Air is everywhere, but is it all the same? No! Air quality varies widely, based on a variety of factors, one of which is pollution. Proximity to air pollution sources is a risk factor for a number of things, including Asthma and other respiratory diseases, cardiovascular issues such as heart attacks and strokes, and cancers, along with other negative health effects. Because of this, it is healthiest to stay as far away from air pollution as possible. And yet, that is not always possible, especially for people of color and people in lower socio-economic groups.
Day 1: Environmental Racism
Begin class with a discussion of what the phrase environmental racism means. Students’ initial ideas will (mostly) be incorrect; the most common answer I got this year was ‘the environment being racist,’ which is on the right track but incorrect. After students have discussed, share the definition and give them a couple more minutes to process it, possibly write a two sentence summary of their thoughts in their journals or have a quick partner discussion. Then show this video about the history of environmental justice19. Let them just watch, without any notes requirement, but instruct them to have paper to jot notes in case they want to. Stop the video at 2:00 when it talks about the switch from protecting low income and minority communities to protecting all people and ask if there are any parallels to today, then take a few minutes to talk about why this switch caused harm. When the video is over, allow time to discuss and debrief, because students will have feelings and opinions about this. It may seem like a lot was not accomplished in this lesson, but for most students, this is their first encounter with a form of racism that they have experienced their whole life but have not been able to put into words, and it is emotional, give time for them to process their emotions.
If there is time, have the students read excerpts from either or both of these articles 20&21, either together as a class or have desk pairs read different articles and then jig saw to share. If there isn’t time for this, have them do either or both readings for homework and come in with five things they want to ask or say.
Day 2: Air Pollution
Give notes detailing what air pollution is, common sources, common pollutants, the ways in which air pollution negatively impacts the environment and human health, and ways we can reduce air pollution. In this discussion, also make sure to talk about the significant differences in average exposure between Whites and People of Color in America.
Some statistics it may be helpful to include:
- “71% of African Americans live in counties in violation of federal air pollution standards compared to only 58% of non-Hispanic whites (EPA).
- “Communities of color have higher rates of exposure to air pollution (Yale):
- “Whites had the lowest exposure rates for 11 of the 14 pollutants
- “Hispanics had the highest exposure rates for 10 out of the 14 pollutants studied
- “African Americans had higher exposure rates than whites for 13 out of the 14 pollutants
- “African Americans are ~1.5 times more likely to have asthma and 3 times more likely to die from asthma than non-Hispanic whites (AAFA). Black women have the highest death rate at the hands of asthma.
- “Black people experience 56% more pollution than their consumption generates (PNAS).
- “Black people are exposed to 1.54 times more fine particulate matter than white people and are 3 times more likely to die due to air pollutants (EPA, NEJM).
- “Communities living below the poverty line have a 35% higher burden from particulate matter emissions (Sierra Club).
- “Black Americans are more likely than white Americans to have elevated blood lead levels (Harvard, CDC):
- “11.2% of African American children are poisoned by lead
- “4% of Mexican-American children
- “2.3% of white children” 22
The whole article these statistics are from is interesting and some students may be interested enough to read it, but only the first part applies to this lesson.
Day 3: Case Study - Oakland California - Background Information
Begin by discussing how freeways were built: they were typically built quickly, without input from residents, and often through neighborhoods with high numbers of POC residents, which displaced many people and made it hard for those communities to come back together. Show this video23 about highways after the discussion to reinforce and illustrate the points that were discussed, or at the start to help frame the discussion.
Discuss the risk factors of living near highways; air pollution from the vehicle emissions, particulate pollution from tires, during the era of leaded gas there was a significant risk of lead poisoning, and of course noise pollution.
Discuss the fact that highways often create barriers that separate people from others and from resources. Frequently highways are built on or separate people from green spaces and parks. Because of this, highways often result in reducing opportunities for children to play outside safely.
Read excerpts of this article24 about highways together as a class and project some of the images from it for discussion.
Days 4-5: Case Study - Oakland California - The 580 and 880 Freeways
Start class by asking “Why would a highway not allow trucks?” and ask students to brainstorm in pairs. Answers will vary but will likely include noise, pollution, and especially considering the Merritt doesn’t allow trucks a discussion of the size of the road. (Note: the Merritt was built in the 1930s, heavy duty trucks as we know them today were not a consideration.)
After this discussion, have students read this article25 about air pollution and transportation. Have students pay especial attention to the section explaining the increased risks associated with trucks and other “heavy duty” vehicles versus cars and other personal vehicles, and follow the link in that section to a flier26 put out by the EPA for additional information.
Discuss why trucks on a highway increase the air pollution that will be produced on that highway. Then ask again “Why would a highway not allow trucks?” and see if the answers have changed. Ask them to think back to what we have covered the last few days when it comes to race as a risk factor for pollution exposure.
Have students read this article27 about 2 freeways in Oakland, CA together as a class, annotating their own copies. Ask them to write down how they think the residents are affected by these two highways. After reading, have them discuss in small groups before sharing their thoughts with the whole group.
Days 6-7: Case Study - Oakland, California - Action
The article read at the end of day 5 ends with this quote:
“What can I do?
“Everyone deserves to breathe clean air, and you can make a difference by advocating for common-sense solutions to reduce levels of harmful air pollution.” 27
To end this unit, students will write a letter to either the mayor of Oakland, CA or to the Governor. In this letter they will explain why the banning of trucks on the I-580 is so unfair to the people who live near the I-880. They will need to discuss specifics relating to air pollution, health risks, and environmental racism versus environmental justice.
