1. Environmental Racism and Environmental Justice
Public Health/History 370
Department of Chicano Studies
Summer 2015
George B. Sánchez-Tello
King Hall B-2017
T & Th 9:50 -11:30a.m.
George.sanchez@csun.edu
George.sanchez99@calstatela.edu
Office Fine Arts 230
Office Hours 11:30 a.m. – 12:30 p.m.
Or by appointment
http://padlet.com/georgebsanchez/CHS370EnvironmentalRacismEnvironmentalJustice
@SanchezTello
#CHS370
Course Catalogue Description
Prerequisite: Completion of GE basic subjects (Block A) and one G.E. Block B1 course.
Use of epidemiology in environmental health. Morbidity and mortality in communities of
color and lower economic status due to disproportionate distribution of environmental
contaminants. Some of the sections of the course may be taught on line. GE Theme H.
“Race, Diversity, and Justice” is a theme that integrates the investigation of contemporary
issues of racism and social injustice with the goal of understanding what attitudes and
behaviors prevent equal treatment for all peoples. This theme presents the conceptual and
historical background necessary for responsible moral judgment, subsequent action and
the embracement of cultural diversity in a world that is composed of many cultures and
societies.
Pedagogy
Classroom community is created through intention in dialogue and discussion.
Environmental Racism and Environmental Justice is designed from a Los Angeles
perspective of the intersection of public space and environmental justice for people of
color.
During the next ten weeks, we will study the history of the environmental and
environmental justice movements in the United States. Discussion will be informed by
critical race theory, intersectionality, civil rights law and environmental legislation.
Student groups will present case studies to the class and guide related discussions. In
addition, students will study local campaigns and issues for a research project.
Student Learning Outcomes
• Critical thinking skills
• Critical writing improvement
• Dialogue and debate
• Connecting theory and history to contemporary community concerns
• Civic engagement and community organizing

2. Communication:
I can be reached during regular office hours in addition to appointments. I can be reached
by e-mail and will respond within a reasonable time frame. Please note that e-mails are
not text messages. Please use complete sentences and avoid the use of common texting
related abbreviations.
I will not discuss grades via e-mail.
ACADEMIC DISHONESTY
The maintenance of academic integrity and quality education is the responsibility of each
student within this university and the California State University system. Cheating or
plagiarism in connection with an academic program at a campus is listed in Section
41301, Title 5, California Code of Regulations, as an offense for which a student may be
expelled, suspended, or given a less severe disciplinary sanction.
The academic honor system is based on the premise that each student has the
responsibility 1) to uphold the highest standard of academic integrity, 2) to refuse to
tolerate violations of academic integrity in the University community, and 3) to foster a
high sense of integrity and social responsibility on the part of the University community.
Persons violating the Academic Honor Code on any outline, speech, paper, test, or
assignment in this class will receive a minimum penalty of a grade of zero (0) for the
assignment in question and possible additional penalties—including a failing grade in the
course, indication of the infraction in one’s permanent file, and possible expulsion from
the University. In short, a student committing any act of academic dishonesty will run a
serious risk of harming his or her future educational or employment opportunities.
UNFORSEEABLE CIRCUMSTANCES: If you suffer extenuating circumstances
during the semester that prevent your successful completion of the course, please inform
me immediately as things occur. I am happy to work with you during the semester, but
will not address such concerns after the fact.
Expectations and Requirements
Attendance: 15 points
As class is discussion based and there will be presentations and research discussions,
students are expected to attend daily class meetings. If you cannot attend class, advance
notice of at least 24-hours is required.
Excuses are only granted with a written notice from a doctor.
Attendance will be taken daily. It is your responsibility to be in class or make
arrangements for someone in class to get class notes and assignments for you. Do not
expect the professor to email you assignments if you miss a class. If you know in advance
that you will miss a specific day, talk to your professor ahead of time.
MISSED WORK: If you have an unexcused or excused absence you are held

3. accountable for material covered in those classes as it relates to all future assignments. It
is your responsibility to contact a fellow student to find out what you missed.
Make Up Work General Policy: If you are going to miss meeting on a day work is due,
you must send me a message by email 24 hours before the start of the class, saying you
will not be there and why. There are no make-up assignments for full credit without an
excused absence.
Make Ups for Excused Absences. If you have an excused absence, you must speak with
me about missed material prior to, or the day you return to class—failing to follow this
procedure will result in forfeiture of any make ups or the same grade deduction applied to
unexcused make up work. Should you miss class because of an excused absence, you are
responsible for making arrangements with me for a make-up. All make up work for
excused absences must be completed within two weeks of the student’s return (unless the
student is otherwise incapacitated).
EXCUSED ABSENCES: Excused absences consist of school-related field trips with
proper documentation, documented illness—verifying you were too sick to attend class, a
family emergency, or other extenuating circumstances (determined at my discretion and
only considered with proper documentation). Please note that excused absence
documentation must be copied on a full sheet of paper, with your name, signature, and
the date/s missed written on it—keep your original documentation until the end of the
semester.
Participation: 25 points
Attendance does not equate to participation. Students are expected to read assignments in
advance of class and arrive with critical questions and personal reflections.
In addition, class topics relate to ongoing issues in the greater Los Angeles region.
Therefore, students should follow public spaces issues in their communities via news
media, including, but not limited to the following topics: climate change, fracking,
economics, transportation, local government, the 710 Extension process, Metro
developments and local and federal protection of public space, including the San Gabriel
Mountains, Griffith Park and the Santa Monica Mountains.
Presentations: 20 points
Student presentations will examine a specific incident or project and guide a related class
discussion on environmental racism and environmental justice. Presentations will be
based on one of the following topics: The 1930 Olmstead-Bartholomew Plan for the Los
Angeles Region, The Toxic Waste and Race in the United States report, The South
Central Farm, Hurricane Katrina and The Los Angeles Exide Plant.
Presentations should last no more than 15 minutes and include a powerpoint to guide
your presentation. Video and audio components should be included if available and
applicable. In addition, presentations should include a minimum of five open-ended
questions to guide class discussion.

4. For more information on presentations, see separate project guide.
Research Project: 30 points
Research projects will first offer an analysis of an issue and then propose an organizing
plan to address community needs.
At the present moment, there are various development and conservation projects
occurring in Los Angeles. Four have been selected for our attention and the focus of
student research projects. Research project topics include: 710 expansion, Boyle Heights
Metro Development, San Gabriel Mountains National Monument and the Rim of the
Valley Study.
For more information on the Research Project, see separate project guide.
Public Meeting: 10 points
Several public meetings will be held on the aforementioned topics for research projects.
Students must attend one public meeting and write a 500-word summary of the hearing.
Grading Scale
Grade distribution is a hard scale, meaning there will be no rounding up or down. For
example, the score of 89.6% points out of a possible 100% points B+ (not an A-).
A 100%-94% B- 83% - 80% D+ 69% - 67%
A- 93% - 90% C+ 79% - 77% D 66% - 64%
B+ 89% - 87% C 76% - 74% D- 63% - 60%
B 86% - 84% C- 73% - 70% F <59%
IMPORTANT ANNOUNCEMENT about Q2S conversion (Fall 2016):
CSULA is switching to the semester system beginning Fall 2016, and all students need to
1) plan ahead so they can graduate before the transition, or
2) create an individual advisement plan (IAP) if they will graduate after we transition to
the semester system. If you will need to develop an IAP, when you log into your GET
account, you will get a pop-up message informing you of this.
For more information, please visit the website for the Office of Semester Conversion
( http://web.calstatela.edu/academic/aa/semester/students/). For help in planning ahead to
graduate before transition or in creating an IAP, please contact one of the offices below.
For Q2S planning and advisement contact:
UNDECLARED MAJORS
University Academic Advisement Center (UAAC)
Library Palmer Wing (PW) Room 1040A

5. (323) 343-3150
http://www.calstatela.edu/academicadvisementcenter
Declared MAJORS:
Their College Advisement Center
(e.g., Math majors should contact Natural and Social Sciences (NSS) Advisement Center
King Hall (KH) D-1051, (323) 343-5284
http://web.calstatela.edu/academic/nssd/AdvisementCenter/StudentServices.php)
Summer 2015 Calendar
Week Readings
Week 1
Introduction, Expectations and Critical
Race Theory
1. The Eclipse
2. Down the Highway with Edward
Abbey
3. Critical Race Theory, Chapter 1
Week 2 Ecology 1. Principles of Scientific Ecology
2. Ecologies of Chaos
Week 3 The Environmental Movement 1. The Wilderness Act
2. The Trouble with Wilderness
3. The Wilderness Letter
4. Uses of Environmental History
Week 4 Environmental Justice 1. Executive Order 12898
2. Principles of Environmental Justice
3. A History of the Environmental
Justice Movement
4. Environmental Racism
5. The Political Economy of
Environmental Racism
Week 5 Community & Organizing 1. Indigeneity and Earth
2. In Defense of Mother Earth
3. Process of Struggle
4. U.S. Third World Feminism:
Differential Social Movement
5. SouthWest Organizing Project
Letter to the Big Green 10
Week 6 Presentations
Week 7 Los Angeles 1. Olmstead Plan
2. Cultivating Just Planning and Legal
Institutions: A Critical Assessment
of the South Central Farm Struggle
in Los Angeles
3. An Archeology of Environmental
Racism in Los Angeles
4. Geographies of Race and Ethnicity
Week 8
Government and Law
1. Remarks by the President at
Designation…

6. 2. Environmental Justice: Merging
Environmental Law and Ethics
3. Realizing the Promise of
Environmental Civil Rights
4. Unequal Protection
Week 9 Public Space 1. Ecological Legitimacy and Cultural
Essentialism
2. Toxic Wastes and Race At Twenty
Differential Vulnerabilities:
Environmental and Economic
Inequality…
3. Barrios and Planning Ideology
Week 10 Research Discussion