Name: Community Environmental Justice Lesson

Grade Levels: 9-12 Number of Students in Class: 20

Unit: Environmental Literature and Media
3. Learning Target(s):
I will join with diverse people to plan and carry out collective action against exclusion, prejudice, and
discrimination, and we will be thoughtful and creative in our actions in order to achieve our goals in
environmental justice. (AC.9-12.20)

4. Assessment(s): Participate in a genuine discussion about how the people of Barrio Centro are
affected by environmental injustices and offer ways to reverse such injustices for us by reflecting upon
the Flower and Bullet’s organization approach.

5. Materials:
Flowers and Bullets
Four Perspective Approach

7. Introduction/Anticipatory Set: What do you think Dr. Sues meant in this quote: “Unless someone
like you cares a whole awful lot. Nothing is going to get better. It’s not.”
8. ****Step-by-Step Lesson Process:****
I will be adapting the Four Perspective approach from the Learning for Justice website.
1. I’d begin the lesson with a journal prompt to begin examining how environmental injustices has
affected many communities by asking this broad question: “What do you think Dr. Sues meant in this
quote: “Unless someone like you cares a whole awful lot. Nothing is going to get better. It’s not.”

After the students complete their prompt, I’d begin by explaining our LT for today’s lesson and goal is
to examine the environmental injustices regarding the residents of Barrio Centro.

2. Next, we’ll start watching the Flowers and Bullets documentary. I’ll write on four different white
boards that we need to notice how identity plays in this situation, how does lack of diversity
contribute in the situation, what justice is need to correct the situation, and what is the appropriate
action to achieve it?
3. I will be following the step by step Four perspective approach by creating four discussion stations
for identity, diversity, justice, and action.
4.Then, I will instruct students create text-based discussion questions. Once discussion questions are
completed, the lesson plan explains I must have students “group questions by anti-bias domain” and
match it my selected domains:
 I am aware that biased words and behaviors and unjust practices, laws and institutions limit the
rights and freedoms of people based on their identity groups. - Justice JU.6-8.13
 I can explain how the way groups of people are treated today, and the way they have been
treated in the past, shapes their group identity and culture. - Diversity DI.6-8.10
 I take responsibility for standing up to exclusion, prejudice and injustice. -Action AC.9-12.17
 I recognize traits of the dominant culture, my home culture and other cultures and I am
conscious of how I express my identity as I move between those spaces. – Identity ID.9-12.5

5. Now students must pair in four groups and attend each station to select which discussion post-it to
answer in 10 minutes. Each group must visit all four stations and take the sticky note they answered
with them.
6. Finally, I will help students to compile their discussions posts and responses into group summaries to
“synthesize” their learning.

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 10. Works Cited

Four perspectives. Learning for Justice. (n.d.). Retrieved April 18, 2022, from
https://www.learningforjustice.org/classroom-resources/teaching-strategies/community-
inquiry/four-perspectives

Jefferies, J. (2022). Flowers & Bullets. Vimeo. No Lights Media. Retrieved April 18, 2022, from
https://vimeo.com/204055534.

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