Considering Environmental Justice in Building a Greenway: A Case Study Instructor Summary Sheet

Instructor Summary Sheet: "hyperdoc"

Instructor Summary Sheet

This Instructor Summary Sheet contains all the links and resources needed to facilitate the
Environmental Justice (EJ) Greenway Case Study. For more information, visit the EnviroAtlas
Educational Materials webpage at https://www.epa.sov/eymroatlas/eymroatlas-educational-
materials

Suggested Grades: 9 and above

Suggested Topics: Geospatial
information systems (GIS), geospatial
science, environmental justice, decision-
making, ecosystems, ecosystem services,
city and regional planning, debate,
environmental science

Kev Concept: EJ decision making can
be driven from easily available
environmental and geospatial data.

Time Considerations

Prep Time: None - however long you
want to familiarize yourself with the
materials

Videos 1-3: Each video -10 minutes

Background Reading +
Comprehension Questions:

30 minutes - 1 hour

Understanding Maps worksheet:

~15 - 30 minutes

Public Hearing: ~ 15 - 60 minutes

Materials: Computer(s), internet,
handouts (provided), maps (provided)

NGSS Standards: HS-LS2-6, HS-
LS2-7, HS-LS4-5, HS-ESS3-1, HS-
ESS3-3, HS-ETS1-3. NGSS Science
and Engineering Practices: 1, 2, 4, 5, 6,
7,8.

Learning Objectives

By the end of this lesson module, students will be able

to:

• Explain and describe map elements and features,
including concepts such as census block groups and
graduated symbols.

• Define, describe, and explain EJ, including both
historical and present-day references.

• Incorporate an environmental justice perspective
into decision making.

• Describe characteristics of a greenway that can be
beneficial for the environment, the economy, and
equity.

• Use maps and data to explore concepts of
environmental justice and ecosystem services using
the EPA's EJSCREEN and EnviroAtlas online
mapping tools.

• Explain an issue or problem from multiple
perspectives.

• Integrate data from multiple sources to generate an
argument.

• Assess and refine a technological solution that
reduces the impacts of human activities on natural
systems.

• Describe the opportunities and challenges
associated with multi-sectoral decision making.

• Compare scenarios that integrate access to
recreational opportunities, conservation of open
space, and community development.

• Generate, justify, and defend recommendations
based on the available data.

• Design, evaluate, and refine a solution for reducing
the impacts of human activities on the environment
and biodiversity.

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Instructor Summary Sheet: "hyperdoc"

Resources vou will need for this lesson:

•	Background Reading:

o https://www.epa.gov/svstem/files/documents/2Q22-01/eigreenwavcasestudv background O.pdf

•	Student Map Set:

o https://www.epa.gov/svstem/files/documents/2022-Q2/eigreenwavcasestudv student map set.pdf

•	Understanding Maps Worksheet:

o https://www.epa.gov/svstem/files/documents/2022-02/eigreenwavcasestudv und maps ws.pdf

•	Stakeholder Slips:

o https://www.epa.gov/svstem/files/documents/2022-02/eigreenwavcasestudv stakeholder roles.pdf

•	Student Glossary:

o https://www.epa.gov/svstem/files/documents/2022-01/eigreenwavcasestudv intro addtl O.pdf

•	EnviroAtlas Interactive Mapping Application:

https://enviroatlas.epa. gov/enviroatlas/interactivemap/?featuredcollection=4cfb477805224007ad5e7e4b79
bd58eb

Part 1: Introduction to the Case Study

Activity

Students Watch Video 1 (either collectively in class, or individually for homework) or Instructor introduces
case study scenario.

o Video 1 link: https://www.voutube.com/watch?v=ACSqvLlHemQ

o If in a classroom setting: When prompted, pause the video to let the students discuss decision-making
contexts and share their experiences.

Additional Reading for Concepts in Action: Houston's Bayou Greenways2020

For extension options on a real-world environmental justice example covered in the reading, students can
explore the following articles.

o	Redlining and segregation in Houston

o	Houston's Bid for Park Equity

o	Why Race Matters in Planning Public Parks

o	The Rice University Survey

o	Bayou Greenways 2020 project

o	Beyond the Bayous

Assignment

Students read the Background Information document for information on the case study

o Make sure students have the Student Glossary to reference as needed.

o As part of the reading, the students should complete the Reading Comprehension questions. The
Reading Comprehension questions are in the Student Instruction Sheet. Decide if you want students
to turn these answers in to you or discuss them synchronously/asynchronously.

2

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Part 2: Understanding Maps & Data

Activity

Students Watch Video 2 (either collectively in class, or individually for homework) or Instructor introduces
mapping concepts and Student Map Set.

o Video 2 link: https://voutu.be/kInWaCMof-U

o If in a classroom setting: When prompted, pause the video to let the students discuss some of their
answers to the Reading Comprehension questions.

Assignment

Students complete the Understanding Maps Worksheet

o Decide if you want students to turn the worksheet in for a grade or credit.

Note: Students can use the PDF Student Map Set OR the EnviroAtlas Interactive Mapping Application

to explore the maps. If using the mapping application, the following guidance
materials may be helpful (also provided in student handout):

o Quick Use Guide: https://www.epa.gov/sites/default/files/2020-

09/documents/enviroatlas quick start infographic.pdf
o Tutorials: https://www.epa.gov/enviroatlas/tutorials

Part 3: Preparing for the Public Hearing

Activity A

Students Watch Video 3 (either collectively in class, or individually for homework) or Instructor introduces
stakeholders and decision making tasks.

o Video 3 link: https://voutu.be/oK9DffR3dOc

o If in a classroom setting: When prompted, pause the video to let the students discuss why stakeholder
involvement may be important.

Activity B

Assign Stakeholder roles to students from the Stakeholder Roles handout

• Decide if you're going to have students meet in their groups to make a Stakeholder Group Decision -
schedule that if necessary (i.e., if there are more students than stakeholder roles, you might have some
students in the same role - they should get together and come to a consensus).

Part 4: The Public Hearing

Activity A

In class, have individual students or collective stakeholder groups (depending on your approach) present
their pitch or argument for the chosen route based on their assigned stakeholder role.

Activity B

As students present, keep track of the recommended routes visually for the class. This can be done using
an online co-working tool or whiteboard such as Google Jamboard, where the student or instructor can draw
each presented route on the map (great for virtual learning), with a map projected on a whiteboard (in
person), or showing tallies for the routes that are proposed.

Once all groups/students have presented and the class can see all the proposed routes, the class should
attempt to agree on one route to put forth for the pilot section.

3

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Questions for class discussion:	Instructor Summary Sheet: "hyperdoc"

•	As a large group with different stakeholder teams, can you collectively decide on the most favorable
route? If no, why not?

•	Do you agree with the original pilot section route the Board of County Commissioners chose? If not,
which route did you collectively decide was preferable?

•	What were the main factors in your decision?

•	What information would have been useful to have available to help make this final decision?

•	How did environmental justice considerations influence your decision? Was the decision-making
process itself equitable and just?

•	What did this exercise teach you about decision-making contexts?

•	Can you connect this activity to situations in your own community? If so, how?

4

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SEPA .

kJm

Additional Reading Resources 6.1

iitional Reading Resources

Campbell, H.S. Jr. & Munroe, D.K. 2007. Greenways and greenbacks: The impact of the Catawba Regional Trail onproperty values
in Charlotte, North Carolina. Southeastern Geographer, -/7(1): 118-137. DOI: 10.1353/sgo.2007.0002.

Coutts, C. 2010. Green Infrastructure and Public Health in the Florida Communities Trust Public Land Acquisition Program.

Planning, Practice & Research, 25(4):439-459.

Dallat, M. A. T„ Soeijomataram, I., Hunter, R. F„ Tully, M. A.,Cairns, K. J., & Kee, F. 2013. Urban greenways havethe potential
to increase physical activity levels cost-effectively. The European Journal of Public Health. DOI: 10.1093/eurpub/ckt035

Flink, C. A. 1993. The great American greenway movement. Canadian Water Resources Journal /Revue Canadiennedes ressources
hydriques. 7S(4):485-492. DOI: 10.4296/cwij 1804485

Harnik, P. & Welle, B. 2009. Measuring the economic value of a citypark system. The Trust for Public Land.

Mason, J., Moorman, C., Hess, G., & Sinclair, K. 2007. Designing suburban greenways to provide habitat for forest-breedingbirds.

Landscape and Urban Planning, K()( 1 -2): 153-164. DOI: 10.1016/j.landurbplan.2006.07.002

Jackson, L.E., Daniel, J., McCorkle, B„ Sears, A., & Bush, K. F. 2013. Linking ecosystem services and human health: theEco-
Health Relationship Browser. International Journal of Public Health, 58(5):747-55. DOI: 10.1007/s00038-013-0482-1.

Lee, C. & A. V. Moudon. 2004. Physical Activity and EnviromnentResearch in the Health Field: Implications for Urban and
Transportation Planning Practice and Research. Journal ofPlanning Literature, 19(2): 147-181.

Lindsey, G., Man, J., Payton, S. and Dickson, K. 2004. Property values, recreation values, and urban greenways. Journal of
Park and Recreation Administration, 22{3):69-90.

Mohai, P., Pellow, D„ & Roberts, J. T. 2009. Environmental Justice.. \imual Review of Environment and Resources, 34( 1 ):405-
430. DOI: 10.1146/annurev-environ-082508-094348

Nelson, R. K. Winling, L., Marciano, R. Connolly, N. et al. 2021. Mapping Inequality. American Panorama.
https://dsl.richmond.edu/panorama/redlining/#text=intro

Nicholls, S. and Crompton, J.L. 2005. The impact of greenways onproperty values: Evidence from Austin, Texas. Journal
of Leisure Research, 37(3):321-341.

Sandt, L., Pullen-Seufert, N„ LaJeunesse, S., & Gelinne, D. 2012.Leveraging the health benefits of active transportation:

Creating an actionable agenda for transportation professionals. TR News. 280:18.

Searns, R. M. 1995. The evolution of greenways as an adaptive urban landscape form. Landscape and Urban Planning,
33(l-3):65-80. ISSN 0169-2046. DOI: 10.1016/0169-2046(94)02014-7.

Willow, S. L„ Dawkins, C. 2020. The power of participatory story mapping: Advancing equitable development in disadvantaged
neighbourhoods. Community Development Journal, 55(3):473-495. DOI: 10.1093/cdj/bsy064

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