group Members
Group Leaders
Race/Ethnicity
Black or African American
Asian
White
Hispanic or Latino
American Indian
and Alaska Native
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Residents
Group Members
Group Leaders
Native Hawaiian and
other Pacific Islander
Other (two or more races)
Gender
Male
Female
Age Median
(Number Value)
Educational Attainment
High school graduate
or above
Bachelor's degree or higher
Median Household Income
(Number Value)
Poverty
Optional:
Language
Speak only English
Speak a language
other than English
Origin
Born in the U.S., including
territories (native)
Born outside the U.S.
(foreign born)
Active Involvement Within Your Community (For Organizations and Centralized
Community Groups)
How many people attend your meetings/events regularly?
How many people are members (don't hold a leadership position)?
Name of members that regularly attend (limit to three)?
How many people do you consider leaders or hold leadership positions?
Name of leaders that regularly attend (limit to three)?
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Find Your Edge: Boundaries/Geography of Your Community
It is important to know the boundaries of your community so that you can focus your
goals and identify others who can assist within your community. This exercise will help
you understand the benefits and challenges that directly affect the people within those
boundaries.
For further instructions, see the example homework assignment, which has more
supplementary material. Mention this topic in the community organization's meeting to
get feedback on the social boundaries within your community.
City, state:
What are the geographical boundaries of your community?
What are the neighboring communities, based on the boundaries of your community?
Approximate size, in numbers, of your community's population based on the
boundaries determined:
Physical boundaries (e.g., rivers, creeks, climate, landforms) in your community:
Social boundaries (e.g., transportation, values, knowledge, lack of leadership, lack of
collective organization) that limit the communication, collaboration, and the
improvement of your community. Be very specific about your community.
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Pulling From Your Resources: Discovering What Is in Front of You
Resources are vital when it comes to accomplishing projects and improving your
environment. Many people think of resources as finances or money, but resources can
also be people, opportunities, and knowledge. Identify people, organizations, and
programs that can act as resources to furthering the vision of your community.
Fill out the table below with possible resources you could collaborate with on a project
or event. List specific resources that your organization/community is most likely to
collaborate with, as well as resources that your community is less likely to collaborate
with or would be harder to partner with. If you are an organization or a centralized
community group, you should discuss this at a meeting. If not, brainstorm about
individuals or organizations in your community that have a similar vision or can
contribute to improving your community. (These should be possible collaborations, and
no formal agreements should be made.)
Note: Other resources might include human capital (skills, education, health); cultural
capital (traditions, language); natural capital (air, soil, water); and social capital
(leadership, groups, networks). Mention these assets on a separate sheet of paper.
[Hint: It is best to list all the resources on a separate sheet of paper and then
categorize them within this table]
How Likely Is This Group to Collaborate?
Least
Likely
Less
Likely
Not
Sure
More
Likely
Most
Likely
Individuals
Community groups, services, and
organizations (nonprofits, libraries,
churches, recreation centers)
Institutions (schools, governmental)
Industries (restaurants, small businesses,
companies)
Other resources
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Identifying the Challenges: Discover the Truth
Take on the Challenge: Properly Assessing and Identifying the Challenge
The first session prompted a discussion of issues within your neighborhood. The first
step to solving the problem is not seeing it as a roadblock, but as a challenge that will
act as a platform for building up your community. Second, you must properly identify
the challenge and ensure that others in your community agree that it is the major
challenge, so that you can have a strong foundation for your platform.
Fill out the information below using the activity where you identified your community's
challenges (module 1 day 2: We Want Justice). Compare this information to the
responses you receive from individuals at a community meeting. If you are unable to
attend a community meeting, conduct interviews with several community members and
ask what they think the major challenges of the community are. Then, use what you
have learned and take your perspective and the community's perspective to compile
three major challenges within your community. List the challenges from greatest to
least importance:
Challenge #1:
Challenge #2:
Challenge #3:
Do you have mission and vision for your community? If so, please bring a hard copy of
it to the next module session.
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Appendix J: Homework Supplement
Discovering YOUR Power:
Program Launch and Orientation
Define Your Community: On the Road to Discovery
The Faces of Change: Demographic Information
When determining the demographics of your community, census data can provide a lot
of information about both your community and the United States as a whole. Below are
some possible ways you can use census data to your advantage.
Resources:
First Option A: (provides a baseline assessment)
EJScreen is an environmental justice mapping and screening tool that provides a
nationally consistent dataset and approach for combining environmental and
demographic indicators. This web-based tool provides easy access to reports and
maps without the need to install software. To help beginners start using EJScreen, a
step-by-step walk-through is provided here.
http://eiscreen.epa.gov/mapper/help/eiscreen help.pdf
The Home Screen
The EJScreen application contains several user interface controls as well as data
display and advanced analysis tools.
To learn more about EJScreen, click the Home link in the top right corner of the tool.
| Home || Help
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To access help documentation for the EJScreen application, click the Help link in the
top right corner of the application.
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Along the top bar of the application, a variety of widgets are available for use:
• Report on Selected Place: Pick a location and see a report on a user-defined
place or block group
I
« ) Report on Selected Place
Erase: Remove any drawings from the map.
jt Erase
• Map Data: See EJScreen and other supplementary map data.
^ Map Data ~
• Measure: Measure distance, find the area of a polygon, and get latitude and
longitude.
""" Measure
• Bookmarks: Save locations for review.
IU Bookmarks'*'
• Basemap: Change map background to show roads, satellite view, etc.
" « Basemap ~
• Find address or place: Locate a specific address or area.
I* I
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Explore and Navigate
• Several ways of displaying maps (basemaps) arid navigation tools are available.
Basemaps
• Click the down arrow in the basemap widget to change the basemap for the
map display.
• Click any of the basemap options to change the display of the basemap. Bing
Maps Road is the default display.
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Bing Maps Aerial
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Navigation
The Navigation widget is visible in the upper left-hand corner of the application. This
widget allows manual navigation of the map display with a click interface.
Zoom In/Out
To zoom in or out of the map display, use the mouse wheel, the Zoom In/Out tool, or a
bounding box.
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To use the Zoom In/Out tool:
• Click the plus sign to zoom in to the map display,
• Click the minus sign to zoom out of the map display.
To use a bounding box to zoom in on the map display
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1. Hold the shift key with one hand.
2. Hold the left mouse button and drag a rectangle to the area of interest
3. Release the mouse button to zoom to selected area.
Pan
Use the Pan tool to scroll the map in the direction and by the amount you choose.
1. Click and hold on any location in the map display.
2. Drag the mouse and the map will move in the corresponding direction.
Overview Map and Scale Bar
The Overview Map tool displays a small overview map in the lower left-hand corner of
the map, which shows a zoomed-out view of the map data and a gray rectangle that
defines the map display's current view.
1. Click the arrow button to expand the overview map.
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2. Click the arrow again to minimize the overview map back to its original position.
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The scale bar in the lower left corner of the map adjusts length according to the zoom
level. It is drawn in miles.
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Note: The scale bar can be hidden when widgets are open in the EJScreen application.
You may need to close widgets to view the scale bar.
Search for a Place
Find an Address or Place Widget
The Find an Address widget allows the user to find a location of interest using an
address or coordinates.
Find an Address
In the "find an address or place" text box, you can search for an address or location.
This can be any of the following:
• A street address
• A town
• A ZIP Code
• Other location
Q, Find address or place
McLean
2671 Tysons
Corner
Vienna
Oakton Falls (lurch
123 : Mantua Jefferson
Fairfax
Annandale
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Hyattsville
Palme
704
Hillcrest Heights
Coral Hills
Suitland F(
North Springfield Lincoliii=j AleX3ndn3 Camp Springs
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The application will list possible matches for the input. Click the search icon, use the
enter key on the keyboard, or click an entry from the list.
If no matches are found for the input location, the map will remain unchanged.
1. Enter a location (e.g., street address, town, ZIP Code) in the "enter the address"
text box.
Q, 4600 Colorado bl|
4600 Colorado blvd, Old Bridge...
4600 Colorado blvd, Thomasvill...
4600 Colorado blvd, Grayling, ...
4600 Colorado blue Ct, Greenb...
4600 Colorado blvd, Corinth, T...
2. Click the search icon.
If found, the map display will zoom to that location.
Coordinates
Searching by coordinates allows the user to input longitude and latitude and zoom to
that point.
1. Enter values for longitude (X) and latitude (Y) in the "find an address or place"
2. Click the search icon.
If found, the map display will zoom to that location.
Note: Currently, EJScreen indexes for Puerto Rico and the U.S. territories have not
been developed. In addition, PM2.5 and ozone data for Alaska and Hawaii are not
currently available in EJScreen.
Bookmarks Widget
Bookmarks List
The Bookmarks widget allows you to bookmark a particular map view so that you can
come back to it later in your viewing session or easily switch between views.
text box. Use the longitude, latitude format (e.g., -77.4, 38.8).
E
-77.4, 38.8
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Module 1
Participants' Guide
1. Locate the Widget toolbar at the top of the application.
2. Click the Bookmarks icon.
i""* Measure III Bookmarks "3 Basemap ~
The Bookmarks window will be displayed.
Adding and Deleting Bookmarks
Use the Bookmarks widget to add a new bookmark of the map you are viewing. You
can add a name for this bookmark at the prompt.
1. Zoom to a location of interest.
2. Click "Add Bookmark" in the Bookmarks widget.
An "Add Bookmark" text box will display.
3. Enter the name of the location of interest in the text box.
4. Click outside of the Bookmarks widget when complete to save the bookmark or
click the blue X to remove the bookmark.
5. To edit a bookmark's name, click the pencil icon.
Evansville
I
x|
La Porte, TX
Add Bookmark
~
Edit
6. To remove a bookmark, click the "Bookmarks" button.
7. Next to the bookmark created, click the blue X.
Evansville
-/I I
La Porte, TX
J X
Add Bookmark
The bookmark will be removed.
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
EJSCREEN
About | Help
' - I Rtaort on Stected Ptaca j Erase ^ Map Oala
McatiUie KJ Bookmark:
Map EJ Indexes
Fi imlfi* m ?.s'"GO
Data rot avs able
Less than 6de&ile
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» Er^iio'imefitifi indicators »
Dfrnnogj aphic Indicators
EJ Index: PM 2.5 Level in Air (%ile) ~ X !
Blockgroup ID:
State:
Total Population (ACS):
Demographic Index:
PM 2.5:
EJ Index: PM 2.5 Level in
Air (%ile):
060376006021
CA
2110
82% (96%ile)
13.9 ug/m3
(92%ile}
98%ile
I
First Option B: (overview, has less detail)
You can use this link: https://data.census.gov/cedsci/
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Environmental Protection
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
STEP #1:
Type in your community's ZIP Code.
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Advanced Search
Download Center
Popular fable?
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STEP #2:
You will be taken to a "community facts" page, where you can click "show all" to view a
complete community fact sheet with a demographic profile, median age, and median
household income.
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Census
FactFinder (.
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Environmental Protection
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
STEP #3:
Click on links, such as the demographic profile, to help complete your table:
Number Percent
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SEX AND AGE
Total population
Under 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
6D to 64 years
65 to 69 years
70 to 74 years
75 to 79 years
80 to 84 years
85 years and over
Median age {years)
16 years and over
18 years and over
21 years and over
62 years and over
65 years and over
Male population
Under 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 29 years
3D to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
49,736
3,998
2,888
| 2,298
3,012
I 6,632
5.877
I 4,847 |
3,928
j 3,001
2,859
2,555 I
2,044
I 1,621 I
1,147
| 1.058
867
592
512,
| 30.1
40,121
I 39,078 |
36.478
I 5,084
4,176
25.53D
I 2,058 j
1,432
1,160
1,576
I 3,793 |
3,095
2,527 |
2.084
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1,505
13.3
118
5.1
4.1
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78.6
73.3
10.2
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3.3
Look at other details within the community fact section to determine educational
attainment, poverty, languages spoken, and origin.
Second Option: (More detail, later research)
Use the following resource link to determine the demographics of your community:
https://www.census.gov/data/what-is-data-census-qov/quidance-for-data-users.html
The data you will find at this link is an estimate developed by the census bureau from
data collected in 2010. Ensure that all your data was collected from the same year.
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Discovering YOUR Power: Module 1
Program Launch and Orientation Participants' Guide
Instructions:
The link will take you to a page titled "American Community Survey." This page has
four headings: demographic, social, economic, and housing.
Ainerfctin Cuirnnunity Survey
•»«• ¦ — —¦
STEP #1:
Most of the information you will need will come from the "demographic" section,
however, you will also need information from the "social" and "economic" sections.
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Relationship
Total Population
A United States
Environmental Protection
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
STEP #2:
For example, look at the "race" category underneath the "demographic" heading. The
"race" link will take you to another page, with a lot of information, but do not let this
overwhelm you. Pick the most general category, which will be the first category once
clicking on your specific subheading. Please see the example below for more detail:
Factfinder (
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
STEP #3:
Enter the ZIP Code of your community. A new page will load with specific details of
your community about the topic chosen:
topic or tabte name
Refine your search results:
state, county or place (optional)
1303131 x|
o
@ topics 0i race/ancestry 0 industries 0 occupations
*As mentioned before, a lot of information is presented on this page; therefore,
pick the most general heading, which is usually the first box in this section.
STEP #4:
Once you click the link, you will see a table with the estimated amount of people that
belong to a certain race. This data does not present you with a percentage value, which
is needed to complete the table. Therefore, you will have to mathematically determine
the percentages (reminder: part/whole x 100%).
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fact Finder C
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
Example: 1To determine the percentage of Black or African American people in your
community, you would place the estimated number of African Americans over the total,
then multiply that value times 100 percent.
/# of Black or African Americans\
Percentage = ( t~t~l J X
ZCTA5 30318
Estimate
Margin of Error
Total:
53.622
+/-2.215
White alone
17.415
+/-1.081
Black or African American alone
31.303
+/-1.733
American Indian and Alaska Native alone
48
+/- 52
Asian alone
2,865
+/-553
Native Hawaiian and Other Pacific Islander alone
37
+/-63
Some other race alone
875
+/-559
Two or more races:
1,079
+/-315
Two races including Some other race
105
+/-65
Two races excluding Some other race, and three or more races
974
+/-315
*Note that Hispanic or Latino is not in this category, because Hispanic or Latino
is not a race, but an ethnicity or culture. To calculate the percentage of Hispanic
or Latino people in your community, return to the first page, click the "Hispanic
or Latino" link, and follow these same steps.
If you are a part of an organization or centralized community group, you will need to
find additional information. You will not find this in the census data, but it can be
determined with an investigation at your next meeting. To gather this information,
create a survey where you ask members specific questions. You can also take a quick
closed poll and record the group's responses to get a better idea of your organization's
demographics. We recommend keeping the poll or survey closed because some
questions may be personal. It is up to you to determine how to conduct this
assessment; just ensure that it gives you the information needed to complete your
homework assignment.
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
Find Your Edge: Boundaries/Geography of Your Community
STEP #1
This QuickFacts link has additional demographic information
http://www.census.gov/quickfacts/table/PST045214/00.
Census m
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Scroll to the end of the QuickFacts page to view geographic information (population per
square mile and land area in square miles), which should be recorded in your
homework.
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
STEP #2
Scroll to the top of the page and click on the "geography" category. You will see a link
that says "TIGERweb," which will take you to another page with an option called
"TIGERweb Applications." On the left-hand side of the page, another link called
"TIGERweb" will take you to the following link: http://tiqerweb.qeo.census.aov/tiqerweb/.
Once here, you will be able to enter your ZIP Code or zoom into your specific area or
region.
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
STEP #3:
Once you have zoomed in on your region, a pane in the left-hand corner of the page
will aliow you to highlight specifics about your community, such as transportation and
hydrology (e.g., lakes, rivers, and creeks), and determine the physical boundaries of
your community and neighboring communities.
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Discovering YOUR Power:
Program Launch and Orientation
Module 1
Participants' Guide
Appendix N: Collaborative Problem-Solving Element 1
Collaborative Problem-Solving Model Element 1: Issue Identification, Community
Vision, and Strategic Goal Setting
Objectives:
• Build upon existing leadership and experience in the community.
• Involve community residents early in identifying concerns.
• Identify partners.
• Build on community plans and goals.
• Involve community residents in planning and goal setting (e.g., forums,
workshops).
Techniques to identify issues, create a vision, and set goals:
• Build upon existing leadership and expertise in the affected community.
• Conduct local outreach, education, fact-finding, and assessment.
• Involve affected residents early to identify issues and concerns.
• Identify potential partners from all stakeholder groups.
• Build upon a strong understanding of community history and practices.
• Build upon a clearly articulated vision of the community's goals.
• Employ tools for involving affected residents in planning project activities.
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