A Brief and Recent History Instructor Guide

So little history from the past 60 years or so is taught in schools that some of the information in this module may me brand new to students and even to some instructors. It is so important to understand the context of where we are today by knowing what has happened to bring us to where we now are. My advice is to take your time and to also give the students plenty of time to explore some of the themes for this module that have relevance for them and report back to the class. Remember, History is happening now, too. You might consider assignments singly or in groups such as:

• Explore how chemicals were brought over from Europe after World War II to understand the foundations for the chemical and plastics industries. – both for our benefits: cars, unblemished food grown year round, plastic enabling products not easily available before and for threats to human health and the environment.
• Identify women in science during Rachel Carson’s time and investigate their experiences.
• Have students locate communities near them with similar situations to Lois Gibbs’ “Love Canal.”
• Research what EDCs are and how we are exposed to them now.
• For advanced students, have them research and report on the ties between the history of ubiquitous toxic chemical exposures, resource extraction, and the global economy.
• Encourage critical thinking about the benefits of the hazardous chemicals developed since World War II, such as reducing insect born disease, the invention of plastic and other materials.
• Have students note reflections on what they are learning via written or audio/video diaries.

Check out the curated materials on the assignment pages. There are several films that supply additional historic context, such as Silkwood, Erin Brockovititch, Michael; Clayton, and Dark Waters.

The U.S. National Institute of Environmental Health Sciences has developed resources for teachers, particularly for K-12, however there are many valuable offerings, including assistance with getting speakers to your class. (Environmental Health Sciences Education)

Most of all, remember it is OK to say, “I don’t know,” and to actively learn alongside your students. An Environmental Humanities treatment of these subjects is just beginning to emerge. In this light, consider supporting artistic responses and reflections on what students learn, with creative response such as poetry, prose, visual and audio art and other forms that enable students to engage and process the information and share their expressions with others.