Unit 1: Introduction to Environmental Justice part of Environmental Justice and Freshwater Resources - Spanish
Ruth Hoff, Wittenberg University
In this unit, students investigate the history of the environmental justice (EJ) movement in the United States, situating it within the context of the US civil rights and environmental movements. Students also make ...

Blogging about Nature and Politics: A Weekly Journal Activity for Building Resilient and Active Students part of Curriculum for the Bioregion:Activities
David Spataro, Bellevue Community College

Afghan Poppies, Climate Change and War: Thinking Systemically About Us and Them part of Curriculum for the Bioregion:Activities
Karen Litfin, University of Washington-Seattle Campus
This contemplative practice inquires into the complex web of interdependencies linking global climate change, the War on Terror, Afghan poppy production, opiate addiction, and food security through the lens of systems theory. The exercise challenges students to consider these linkages not only conceptually but also somatically and emotionally.

A Game-Based Social Resilience Workshop: Thinking about Communal Response to Change part of Curriculum for the Bioregion:Activities
Joli Sandoz, The Evergreen State College
Social resilience is the capacity of a social entity to learn and adapt to sudden or gradual change, while continuing to fulfill the entity's purpose or function. This integrative and experiential workshop prompts students to apply previous learning about social resilience, social equity, social dilemma, and governance by experiencing several ways to approach a collective action problem in equitable resource distribution and management. The collective problem is modeled in the form of a card game that requires players to manage 12 plots of commonly-held crop and forest land under various conditions.

Group Dialogue – Promise and Peril of the Past and the Future part of Curriculum for the Bioregion:Activities
Abigail Lynam, Fielding Graduate University
This 1 to 1.5 hour group dialogue offers an exploration of the different ways we respond to learning about climate change. It guides reflection on students' thoughts and feelings (hope and despair), how they view the current moment, the past and the future with regard to human/nature relationships and how to create positive lasting change.

Engaging Contentious Political Issues part of Curriculum for the Bioregion:Activities
Parakh Hoon
Faculty and students of politics inevitably engage with contentious debates about global inequality and development, conflict, and environmental sustainability. Teaching and learning outcomes in politics tend to ...

Interdisciplinary Problem-Solving Project for the Science Classroom part of Curriculum for the Bioregion:Activities
Liliana Caughman
Students are assigned unique roles and work independently to solve a complex problem from the perspective of their role (i.e. sociologist, educator, historian, etc.) Students then work collaboratively to present their findings and action plan to the "tribal council".

The Benefit of Acknowledging and Addressing Students' Uncomfortable Emotions when Learning about Environmental Issues: Fostering Growth and Change in Action-Oriented Exercises part of Curriculum for the Bioregion:Activities
Ellen Moore
Research reveals that if students are presented with negative information about environmental issues and they are not also provided with a plan for action, they often manifest denial on many levels. This exercise is designed to get students to directly address the emotions they face when learning about environmental issues and to make an action plan to address them in their individual lives.

Sustainability Daily Practice part of Curriculum for the Bioregion:Activities
Greg Gordon, Gonzaga University
The Daily Practice is an ongoing assignment that asks students to make a lifestyle change that contributes to environmental sustainability.

Environmental Advocacy Project part of Curriculum for the Bioregion:Activities
Anita Harker, Whatcom Community College
This assignment requires that students research the historical context of an environmental issue within their own communities and apply different types of organizing/advocacy tactics for instigating social change.