MODULE 1
Discovering YOUR Power:
Program Launch and Orientation
FACILITATOR'S GUIDE
Published by:
U.S. EPA Region 4
Environmental Justice and Children's Health Section
Environmental Justice Academy
A rnA United States
Environmental Protection
kl * % Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Table of Contents
Preparation Materials 1
Workshop Synopsis 2
Learning Objectives 2
Overview of Lessons/Materials 2
Facilitator Tips 4
Facilitator Icon Key 7
Agendas 8
Module 1 Day 1 8
Module 1 Day 2 9
Module 1 Day 1 11
Check In—Meet and Greet 12
Module 1 Day 1: Welcome 12
Ice Breaker—More than a Dream: Speaking It into Reality 13
Module 1 Day 1: Program Overview: Event Recap and Materials 14
Program Overview: Mission and Purpose 16
Module 1 Day 1: Program Overview: Benefits 18
Module 1 Day 1: Program Overview: Requirements 19
Module 1 Day 1: Program Overview: Schedule/Location 24
Module 1 Day 1: Closing 25
Module 1 Day 2 27
Module 1 Day 2: Welcome Back 28
Module 1 Day 2: Lesson 1: Environmental Justice Overview 28
Module 1 Day 2: Lesson 1: Environmental Justice History 30
15-Minute Break 35
Module 1 Day 2: Lesson 2: Environmental Justice Introduction and Video 35
Module 1 Day 2: Lesson 3: Environmental Justice Guest Speaker 36
Module 1 Day 2: Environmental Justice Class Activity 2 37
Module 1 Day 2: Lesson 2: Environmental Justice Post-Quiz 38
Module 1 Day 2: Lesson 3: Scavenger Hunt and Role Play 39
Maps of Scavenger Hunt Location 40
Module 1 Day 2: Lesson 3: How Do You Solve Environmental Challenges in Your
Community? 41
Module 1 Day 2: Scavenger Hunt: On the Hunt for Change 45
15-Minute Break 46
Role Play Activity 47
Module 1 Day 2: Summary: Synopsis of Days 1 and 2 54
Module 1 Day 2: Homework Assignment: Community Portfolio 55
A rnA United States
Environmental Protection
kl M % Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Appendices 56
Appendix A: Additional Resources 57
Appendix B: Syllabus and Commitment Form 59
Appendix C: Ice Breaker—More Than a Dream: Speaking It into Reality 65
Appendix D: Environmental Justice Quiz and Key 66
Appendix E: Action Plan 68
Appendix F: Environmental Justice Academy Point System 69
Appendix G: EJ Your Way—Exercise 1 70
Appendix H: EJ Your Way—Exercise 2 71
Appendix I: Scavenger Hunt Clues 72
Appendix J: Scavenger Hunt Placement 74
Appendix K: Role Play Activity Cards 75
Appendix L: Homework: Community Assessment 90
Appendix M: Homework Supplement 95
Appendix N: Collaborative Problem-Solving Element 1 112
Additional Notes:
A rnA United States
Environmental Protection
kl M % Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Preparation Materials
Background Information and Suggestions for the Facilitator
oEPA
United States
Environmental Protection
Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Workshop Synopsis
Module 1 aims to give participants the tools and knowledge to identify and work to
overcome environmental injustice in their communities, and to imagine a better future.
The workshop will provide them with the fundamentals of environmental justice (EJ),
environmental justice history, and environmental laws and regulations which will
empower them to reshape, preserve, and advance their communities, as well as equip
them with skills to implement collaborative solutions.
All case studies and field trips listed in this module are included as suggestions and
examples. You may adapt the case studies and field trips to suit your/the participants'
needs and location.
Learning Objectives
After completing this module, the participant will be able to:
• Demonstrate an understanding of the program requirements.
• Define the term "environmental justice" and describe how environmental justice
became an executive order.
• Identify three environmental laws and regulations that impact their community.
• Recognize and recall the seven collaborative problem-solving techniques.
Overview of Lessons/Materials
Lesson 1—Environmental Justice Overview
The purpose of this lesson is to introduce the Environmental Protection Agency's
(EPA's) definition of environmental justice and encourage participants to define what
environmental justice is for their community. It will also describe the history of
environmental justice.
Materials needed for this lesson:
• Presentation of slides that convey the definition of environmental justice and its
history (see "Melissa Collier EJ History" PowerPoint).
• A video that conveys successful activism in a community with environmental
justice concerns.
• EJ your way class activity.
o Pencils, construction paper, paper, markers, scissors, etc.
o Activity instruction sheet.
A rnA United States
Environmental Protection
kl M % Agency
2
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Lesson 2—Environmental Justice Overview
The purpose of this lesson is to familiarize participants with environmental laws and
regulations. Furthermore, it will assist them in identifying challenges within their
community concerning environmental laws and regulations.
Materials needed for this lesson:
• Video: "The Road to Executive Order 12898 on Environmental Justice."1
• Speaker's presentation slides for environmental justice laws and regulations
(see the "EJ Laws and Regulations" PowerPoint).
• Know Justice for Peace class activity sheet.
• Environmental justice post-quiz and answer sheet.
Lesson 3—How Do You Address Environmental Injustice in Your Community?
The purpose of this lesson is to use interactive exercises such as a role play activity to
demonstrate the main concept of the collaborative problem-solving model.2 This model
was developed to aid grassroots communities and organizations with producing a step-
by-step model that will resolve challenges within their community.
Materials needed for this lesson:
• Overview of model.
• Role play activity,
o First envelope:
- Clues for roles.
- Marker placed on envelope.
o Second envelope:
- Script for roles.
- Role name tag.
- Instructions of role/background.
o Overall instructions for facilitator,
o Scripts for role play activity,
o Props instructions.
1 EPA. The Road to Executive Order 12898 on Environmental Justice [Video], YouTube.
http://www.voutube.com/watch?v=Sx93vKLxSvk
2 EPA. (2008, June). EPA's Environmental Justice Collaborative Problem-Solving Model.
https://www.epa.qov/sites/production/files/2015-04/documents/eiproblemcollaborativesolvinqmodel.pdf
A rnA United States
Environmental Protection
kl M % Agency
3
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Facilitator Tips
People learn more from hands-on experience than they do from listening to information.
Therefore, as the facilitator, your role will be to guide the participants through a process
of self-learning. The following tips have been provided to assist you in preparing for
your session. These facilitator tips developed by Dietra Hawkins are used with
permission from the author.
As a facilitator, your presence is vital to the success of the EJ Academy curriculum. The
following 12 points are offered as an overview of your role. Dialogue is the cornerstone
for successful programs aimed at culture change. How you organize and approach your
role can support or impede a participant's experience and willingness to engage. We
have drawn from programs and texts such as "Can't We All Just Get Along? A Manual
for Discussion Programs on Racism and Race Relations,"3 Dialogues for Diversity:
Community and Ethnicity on Campus,4 Capowski's "Managing Diversity,"5 Norman's
cultural model for mixed group dialogue,6 and Sanford's approach to beginning a
dialogue in South Africa.7 Using these texts, we have included several effective
suggestions for facilitating difficult and emotional dialogues. Review these points as a
foundation for facilitating this nine-course curriculum:
• Stress that participants will engage in dialogue, not a debate. Participants
should speak from their own experiences. Expert opinion and facts are not part
of the dialogue process. Review the differences between dialogue and debate
with participants.
• Help participants recognize that the process of dialogue is not easy. Participants
must commit to the hard, emotional work of engaging their own biases.
• Stress the necessity of a safe and open environment for genuine dialogue. Each
participant is expected to converse with each other honestly and candidly.
Everyone should respect one another, even if they have opposing opinions.
3 Niedergang, M., & McCoy, M.L. (1992). Can't We All Just Get Along? A Manual for Discussion
Programs on Racism and Race Relations. Study Circles Resource Center.
https://files.eric.ed.gov/fulltext/ED351430.pdf
4 Kramer, M., & Weiner, S. (1994). Dialogues for Diversity: Community and Ethnicity on Campus.
Oryx Press.
5 Capowski, G. (1996, June). Managing Diversity. Management Review, 85(6),
12. https://link.gale.com/apps/doc/A18358662/AONE?u=anon~b3a87d63&sid=googleScholar&xid=
e35619bb
6 Norman, A.J. (1994). Black-Korean Relations: From Desperation to Dialogue, or from Shouting and Shooting
to Sitting and Talking. Journal of Multicultural Social Work, 3(2), 87-100.
httPs://doi.ora/10.1300/J285v03n02 06
7 Sanford, R. (1984). The Beginning of a Dialogue in South Africa. The Counseling Psychologist,
12(3), 3-14. https://doi.Org/10.1177/0011000084123001
A rnA United States
Environmental Protection
kl M % Agency
4
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Facilitators should help the process by monitoring the group and not allowing
any one person's biases to dominate the conversation. You should also help
stimulate deeper exploration of the topics to ensure that participants do not feel
they are wasting their time.
• Explain that the purpose of an appreciative inquiry approach is not to about
reaching an endpoint. The process of dialoguing is a beginning. Through sharing
and mutual understanding, the establishment of common ground can lead to
healing, understanding, and growth.
• Recognize the role and importance of a neutral facilitator. The facilitator needs
to be comfortable with silence and their role in the group. Facilitators should
avoid bringing their own issues into the conversation. A biased facilitator could
negatively influence the group or alienate those in minority groups. The
facilitator should have the ability to keep all members present during the
conversation. Facilitators with previous group experience may enhance the
process, although personal experience with the topic is most essential.
• Engage a balanced group of participants. Diverse representation is useful and
helps the process feel beneficial. If the group is not well balanced with diverse
people and opinions, the facilitator may use prompts to challenge the group. Any
additional materials used should offer various controversial perspectives to
promote a deeper exchange.
• Incorporate an educational piece, because the historical experience of various
cultural groups may have been left out or misrepresented. For example, if two
groups are unaware of the other's historical struggles, education could help
them see similarities in how they have been alienated and oppressed and have
struggled and survived.
• Use flexible materials and schedules. Different formats may be interchanged
throughout a session. Personal stories, expert presentations, current articles, or
multimedia and interactive exercises are a few alternative formats.
• Prepare the participants for the process. Address all the basics such as time,
place, and a basic format.
• Allow participants to express their concerns about the process before beginning.
This opportunity to express their pessimism or anxiety is often cathartic.
Participants may also share why they came and what they hope to gain from the
experience. The process of sharing helps normalize the experience and allows
the facilitator to know where participants may want to begin.
• Establish conversation ground rules or guidelines to help keep discussions on
track and fair. For example, you can refer to a specific ground rule to refocus a
domineering participant.
A rnA United States
Environmental Protection
kl M % Agency
5
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
• Acknowledge that feelings of anger and fear are natural. Discussions of culture
are very difficult and complex. However, it is possible to have productive
dialogues if everyone respects one other.
Preliminaries
• Prepare in advance. Make sure you are familiar with the material being
presented.
• Consider the needs, expectations, and experience of your audience.
• Make sure all materials are in the class and that all equipment is working
properly.
• Arrange seating. A u-shape is recommended.
Key Responsibilities
• Group participants with different levels of knowledge together in small groups.
• Involve all participants in completing the class logic model exercise.
• Establish the benefits of the module early in the session.
• Remain open, objective, and flexible.
• Keep the group on track and moving forward.
• Create an interactive participatory environment; involve the group in
discussions.
Group Discussion Tips
• Ask open-ended questions.
• Demonstrate active listening skills.
• Allow for silence. People need time to process what has been said and to put
their own thoughts in order.
• Invite group participation; encourage students to be involved with questions and
answers.
• Refocus the group if discussion gets off track.
A rnA United States
Environmental Protection
kl M % Agency
6
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Facilitator Icon Key
Icon
Title
Meaning
I
Si
Instructions
to the
facilitator
This icon means there are specific instructions for the
facilitator. This content should not be read aloud.
I
m
EE
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.
I
Facilitator
says
This icon means the facilitator should read the content
nearly verbatim, interjecting thoughts when appropriate.
I
Key point
This icon indicates an important point that the facilitator
should communicate to the audience in their own words.
I
I
Questions
This icon means the facilitator should allow time for the
audience to ask questions or the facilitator should ask the
audience questions.
I
D
Activity
This icon indicates an activity that the facilitator should
explain. The activity can be either a group or individual
activity.
I
1
Assessment
This icon indicates the facilitator will conduct an
assessment.
1
B
1
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.
1
H
Handouts or
resource
materials
This icon indicates the facilitator will give students a
handout or other resource material.
I
H
Homework
This icon indicates a homework assignment.
1
C
Transition
This icon indicates the facilitator will provide a transition
from one topic to another.
A rnA United States
Environmental Protection
kl M % Agency
7
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
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
A rnA United States
Environmental Protection
kl M % Agency
8
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
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)
A rnA United States
Environmental Protection
kl M % Agency
9
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Time
Day 2
Facilitator
• History of environmental justice
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
A rnA United States
Environmental Protection
kl M % Agency
10
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Module 1 Dav 1
Discovering YOUR Power: Program Launch and Overview
oEPA
United States
Environmental Protection
Agency
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Check In—Meet and Greet
Time: Allow approximately 60 minutes for this portion.
Objectives: Give participants the opportunity to complete pre-course assignments
and meet the EJ Academy Team.
> Instructions
The purpose of the check-in is to greet and orient early arrivers, give them their
participant handout folders and name tags (ideally, name tags will be pre-
printed), and ask them to sign the class roster. As people arrive and are signed in,
allow them to mingle and get acquainted with each other, but also give them
instructions to complete the assessments in their handout folders. Answer participants'
logistical questions (e.g., where the restrooms are, where they should sit).
Materials Needed
Have note cards on each table where participants will sit. Ideally, each participant's
handout folder should have a notepad and a pen.
Participant handout folder:
• 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)
Module 1 Day 1: Welcome
Time: Allow approximately 15 minutes.
Objectives: Welcome participants to the EJ Academy.
tl Instructions
Introduce the speaker and monitor the allotted time. The welcome will be given
by a leader in the hosting organization. They will formally welcome the participants to
the EJ Academy and discuss their vision for the program, as well as for the participants.
A rnA United States
Environmental Protection
kl M % Agency
12
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Ice Breaker—More than a Dream: Speaking It into Reality
Time: Allow approximately 50 minutes for this (30 minutes for participant
presentations and 20 minutes for training hosts).
Show: "Program Orientation Overview and EJ History" PowerPoint.
Objectives: Give participants the opportunity to express their dreams and the future
they see for their communities.
Background
¦/ The following details provide an extensive explanation of the ice breaker that
will take place after the welcome.
Purpose
A good way to begin is by engaging the group in a brief warm-up exercise. This will
help participants to be comfortable with public speaking and will set the tone for the
workshop. The idea is to create an atmosphere that is open and neutral. The purpose
of this ice breaker is to allow participants to envision the future of their community and
express to others what that future looks like. It not only gives them an opportunity to
imagine a brighter future for their neighborhood, but it also highlights the similarities
between them and the other participants.
Description
This activity will be split into two 30-minute sessions. The participants will describe, in
five different words, their dream for their community. During the second session, the
host team 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. To ensure that everyone abides by the allotted time, a
sand timer will be passed around to each speaker to keep track of time. Explain to
participants that just like the five-word limit, the time constraint is given not to limit them
or their dream, but to focus their dream. This will be beneficial as they continue through
this program and work towards building their community.
participants to introduce themselves using the information given to them in the
ice breaker handout. Participants should have completed the ice breaker earlier during
the meet and greet, but if not, give them 3-5 minutes to complete it. Then, allow for
those who would like to go first to volunteer. If no one volunteers, then start with one
person who has completed their ice breaker and continue the speeches in a u-shape
~
Instructions
The ice breaker will occur after the welcome. During this time, ask the
A rnA United States
Environmental Protection
kl M % Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
direction. Before participants present their speeches, remind them what their speeches
should include:
• Participant name.
• Community/organization name.
• 1- to 2-minute speech.
o Five words that embody the participant's dream for the future,
o The participants should describe what each word means to them or why they
chose that word.
The facilitator should encourage participants to applaud or use some other type of
gesture to positively reinforce the presentations. After each person presents, thank
them for their presentation and call on the next person. There are no right or wrong
answers.
Module 1 Day 1: Program Overview: Event Recap and Materials
Time: 30 minutes total for this section.
Objectives: Demonstrate an understanding of program requirements.
H Background
Give an overview of the EJ Academy and program outcomes. Inform the
participants of expectations in the areas of attendance, completion of homework and
class assignments, participation in technical assistance sessions, logistics, and meeting
schedules. The facilitator should have given an overview of the program at the
beginning of the guide. However, the following explanation is necessary to successfully
communicate the goals of the entire program to participants. These details should be
kept in mind throughout the entire program to ensure the purpose of the EJ Academy is
being fulfilled. Use the following overview to discuss key points and to extend the
explanation given in the PowerPoint presentation. The overview can be brief, as some
students may have already been provided this information during the welcome webinar.
Instructions for Material Recap/Review
Remind the attendees of the assignments and webinar prerequisites to this
module.
n Webinar
Participants were asked to attend a webinar session to review the program
requirements and goals. The webinar also introduced pre-course assignments, such as
the commitment form/syllabus, the Myers-Briggs or DISC assessment, and a
A rnA United States
Environmental Protection
kl M % Agency
14
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
documentary. Some participants may not have been able to attend the webinar
session; therefore, there should be a brief discussion about the webinar and the pre-
course assignments in their participant folders. There should also be a short discussion
of the assignments and their importance to the program. The review of the webinar
should easily transition into the program overview since it was discussed in the
webinar.
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 organizations.
the webinar. Provide participants with a hard copy of all assignments in their folder to fill
out if they have not done so before the first session. The participants were also given
time during the meet and greet to start these assignments if they had not completed
them. The participants should complete and bring the commitment form and both
assessments at the beginning of module 2 so that the EJ Academy Team can assess
their responses and provide results during module 3. The pre-course assignments
include the following:
• Syllabus/commitment form
The participant will receive the EJ Academy syllabus, which will give them a
description of the program and a detailed look at its requirements. The syllabus
also acts as a commitment form that participants will be required to sign,
indicating that they understand the requirements of the program and will adhere
to them. The last page of this document should be returned to the host team no
later than the beginning of module 2. If someone is absent, the signed document
can be faxed or emailed. This document is provided in the participant handout
folder and at the beginning of the participants' guide (see Appendix B for the
form).
Outcomes
• Discover the qualities and characteristics of their own personality.
• Gain an understanding of other personality styles.
^ Welcome Packets
Participants should receive a welcome packet that contains the following: 1) a
Pre-Course Assignments
As mentioned previously, the pre-course assignments were introduced during
A rnA United States
Environmental Protection
kl M % Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Program Overview: Mission and Purpose
Time: Allow approximately 25 minutes for this section.
Objectives: Demonstrate an understanding of the program's mission and purpose.
Show Video: A 4- to 5-minute video about environmental justice grassroots and
community organizing.
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—[Select a Video About Grassroots and Community Organization]
Please pick a video to play for approximately 4-5 minutes that focuses on
grassroots organizing and community organization.
After the video is complete, explain that this program looks at what works for
*0 grassroots and community organizations, and aims to help others achieve
those goals. This program hopes to address challenges in all communities by
giving them the power to strengthen themselves from within.
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 opportunities and challenges by collaborating with
stakeholders
• Accomplish their communities' goals successfully.
To accomplish this goal, this program aims to educate and expose participants to the
following:
A rnA United States
Environmental Protection
kl Agency
16
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Understanding Environmental Laws and Regulations
PI'
The knowledge necessary to address environmental problems
occurring within the participant's community.
How the participant's 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.
Leadership Techniques That Foster Community Building
• How to become a leader who unites the community.
• How to disperse responsibility.
• How to progress current efforts.
Collaborative Resolutions and Dispute Resolutions
• 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.
A rnA United States
Environmental Protection
kl M % Agency
17
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Identification of Financial Resources
O* How to identify grant opportunities.
• How to identify sponsors and financial partners/investors.
Management and Implementation
9* How to implement the plan.
• How to manage the plan.
Data Analysis, Collection, and Project Evaluation
^ • How to conduct an evaluation of the plan.
• How to collect and analyze data.
Module 1 Day 1: Program Overview: Benefits
Time: Allow approximately 5 minutes for this section.
Objectives: Demonstrate an understanding of the program's benefits.
O Benefits
This EJ Academy ensures that participants are not only exposed and educated
on important topics for fostering progress within their community, but that
participants will also receive the stated benefits.
Participant Benefits
• Identify and secure potential partners to assist them with addressing their
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 their 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 the participant in securing funding,
identifying partners, and establishing credibility among stakeholders.
A rnA United States
Environmental Protection
kl M % Agency
18
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Module 1 Day 1: Program Overview: Requirements
Time: Allow approximately 20 minutes for this section.
Objectives: Demonstrate an understanding of the program's requirements.
• Requirements
Participants must complete the following requirements to receive the certificate
of completion and all 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
The participant is required to complete most of the sessions to receive a certificate. If
absent from a session, the participant is responsible for acquiring the information
covered during the 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, not having
access to these tools will not impact their ability to complete the assignments.
Homework Assignments
For most modules, participants will be given a homework assignment to be completed
by the date determined by the facilitator. Homework assignments reinforce what
participants learned during the session and give them a viable way to apply those
lessons in their communities. These assignments are gathered into their community
portfolio, which will serve as a guide and reference after participants 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
A rnA United States
Environmental Protection
kl M % Agency
19
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
document will then be inserted in the appropriate section of their 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 their
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 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 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 to be a repository of information that may help participants apply for grants,
promote their community organization's mission and vision, coordinate efforts to
address challenges of their overburdened community, describe community resources
and gaps, and outline 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 the participant with completing that section of the Action
Plan. At the end of the EJ Academy, participants 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
A rnA United States
Environmental Protection
kl M % Agency
20
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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.
GOAL:
Module 2 Module 3 Module 5 Module & Module? Module 7 Module8
S.M.A.R.T
Actions
kimfc] inm.'.'0.u!.'¦ In
¦ram
of a fiixVfl'Vj £* SM4A7.
SoffVV;. MemraMt
AcfUnwOte, frfierair. -m?
Aim u r«H' I'rivTM
Why is this
important?
Supporting
Cast
IMn ir.^k- swi
Cost &
Resources
Ai'hA'.q tiwrrvi '* Hui'jun
reaoum? fltLtanaTM «
mriif as pKs.iftie
Time
Frame
Siim-! {i-i yvarif, .Yirautu
|>5JWSi IMJ f>5 jfiCfZ)
Lead
Role
LVu.* ilv (i'v.iu>
/epMUflMe
ttgantartn w
How will
you
measure
your
Success?
Specific
Action:
Specific
Action:
Specific
Action:
Specific
Action:
Technical Assistance Consultations
Purpose
Throughout the course, participants are expected to participate in technical assistance
consultations (TACs). The consultations will be facilitated by the host team. The host
organization can opt to use other electronic tools to encourage learning and sharing
amongst the participants. The team will also answer any questions about homework
assignments and course materials. Written feedback from the homework assignments
will be provided to the participants and should be factored into the final work products
(i.e., portfolio).
Procedure
Upon assignment of the module homework, the participant is required to accomplish
the following:
A rnA United States
Environmental Protection
kl M % Agency
21
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
• A teleconference should be set up for the participants to talk with technical
advisors. The teleconference should occur in the first week after the training
session ends.
o A confirmation email from the team will be sent to the participant confirming
the teleconference date and time. If a participant is unable to attend the
scheduled teleconference, they must contact the TAC no less than 24 hours
prior to the appointment to reschedule. If they are still unable to attend the
consultation, participants should submit any questions to the team.
Regardless of attendance, the homework assignment is still due at the
required time.
• It is suggested to have only one 90-minute teleconference for each specified
module (modules 1,2,3, 5, 6, and 8) where all the 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. Email questions to the
host organization. Document any questions, concerns, or issues that may have
developed during the module session and/or while starting the module
homework.
• The technical advisors will send out a summary of the questions and answers
following each teleconference. Email the completed module homework
assignment to a designated person on the team.
• Remind participants to consult, if applicable, with their accountability partner
about additional questions, concerns, or issues. Details on accountability
partners are in the next section.
• Promptly submit the final copy of the participants' homework assignments to the
team via email. Remember to bring copies of the homework assignments to the
next module training.
• Ensure that the EJ Academy Team assigns points participants should receive
for the module training to their point system spreadsheet.
Accountability Partners
Purpose
Throughout the program, participants are 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 the assigned participant; 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 participants to discuss challenges, successes, thoughts, frustrations, fears,
A rnA United States
Environmental Protection
kl M % Agency
22
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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
Provide the following information to participants to facilitate partner selections and
ensure that pairings benefit from learning from someone whose personality,
experiences, and challenges are dissimilar. This information should help them select a
partner. Final selections should be made by the end of day 1. The following instructions
will help you select partners:
• A directory of participants is included in the welcome packet. The directory
should include contact information and the participants' assessment profiles.
• Suggested criteria to facilitate partner selections:
o Not a member of the same organization or community,
o Different leadership profiles,
o Experience with different challenges.
o Different lengths of time involved in community-based activities.
After accountability partners have been selected, instruct the participants to do the
following:
• Exchange contact information prior to leaving the first module.
• Notify the team of accountability partner selections.
• Contact their selected partner within two weeks of the first module, and no less
than once per month.
• Participate with their accountability partner, if requested, on the scheduled
teleconference calls with the technical advisor.
o Present all questions, concerns, or issues developed and discussed with their
accountability partner,
o Incorporate the answers into their 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.
A rnA United States
Environmental Protection
kl M % Agency
23
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Module 1 Day 1: Program Overview: Schedule/Location
Time: Allow approximately 15 minutes.
Objectives: Provide 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, host organizations may elect to
modify the schedule based on their target audience's needs and what their capacity
allows. The session schedule is as follows:
Module
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
a Location
Identify a consistent location for classes that has adequate lighting, space, and
audiovisual equipment. Participants should be notified before the session if
there are location changes.
O Additional Information
As previously mentioned, participants are only allowed to miss one session or
module. If the participant has an emergency that occurs before or during the session,
take this into consideration and make exceptions on a case-by-case basis. If one
session is missed, there will be no make-up sessions and the participant will be fully
A rnA United States
Environmental Protection
kl M % Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
responsible for making up any missed assignments. Participants will be notified in
advance if the session schedule or location changes.
^ Point System
Participants will be able to earn points based on specific program criteria.
Participants will be rewarded for receiving the highest amount of points. 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
Comoleted
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.
Module 1 Day 1: Closing
Time: Allow approximately 10 minutes for this section.
Objectives: Ask questions about audience understanding of the EJ Academy.
Provide a short introduction to day 2.
A rnA United States
Environmental Protection
kl M % Agency
25
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
^ Short Introduction to Day 2
Discuss how environmental justice and its laws and regulations will be
discussed in tomorrow's session. Introduce participants to the collaborative problem-
solving model developed by EPA, on which the program is based. You should also
advise participants to wear comfortable attire and shoes because of activities that will
be held the next day. You do not have to be specific when describing activities.
^ Thanks and Closing of Session
Thank the participants for devoting their time to attend the EJ Academy.
Explain that the hope is that once the program is completed, each leader will return to
their communities to impart their newly developed skills to other members, spreading
the influence of the EJ Academy and empowering their community from within.
A rnA United States
Environmental Protection
kl M % Agency
26
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Module 1 Dav 2
Discovering YOUR Power: Program Launch and Orientation
oEPA
United States
Environmental Protection
Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Module 1 Day 2: Welcome Back
Time: Allow approximately 30 minutes for this section.
Objectives: Welcome participants back to module 1 day 2.
Welcome Back
The participants will sign in.
Focus on housekeeping issues such as helping participants who missed
information and answering any questions participants have.
Module 1 Day 2: Lesson 1: Environmental Justice Overview
Time:| Allow approximately 45 minutes for this section.
Objectives: Define "environmental justice" and describe how it developed into an
executive order.
Show Video: One that conveys successful activism in an American community with
environmental justice concerns.
What Is Environmental Justice?8
State the following description of environmental justice:
Description
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.9 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 challenges by working collaboratively with local government
agencies, impacted community groups, and the responsible state and/or federal
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
EPA. (n.d.) Environmental Justice, https://www.epa.gov/environmentaliustice
oEPA
United States
Environmental Protection
Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
agencies. Environmental justice promotes environmental and public health protection
within the context of sustainable development.
What Does Fair Treatment and Meaningful Involvement Mean?10
Fair treatment means that no group of people should bear a disproportionate share of
negative environmental consequences resulting from industrial, governmental, and
commercial operations or policies.
Meaningful involvement means:
• 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.
Please refer to the 2013 NEJAC Model Guidelines on Public Participation.
Video—[Select a Video that Conveys the Success of Activism in a
Community with Environmental Justice Concerns]
After giving the EPA's definition for environmental justice, show a video that
conveys the success of active citizenship in a community with EJ concerns. Ensure that
the video gives a definition of environmental justice and the challenges that many
affected communities confront daily. Focus on showing the most important 5 minutes
during this session. However, participants should be encouraged to watch the entire
video in their free time.
10 EPA. (n.d.) Learn About Environmental Justice, https://www.epa.gov/environmentaliustice/learn-about-
environmental-iustice
A rnA United States
Environmental Protection
kl M % Agency
29
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Module 1 Day 2: Class Activity: EJ Your Way—Exercise 1
Time: Allow approximately 20-25 minutes for this slide group (see slide #51 in
the "Program Orientation Overview and EJ History" PowerPoint. Also
see the "Telling Your Story Presentation" PowerPoint).
Objectives: Participants should describe what environmental justice means to them
and their community.
H Class Activity: EJ Your Way
This activity will occur for about 20 minutes after participants have been
introduced to a few different definitions of environmental justice. This activity
offers them the opportunity to describe what environmental justice means to them and
their community.
^ Explain that participants can create their own definition of environmental
justice, which does not have to be as extensive as other definitions. It can be
as simple as "environmental justice is equality for my community." Their
creative expression can be one of their choosing.
B Handout: EJ Your Way—Exercise 1
The activity sheet in Appendix G provides free space for participants to express
their definition of environmental justice, which should shape their creative
presentation. This space can also be used for participants to express themselves.
Provide participants with other materials such as paper, construction paper, colored
pencils, and scissors. Be mindful of the time, and let participants know beforehand that
they will have about 10 minutes to decide how they would like to express themselves,
and that everyone will have about 30 seconds to present.
Module 1 Day 2: Lesson 1: Environmental Justice History
Time: Allow 30 minutes for this lesson.
Objectives: Understand the history of environmental justice.
H Environmental Justice History11
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
11 National Association for the Advancement of Colored People (NAACP). (n.d.) 10,000 Steps to Environmental
and Climate Justice Project Toolkit, https://naacp.orq/resources/10000-steps-environmental-and-climate-
iustice-proiect-toolkit
A rnA United States
Environmental Protection
kl M % Agency
30
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
propel justice forward. Introduce participants to key points in environmental justice
history, but remind them that there is still much to be done, and they are becoming a
part of history in this moment.
How Did the Environmental Justice Movement Arise?12
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.
Timeline1314
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:
1970
Cesar Chavez and the United Farm Workers kicks declared National
Grape Boycott Day. The "Wrath of Grapes" campaign drew public
attention to the reported pesticide exposure of grape workers and their
children.
12 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.racialeauitvtools.org/resources
13 Skelton, R. & Miller, V. (n.d.) The Environmental Justice Movement. Natural Resources Defense Council
(NRDC.) http://www.nrdc.org/ei/historv/hei.asp
14 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
A rnA United States
Environmental Protection
kl Agency
31
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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
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.
A rnA United States
Environmental Protection
kl M % Agency
32
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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.
A rnA United States
Environmental Protection
kl M % Agency
33
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
2002
Each EPA office developed and deployed an Environmental Justice
Action Plan for the standards in fiscal year 2003, making a commitment
for implementation within the next five years.
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.
A rnA United States
Environmental Protection
kl M % Agency
34
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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
Clinton. This report was prepared and released as part of the 20-year
commemoration.
15-Minute Break
Time: Allow approximately 15 minutes.
Objectives: Participants will take a 15-minute break before the next lesson.
Give the participants a 15-minute break.
Module 1 Day 2: Lesson 2: Environmental Justice Introduction and
Video
Time:
Objectives:
Allow approximately 5-10 minutes for this introduction and video.
Identify at least three environmental laws and regulations that impact
underserved communities. Focus on the laws that most closely align to
pollution in the participants' communities.
Show Video: "The Road to Executive Order 12898 on Environmental Justice"
https://www.voutube.com/watch ?v=Sx93vKLxSvk&t=6s
« Environmental Laws and Regulations15
Familiarize participants with EPA's definition of environmental justice, its key
concepts, and the importance of Executive Order 12898. Introduce the nexus
between environmental justice and community revitalization and sustainability.
Participants will gain insight into different types of laws used to address environmental
justice, learn the relationships between them, comprehend the difference between the
Executive Order and various laws, understand federal agencies' requirements, and
learn the value of the laws.
iQ 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
15 EPA. (n.d.) Laws and Executive Orders, https://www.epa.gov/laws-requlations/laws-and-executive-orders
A rnA United States
Environmental Protection
kl M % Agency
35
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
environmental and human health conditions of minority 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.
• 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"16
This short video provides an overview of 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. After the video, you may need to explain in more detail, using the
description information above. The description should be summarized and brief.
Module 1 Day 2: Lesson 3: Environmental Justice Guest Speaker
Time: Allow approximately 45 minutes for the guest speaker.
Objectives: Identify at least three environmental laws and regulations that impact
underserved communities. Participants should focus on the laws that
most closely align to pollution in their community.
Guest Speaker Notes and Tips
The facilitator will partially introduce Executive Order 12898, but more specifics
will be presented by an expert who has in-depth knowledge on specific laws
16 EPA. The Road to Executive Order 12898 on Environmental Justice [Video], YouTube.
http://www.voutube.com/watch?v=Sx93vKLxSvk
A rnA United States
Environmental Protection
kl Agency
36
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
and regulations. Brief the speaker on their speaking points and what their presentation
should include before the actual session.
Module 1 Day 2: Environmental Justice Class Activity 2
Time: Allow approximately 20 minutes for this activity.
Objectives: Identify at least three challenges or problems within their 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 participants to
identify three challenges within their communities. Participants will also
determine which laws or regulations their challenges fall under. Give participants about
15 minutes to complete the activity, then allow 5 minutes for two or three participants to
share and discuss. Encourage participants to keep and review this document because
it will assist them with their homework assignment. Stress the importance of the
document because it allows participants to look at their entire community and its
challenges.
A rnA United States
Environmental Protection
kl M % Agency
37
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Class Activity
Know Justice for Peace: Environmental justice
We Want Justice- Exercise 2
List 3 issues or problems within your community and next to them list the environmental laws
arid regulations they impact based on what you have learned in this session, Below your list
write who you believe has the power necessary to change the problems you listed and what is
the first challenge you would like solved before the end of this academy.
Issues/Problems
Environmental Laws and Regulation
Who his the power to change your problem?
What is one thing you would like to happen in your community or one problem you would like
solved before the end of this academy?
Module 1 Day 2: Lesson 2: Environmental Justice Post-Quiz
Time: Allow approximately 5 minutes for this quiz.
Objectives: Show understanding of the information presented.
~ Environmental Justice Post-Quiz
Give participants the quiz after they have completed the class activity. The
post-quiz should be same as the pre-quiz given to them in their participant
handout folder. Give them less than 5 minutes to complete the quiz. Once they have
completed the quiz, give them the correct answers.
A United States
Environmental Protection
I m \ Agency
38
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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, (t 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,
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; grounded in the struggles of the 1960's
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 within third-world
countries.
d. It was started by a group of people.
3. What executive order ii 1994 pasted by President Clinton addressed environmental
justice in minority and low-income populations?
a. Executive Order 13452
b. Executive Order 12456
c. Executive Order i 2898
d. Executive Order 15678
4. What summit was held on October 24**", 1991 that drafted and adopted principles of
environmental justice 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 Principles of EJ
c. First National Save Our Future Summit
d. First National Environmental Rights Summit
5. How many principles are there of environmental justice?
a. 18
b. 20
c. 16
d. 17
Another copy of the quiz can be found in Appendix D,
Module 1 Day 2: Lesson 3: Scavenger Hunt and Role Play
The remaining module activities will include a scavenger hunt and a role play activity.
Choose to perform the activity at your site or at another facility. The initial facility
chosen for this is a mixed-use development and former brownfield property. For this
activity, choose a location that has or had environmental and/or public health
implications, a history of environmental changes, and/or a positive revitalization story.
This is the first major activity for the participants, so choose an exciting and entertaining
location.
A United States
Environmental Protection
I m \ Agency
39
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
j Travel and Transportation Information
If this activity will take place at another location, please brief participants on the
new meeting location and give directions. Please give enough travel time for
participants to account for traffic and unforeseen events. (There should be someone on
the EJ Academy Team who leaves 15-30 minutes early.) Most of the participants will
arrive 5-10 minutes early. Give an overview of the upcoming activities and allow the
participants to prepare for them. Also, have participants randomly draw for their role,
which they will not be able to open until after the break. Identify the participants who
would like to have a main role early on during the travel time or break.
Maps of Scavenger Hunt Location
« Provide the participants with maps of the scavenger hunt location in each
envelope. You will need to specify and place clues at the location in advance of
the activity. The map of the chosen scavenger hunt location should also
include clues and the markers necessary for placing the participant roles, which should
be placed by an EJ Academy Team member.
Overview of Activities
After participants at the scavenger hunt location, there will be a break. The
break should be set up beforehand so an EJ Academy Team member can begin
preparations an hour before the activity is scheduled to begin. The break can last up to
an hour, but the scavenger hunt should begin immediately after the break has finished.
Scavenger Hunt
The scavenger hunt gives participants an opportunity to find their role in the activity and
learn about the personal perspective of each role. During the lunch or travel time, ask
participants to randomly draw a role from the bag. Do not include the convener clue. All
participants will draw a role from the bag unless they have indicated that they would not
like to participate; their role will be explained later.
Once participants have selected their roles, they will not be able to open their
envelopes until the break is over. As the facilitator, you will indicate when it is time to
open their envelopes.
• The participants' envelope will either have a red or blue marker (sticker)
indicating their team assignment.
• Participants with the same color marker will join their team. Teams will have 10-
13 members based on the number of participants in the program.
• After the participants have joined their teams, they should open their envelopes.
Break
A rnA United States
Environmental Protection
kl Agency
40
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
• Each participant will have 5 minutes to read their clue.
• They will then have 30 minutes to find the next envelope, which contains
information on their role.
Break Time
Give participants a 15-minute break before the role play activity, which they will use to
review their script. Answer any questions the participants have about the activity and
clarify any misunderstandings so that the role play activity can happen immediately
after the break time.
Role Play Activity
The role play activity will allow participants to come up with collaborative solutions with
various stakeholders using the collaborative problem-solving model. They will gain
perspective on the challenges and benefits of collaboration and understand the need
for a clear vision in order to reach their goals and impact their communities.
After the scavenger hunt, participants should have found a role at the site of the
activity. The participants should be on two different teams so two different role plays
can occur simultaneously. This role play activity is highly scripted to ensure that all
members are familiar and comfortable with their roles. Encourage participants to begin
reading their role once they find their envelope during the scavenger hunt.
Module 1 Day 2: Lesson 3: How Do You Solve Environmental
Challenges in Your Community?
Time: Allow approximately 40 minutes for this activity (5-minute definition, 25-
minute activity, and 10-minute group discussion).
Objectives: Recognize and recall the seven collaborative problem-solving
techniques.
« Collaborative Problem-Solving17
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.
17 EPA. (2008, June). EPA's Environmental Justice Collaborative Problem-Solving Model.
https://www.epa.qov/sites/production/files/2015-04/documents/eiproblemcollaborativesolvinqmodel.pdf
A rnA United States
Environmental Protection
kl M % Agency
41
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
• 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.
^ Key Points
Issue Identification, Community Vision, and Strategic Goal Setting
• Define the community.
o Understand the community's history and practices,
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.
A rnA United States
Environmental Protection
kl M % Agency
42
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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),
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.
A rnA United States
Environmental Protection
kl M % Agency
43
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Identification of Financial Resources and Research Funding Sources
• Define financial management.
o What is financial management?
o What is a budget?
• Outline financial resources.
o How to find financial resources?
o Different types of financial resources.
• Understand the grant process,
o What is a grant?
o What should be in your grant proposal?
Sound Management and Implementation
• Define sound management.
o What is sound management? Why is it important?
o How do you have checks and balances?
o Develop project management,
o Establish timeframes,
o Create an accountability system,
o Communicate.
• Determine project leads,
o Characteristics.
o Roles.
o Communication with supporting staff.
Evaluation, Lessons, and Replication of Best Practices
In this element, we will not discuss the replication of best practices since the
participants haven't reached this stage in the evaluation process. However, the
following will be discussed:
• 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?
A rnA United States
Environmental Protection
kl M % Agency
44
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
• 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.
• Preparing for data collection,
o Data collection methods.
o Primary and secondary data,
o Environmental data sources.
• Share lessons learned.
o Evaluating stakeholders,
o Low-cost approaches to analyzing data,
o Sample evaluation results topics.
Module 1 Day 2: Scavenger Hunt: On the Hunt for Change
Time: Allow approximately 30 minutes for this activity
Location: Wherever the facilitator decides to execute the activity.
Overview
The scavenger hunt will prepare participants for the upcoming role play activity.
• Separate the group into two teams. Ask participants if they would like to take on
specific roles. Those that are not comfortable with taking a main role can be in
the "third circle."
• Give each participant an envelope with information and clues about the role they
will play and where they can find a second envelope with information about their
role. Some roles can be shared by two people on the same team, and some
roles are duplicated in opposite teams.
• The first envelope will have a map and a color-coded symbol that will assist
them in finding their envelopes.
• Give participants 30 minutes to find their role play envelopes, which contain their
script and name tag, and bring it to the central area where the role play activity
will take place.
A rnA United States
Environmental Protection
kl M % Agency
45
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Role Play Activity
This activity is based on the environmental justice fundamentals course and the CPS
model (see role play activity sheet in Appendix K for more information).
Roles
Hide roles for the participants throughout the location/site that you choose for the
scavenger hunt. Give each participant clues to a location that not only matches where
they can find the envelope, but also has some relevance to the role they will play.
There are nine main roles that a participant can play. The first four roles are identified
as "first circle" roles, meaning they are major players in the issue being discussed, and
they regularly attend meetings and make decisions about issues in their community.
The other five roles, called "second circle" roles, represent community groups that are
not always called to meetings about this issue. Participants that may not want a main
role are in the "third circle," playing citizens concerned about the issue and how it will
affect their community or organization.
The convener (first circle) has brought these different circles of people together. The
convener has the important task of guiding the discussion in the role play activity. A
participant should be chosen to play this role, because it requires someone who is able
to read and comprehend quickly and is very comfortable with speaking. The convener
should not be randomly selected like the other eight roles; the EJ Academy facilitator
should make this selection. If there is no one suitable to play the convener role, then
another person on the EJ Academy Team other than the facilitator should play the role.
Materials Needed
• First envelope (given by facilitators)
o Map of the location of the scavenger hunt,
o Clues to find the location of their second envelope.
o Symbol/indicator that will also be on their role envelope; lets them know they
have the right envelope,
o Contact information of the EJ Academy facilitators.
• Second envelope (role envelope that participants find)
o Script.
o Name tag and role title.
o Symbol/indicator that matches their first envelope.
15-Minute Break
Time: Allow approximately 15 minutes for a break.
A rnA United States
Environmental Protection
kl M % Agency
46
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Role Play Activity
Time: Allow approximately 65 minutes for this activity.
Objectives: Participants will experience the dynamics of meaningful involvement,
reference environmental laws and regulations, and use the CPS model to
resolve an issue.
| NOTE
The key to running this activity successfully is for the instructor to know the
material well. Because this unit is highly scripted, your job is to be clear about what is to
happen and keep things moving. The content of the cards is not included here but is
included as supplemental material. Please reread it every time you present this unit,
until you fully understand the content.
Because there are 20 to 25 participants in this program, there will be two role play
groups of either 10 or 13 participants. One group may have an extra player. The teams
should have been determined during the scavenger hunt and identified using a color
(e.g., blue team, red team). Therefore, two different role play activities will occur
simultaneously and two facilitators should be present to ensure maximum effectiveness
of the activity.
^ Setup
Plan out how the table and chairs will be set up for this activity. An ideal
arrangement is to move to a second room where tables and chairs have
already been arranged. You have the option of beginning the unit in the regular
classroom and moving to the area you've set up for the activity. Or, you can present the
entire unit in the activity area, especially if scheduled after a break. In this case, class
reconvenes in the activity space.
The ideal configuration is one table in the center, with four chairs for the "first circle"
players. If no table is available, simply make a circle of chairs. Place five additional
chairs just outside the center group, creating a second circle (the "second circle" is for
participants with role cards 4-8). Chairs for the remaining class members are circled
outside and around the first two groups, forming a third circle. The "third circle" gets
their own role sheet.
Move a flip chart close to the convener to draw a "map" of how the setup should look.
This flip chart should be used throughout the activity to properly identify elements of the
A rnA United States
Environmental Protection
kl M % Agency
47
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
CPS model and brainstorm ideas for discussion. Since there are only nine key roles
(including the convener), it is important to determine who will be good role players.
Step #1
If someone would like to change their character or become a part of the third
circle, give them the opportunity to find someone to exchange with or assign
them to a different role.
The first circle consists of four key role players. Tell the participants that they can ad lib
and use humor. Each should feel comfortable reading aloud. If a person indicates they
are not comfortable, thank them and choose another person for the role. The three
other roles in the first circle are "City of AnyCity," "County of AnyCounty," and the
"AnyCounty Housing Authority." Ensure that each participant in the first circle has the
correct card and is comfortable with their role.
y Step #2
Participants in the second circle should have retrieved their roles during the
scavenger hunt. Ask them to wait until their turn to join in the role play, even though
they might already know their role, and to look for cues from the convener to enter the
conversation.
The second circle roles are "EPA Region 4," "AnyState Department of Health and
Environment Control (ADHEC)," "University of AnyState," "AnyChemicalCompany
(ACC)," and "AnyFertilizer (AF) site." The last two roles (ACC and AF) can also be
given to two participants. Although the second circle role does not immediately join the
activity, encourage these participants become familiar with their role and to follow
along, so they will be ready to join the activity.
Give participants in the third circle the "Resources for Building Public Participation"
handout. They will need to read and use this form while they are listening to the role
plays. This form should be given back to the facilitator at the end, so they can keep the
information for later use.
If a participant knows a second language, they and a cohort can prepare a third circle
involvement. Ask the participant to "object" or make a brief statement in a second
language. Ask the cohort to say, "speak your words in English." The participant should
say, "there is no translator to help them!" This will provide a dramatic moment, and
everyone in attendance will understand what it means to attend a meeting where a
person cannot communicate fully.
Have extra copies of the key roles on hand for the participants.
A rnA United States
Environmental Protection
kl M % Agency
48
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Enrollment Questions
Enrollment and tee up should take place when all participants have their roles
assigned, as the seating arrangements are completed, or after the break. Pose
the following questions to the participants:
• How many people believe that building meaningful participation and
collaboration with stakeholders (communities, organizations, industries,
businesses, institutions, governmental agencies, etc.) is a key to environmental
justice success?
• How many would like to know a systematic, community-based approach for
stakeholders to achieve lasting solutions to local environmental and/or public
health concerns?
• Has anyone here had success involving an community with environmental
justice concerns in a decision-making process?
If someone has had success, consider asking for a brief re-telling of what was involved
and what made the experience successful. Provide up to 4 minutes for sharing
information.
66 Tee Up
In this activity, participants will learn what happens when they make the extra to
reach out to those impacted by environmental decisions. Extra outreach efforts
bring more stakeholders into the decision-making process. Introduce participants to
EPA's collaborative problem-solving model and its seven elements for reaching 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 participants will learn more details and
information as they go through the EJ Academy.
A rnA United States
Environmental Protection
kl M % Agency
49
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
10
I The tee up time can begin during the break, as the facilitator and participants
should have had some time to prepare. Give more detail about the CPS model
if you feel it is necessary.
Activity
Ask the participants to stand up and make room for everyone to sit in a circle.
This is a good chance to stretch and move about.
Read the following introduction to the role play activity aloud:
L"J
Our purpose here is to show how it is beneficial to use the CPS model when
involving stakeholders and coming up with collaborative solutions for a community. This
is not a specific kind of meeting, but it does reference actual events (community
organization in "AnyCity" case study) and how CPS was used to complete a successful
project.
Step #3
Pass out the roles for participants in the third circle and give them some
attention during this break.
Tell participants in the third circle, "Please take a moment to read over your
9? instructions. Should you choose, you can have a role in this public process as
well." Give them time to absorb this handout, then give out the second: the
"Resources for Building Public Participation" handout.
f Step #4
Begin the activity. Have these people in place when class reconvenes or
organizes as follows:
"We've selected four volunteers to begin our activity." Make eye contact with
and motion to the four volunteers, then draw them into the "first circle," where
only these people will stand or sit. "As you can see, these folks are coming to
meet. Let's hear from each one to find out what's going on."
m
See cards that will be read aloud: "community organization in AnyCity."
The convener reads first, identifying their role and explaining why these people
have been gathered together. Keep things moving by asking each participant to read, if
necessary. Otherwise, let the convener run the show. The "City of AnyCity," "County of
AnyCounty," and the "AnyCounty Housing Authority" representatives will each read a
brief description of who they are and why they are there. The convener will then read
more about the project and a brief role play will commence.
A rnA United States
Environmental Protection
kl Agency
50
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
The convener carries the next steps according to their printed instructions. Help the
convener to keep the first circle's role play to about 4 minutes. The convener will bring
the second circle participants into the discussion.
After all nine people have had a chance to speak, the instructor will re-assume
leadership of the activity. Shift the focus to the third circle once the convener says,
"Although we have heard from several different stakeholders, there are many others in
the community who would like to be heard."
The people in the third circle may experience considerable frustration and the meeting
may appear chaotic. Support the convener to create order and ensure that all will be
heard.
"Well, I'm wondering about the other people in attendance today. How did you
?? learn about this meeting? Do you have suggestions for the project?"
Draw out information from volunteers. Ask them how they learned about the meeting—
was it by email, traditional mail newspaper ads, etc.? The third circle will speak up and
begin to get involved.
"Can you think of how to work this out? Can anyone begin to see potential
?9 solutions?" Make sure everyone has a chance to express their ideas. Not
everyone in the third circle will speak up. Thank the third circle people and draw
the activity to a close. Make sure that everyone has the "Resources for Building Public
Participation" handout.
Step #5
A rnA United States
Environmental Protection
kl M % Agency
51
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Debrief
"It is time to close now. Let's thank all the speakers." (Lead applause.)
"So, we had a convener and three representatives in the first part of the
meeting. Then, we had an additional five speakers invited to participate. That
configuration meant that a lot of people still were not involved. Perhaps they
were not formally invited, but they came anyway."
"I'd like to hear your observations about the role play activity. What did you think about
this?"
Facilitate a discussion for the time remaining. Choose just a couple of questions from
each of the three following areas or talking points to keep the input coming.
Timing Overview
5 minutes
Tee up
15 minutes
Activity for Circle One
10 minutes
Activity for Circle Two
10 minutes
Activity for Circle Three
25 minutes
Debrief
65 minutes
Total
Outreach
Let's review some of these together.
• How successful was the convener in finding ways to bring people into the
meeting?
• Has anyone here used any of these means to draw people into meaningful
participation? What were your results?
• Did you recognize places in the dialogue where we introduced elements of the
CPS model?
• Do you believe that collaborative problem-solving is necessary for meaningful
involvement of all stakeholders?
"I want to note that not all stakeholders will respond to your initial correspondence. One
letter sent to a community group may not get the response you want. Consider calling
and writing. Also consider having a third party call for you to initiate contact, or some
other combination."
A rnA United States
Environmental Protection
kl M % Agency
52
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Inclusion
• What was the energy dynamic like from the first, second, and third circles?
• How do you think the inclusion of additional stakeholders in the process might
affect the outcome of this scenario?
• Did you find any unexpected allies through engaging in the dialogue?
• For folks in the third circle, how did you feel being left out, until I asked you to
join in the meeting?
• For those in the first circle, how did you feel knowing that not everyone impacted
by the project was at the meeting?
Meetings in General
• What ideas did you develop about how to proceed with this project?
• Do you believe the CPS model is something that can be duplicated in various
communities?
• Do you think the groups who attended the meeting learned anything from each
other?
• How can you use a meeting to make sure community members participate in
environmental decision-making?
When time runs out, conclude the unit.
Unit Conclusion
"You know, when we think of providing for public participation, we may dread
the challenge or the apparent conflicts. But did anyone notice that there were
also resources present here? Did you hear any commitments of support?
"I appreciate everyone's participation. I hope this role play exercise provided a
comprehensive illustration of the collaborative problem-solving process. This model will
be used as the foundation for the remainder of the EJ Academy."
A rnA United States
Environmental Protection
kl M % Agency
53
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Module 1 Day 2: Summary: Synopsis of Days 1 and 2
Time: Allow approximately 30 minutes for this (20-minute review of
topics/questions, 10-minute discussion questions).
Show: "Program Overview and EJ History" PowerPoint slides 59-69.
Objectives: Review key topics and learning objectives.
Review of Key Topics
5/ The session should review the following learning objectives and topics:
• Demonstrate an understanding of program requirements,
o Discussed the program's purpose and benefits.
o Discussed the program's requirements,
o Discussed the schedule and location.
• Define the term "environmental justice" and describe how environmental
justice became an Executive Order.
o Introduced to EPA's definition of environmental justice,
o Developed definition of environmental justice for participants'
communities.
o Discussed environmental justice history and the road to Executive Order
12898.
• Identify three environmental laws and regulations that impact underserved
communities.
o Discussed environmental laws and regulations,
o Discovered environmental laws and regulations that affect participants'
communities.
• Recognize and recall the seven collaborative problem-solving techniques,
o Introduced to the CPS model through role play activity,
o 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.
A rnA United States
Environmental Protection
kl Agency
54
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
• What does Title VI of the Civil Rights Act prohibit?
• What is sustainability?
• What are the advantages of using the CPS Model?
Discussion Questions
• How do you think you can use CPS and environmental justice in your
community?
• What other tools, opportunities, or knowledge will you need to employ
environmental justice and CPS in your community?
• Based on what you have heard during this session, what are your
expectations for the program?
Module 1 Day 2: Homework Assignment: Community Portfolio
Time: Allow approximately 30 minutes for this lesson.
Objectives: Explain homework for this module.
H Homework Assignment/Community Portfolio
The homework assignments for each session will help the participant compile a
community portfolio, which will assist them in enacting change within their
community. The homework assignment in Module 1 requires participants to assess
their community's demographics, geographic boundaries, resources, and challenges.
Give the participants a sheet that includes an example of how to complete the form,
and a supplemental sheet showing them how to navigate internet resources provided to
them. Participants should be encouraged to first use EJScreen, which is an EPA tool,
before using U.S. census data to complete this assignment.
Participants are required to put the information they gathered about their community on
the homework template, which will go through several revisions before it reaches its
final draft. Participants will receive a hard copy of the homework, as well as an
electronic copy (via email), which they will use to type up their final revision of the
homework assignment.
Look at the homework example sheet, located in Appendix L, to read and explain the
instructions for homework.
A rnA United States
Environmental Protection
kl M % Agency
55
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Appendices
A rnA United States
Environmental Protection
kl M % Agency
56
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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/EJScreen/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/
A rnA United States
Environmental Protection
kl M % Agency
57
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
• 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.qov/sites/defauIt/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/
A rnA United States
Environmental Protection
kl M % Agency
58
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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 are optional pre-
course activities and webinars 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:
A rnA United States
Environmental Protection
kl M % Agency
59
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
• 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 community 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 the
program. Those who obtain the most points can receive recognition based on their
performance. For a more detailed description, see the point system spreadsheet below:
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
Completed
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.
A rnA United States
Environmental Protection
kl M % Agency
60
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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 Participants will be given homework assignments to be
completed when the facilitator decides. 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 version 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
A rnA United States
Environmental Protection
kl M % Agency
61
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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 for 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.
A rnA United States
Environmental Protection
kl M % Agency
62
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
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.
Note: 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
A rnA United States
Environmental Protection
kl M % Agency
63
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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:
A rnA United States
Environmental Protection
kl M % Agency
64
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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 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:
A rnA United States
Environmental Protection
kl M % Agency
65
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Appendix D: Environmental Justice Quiz and Key
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
A rnA United States
Environmental Protection
kl M % Agency
66
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Environmental Justice Quiz Answer Key
1. What is the definition of EJ?
a. The surroundings or conditions in which a person, animal, or plant lives or operates.
b. Just behavior or treatment
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 EJ 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
© 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
A rnA United States
Environmental Protection
kl M % Agency
67
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Appendix E: Action Plan
GOAL:
jg Module! Module3 Module! Module 6 Module 7 Module 7 Module9
S.M.A.R.T
Actions
MW! flwuw (Onrnewi »
S1IIH8
efa 90# on# W SMMr
Specific, iStoiwtca/e.
RfJcxwr. iwtrf
flaw a Time-flame
Why is this
important?
Supporting
Cast
Wi» osteon mis'
Cost &
Resources
fvn&y wvrtxi * Hwm
resource* Brotemotm as
many «
Time Lead
Frame Role
S*&t 11-2 vtmt. nsetfiwffl Wwif frte primaiy
<3-5 fears I long (>S pears] fitspcmJbJe
afpvuttTion or
person ?
How will
you
measure
your
Success?
Specific
Action:
Specific
Action:
Specific
Action:
Specific
Action:
A United States
Environmental Protection
I m \ Agency
68
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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
Completed
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.
A rnA United States
Environmental Protection
kl M % Agency
69
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Appendix G: EJ Your Way—Exercise 1
Class Activity
EJ Your Way—Exercise 1
Use your own creative expression to illustrate the environmental challenges your
community confronts daily. Give insight into the challenges that affect the everyday
lives of people in your community. Furthermore, define what EJ is to your community
and how it can be used as a tool to empower people and activate change.
A rnA United States
Environmental Protection
kl M % Agency
70
-------
Module 1
Facilitator's Guide
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 impact or resolve your challenge?
What is one advancement or improvement you would like to happen in your community
before the end of this course?
A rnA United States
Environmental Protection
kl M % Agency
71
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Appendix i: Scavenger Hunt Clues
CLUE
I BRING PEOPLE ALL
TOGETHER ON A
SATURDAY-, I AM THE
PLACE WHERE ACTORS
ROLE PLAY-
CLUE
I AH A PLACE WHERE
SHOPPING IS A PLEASURE -
I WANT TO HELP HAKE THE
COMMUNITY BETTER.
CLUE
I AM A PLACE THAT IS
AS GREEN AS YOU- FIND
WHERE THE GRASS IS AND
YOU HAVE SOLVED THIS
CLUE •
CLUE
I AM A PLACE THAT IS
HARD TO PASS BECAUSE I
AM COMPLETELY MADE OUT
OF GLASS- YOU CAN FIND
ME ON E- DISTRICT AVE-
CLUE
I AM A PLACE WHERE
PEOPLE LIVE-. STAY-. AND
HAVE FUN ALL NIGHT AND
DAY.
CLUE
I AD A PLACE WHERE
PHYSIQUES ARE FIT AND
SLin. YOU CAN FIND HE AT
THE GYM -
A United States
Environmental Protection
I m \ Agency
72
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
CLUE
CLUE
I AH A PLACE THAT MANY
PEOPLE A III TO BE-. I An A
BULLSEYE -. SO I An PRETTY
HARD NOT TO SEE-
I AH A PLACE WHERE YOU
CAN BUY A SHIRT OR A CAP
YOUR ROLE IS SiniLAR TO
nE BECAUSE LIE BOTH HOPE
TO BRIDGE THE "GAP-"
1
CLUE
I An A PLACE THAT IS OLD
AND BLUE- FIND THIS PLACE
BECAUSE THE ROLE YOU bJILL
BE PLAYING WANTS TO
CHANGE AND BE NEW-
These clues will need to be changed based on the location of the scavenger hunt,
which was originally in Atlanta, Georgia. Please only use these clues and descriptions
as a guide; each facilitator will need to modify them based on the location chosen for
the scavenger hunt.
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Appendix J: Scavenger Hunt Placement
Scavenger Hunt/Role Key
All of these locations will have to be changed to adhere to the specifics of the chosen
site.
• Convener: Cinema
• County of AnyCounty: Clothing store
• City of AnyCity: Grocery store
• AnyCounty Housing Authority: Luxury hotel or residences
• U.S. EPA Region 4: Central park
• AnyState Department of Health and Environment Control: Gym
• University of AnyState: Large retail store
• AnyChemicalCompany
• AnyFertilzer site
A rnA United States
Environmental Protection
kl M % Agency
74
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Appendix K: Role Play Activity Cards
CONVENER'S CARD
Introduce yourself by your own name or you can make up a name, then read from the
script provided. Consider creating a fictional map on a flip chart. You and others can
refer to this. The details don't matter too much. It is okay if you choose not to create a
map.
Please read aloud:
"Hello, I am (your name) from AnyCity for Action, Inc., a nonprofit community
organization that represents the voice of AnyCity residents. We've been working
on a cleanup and revitalization project for the Arkwright and Forest Park
neighborhoods and there are many complex issues. We've decided to hold a
community meeting and we need your help.
The Arkwright and Forest Grove neighborhoods are in the upper northwest
region of AnyState, just beyond AnyCity's major downtown area. The Arkwright
and Forest Grove residents live near actual and potentially contaminated sites
and an opening industrial plant. The areas of most concern to residents are the
40-acre site of an abandoned fertilizer plant known as the International Fertilizer
(IF) site, the 30-acre former municipal dump, and the 35-acre operating chemical
plant site owned by AnyChemicalCompany, Inc. There are numerous
environmental concerns for the low-income and minority populations nearby. A
solid waste facility and the local/state government are interested in obtaining
federal funds, and industrial facilities are interested in reducing their liability.
The vision for the AnyCity for Action project is to clean up and revitalize the
Arkwright and Forest Grove areas using collaborative partnerships, and to
transform the community into a nice place to live.
We placed a notice in the Federal Register about this meeting, and as a result,
some experienced community representatives have come to speak.
Indicate to the County of AnyCounty (role #1), City of AnyCity (role #2), and AnyCounty
Housing Authority (role #3) representatives. After these three have read their
introductions, read the paragraph below to provide more detail.
The Arkwright and Forest Grove communities have a combined population of
15,000. Thirty-six percent of residents are Black or African American, 40 percent
are Hispanic or Latino, 35 percent are Asian, and about one-third of households
don't speak English as their primary language. The county and city are both
A rnA United States
Environmental Protection
kl M % Agency
75
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
predominately Caucasian (65 percent). Established around textile mills and other
industrial facilities, this community has faced negative consequences because of
the mill and plant closures. The area is crowded, has not benefited from any
significant commercial development for several years, and residents experience
significant health disparities. Residents have difficulty accessing fresh food
markets unless they drive, hire a car service, or take long public transportation
commutes to more affluent parts of the city. Because there have been limited
opportunities for advancement, it is necessary to have a public meeting to find
solutions for this community. I'm glad you folks could attend.
Indicate to the people in the first circle, in the same order as before, to begin their
discussion.
They will enter a discussion. After about 4 minutes, thank these four for coming and for
their input. These are more people to be heard from. Be sure to wrap up the discussion
after 4 minutes.
These viewpoints are important; however, they do not represent all necessary
partners in the advancement of this project. I decided to personally invite others
who should be a part of these meetings. I hope everyone here will have ideas
about how to manage the environmental concerns impacting our community.
The speakers from EPA Region 4 (role #4) and the AnyState Department of Health and
Environmental Control (ADHEC) (role #5) will now enter the discussion.
Just after the ADHEC representative (role #5) speaks, and right before the University of
AnyState representative (role #6) speaks, talk about your resources for the extra
outreach efforts.
We want to build a sustainable project; therefore, we must consider the next
generation of leaders at local institutions in our community.
The representative from University of AnyState (role #6) will speak. Once they have
finished, follow this dialogue (ignore the title heading):
Element 1: Issue Identification. Community Vision, and Strategic Goal Setting
I have already mentioned the vision of the AnyCity for Action project. What goals
should we set to ensure that we can successfully clean up and revitalize the
Arkwright and Forest Park neighborhoods? Does anyone have ideas for this?
Give all the indicated representatives (roles #1-#6) a chance to speak about their
goals. Write down the goals of each speaker on the flip chart.
A rnA United States
Environmental Protection
kl M % Agency
76
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Element 2: Community Capacity-Building and Leadership Development
It seems that we all share mutual concerns and have set goals that will be
beneficial for the community. I am glad that we increased our capacity in this
meeting so that we can build our community.
The ADHEC representative (role # 5) speaks.
Element 3: Consensus Building and Dispute Resolution
That's a great point! We've heard from many different partners who would like to
help the community, and there are many others. We must include all parties even
if their viewpoints differ from the those of the community. I believe that the
residents do not have time for rallies and protests. They only have time for
actions that will eliminate their challenges and revitalize their community.
Therefore, there are representatives here who would like to contribute to this
conversation.
Indicate for the third circle members to introduce themselves: AnyChemicalCompany
(role #8), and AnyGovermentContractor (role #9).
Thank you all for being here today. Please introduce yourselves and, if you
would like, share a few words.
Allow each to person to read their cards, and after AnyGovermentContractor (role #9)
speaks, read the following paragraph:
Element 4: Development of Multi-Stakeholder Partnerships and Leveraging of
Resources
We have heard from many different stakeholders and heard many great ideas. In
the future, we should build a formal partnership to further the advancement of
our project.
Element 5: Identification of Financial Resources and Research Funding Sources
U.S. EPA Region 4 (role #4) should be ready to speak.
Those sound like amazing opportunities for obtaining resources for our project,
and we hope take advantage of those opportunities. Thank you so much for
giving us this information; it will greatly impact our progress.
County of AnyCounty (role #1) should be ready to speak.
A rnA United States
Environmental Protection
kl M % Agency
77
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Element 6: Sound Management and Implementation
I agree. I believe it is important that we have a management structure and some
type of strategy for implementation, so that we can engage our future partners
and be ready to receive financial support.
Element 7: Evaluation. Lessons Learned, and Replication of Best Practices
City of AnyCity (role #2) should be ready to speak.
Absolutely. I think evaluation will be helpful once we have implemented our plan.
We will be able to show everyone the accomplishments of our community, as
well as evaluate successes and improvements for future projects.
Although we have heard from several different stakeholders, there are many
others in the community who would like to be heard.
A rnA United States
Environmental Protection
kl M % Agency
78
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
COUNTY OF ANYCOUNTY—CARD #1
Please read aloud from the script below, using your own first name.
Hello, my name is and I am the Director of County Economic
Development for AnyCounty.
I am delighted to be here today, because the AnyCity for Action project
represents a tremendous opportunity for the Arkwright and Forest Grove areas
and all the residents of our county. We regularly receive notices for meeting like
this through the Federal Register. But for this, the County Board of Supervisors
asked me to attend, because we know the importance of getting this project
going!
Others will read from their cards. Please read silently to prepare ad lib remarks that will
be used in a free-flowing role play in just a few minutes, after the EPA representative
(role #4) has read more about the project.
Here are some talking points for you to include in your ad lib remarks: choose one or
two points from the list below to bring up during the discussion. Feel free to indicate
when you agree or disagree with another viewpoint.
• We would love to advocate for this revitalization project, however, we are
concerned about the cleanup costs, standards, and liabilities.
• We are also concerned about being held liable for previous contamination
and lack of earlier development.
• We see the facilities as important pieces of their economic vision for the
county.
• We want to avoid anything that would jeopardize the revitalization.
• We want to see improved housing, quality of life, and health and human
services all throughout the county, starting with these communities.
• We want to ensure that our diverse community is adequately represented.
After the ad lib dialogue, there will be some time before you speak again. Listen
carefully and follow along in the discussion. Be ready to speak after the Convener says:
"Does anyone have ideas for this?"
You will be the first to speak. Read the paragraph below aloud:
I believe one of our goals should be to create a comprehensive redevelopment
plan.
A rnA United States
Environmental Protection
kl M % Agency
79
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Continue to follow the discussion. After the Convener says "That would be great
opportunity for obtaining resources for our project. Thank you for giving us this
information. It will positively impact our progress," read the following paragraph aloud:
I believe this is a great opportunity, because one of our concerns was the
cleanup costs for such a substantial project. I think we should focus on the
financial resources, as well as the management and the implementation of the
project and funds. All the money in the world will not help if we do not know who
is in lead roles or the time frames for getting things accomplished. It is
necessary to discuss management and how all of us can play a part to ensure
nothing hinders the success and sustainability of this revitalization project.
A rnA United States
Environmental Protection
kl M % Agency
80
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
CITY OF ANYCITY—CARD #2
Please read aloud from the script below, using your own first name.
How are you all doing? I am and I am the Director of
Revitalization Development for the City of AnyCity. We know the importance of
being involved in the advancement of every single community in AnyCity.
Therefore, I am here today to help develop a brighter future for the Arkwright and
Forest Grove Communities. We hope that we can further enhance the entire City
of AnyCity, and we believe revitalization should be available to all the
communities in our city.
Others will read from their cards. Please read silently to prepare ad lib remarks that will
be used in a free-flowing role play in just a few minutes, after the EPA representative
(role #4) has read more about the project.
Here are some talking points for you to include in your ad lib remarks: choose one or
two points from the list below to bring up during the discussion. Feel free to indicate
when you agree or disagree with another viewpoint.
• We do not want to be held liable for the conditions that exist within these
neighborhoods.
• The city is interested in increasing revenue from the revitalization and
development.
• We are interested in fulfilling the city's revitalization development vision
and taking the lead as the fastest growing city in the county, and maybe
even the state.
• We are also concerned with the cleanup costs for the Arkwright dump.
After the ad lib dialogue, there will be some time before you speak again. Listen
carefully and follow along in the discussion. After the County of AnyCounty (role #1)
says "I believe one of our goals should be to create a comprehensive redevelopment
plan," read the following aloud:
I agree. I also believe two of our goals should be improving transportation
access and creating green space and greenway trails.
There will be some more time before you speak again. Continue to follow along and
wait for the Convener to say:
"I agree. I believe it is important that we have a management structure and some
type of strategy for implementation, so that we can engage our future partners
and be ready to receive financial support."
A rnA United States
Environmental Protection
kl M % Agency
81
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Then, read the following aloud:
Yes, financial support is key in such a large project. We should consider how we
will evaluate and discuss our challenges and successes so that others can see
what we have accomplished and replicate this type of project throughout the city
and county.
A rnA United States
Environmental Protection
kl M % Agency
82
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
ANYCOUNTY HOUSING AUTHORITY—CARD #3
Please read aloud from the script below, using your own first name.
My name is . I represent the AnyCounty Housing Authority; we
provide affordable housing options in vibrant neighborhoods for the citizens of
our community. Because revitalizing the Arkwright and Forest Park areas will
return the vibrancy to this neighborhood, we felt it was necessary to voice our
strong support for this project.
Others will read from their cards. Please read silently to prepare ad lib remarks that will
be used in a free-flowing role play in just a few minutes, after the EPA representative
(role #4) has read more about the project.
Here are some talking points for you to include in your ad lib remarks: choose one or
two points from the list below to bring up during the discussion. Feel free to indicate
when you agree or disagree with another viewpoint.
• We want to provide better housing for current residents.
• We would like to see current residents temporarily relocated so that
redevelopment of housing can occur, but we will not be able to bear the
cost of this temporary relocation.
• We want to see our development project proposal accepted and completed
in the shortest time possible.
• The AnyCounty Housing Authority is an enthusiastic backer of the project,
but we are concerned about federal regulations governing cleanup
standards and liability.
After the ad lib dialogue, there will be some time before you speak again. Listen
carefully and follow along in the discussion. Be ready to speak after the City of AnyCity
(role #2) says:
"I agree. I also believe two of our goals should be improving transportation
access and creating green space and greenway trails."
Then, read the following aloud:
I completely agree with you. These things will build up the surrounding
environment in the area. I think another goal should be to develop affordable and
energy efficient housing.
A rnA United States
Environmental Protection
kl M % Agency
83
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
U.S. EPA REGION 4—CARD #4
Please read aloud from the script below, using your own first name.
Hello and thank you for inviting me. I am from EPA Region 4.
We would like to provide our assistance in reinvigorating these communities
because the environmental concerns in these communities are too great to be
ignored. Furthermore, we recognize the environmental justice issues and hope to
address these concerns.
We want to see an assessment performed on contaminated sites and other areas
of concern, as well as see a cleanup of identified contaminated sites.
After the ad lib dialogue, there will be some time before you speak again. Listen
carefully and follow along in the discussion. Be ready to speak after the AnyCounty
Housing Authority (role #3) says:
"I completely agree with you; these things will build up the surrounding environment in
the area. I think another goal should be to develop affordable and energy efficient
housing."
Then, read the following aloud:
Everyone has mentioned great goals. I believe another one of our goals should
be cleaning up the contaminated sites.
There will be some more time before you speak again. Continue to follow along and
wait for the Convener to say:
"We have heard from many different stakeholders and heard many great ideas. In the
future, we should build a formal partnership to further the advancement of our project."
Then, read the following aloud:
Building partnerships is essential to finishing projects such as this one. We
would like to notify you all of opportunities for grants and financial support from
EPA. We have several financial opportunities, such as EPA Superfund
redevelopment, Brownfields, and EJ grants, which could benefit this project. I
strongly suggest considering these resources.
A rnA United States
Environmental Protection
kl M % Agency
84
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
ANYSTATE DEPARTMENT OF HEALTH AND ENVIRONMENTAL
CONTROL (ADHEC)—CARD #5
Please read aloud from the script below, using your own first name.
I am and I represent the AnyState Department of Health and
Environmental Control. We are the government agency responsible for public
health and the environment in AnyState.
We would like to improve public health and the environment by implementing
programs and classes. We will also assist with any necessary assessments of
the environment and the health of people currently living in those environments.
After the ad lib dialogue, there will be some time before you speak again. Listen
carefully and follow along in the discussion. Be ready to speak after the EPA Region 4
representative (role #4) says:
"Everyone has mentioned great goals. I believe another one of our goals should
be cleaning up the contaminated sites."
Then, read the following aloud:
Another a good goal to add is improving public health.
There will be some more time before you speak again. Continue to follow along and
wait for the Convener to say:
"I am glad that we increased our capacity in this meeting so that we can build our
community."
Then, read the following aloud:
Yes, I agree. It is difficult to get things accomplished when there is no one to
accomplish it. There needs to be a team, and that team must have a leader so
they can all add to one vision.
A rnA United States
Environmental Protection
kl M % Agency
85
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
UNIVERSITY OF ANYSTATE—CARD #6
Please read aloud from the script below, using your own first name.
Yes, thank you. My name is . I am from the University of AnyState.
As the Director of Community Outreach and Engagement for my institution, we
see the importance of not only being a part of our local community, but also
giving back. We may not always be able to give financial support, but we can
give time, knowledge, and the interest of our student body to help sustain this
project.
Although I am not new to the issues in our local community, I am new to this
project, so I am interested in knowing if you all have set goals for your project. If
you have, could I get a quick overview? If not, can we take time to develop
goals?
After the ad lib dialogue, there will be some time before you speak again. Listen
carefully and follow along in the discussion. Be ready to speak after the ADHEC
representative (role #5) says:
"Another a good goal to add is improving public health."
Then, read the following aloud:
I agree. I think we should also include providing public safety, education, and life
skills as goals.
A rnA United States
Environmental Protection
kl M % Agency
86
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
ANYCHEMICALCOMPANY—CARD #7
Please read aloud from the script below, using your own first name.
My name is . I'm the Executive Director of AnyChemicalCompany,
Inc. As mentioned earlier in this meeting, we operate a chemical plant near the
Arkwright community. We have been going through many changes and would
like to be a part of this conversation. We want to work to address a variety of
issues, including job creation, health and safety, environmental compliance,
emergency preparedness, and response and community revitalization. We hope
our efforts show that we are striving to practice corporate responsibility.
Thank you.
A rnA United States
Environmental Protection
kl M % Agency
87
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
ANYFERTILIZERCOMPANY—CARD #8
Please read aloud from the script below, using your own first name.
My name is . I represent AnyFertilizerCompany, Inc. We are no
longer an active plant, but the community is concerned about possible
contamination that occurred when it was active and how it is affecting people.
We are open to making necessary changes to improve the lives and the health of
the people in these communities.
The 40-acre site can become asset instead of a liability. For example, it could
become an amenity space for the community, such as a 40-acre urban golf
initiative.
Thank you.
A rnA United States
Environmental Protection
kl M % Agency
88
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
ROLES FOR PEOPLE IN "THE THIRD CIRCLE"
As you will see, the major players in the AnyCity project have been called upon first.
They are used to participating in all local meetings and decisions.
The Convener recognized the importance of inviting another group of stakeholders who
should also be included in the meeting. They sit in the second circle.
You are left wondering if you have a place at the table. You are concerned about the
futures of the Arkwright and Forest Grove neighborhoods, too.
Since the lead community members convened this meeting, you are sure they are
eager to hear other community members express their concerns and vision for the
future of your neighborhood.
After the first two groups have spoken, the convener will ask if there are others in the
room who have a stake in the issue. You may choose to speak up at this time, or
simply raise your hand to show that you have a stake in the issue.
If you would like, you may choose a role from the following list that you will represent by
stating your name and affiliation. You can make up your role if you like.
Arkwright Resident: I am very concerned that health issues in the Arkwright
community are related to air or groundwater releases from the plant.
Forest Grove Resident: I hope to see immediate remediation of the
AnyFertilzerCompany fertilizer plant and the Arkwright dump site
President of an Environmental Conservation Organization: There are living
ecosystems that have been affected by toxic waste. We would like to see
immediate action taken to eliminate this concern.
Ethnic Organization: I am from the city's chapter of the NAACP. We have recently
become aware of these EJ issues and know we must speak up. We would like
revitalization and development to bring good jobs and housing into our
community. We want to see environmental concerns addressed.
A service group that can help with some cleanup and recycling efforts.
A philanthropic foundation that might help with housing transitions.
A rnA United States
Environmental Protection
kl M % Agency
89
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Appendix L: Homework: Community Assessment
Module 1 Homework 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 following
supplemental sheet 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
A rnA United States
Environmental Protection
kl M % Agency
90
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Residents
Group Members
Group Leaders
American Indian
and Alaska Native
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)?
A rnA United States
Environmental Protection
kl M % Agency
91
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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.
Fill out the information below by using the resource links in Appendix M. 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.
A rnA United States
Environmental Protection
kl M % Agency
92
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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, or
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 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 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
A rnA United States
Environmental Protection
kl M % Agency
93
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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.
A rnA United States
Environmental Protection
kl M % Agency
94
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Appendix M: Homework Supplement
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.
|^HomeJ| Help
E
Bacemap »
| Q. F
To access help documentation for the EJScreen application, click the Help link in the
top right corner of the application.
Home
l| Help |
S ¦ Basemap -
aooress or piac
A rnA United States
Environmental Protection
kl M % Agency
95
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
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.
(0 Report on Selected Place
Erase: Remove any drawings from the map.
E
• 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.
• Find address or place: Locate a specific address or area.
I I
A United States
Environmental Protection
I m \ Agency
96
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
Explore and Navigate
• Several ways of displaying maps (basemaps) and 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.
^^3 Q Find address or place
n
Bing Maps Hybrid Bing Maps Road Bing Maps Aerial
Imagery
Topographic
b*. " ;:r
taj¥
Una!
National
Geoaraohic
Imagery with
Labels
Terrain with
Labels
Oceans
V
I J
f i
' /
3F;
Streets
Light Gray
Canvas
* rttajjw I
OpenStreetMap
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
Use the mouse wheel To zoom in or out of the map display, use the mouse wheel, the
Zoom In/Out tool, or a bounding box.
A United States
Environmental Protection
I m \ Agency
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
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:
Westminster Thornton
Arvada
Denver
kt
s
less
Lake wood
Aurora
Litt eton; ' Centenni;
Castle Roc
•nosha
iintains
ike National Forest
r
Rampart *
Palmer Lake
fiS
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.
3P c Holmes
650 I
id.
A United States
Environmental Protection
I m \ Agency
98
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
2. Click the arrow again to minimize the overview map back to its original position.
. I ILIIIUUl
Reston
123 Mantua
Fairfax
Tysons
Corner McLean
Vienna
Oakton Fal!i ^rch
efferson
The scale bar in the lower left corner of the map adjusts length according to the zoom
level. It is drawn in miles.
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
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.
A United States
Environmental Protection
I m \ Agency
-------
Discovering YOUR Power: Module 1
Program Launch and Orientation Facilitator's Guide
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"
text box. Use the longitude, latitude format (e.g., -77.4, 38.8).
|"q. -77.4, 38.8 Q |
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, PIVh.sand 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.
1. Locate the Widget toolbar at the top of the application.
2. Click the Bookmarks icon.
Measure III Bookmarks ~ *" BasemapT
A rnA United States
Environmental Protection
kl M % Agency
100
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
The Bookmarks window will be displayed.
f ft Bookmarks ^
Add Bookmark
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
->
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
yixi
La Porte, TX
y x
Add Bookmark
The bookmark will be removed.
A rnA United States
Environmental Protection
kl M % Agency
101
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
J FJ Tllrtn* PM 7.5 '0
Data rat ava able
Less :h2T EJf&ilfl
[~~l SC-H Erase Map Oata Measuie fti Bookmarks *"
Map EJ Indexes
EJSCREEN
¦ Err»ir w'lrtWitaa tndlcdloffl 41
¦ D'' TIL jl uphill It ijijlll. : J U
¦ EJ Indian
» pii 25
Oisne
Nata Diesel PM
Nata. cancer R;sk:
NaTa Neuro H
Na"a. Respirator, hi
Traffic
Lead Pain indlcs-or
RMP Prowmily
- NPL Praam "
T80F PrC'HRily
•.".'afer D scha'ae'PPOMT
Block group ID:
State:
Total Population (ACS):
Demographic Index:
PM 2.5:
EJ Index: PM 2.5 Level in
Air (%ilej:
060376006021
CA
2110
82% (96%ile)
13.9 ug/m3
(92%ile}
98%ile
First Option B: (overview, has less detail)
You can use this link: https://data.census.gov/cedsci/
Type in your community's ZIP Code.
A United States
Environmental Protection
I m \ Agency
102
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
STEP #1:
Idt FmiIk refill I Mr
•yg ^ CfcfT'* i*c'ts%ct i£P WfcbStut&Ivy » J1 Detfrtaf:
-.irnftKt Starve
Census
FactFinder ( )
^ndncli fWh C
V
5 UWtD K.AVCH AUV*M:t£< JtAIH.1*
ft A • ifTYttS-U! St I'm US OWk£* Ikavitj-i OMtQItC V»TS 4f«iCtfi GeflfflUlfly (AC£-> S ftrm
~ Community Facts
rtv# i >ato E3-rty tsi rawi or 74 cad*
FT"^ -- I O
Guided Search
Advanced Search
Download Center
Popular tables
Pti|Ml*lkn arid Hcuwiic
* lnnul fe*uMrg nwi'i
• 'Jeio-J-' HiVMiif C\tnr.>r otitis CfirorA' [linDuiip'M: ClwiclMiatui |M1D Ijrjwi, UP 1|
PtmKlf Hid IlKISTU'
• Gaivra! Fcananlr flu;jrl»ilsU s |JM*> AC* nwil
•Vj* R«m, S#)r ird Ujucwon
• fM»rl»ri SeTill rhnrnnim |?M" ACS tlWIJi
¦ £Oji£t> iw Anwwtm '/Or! AC s.
Anwicui |phi9h item In dita ib:u9
UuliO SUKi. I'itily ltti» ird On Itknd Altft*. IIV tUU
n Jjnmncaa T«rtf trd« re*** Iron* c*r«in»i itfri
HtfliM. f« bmu htuiiwlui j*m UMng r «cirMM wif
Wul Sit lW*k
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.
MfnN*. #r»d rid I**
m
i c.— .«
Census
Factfinder (. 1
Car?rrur«l|> *
A1 B*xl *
n - l irvi :c;ul*- "wzla ijpDiuDnr, irc-:rr» #lr.l nd Irvqua-Uf -*q.*.*t '.¦.*<¦ -• e iK'< *«l M
aiaia * 1—
DirUt<
K« A. m
JCm 'xjr » 1i:tih ji c"a-. • Si-t
Sir?
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
STEP #3:
Click on links, such as the demographic profile, to help complete your table:
Census
Fact Finder I
Subject
Number Percent
unity • sen - h aid p^iu* n*;l» Jsnpulalrca, r
u aijiji, : r,-, Isa- u .4? :>J- :y.-:
1 »tn J MTYi I;U4r'J 1 raqiMilKd cn n:cir. your c;*ivninrry.
Cijttfa-
Mnwraii
CffcfcacKiLjmHi
l-T,WT|
3W1S
p- SwkHfcSm f
lawiSM
WVlf
:¦£ n*
mv.i ..jijict <».*:<¦
i~-, "A > m'JIiff' 13K
K*.
Ar'.* VI
(HK KW' HfT 1»
Dfr»jn
IH.k. b 1-
CirraM
V*C W -SB
».¦>
Mi
msiKK^tiAA
K.*
cj.:x
v.tremr
2CSM3 !).*-¦ fiv> tcmvMlkr
t--j... ¦
Ct-t. th*i
n.«.
i'.' j (WJClCWTTM
:if Miu f jr n
bay'Yhr
i*» v -o u i r
- TTI-, itni -.n, O
Mr*-
•¦¦¦).»>¦ K, *. .*
Sfifi ¦ »1l>Rin'l M)SY> Vr.»
tmvm
r-MCil > Mb
"'"Y"
bjwJIIutCM
¦+ a ci
fTAi
y-M t. •
Vat tf HtH% M-mX3 V X » k
. i .-rj'ij'i ,'^v --ttit
A- it .m kilns.*. 4«i i --Avf asr#
<
vy ¦:-. v.i -i
M«a
Un»n
we.
CXnajii
him i iiwuv Ci-m-rr.M ib-w ki
ii
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
60 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
Umier 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
49,736
3,998
2,888
2,298
3,012
6,632
5,877
4,847
3,928
3,001
2,859
2,555
2,044
1,621
1,147
1,058
867
592
512
30.1
40,121
39,078
36,478
5,084
4,176
25,530
2,058
1,432
1,160
1,576
3,793
3,095
2,527
2,084
1,650
1,505
100.0
8.0
4.1
3.3
2.3
80.7
78.6
73.3
10.2
8.4
2.3
3.2
3.3
3.0
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.qov/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
A United States
Environmental Protection
I m \ Agency
104
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Instructions:
The link will take you to a page titled "American Community Survey." This page has
four headings: demographic, social, economic, and housing.
American Community Survey
» *¦*.+ *• * j| VtatAiY T | I Iti)
i >j-ii i i-clu-iw fi I '<¦ Ccrfunl? iA-w
Dsnsn -4
*, * ?. .... - :* S
t k .
3r» itc im uir vKdr-: :' »£3iC i ^>; t#-.'-ti h k: v
k «¦!*»• "••«' I*. >*¦*> -V.jk >< -.j i«|i..inrifcvil. *«i
rrtwm'.WK.ii-'w >*1 h:-«h
Tu*J "HITS- 5TI
i :. i uam:
r^urd Sk A.'kmt, 'hi uWyf-y.
it IX
< -ITf-M' CVWlifr 1 iTJTof
Aj:i •vwi
Kalilhln
P-xx Ijryirt'.sf-wwrf C-K*«cA"fc3*« ?*.
H.Tr-ya >n isr;»
PRflrir !»w; !A- "¦
r>HT'
rrx-.-jv*
Ik-.lnrr I Vn *
'twin
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.
>wo«grap*le
4mm fl'«1 Sas
up Qiuitwis
Mli: it I Ml nil O'»j»i
HLc obcnsh c
eta Hcpuiaton
Social
An&Mrtry
CrtJ*Htshf- F4>.,pf: Uccjpalcn
Hsrotfly
Work Stotaa
Ho«Hne
Compiiter Ctonoraftp A Irtomfit
Aecoss
i-cusb Hcztng F to!
Klrf-tan fscil liea
Oct U fKT< vAfac a IK V $2*115
Occupants pr- Room
Owner Montrty Costs-
'"lllll.'iltj. Fh:MIH-
mhiiI ftltffclk:*
FiiHi'tM / fimiiiKi"*
~-4»f:4KirH F+if1 h 4iv>«kil:b*
ICHUR
Unfe in 'Jtru'hjrt:
Vaftio c+1 torn a
Vein leu Araitffo
Year hcme-icWer Moved Into
llnJ
Y*» SbiKlir* Biik
Demographic
Age and Sex
Group Quarters Population
Hispanic or Latino Origin
Race
Relationship
Total Population
A United States
Environmental Protection
I m \ Agency
105
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
STEP #2:
Close up on the "demographic" category of the American Community Survey page. 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 usually be the first category once
clicking on your specific subheading. Please see the example below for more detail:
act Finder (. j
ft * • *fXh
r*«rr.~ .inn th» £fitfc:ni sn lift papist, | " mmiH "."-iir iwrti raniHs
> hvrfOMn
J ROC"
J RBC»
J K«» ! WX
J K4X'.- -•-«
1 •¦¦W.' ^IV» UK
~| VWJX*
~l *<*» [ .«•*««.
~1 »¦¦¦*•
J -Vfife
j ivttix Mint*:*
_j |
¦i.-. ,-jw.K-rr> w - \-»r+:>k
• *.*x j
• J
J KMC* XM> •>: H*_¦>t Oft »i wvJrw ¦« 0*. tf&OtiSh*" .** C*:K'KCT' &KV4CS
~1 « o r# ft* r# Mnvvi'.* .vtvr»» r# i>-*» ^c*»rron snx-rrr Tiw-aii-fiw
i C kc>* ow* ^iofve a< na«5TK? cf ujn
|_ we-»n •*%u. v-kViWJ w cri«:iiw-h k> >i::h ^ i «-h>-»-i-::n-1 » b.w
C bcd»» -witeju.:** v.nmrt! v^fYrareoiFSNnacer
p kcj-d AT,irr,j:orH:cmcp:v^cs
l~ bczj' I EOf it- ocustttfioti *\ tm c« ««k
|— £f.«l *« 4*8 A ' I « h:J.- HUM-
r B0C3 v 5€U£0TH£R W6EALOieO»UvCC«f\AT>Ml V.TTH T'-C :* JMCiffM rv-:c;
[_ l-JJMTS .tl-iltliKi.t
W'K.'Cft'O ^ *>CVI ¦, LuiWi, - l-KdM 54.1"
3M3ACE «¦¦,£*
A United States
Environmental Protection
I m \ Agency
106
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's 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 table name
Refine your search results:
state, county or place (optional)
|30318| ^1
Lf®topics 0race/ancestry Qindustries Qoccupations
©
*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 number 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 * 100%).
Advanced Seai - Search all data in American Factfinder
BGMW fcrtf.F
I Iihvhuh*: TiiIiiI pipiiliiliciri f)
WVWUVJ American CoaHminliy Survey Wear Lidmaccs
Tib* Vwr »»
Aciorrt: Motlfy Tabte j.* Aod'tfcfiwva Geographies H'j aoetemniSjn
4 DACa: TO ADVAHCnDi
|j^ OoMlcud
^WewGeograpfty Notes |
-ht-.-ja+i Dm •'•-vrt-.wi r.zrmrty f-ir*r; ¦ OT-5wrw|¦*- s .wl tMmfewiaiK MfemiK • v rt* Hunm1* ZW? niv rrtTJlw P—.y%r -tM f-mrtat*r .¥>1 nfcj-w-
t! tvi pnftlrkn iv tv* r>1-r rw»i vjjriv. <-t** And tawuc »rrt •rfcr«iA& rl KBUtQ'iitilwiiiku irr 'ARiM
2C"At 33311
EVlfwrVi feM'pl* if Enriy
T.
siflffs >M,rn
.'•Wt-Jfl h(H *11 ,'iMttA K%1 »* 3*T1"
•¦ii *.y
•'¦mr Ji'?*
"rtv." «rsu
1.>! ¦« 1 tiWMlir .m r*t#rP*=f • ld«TiP' rtnvi
-YT 4ii-1
K.i'ie rfi:1 ices
Tw Ci (Mtt'AiA
T'M lint lent c4"i«i nsi
Vf-S 'USSJ
1JB7® h-3'5
105 4MS3
3T4 +i-Vl
Vb-5 7*15 it* ft-p.
Ufct ;rc- J/5J3HQ
rj*
yean:
mi ~
?lrs?
JDil
Vin-f I. 5 Vtyu f- ¦****• JiMJ-JO' f R-Vfjr Angrtc^n {.rrmrir,
V Jli M iL! IK. 'ATAT \ LI
v hv a.i
J'.Ui...
MjiVl. v JU'Juii - 'S Liz Jia U i. ;iu;n J Lll-l A jii-jj.iJ fcr.
r.-++ju«i j Sf i im>.
>ji i 'J l iu^i il ma csfcin nJccI
* r rr ¦ »U
/n «rr- In M **\ ->*» rthvrr irrlc»l*v hr « hr rr- *wrfJ* ztrn-.-Mrrr ,v kw f*A urvii nbnmtui x.'M »Ma tn Mi-raii or* nil rSrer>:bra.¦¦ .vfvr b« eslri Lvpt h
JI Ik r»;J ti c/j^aK-v "»*» n Ik fcwul lii'-M w . i-ii '/ji v|aih.ik>;-J VrA
An • 'itx* , a «t»»a5e- »R\in> J» r»4Jtf 19* *< 7k." ttetnl Hz >A di GfWft-CMI&d jatCMMi
Ui ¦»" toi :s,*4i s n ttwn e»>' ns lYtcferi•) th ***¦« I« qi :f-ef-KiitwWi
' * frlv T ¦+* "IT'*' n »TI-I rrtrrr +1* r« ta .1 -J iiprw nf Ml "T-fr-fTfUi "!OfTI > wl B i—
A ^r^Jl United States
Environmental Protection
I m \ Agency
107
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's Guide
Example: To 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 = I ; ) x 100%
V total J
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
+Z-52
Asian alone
2,865
+/-553
Native Hawaiian and Other Pacific Islander alone
37
+/-63
Some other race alone
875
+/-5S9
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.
A rnA United States
Environmental Protection
kl Agency
108
-------
Module 1
Facilitator's Guide
Find Your Edge: Boundaries/Geography of Your Community
STEP #1:
This QuickFacts link has additional demographic information:
http://www.census.qov/quickfacts/table/PST045214/00
Qulrk'wrl; 3rn Vr* i i WAi
iHirvn kwipv Tii h 1 *
Discovering YOUR Power:
Program Launch and Orientation
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.
I |
b+.i r>^ l«i ¦.« e *
.KIO'lll
i :Htai lesrSiictk. Vu « iwir:«4a»>Jl«i ki i
XOtCll]
HuMi
iwnlltahaftV'V**. 2KP *1 »C".
5I1Ti r-r y i
1 ll.'-HiHI
TV* wfc idr.H a** SOP Ki
S1MW
AwwMv
-Mi'iiT.v Sri-awty T.aii mi mi . mi-
a-:
as
«GrvMa.w<-wwiy
Ulil iir.4 * > • * | .V»P k -.V ' » « ;)H
P" MM
"h ; en. linci ¦ > Ki/tahru Z
kx ;s
-iwf*'
aumsssts
~cO av -.m §i^:-brira 2W>
7i\Xi
r« >-jij
•h fl'Vrtsi
r>.% rM rmA WIS
ssn&fVS*
Teh -.rirpt J2i3-»1>
i0%
¦'4J (.Wii'vi' flf •***•. T' J
WflVi.
«ir.,:xc
2V.XVX9
lmj Jitr
ACC
/. A>.1ti
:x;
sirsjLiE*
¦.y.T VTV-NTK *TI. ill1
.H-CVK&
>*V» i ¦ »¦/
.¦ uc.ikx
'-SfSJi ¦ »-^i ¦ J r r a K'F
IZKM-I
atmcflAw
".*¦* ie'iw M-jr/'*. 2911
jv: j-tt r »:„K»rdii '.-i C
A United States
Environmental Protection
I m \ Agency
109
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's 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.
A United States
Environmental Protection
I m \ Agency
110
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's 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., lake, rivers, and creeks), and determine the physical boundaries of
your community and neighboring communities.
i>:r+»r
' CHttlfbflHIlriiljiliHI
Wtr Arm
' VMKqM U t •: Vm. LI* lUlllii i
toll vi Fa KK kKIT.£ll>'-«ftl
Ci
HUM HI Li-aMil
t rlMia TSXmlVZ
v mmm<
auuc:u
L
I *l •*J *». Q. I
;V4 - VV™
^ * },¦ %\ \\
irt ' , , w
-*iU\
-------
Discovering YOUR Power:
Program Launch and Orientation
Module 1
Facilitator's 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.
A rnA United States
Environmental Protection
kl M % Agency
112
------- | |