healthy kids, healthy churches, healthy communities
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Healthy Kids, Healthy Churches, Healthy CommunitiesTRANSCRIPT
Healthy Kids, Healthy Churches, Healthy Communities
An Adult ChristiAn EduCAtion CurriCulum for ChurChEs
in mAssAChusEtts
A project of the Strategy and Action Commission of the Massachusetts Council of Churches, in partnership with the National Council of Churches, funded in part by the John Merck Fund, the
Ruth & Allen Moore Fund for Social Justice and Old South Church in Boston.
s people of faith, we believe that, indeed, there is a balm in Gilead and that the Creator, the Great Physician, cares for the health and well-being of all people. Like the speaker in the book of Jeremiah, we also won-
der “why then has the health of my poor people not been restored?” So as Christians and as citizens of the Commonwealth of Massachusetts, we here seek to educate ourselves about health hazards in our community, make healthy choices, and advocate for just public policies.
The Massachusetts Council of Churches is pleased to bring the Healthy Kids, Healthy Churches, Healthy Communities curriculum to the churches of the Com-monwealth. We hope and pray that these activities and study sessions will help Christians in the Commonwealth of Massachusetts live out a faithful witness of health and whole-ness, love of creation, and love of neighbor as we strive for a more just world in which to live and move and have our being.
Is there no balm in Gilead? Is there no physician there? Why then has the health of my poor people not been restored?Jeremiah 8.22
AStudy SeSSion Guide
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Massachusetts Council of Churches14 Beacon Street, Suite 416Boston, MA 02139617-523-2771www.masscouncilofchurches.orgcouncil@masscouncilofchurches.org
Copyright 2008 Massachusetts Council of ChurchesAll rights reserved
Ms. Laura Everett, writerThe Rev. Lise Hildebrandt, editor
Strategy and Action Commissioners 2005-2008, editors of the Healthy Churches Curriculum and “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism”Dr. Paul Baxter, ChairMs. Rachel AndersonMs. Nancy BanksSr. Tess BrowneDeana ChaseMs. Tina Clarke
Rev. Dr. Norman FaramelliMs. Elizabeth Green Rev. Debora JacksonRev. Jim McPheeRev. Dr. Stephen MottRev. Dr. Rodney Petersen
Mrs. Emadel RamsayRev. Canon Edward RodmanRev. Dr. Tina SaxonMr. Bob Schmalz Rev. Kristin White Rev. Cindy Williams
An Adult ChristiAn EduCAtion CurriCulum for ChurChEs
in mAssAChusEtts
The Massachusetts Council of Churches is the state ecumenical body made up of 17 Orthodox and Protestant member denominations, with more than 1700 congregations across the state. Formed in 1902, the Massachusetts Council of Churches has a long history of helping the churches address social issues together. The Strategy and Action Commission is the social research, education, and action arm of the Council. The Strategy and Action Commission is composed of representatives of MCC member denominations and directs work on the Council’s priority issues.
Healthy Kids, Healthy Churches, Healthy Communities Study SeSSion Guide
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Table of ContentsWElComE 4
introduCtion to thE CurriCulum 6
lEAdEr’s GuidE: EiGht study sEssions1. Creation, environmental pollution, and our health 92. Identifying environmental injustice through Hurricane Katrina 11 3. The Biblical witness on Creation and community 144. Applying our faith to environmental health and justice 155. Healthy kids: Protecting the most vulnerable in our homes 176. Healthy churches: Making our churches safer 197 Healthy communities: Mapping our communities and responding 20 8. Safer for all: Legislative advocacy for a healthier Massachusetts 22
onlinE AppEndixThe most current resources are available at: www.masscouncilofchurches.org/healthychurches Handouts for study sessionsResources for congregational participationWorship and liturgical resources
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Welcome“As inheritors of God’s good earth, bound to all creation
by our own place within the created cosmos, we affirm the interdependence of a healthy Creation and healthy people, knowing we cannot live
without clean water, breathable air, nourishing food and safe homes. As people of faith, bound together by our common commitment
to our Lord and Savior Jesus Christ, we confess the whole human family is inextricably linked.”
from “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism,” Strategy and Action Commission of the Massachusetts Council of Churches, 2006.
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The purpose of the Healthy Kids, Healthy Churches, Healthy Communities Curriculum is to provide Christian congrega-tions and parishes with an easy-to-use guide for beginning a conversation in your community. The curriculum allows people to draw on their own experiences, think theologi-cally about care for our health and the health of others, become informed, and take action. We hope that this resource will be useful for your church as you learn together how to make healthier decisions for your kids, your church, and your community.
When a can of vegetables for our family dinner is grown in California, packaged in Ohio, and sold in Massachusetts, we can recall that we are inextricably linked to other people and places. When pesticide is sprayed along the highway, and toxins are transferred to the worker who does the spray-ing, and released to the person washing the uniform, we can recall that we are inextricably linked. When we throw an old computer away in Massachusetts and the ‘e-waste’ is dumped in Nigeria, we can recall that we are we are inex-tricably linked.
What we learn when we dig into the issues of environ-mental health and injustice is that we are all linked, but some communities bear the initial burden of toxic environ-ments sooner than others. Buses that spew exhaust when parked in an urban bus depot will still spew exhaust as they make their way through the countryside. Workers who
manufacture PVC vinyl are exposed to toxins in plastics; children who chew on the plastic toys are exposed too. Yet, we are not left powerless or without hope. We can commit to educating ourselves and making decisions that protect ourselves and those vulnerable to toxics, wherever they are.
As Christians, we have particular resources to offer in our efforts to make our homes, churches, and communities healthier. We are communities of faith—as organizations, we have access to resources, networks, and support systems. As people of the Gospel, we hold onto hope and the belief in God’s power of resurrection, even in the face of evil and death. We know the power of prayer, and we have a long tradition of prophetic witness and social action. We hope, we pray, we work for the healing of bodies, communities, and the Earth.
The writers of the Healthy Churches curriculum and the theological piece that underscores it (A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism, see appendix) hope that this curriculum can begin a conversation in your church and empower your community to make healthier decisions. As you begin this curriculum, know that you are linked with other Christians around the state and across the global Church who are reflecting anew on what it means to be stewards of God’s Creation.
“ WE ConfEss thE WholE humAn fAmily is inExtriCAbly linkEd...”
Blessings on your journey to building up a healthier Church, The Strategy and Action Commission of the Massachusetts Council of Churches
September 1, 2008
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CoursE ovErviEWThe Healthy Churches Curriculum is intended as an eight-week adult Christian education course on protecting health and community wellbeing in Massachusetts.
The eight study sessions are in two parts: I. Four sessions provide a framework for understanding environmental health and environmental justice from a faith perspective:1. Creation, environmental pollution, and our health2. Identifying environmental injustice through Hurricane
Katrina3. The Biblical witness on Creation and community 4. Applying our faith to environmental health and justice
II. Four sessions address the question: What can we do?5. Healthy kids: Protecting the most vulnerable in our
homes6. Healthy churches: Making our churches safer 7. Healthy communities: Mapping our communities and
responding8. Safer for all: Legislative advocacy for a healthier
Massachusetts
Each of the eight sessions can stand alone, be used as a two-part series (sessions 1-4 and 5-8), or be used successively. Another possibility is to follow each “understanding” lesson with an “action” lesson. For example 1, 5, 3, 6, 2, 7, 4, 8. The full lessons will take between 1 and 1½ hours each, but can be tailored to the time available. While the single sessions can be used for an adult education class before or after worship, two sessions can also be put together (with a break in between) for an evening study series extending over four weeks.
Healthy Kids, Healthy Churches, Healthy Communities is appropriate for use in:• AnadultChristianeducationclass• Awomen’sormen’sfellowship• Aretreatsetting• AnAdventorLentenstudy• Aninter-generationalsettingwithadultsandhigh-
school students
Introduction to the Curriculum• Ayouthgroup• Asocialconcernscommittee• Anecumenicalclergygroup• Anecumenicalgatheringwithotherchurchesinyour
community• Aparentinggroup• Anoutreachprogram
About EACh sEssionEach session begins and ends with prayer. Included in the guide for each session is a suggestion for a prayer, found in the Online Appendix. These prayers and liturgical resources may also be incorporated into your church’s worship life, as appropriate.
Each session has activities and discussion questions for the 1-1½ hour session, with a list of the items you will need. Photocopy-ready materials for each session can be found in the Online Appendix on the Massachusetts Coun-cil of Churches website, www.masscouncilofchurches.org/healthychurches. At the beginning of each session in the section labelled “Tools,” you will find a list of handouts you will need from the Online Appendix. Other materials, such as pens, paper, and markers may also be required.
Suggestions for further exploration are included at the end of each lesson and links are provided in the Appendix. Often, there will be more topics to cover in a session than you have time for. You are welcome to pick and choose the parts of each session that will fit with your time constraints and the interests of your study group.
WorkinG ECumEniCAllyThe curriculum was designed for use in many different Christian communities. Consider offering the curriculum in an ecumenical setting, inviting others from churches in your town to join in. Churches can alternate sessions at different churches in town or meet at one central location for the series with one or more churches sharing leadership. Decide what works best for your community.
The curriculum utilizes statements and resources from various denominations and churches to further our ecu-menical understanding of our common Christian witness.
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If you would like to find out more about what your church and other churches have said and done on these issues, visit the National Council of Churches Eco-Justice Programs’ Anthology of Policy Statements at www.nccecojustice.org/anthohome.htm.
for thE pAstor or ChristiAn EduCAtion dirECtor
Who should lead the course?No specific educational background is needed to lead a session. You may choose to have one leader over all eight sessions, to rotate the task, or to invite persons with partic-ular skills/interests to lead a particular session. Leadership shared between two or three people lightens the load and ensures continuity, should time conflicts arise for a leader. Leaders can divide up tasks according to leadership gifts, such as materials preparations, discussion facilitation, and prayer. Someone with interest in the issue will bring energy and background information to the course.
for thE CoursE lEAdErs
How should you begin? Prayer is always a good way to begin. Pray for the leaders, pray for the right time and space, pray for ways of reaching people who will benefit from the course and add to it. Pray for God’s guidance during the course.
Decide on the number of sessions, the day and time of the class, and which people the course is especially aimed at. Church members? Parents? People in other churches? The community as a whole? The “who” should also deter-mine the “when.”
Decide how you will publicize the event within the church and outside, if this series is being used for outreach to families in your community. The curriculum includes resources to help your church communicate this project to the whole congregation. In the Online Appendix, you will find the Healthy Kids, Healthy Churches, Healthy Com-munities Bulletin Insert which can be customized for your church. Additionally, you will find communication resource page from the Evangelical Lutheran Church in America’s “ELCA Environmental Audit Guide for congregations, schools
and other groups” that offers some helpful suggestions about how to share what you are learning with others in your church. Working and praying through the eight sessions will be a positive experience for the people who participate in the study sessions, but you can also ensure that others in your church are positively affected.
Inviting key people who have experience with illness caused by toxics, who have environmental science or medical backgrounds, who have experienced environmental injus-tice, or who have worked in community organizing may be especially fruitful. Allowing them to speak from their experience during one of the sessions (and/or help recruit participants) can be a powerful addition to the series.
What should leaders do for each session?• Readtheentirelesson’sguidebeforehand.Photocopy
prayers and handouts. Gather necessary supplies.• Welcomeparticipantsandintroducetheopeningand
closing prayer.• Facilitatetheactivitiesandconversation.• Monitorthetimeandensurethatallpeoplehavean
opportunity to participate.• Makesurethatasessionleaderisscheduledforthenext
meeting.• Beawareofpossibleemotionaland/orspiritualissues
that will arise, and be prepared to provide support and pastoral care.
• Prayforthesuccessofthecourseandforthosewhoareparticipating. The issues can be large, painful, and scary; staying grounded in our faith and our relationships to one another will be crucial in this journey together.
rEsourCEsSee Online AppendixThis curriculum draws on three main resources in addition to the Bible:1. “A Call to Protect Health and Community: A Christian
Response to the Health Effects of Environmental Racism,” from the Strategy and Action Commission, MA Council of Churches, from the Fall 2006 Intersect, in the Online Appendix.
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2. Resources from the Eco-Justice Programs of the National Council of Churches, including “Mindful Living: Human Health, Pollution, and Toxics,” and “Through the eye of the Hurricane: Rebuilding Just Communities.” These, and other great resources can be found at www.nccecojustice.org/resources.html.
3. Fact sheets from the Alliance for a Healthy Tomorrow www.healthytomorrow.org/resources.html.
In addition, leaders are encouraged to explore and inte-grate their own church or denominational resources into the study sessions, including statements of environmental policy (see www.nccecojustice.org/anthohome.htm), lit-urgy and worship resources, denominational confessions or catechisms, and so on.
stAyinG up-to-dAtEWhile you are moving through the curriculum and after you are finished, you may want to learn more about these issues. This will be especially important for the final lesson on legislative advocacy. Please visit www.masscoun-cilofchurches.org/healthychurches to find out where we
are in the legislative process and what your group can do. For further information about what is going on in Mas-sachusetts, visit the Alliance for a Healthy Tomorrow www.healthytomorrow.org. The Alliance for a Healthy Tomor-row is a Massachusetts coalition of citizens, scientists, health professionals, workers, people of faith, and educators seek-ing preventive action on toxic hazards.
upon ConClusionAfter the class is finished, your experience can provide valuable assistance to others as we work to modify the cur-riculum and share it with others. Download the Response Form found in the Online Appendix and send it back to the Massachusetts Council of Churches.
Massachusetts Council of Churches14 Beacon Street, Suite 416Boston, MA 02139617-523-2771www.masscouncilofchurches.orgcouncil@masscouncilofchurches.org
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Goal to understand and share our own experiences with health and pollution in creation
Tools From the Online Appendix: article “Report Details Toxins in Home”, the Boston Globe; “Scientists Sound the Alarm for our Health” from the Alliance for a Healthy Tomor-row; “Mindful Living: Human Health, Pollution and Toxics” from the National Council of Churches Eco-Justice Programs. Make one copy for each participant. (Note: Copying on both sides of each page conserves paper and trees.)
Items: large paper, Bibles, markers, pens or pencils, pho-tocopied map of your city/town
Preparation Retrieve a map of your town at http://maps.massgis.state.ma.us/EJ/viewer.htm. On the left side of the screen, scroll down and click on your town. In the bottom left corner, click on the printer icon to create a printable map, (if your internet server has a pop-up blocker, hold down the ‘Ctrl’ key when you click on the button “create print page”). Make enough photocopies for the group.
Begin session with Prayer (see Appendix) 5 minutes
pArt 1: tAlkinG About our ChurCh’s hEAlth 10 minutes
Invite participants to respond to the following questions Q Which health problems most affect this church? This
community? During the response to this question, the leader can write these health problems on large paper so that all can see the common areas of health concern. Health problems can include physical, mental, spiritual issues.
Creation, environmental pollution, and our health
Have someone read the following“A study by the British Medical Journal concluded that seventy-five percent of most cancers are caused by environ-mental and lifestyle factors. In fact, most Americans have between 400 to 800 chemicals stored in their bodies, typi-cally in fat cells. Health effects of toxic chemicals include cancer, asthma, birth defects, and autism. According to a 2002 report by the Environmental Protection Agency, in the year 2000, over 7.1 billion pounds of 650 differ-ent industrial chemicals were released in the air and water; 266 of these are linked to birth defects.” “Mindful Living: Human Health, Pollution, and Toxics,” from the National Council of Churches Eco-Justice Programs, p. 3.
pArt 2: EnvironmEntAl hEAlth And our ChurCh Community’s EnvironmEnt 25 minutesThe leader reads: “Environmental health is concerned with exposure to and the health effects of toxic substances. Exposure questions are: Who was exposed? How did the chemical or substance travel from its source into the body of the exposed person (the exposure pathway)? How large was the exposure? Was it once, several times, or on-going? Health effects may include no effects, a one-time illness, or a chronic condition; some persons or populations may be very vulnerable to effects, while others are less so. We will now look at exposure pathways in our own community.”
“We will now take some time to think carefully about our environment in this community.”
Pass out photocopies of a map of your city or town. Invite participants to mark such locations as your church, schools, your home. After this is completed, invite partici-pants to mark areas such as town dumps, manufacturing plants, major highways and bus depots.
Invite participants to respond to the following questionsQ Where are there dumps, manufacturing plants, major
highways, bus depots? What are the pathways for toxins in the community?
Q Where are the farms, gardens, parks, waterways, or green space? Is it well cared for? What contributes to health in this community?
Q Would you call this town a place that contributes to good health or a place that does harm to your health?
Q Have you ever lived somewhere that you felt was unhealthy? What did that feel like?
SeSSion 1
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If time permits, ask participants to also mark grocery stores, bars, fast food restaurants, health care facilities, bike paths, etc. Additional questions: How easy is it for residents to buy healthy food, to exercise, have access to health care? To move around without a car? Are there usable sidewalks or bike paths? Does the town or city structure encourage or inhibit health?
pArt 3: ExpAndinG our undErstAndinG: thE indoor EnvironmEnt 20 minutesLeader reads: “Sources of toxic contamination do not just come from things outside our homes and schools. The great scientific progress of the past century has created tens of thousands of synthetic chemicals with a wide range of uses in millions of products. These chemicals have made our homes more comfortable and secure, eased our workloads, contributed to our wealth, and made our lives more conve-nient and fun. However, the use of these chemicals has also had an unintended and unexpected consequence; many of them have turned out to be toxic to our health.” from ‘Sci-entists Sound Alarm for Our Health, from the Alliance for a Healthy Tomorrow.
Pass out copies, Report Details Toxins in Home, by Steven Rosenberg, The Boston Globe, March 24, 2005.
Give the group a few minutes to read the article. Ask the following questionsQ Were you surprised by any of this information? Q Does this information resonate with you and your
family? In what ways?Q What are the exposure pathway of these toxic
chemicals into our bodies? Who is affected? Who is most affected? (Don’t forget to mention those who are exposed during manufacture and those who may be using toxic chemicals during their work.)
Q What is the likely effect of exposure to multiple chemicals?
pArt 4: EnvironmEnt or CrEAtion? 20 minutesInvite a participant to read aloud Genesis 1:26-31 to con-sider the relationship between God and Creation, God and human, human and Creation. Use the following questions to generate conversationQ What does the Creation story say about the nature of
God? The origin of Earth and all living beings?Q According to the story, what is the place of humans
in the Creation? How do we understand our primary relationships (to God, other people, and the rest of the created order)?
Q How does God see Creation? How do we see God’s Creation? How have we treated it?
Q How does being made in the image of God inform our role with respect to the rest of Creation?
Q What difference would it make to treat the world we live in as Creation, not just our environment?
The discussion should center on the Judeo-Christian concept of Creation, which presupposes the Creator. All created things have a primary relationship with God the Creator; humans have a special relationship as beloved Creatures, but also as caretakers for and stewards of other created beings.
End with Prayer (see Appendix) 5 minutes. Pray for those suffering from health problems of any kind in your church and community.
For Further StudySee the Online Appendix for additional handouts and reading suggestions.
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Goal to explore the connections between our health, the environment and racism.
Tools From the Online Appendix: “Through the Eye of the Hurricane: Rebuilding Just Communities” from the National Council of Churches Eco-Justice Programs; “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism.” Make one copy for each participant, using both sides of the page.
Items: large sheet of paper, markers. For pictures from Hurricane Katrina, visit www.HurricaneKatrina.com. A brief video of the hurricane (search for “Hurricane Katrina,” 4 minutes, 4 seconds) can be viewed on www.YouTube.com. Have a laptop and possibly a LCD projector on hand to watch it with your group. An outstanding National Geo-graphic Special Edition on Katrina is available at http://ngm.nationalgeographic.com/ngm/katrina/ or call 800 777 2800 to order a copy.
Note: If you can, invite someone from the church or com-munity who has visited New Orleans since Katrina to be present and speak briefly about conditions there in Part 1.
Begin with Prayer (see Appendix) 5 minutes
pArt 1: rEmEmbErinG hurriCAnE kAtrinA 15 minutesTake a few moments of silence and ask the group to close their eyes and remember the images of Hurricane Katrina. (Have on hand some pictures from that time, especially if participants are young. Or use this opportunity to watch
Identifying environmental injustice through Hurricane Katrina
SeSSion 2
the video clip on YouTube.)Q What do you most remember about Hurricane
Katrina?Q Who was affected? Who was most severely affected?
Pass out copies of resource “Through the Eye of the Hurri-cane: Rebuilding Just Communities” from the National Coun-cil of Churches Eco-Justice Programs. Invite someone to read aloud the following section from page 2, last paragraph:
“Vulnerable Land And People: Connections: The death, destruction, and environmental degradation in New Orleans and throughout the Gulf of Mexico region brought to light the need for a renewed cov-enant of community. The wind and waters that bat-tered the Gulf States stripped away our collective blindness to the plight of the poor and marginalized among us and awakened us anew to the challenges fac-ing environmental racism. We were reminded of our dependence on God’s Creation and recognized that too often our lifestyle choices despoil the Earth and expose communities to greater natural harm and envi-ronmental threats.” (adapted from United Methodist General Board of Church and Society statement)
pArt 2: CrEAtinG A WorkinG dEfinition for EnvironmEntAl inJustiCE 30 minutesHave someone read aloud the following section (page 2, last paragraph) of “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism,” Naming the Sins: Health Effects of Environmen-tal Racism:
“The term ‘environmental racism’ was coined in 1987, when the United Church of Christ Commission on Racial Justice issued “A Report on Race and Toxic Waste in the United States,” in which they demonstrated that the racial makeup of an area was a determining fac-tor in choosing locations for toxic sites. Although the term was new, the problem was old. The convergence of the sins of racism and destruction of the environ-ment had been occurring for years before the report in many different forms.”
The Leader reads: “Since that time, despite or because of debate about whether ethnicity, poverty, or population density is the determining factor in facility sitting and other environmental issues, what has emerged is a broader picture
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that understands environmental injustice as the inequitable distribution of environmental hazards due to skin color, ethnicity, economic status, and/or immigration status, among other things. Environmental injustice is not only fueled by overt discrimination, but by “white privilege” (or white Anglo-Saxon Protestant privilege), special advantages granted to white people, which can lead, for instance, to being able to move away from industrial areas into the sub-urbs. The environmental justice movement is concerned with giving all people a voice in environmental decisions, and looking not only at how to dispose waste, but also how to reduce waste creation.
“Hear one definition of white privilege: ‘an invisible package of unearned assets that [a white person] can count on cashing in each day, but about which [that person] was “meant” to remain oblivious. White privilege is like an invis-ible weightless knapsack of special provisions, maps, pass-ports, codebooks, visas, clothes, tools, and blank checks.’”
“White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women’s Studies” (1988), by Peggy McIntosh, Independent School, Winter 1990.
Part A Environmental injustice and Hurricane Katrina Leader invites one person to be a scribe and then reads: “Let’s explore some of the ways ethnicity, poverty, or privi-lege combined with environmental issues to lead to envi-ronmental injustice during and after Hurricane Katrina.” On a large sheet of paper, ask the scribe to write down the responses to these questions.
Leader asks:Q What were the environmental problems that
contributed to or resulted from the devastation?Q What health concerns resulted from the hurricane?
(contaminated soil, reduced medical capacity, mold)(begin a new piece of paper)Q How did environmental injustice manifest itself in
New Orleans? Who made the decisions?Q Are there stories from the aftermath and clean-up
that reveal environmental racism or injustice? (slow response, FEMA trailers with high levels of formaldehyde, slow rebuilding in impoverished areas)
Part B Other examples of Environmental Injustice (new sheet of paper)Leader asks: “As we work to build a definition of environ-
mental injustice, can you think of other examples of times or places where environmental injustice occurred?”
Continue to list examples on the large paper. To prompt conversation, the group leader can augment the conversa-tion with some examples from A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism, pg 1 or excerpted below:
“The effect on our health of environmental racism can be seen across the United States and its territories. Urban toxic waste and industrial sites raise carcinogen exposure rates for communities of color. Fifteen-mega-ton hydrogen bomb testing in the Marshall Islands have been related to pervasive cancer and generations of birth defects. The location of low-income housing in areas with poor air quality has led to increases in childhood asthma. Pesticide exposure in fields sickens migrant farm workers. Low-wage workers in unregu-lated workplaces often are subject to toxic environ-ments. Native Americans have been forced to move to inhospi table and contaminated rural lands. Then US companies ship their toxic materials to other countries with less strict environmental regulations for process-ing. From the mountains to the prairies to the oceans, we are sick ening the land, polluting ourselves and our neighbors.”
Part C Why does Environmental Injustice occur? (new sheet of paper)Leader asks: “As we work to build a definition of envi-ronmental injustice, can you think of reasons why environ-mental injustices occur?”
To prompt ideas, the group leader can also offer examples from the text of A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism, pg 2 or excerpted below:
“Environmental racism [injustice]” covers a broad range of issues:• Barrierstoinformationandpowerthatpeopleofcolor
[poverty, etc.] face when toxic chemicals are introduced into the environment in their communities.
• Biasedlocationoftoxicsites,manufacturingfacilities,landfills, oil refineries, and chemical facilities.
• Lesscompetentcleanupandresponsefromregulatoryagencies.
• DisregardforthebeliefsaboutCreationfrommultiple
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ethnic groups, such as those of Native Americans in the United States.
• Lackofleadershipopportunitywithintheenviron-mental justice movement for people of color [and the poor].
• Lackofeconomicopportunitiesthatleadtojobsinenvironmentally dangerous and poorly regulated jobs (migrant labor, sweat-shops, cleaning services)
pArt 3: brinGinG it homE 20 minutesThe leader can choose one or more of the following ways to bring environmental injustice closer to home—showing the link with American consumption habits, the link with Massachusetts, and/or the Biblical link.
Option A American Consumption Leader invites someone to read “Lifestyle Choices Con-nection” on page 4 of “Through the Eye of a Hurricane: Rebuilding Just Communities”
“Although Hurricanes Katrina and Rita were natural disasters, the lifestyle choices that we have made as a United States population compounded the storms’ devastation. An industrial area along the Mississippi River between Baton Rouge and New Orleans, nick-named “Cancer Alley,” contains chemical plants that sustained damage from the storms. The plants were located along the Mississippi to facilitate shipping, but have now resulted in Louisiana, one of the most impoverished areas of the country, becoming the most polluted. The area, which contains hundreds of haz-ardous waste sites from mines, factories, and chemical plants, houses the very industrial sites that produce many of our consumer goods such as vinyl siding, plastics, and oil.”
Q How did/does American consumerism contribute to environmental injustice in the Gulf Coast area?
Option B Linking environmental racism and our state Leader invites someone to read the following from “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism,” p.2:
“But the health effects of environmental racism are not limited to the Gulf; they are present here in Massachusetts: ‘If you live in a community of color in Massachusetts,
chances are 39 times higher that you live in one of the 30 most environmentally hazardous communities in the state than if you lived in a predominantly white community. This unfair health burden is compounded by barriers to healthcare and uneven responses from regulatory agencies to communities of color that are trying to make their communities healthy.’”
Q How have you witnessed or experienced environmental racism or injustice in Massachusetts?
Option C Thinking about environmental injustice and Scripture For the link with Christian faith, choose one of the fol-lowing Scripture passages and have it read by one or more participants:• DiscusshowJesusidentifieswiththosewhoare
vulnerable and powerless and how this should shape Christian relationships with “the least of these,” not only after a Katrina-type disaster, but in daily life. Matthew 25:31-45, the sheep and the goats, or James 2:1-9, the preference for the poor.
• ThestoryisbasedondeepanimositybetweenJewsand Samaritans of the time. Each group claimed to be the true descendents of Abraham and to hold to the true faith; Jewish hearers of the story would not have expected a Samaritan to have crossed the great divides between groups to tend a hurt Jew. Discuss how Jesus changed the definition of “neighbor” from qualities of the recipient to qualities of the giver of love. How does that change our relationships? If participants are familiar with recovery work in the Gulf Coast, have them reflect on who has given and received mercy in the efforts. Luke 10:25-37, the Good Samaritan.
End with Prayer (see Appendix) 5 minutesPray for environmental justice.
For Further StudySee the Online Appendix for additional handouts and read-ing suggestions.
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Goal to discover what the Scriptures say about our relation-ships to God, others, and Creation, and how they inform our decisions and actions on environmental justice issues.
Tools From the Online Appendix: “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism.” Make one copy for each participant.
Items: Bibles, markers, pens, small sticky notes, ten large (5½ x 8 or larger) sticky notes or pieces of paper.
Preparation Write out each of the ten “Guiding Norms for Church and Society” from p. 6 and 7 on one of the large sticky notes or papers in marker.
Begin with Prayer (see Appendix) 5 minutes
pArt 1: introduCtion 5 minutesLeader Reads: The theological document from the Mas-sachusetts Council of Churches, “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism,” states: “In Deuteronomy, God declares, ‘I call heaven and Earth to witness against you today that I have set before you life and death, blessings and curses. Choose life so that you and your descendants may live.’ (Deut 30:19). As people of faith, we are compelled to choose the ways of life, both for ourselves and out descendants.”
“In our session today, we’ll look at various passages of Scriptures to come to a better understanding of the dynamic relationship between God and humans as we consider the Cre-ation, health, and justice for all, especially the marginalized.”
pArt 2: smAll Group biblE study 35 minutesFor the Bible study, break up into small groups of two to
SeSSion 3
The Biblical witness on Creation and community
four people. Assign each group one of the topic headings (Creation, Sabbath, Justice, etc.) and allow each group to choose one of the Scripture passages to study. Feel free to add or use other passages of Scripture as appropriate.Creation—G enesis 1-:26-2:4 or Genesis 2:4b-17
God’s relationship to Creation Genesis 3 Humans fall, God responds Mark 4:35-41 Jesus stilling the stormS abbath—E xodus 20:8-11 God’s relationship to Creation L eviticus 25:1-7, 18-22 Humans’ relationship
to the earthJustice—Psalm 103, Psalm 107, Psalm 46, Psalm 43 M atthew 23:1-14, 23-25 The greatest is the
servant of others Luke 1:46-55 The Magnificat Luke 4:14-22 Spirit of the Lord on Jesus Luke 6:20-31 Sermon on the Plain Mark 10: 3-16 Children and Jesus James 2: 1-9 Treatment of the poorHealing and Redemption—I saiah 65:17-25 New heavens
and a new Earth M atthew 8:1-17 Jesus heals a leper M atthew 9:9-13 Calling of Matthew R omans 8:18-27 Waiting for the redemption of
our bodiesStewardship—M ark 6:30-44 Feeding of the Five Thousand Matthew 25:14-30 The Talents Matthew 25:31-46 Sheep and Goats I Corinthians 6:12-20 Our bodies as Temples I Corinthians 12:12-27 The Church as the
body of Christ
Bible Study Method• InvitesomeoneinthegrouptoreadtheScripturealoud
slowly.• Letthesmallgroupsilentlymeditateonthetextfora
minute. • Allowthegrouptorespondtothequestion:How
does the text speak to the relationships between God, Creation, and humans?
• HaveanotherpersonreadtheScriptureforasecond time.
• Letthesmallgroupsilentlymeditateonthetextforaminute.
• Respondtothequestion:Whatisamodernexampleofwhat is being taught in this text?
• ReadtheScriptureforafinaltime.• Letthesmallgroupsilentlymeditateonthetextfora
minute.
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• Respondtothequestions:Whatarethecharacteristicsof Christian faith illustrated by your Bible passage? What characteristics or traits (for example: gentleness or perseverance) are we being invited to adopt in our relationships with God, others, and/or Creation?
• Haveeachsmallgroupwritethecharacteristicsdownonthe small sticky notes, one trait per note.
pArt 3: rEConvEninG And rEflECtion on “GuidinG norms for ChurCh And soCiEty” 15 minutesInvite the groups to reconvene as one large group. Have each small group briefly report on its passage and the group’s discussion.
Give participants “A Call to Protect Health and Com-munity.” Go around the room, with each person reading a paragraph from the section on “Guiding Norms for Church and Society” from pp. 6-7 (through “Equality”). Make sure
everyone understands the concepts. Place the large (sticky) notes with the ten guiding norms around the tables or on the walls of the room, and invite participants to assign the traits from their Bible passages (small sticky notes) to the guiding norm which seems closest. If a trait does not seem to fit with one of the norms, put it in a new category. When all are done, invite discussion. Are there guiding norms that the Scripture didn’t seem to address? Did you come up with other norms? Do you agree with these guides for decision-making?
End Session with Prayer (see Appendix) 5 minutesPray for good stewardship of Creation.
For Further StudySee Online Appendix for additional handouts and reading suggestions.
SeSSion 4
Applying our faith to Environmental Health and JusticeGoal to see how Christian faith can be applied to finding a way to dispose of toxic products in the community, while taking into account practical issues and priorities.
Tools From the Online Appendix: “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism, from the Massachusetts Council of Churches; “List of Characters for Role Play;” “Map of your Community.” Make one copy for each participant.
Items: paper, pens
Preparation Retrieve a map of your town at http://maps.massgis.state.ma.us/EJ/viewer.htm. On the left side of the screen, scroll down and click on your town. In the bottom left corner, click on the printer icon to create a printable map, (if your internet server has a pop-up blocker, hold down the ‘Ctrl’ key when you click on the button “create print page”). Make enough photocopies for the group.
Begin with Prayer (see Appendix ) 5 minutes
pArt 1: CoopErAtivE ACtivity 30 minutesLeader Reads: “In this lesson, we will consider how our faith impacts our decisions about our environment.
“Do you think about where your waste goes? When you ‘throw something away,’ where is ‘away?’ Where does it go? If we are to take toxic products out of our homes, schools, work places, factories, and stores, where do they end up? Who gets to decide? In this simulation, we are going to work together (in groups not larger than 5 people) to find a waste dump site in the community.”
Divide the group up, and assign each participant a char-acter from “List of Characters for Role Play” and hand out copies of a map of your town.
Leader reads: “Let me set the stage for you. You each have a role to play. Assume that people are trying to rid their homes and workplaces of toxic products, and previous landfills are now closed to your community’s toxic product
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waste. Where will it go? Your task is to find a new site for a waste dump in your community. Each of you has been given a role and priorities for the site; you may choose your age or ethnicity as you wish. As you begin negotiations, each person should start by making a case for a site according to his or her own priorities, but your task is to work together to come to agreement. Use your maps to make your case for the best location. You are to assume that everyone lives in the community, and that you will be responsible for your population’s share of toxic products that have been used while serving medical, agricultural, and workplace needs, even if these hospitals, farms, and industries are not located in your community.
“Consider how your faith might inform or change your perspective. How will you appeal to those of other faiths or no religious beliefs?
“You may consider actions to reduce the creation or disposal of waste, and are encouraged to consider creative solutions that will benefit all (including job creation).
“Pay attention to how you are making decisions: whose voice carries most weight in the town? What principles seem to guide your decision most? How do you engage your faith around this issue? What kind of power do you have?
“Before you begin to locate this waste site, consider this definition of environmental justice:
“‘A condition of environmental justice exists when envi-ronmental risks and hazards and investments and benefits are equally distributed without direct or indirect discrimi-nation at all jurisdictional levels and when access to envi-ronmental investments, benefits, and natural resources are equally distributed; and when access to information, par-ticipation in decision making, and access to justice in envi-ronment-related matters are enjoyed by all.’” Participants of Central and Eastern European Workshop on Environmental Justice, (Budapest, December 2003) taken from “Through the Eye of the Storm,” p.4
“You will have about 25 minutes to do this exercise. Start by allowing each person 1-2 minutes to make his or her case about what kinds of waste should be accepted and where to locate the site in your town.”
pArt 2: rEflECtion on thE rolE plAy 10-20 minutesReflect as one group on the experience. Use as questions:Q Did you come to a decision as a group? What could
you agree on? What were your guiding principles?Q What was surprising? Difficult?Q What priorities seemed most to conflict with each
other?
Q How did your faith inform your conversation?Q What other information or points of view did you
need?Q Any other insights?
pArt 3: rEflECtion on thE ChurCh’s rolE 20-30 minutesGo around the room and have each person read the section of “A Call to Protect Health and Community” entitled “Mak-ing the connection between Christian Faith and Environ-mental Racism,” beginning on page 5.
Leader says: “Let’s consider what power faith communi-ties have and what role they can take in promoting environ-mental justice.”
Ask for a volunteer scribe, and attach a large piece of paper to the wall. Record the answers to the following question.
Leader asks: “What kind of power do Christians have access to? What kinds of power do churches have, when addressing community needs?” Have the group list their suggestions. Suggested responses:• PowerofGodtobringchange,healing,newlife• Powerofacommunitywhobelievesinresurrection,
hope, reconciliation• Prayer—prayerteams,prayerresources,etc.Prayergrounds,
enlightens, guides, connects Christians to God, others. • Ritualandliturgy—thesestrengthencommunity,give
meaning to joyful and sorrowful occasions, connect people to God. Weekly worship and sacraments are especially important rituals.
• Preachingandpropheticwitness—callingpeopletochanged behaviors, relationships
• Christianeducation,educationinthecommunity• Memberresources—education,finances,connectionsto
others• Connectionstootherchurches;judicatoryorchurch/
denomination resources at a district, state, national level• Connectionstosecularlocal,state,andnational
organizations; members involved in these• Outreachavenues• Publicpolicyadvocacy
End Session with Prayer (see Appendix ) 5 minutesPray for the church and its power.
For Further Study:See Online Appendix for additional handouts and reading suggestions.
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SeSSion 5
Healthy kids: Protecting the most vulnerable in our homesGoals to talk about why protecting all children’s health is of particular concern to Christians, to educate ourselves about toxic exposure and children, and to consider how we can keep our homes safe for all.
Tools: From the Online Appendix: “Our Most Precious, Most at Risk” from the Alliance for a Healthy Tomorrow; cop-ies of “Mindful Living Human Health, Pollution, and Toxics,” from the National Council of Churches Eco-Justice Program. Make one copy for each participant. By now using both sides of each sheet of paper should be natural to you.
Items: Large sheets of paper, small sheets of paper, pens or pencils, assorted children’s toys (some from the church’s Sunday school space, if available), plastic bottles, children’s sleepwear, children’s backpacks or lunchboxes, and/or per-sonal care products that children might use (shampoo, lotion, toothpaste).
Preparation Use a piece of tape to label each toy and personal care product with a number.
Video Option: Use the first 7.5 minutes of the “Contami-nated without Consent” video in Part 2 instead of read-ing “Our Most Precious, Most at Risk.” The video can be viewed online at: www.contaminatedwithoutconsent.org or contact the MCC for a DVD.
Begin with Prayer (Appendix) 5 minutes
pArt 1: ChristiAns And CArE for ChildrEn’s hEAlth 5 minutesLeader reads: “The Biblical visions of a redeemed and restored Creation often make special note of the security and well-being of children. Isaiah foresees a time when even the most vulnerable children, nursing babes and toddlers, play safely in the presence of the asp and the adder (Isaiah 11:8.) People will no longer labor in vain or bear children for calamity, but they and their descendants yet to come
shall be blessed by the Lord (Isaiah 65:23.) Zechariah has a vision of a restored Jerusalem where old men and women sit on their porches and the city is full of boys and girls playing safely in the streets (Zechariah 8:5.)…
“Children are among God’s most precious—and most vulnerable—gifts. They are the hope of the future, but theirs is a future threatened by environmental pollution. People of faith are called to work together to help safeguard children’s health and their future. We can work together to help make Zechariah's dream a reality, where children play safely in their homes and schools, on their playgrounds, and even in our city streets.” From the National Council of Churches Eco-Justice Program, for Earth Day 2002 “Caring for God’s Creation: Making the World Safe for Children.”
pArt 2: Why ArE ChildrEn so vulnErAblE to toxiC ChEmiCAls? 15 minutesHand out the article from the Alliance for a Healthy Tomor-row, “Our Most Precious, Most at Risk” and have partici-pants take turns reading out loud the introduction and “We’re Uniquely Vulnerable in Early Life.”
Have the group summarize, and one participant take notes on the large paper, the reasons why young children may suf-fer more from toxic chemical exposure than older persons.
Leader reads: “As the article states, children are more affected by toxic chemicals and may be more exposed.
Why is the health of children more sensitive to toxins than adults?”
Answers might include: Organs are still developing, chemicals may disrupt normal development; immature bodies can’t repair toxin damage; early exposure may result in disease many years later; children have smaller bodies and smaller doses may affect children more than adults.
Leader reads: “How and in what situations might chil-dren be more exposed to toxins than adults?”
Answers might include: Children have more years left to be exposed; exposure may start before or soon after birth; children might have eating habits or other behaviors that cause greater exposure (eating one kind of food, sleeping more, eating lead-contaminated paint chips)
Leader reads: “We are called to protect the most vul-nerable in our communities, including our children. This starts in our homes; as parents, grandparents, aunts and uncles, and friends of children, we are conscious of mak-ing our homes child-proof. In addition to covering electri-cal outlets, keeping dangerous tools locked up, and putting medicines where they can’t be reached, we need to toxic-proof our homes. The next exercise will teach us how to do that.”
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pArt 3: sortinG out thE Good from thE toxiC 25 minutesPlace the children’s toys and household items on the table. Give each person a sheet of paper and a pen or pencil. Allow the group to briefly look over the articles.
When they have finished, pass out copies of the “Mind-ful Living” resource, and have them all turn to pages 6 and 7. Invite a different person to read each paragraph; include paragraphs on Bisphenol-A, Lead, PFCs, Phthalates, and PBDEs (and formaldehyde if you have wood products or time permits). When you read about lead, be sure to add that some children’s toys and jewelry have been found to contain lead, which is often added to metals or to polyvi-nyl chloride (PVC) plastic (see www.healthytoys.org/about.findings.php). You might want to mention that some cos-metics have been shown to contain lead or mercury as well (see www.safecosmetics.org ).
After the sections have been read, have participants num-ber their papers according to the numbers on the household items. As they again look over the items, have them write down whether they judge each article to be “toxic” or “non-toxic.” Encourage the group to work fairly quickly.
When all are finished, compare answers. Encourage a discussion using such questions as:Q Who thinks that item #1 (2, 3, etc.) is toxic? Non-
toxic? Why? What toxic chemicals may it contain? How do you know? (Things to consider: Soft plastics often contain phthalates (pronounced “thal-ates”) and may contain lead. Personal care products that contain “fragrance” usually contain phthalates. Children’s bedclothes, especially those made of synthetics, are treated with flame retardants. Hard plastic baby bottles, water bottles, and sippy cups may contain Bisphenol-A.)
Q How confident are you about your answers? Why? If your group has immediate access to the world wide web, you could check several of the toys at www.healthytoys.org and compare their results to participants’ assessments.
Leader reads: “The truth is, it is often impossible to deter-mine which everyday items are toxic and which are safer. Plastic toys don't come with labels fully disclosing the materials used, the chemicals workers were exposed to in the manufacturing, or the toxic ‘off-gassing’ that will occur after the toy is in your home. We should not need a degree in toxicology to purchase a toy for a child. The fact that it is so hard to tell the toxic items from the safer ones should alert us to the depth of this problem. Listen to this descrip-
tion of the problem from the Alliance for a Healthy Tomor-row: ‘Wrinkle-free clothes, stain-resistant carpet, life-saving medical devices, bountiful plastic toys—there’s no doubt synthetic chemicals have brought a wealth of convenience, comfort and fun to our lives. But what about the hidden impacts? With no government agency watching the store, these modern comforts and conveniences have come at a high price to our health. Governments around the world recognize the dangers of these products, and many other countries have taken decisive action to protect their con-sumers. Regulations in the U.S., however, are either lax or non-existent.’ That leads us to ask, as consumers and as Christians, what can we do?” “No One Minding the Store,” The Alliance for a Healthy Tomorrow.
pArt 4: ChristiAns As ConsumErs—hoW to mAkE our homEs sAfE for ChildrEn 15 minutesDirect the class to turn to page 11 in “Mindful Living” and read the “Fourteen Personal Actions” out loud or silently. Leader asks:Q What do you need in order to make healthy choices
as a consumer? (List on a large piece of paper.) These might include:
•Accurateinformationaboutproducts •Healthy,accessible,affordablealternativestoproducts
containing toxic chemicals •Socialsupporttochangelifestyle.(Whatproductscan
we do without? Who do we need support from?) •Prayeranddiscernment •TimeandenergytoinvestinchangeQ How can this church support its members in changing
products at home? How can the church encourage gradual but sustained change (to keep people from feeling overwhelmed?)
Q How can churches aid those with fewer resources and/or higher risks to change consumption habits?
Q Should personal consumption habits be the focus of our efforts as Christians? Why or why not?
Q What will happen to the toxic materials we discard in an effort to clean up our homes?
End Session with Prayer (Appendix) 5 Minutes Pray for the children of the church and community.
For Further StudySee Online Appendix for additional handouts and reading suggestions.
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Healthy churches: Making our churches safer
SeSSion 6
Goal to monitor our own churches for cleaning products and plastics that could impact our health and that of others who work, meet, and worship in our church.
Tools From the Online Appendix: “Smart Plastics Guide,” “Cleaning to Protect Your Health” fact sheet; “A Healthy Environment Starts at Home: A Guide to reducing our use of household hazardous products, (hard copies of this resource can be requested from the Massachusetts Water Resource Authority at (617) 242-6000). Make one copy for each participant.
Items: paper and pens
Begin with Prayer (see Appendix): 5 minutes
pArt 1: toxiC produCts sCAvEnGEr hunt 35 minutesBreak the group up into two teams: the Cleaning Chemicals team and the Plastics team. Each team has 30 minutes to scour the church and write down all the things they find.
Give the Cleaning Chemicals Team the “Cleaning to Pro-tect your Health” fact sheet. This team is looking for all clean-ing products. Write down the name of the product, where you found it, and the names of potentially toxic chemicals in the products. Remember to check under sinks, in the janitor/sexton’s closet, or in the church basement or attic.
Give the Plastics Team the Smart Plastics Guide. The Plas-tics Team is looking for things made of plastic, especially soft plastics like vinyl. They should be sure to check rooms used for children’s programs. Write down what rooms your find these items in, and the full name of the object or prod-uct. If you can find it on the item, write down the number on the recycling symbol.
After 30 minutes, have teams return to report on what they found.
pArt 2: AltErnAtEs to toxiCs disCussion 15 minutesInvite both teams to reflect on what they just found. Ask: Q Did you find anything you could identify as toxic? Q Did you find anything that was a ‘safer’ option?Q Was there anything that you couldn’t identify as toxic
or safer?Q Who would these products most affect?Q How could the church reduce or eliminate exposure?
Ask the Cleaning Chemicals Team:Q Do you know the person or persons who use cleaning
products in this church? Q Have you ever felt dizzy or nauseous from using
cleaning chemicals? Q What might be done in this church to lessen the
chemical exposure here?
Ask the Plastics Team:Q What plastic or vinyl products were found and where ?Q Where they all numbered? Did you find more toxic or
non-toxic plastics?Q Was it easy or difficult to tell which items were toxic?Q What effect might they have on children? Who else
might be affected?Q How could the church reduce children’s or adults’
exposure to these toxins?
Pass out copies of “A Healthy Environment Starts at Home: A guide to reducing our use of household hazardous prod-ucts” from the Massachusetts Water Resources Authority to everyone, the Smart Plastics Guide, and the “Cleaning to Protect Your Health” fact sheet to those who have not yet received it.
pArt 3: dEvElopinG A ChurCh poliCy on toxiCs 20 minutesLeader reads: “Let’s think about how our church could develop a policy around the use and storage of toxic materi-als. Many churches and church judicatories have adopted a “Safe Church Policy” to ensure that children and vulner-able persons are safe from abuse. Consider the ancient idea of church as sanctuary—that the church building and the church community are safe places that protect and nurture people both physically and spiritually. A toxics policy can help promote a safe environment for all who work, meet, or worship in the church building and can model a toxic-free sanctuary to the rest of the community.”
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“A policy is not necessarily a complex legal document, but is meant to guide behaviors of staff, board members, and parishioners in the church, to help in decision-making, and to give continuity of actions as people and staff change. It should be based on Christian understandings of the issue, and reflect the mission and values of the parish and denom-ination, if appropriate.”
Invite a large group to break up into smaller groups of between three and eight people. Each group can either answer one question or all four, depending on the time allotted. Allow each group to answer the questions, and take notes. Q Who would draft a toxic policy for the church? Who
should be included in the discussion? Who will make the final decision about the policy?
Q What will form the theological and ethical basis for the policy? What principles will guide decisions when priorities compete (economic realities, priorities of different groups within or using the church, etc.)? What faith resources will be used when undertaking
the policy (prayer, Bible study, preaching, etc.)? Q What issues or potential toxics should be covered
in the policy? (cleaning products, plastics, carpets, furniture, computers, building and repair supplies, pesticides, machine fuels, etc.)
Q What is the projected timeline for the policy? How soon could it get written? Implemented? How could the new policy be publicized and celebrate?
Invite the small groups to reconvene and share their rec-ommendations with the large group. If there is interest in pursuing the policy, have one or several people agree to take responsibility for bringing the idea to the governing board of the church.
End Session with Prayer (Appendix) (5 Minutes) Pray for the Church.
For Further StudySee Online Appendix for additional handouts and reading suggestions.
SeSSion 7
Healthy communities: Mapping our communities and responding Goals To assess our own community’s health and that of other communities. To the see the correlation between a com-munity’s economic level, ethnic makeup, and toxicity. To situ-ate our community in the context of the rest of the state. To consider actions to reduce toxic substances in the community.
Tools From the Online Appendix: two copies of a map of Massachusetts for each participant, “Table 6D: Most Environ-mentally Overburdened;” “Table 6E: Environmental Rankings of Low-Income Communities in Massachusetts;” “Table 6F:
Environmental Ranking of Communities of Color in Massa-chusetts;” “Environmental Health rankings of all MA towns;” “A Call to Protect Health and Community,” the Massachusetts Council of Churches”; A map of your town. Make one copy for each participant, using both sides of each page.
Items: Colored pencils or markers.
Preparation if you have participants with diminished eyesight, you may want to enlarge the map of Massachusetts to 8.5 x 17, or 11 x 17.
Begin with Prayer (see Appendix) 5 minutes
pArt 1: mAppinG EnvironmEntAl hAzArds And CommunitiEs most At risk 30 minutes
Mapping Environmental Hazards Give each person a map of Massachusetts and a marker. The leader calls out each of the twenty most environmentally overburdened populations from the “Table 6D, Most Envi-ronmentally Overburdened Communities.”
Mapping Low Income Communities and Communities of ColorHand out new maps of Massachusetts. The leader calls
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out the first twenty communities with the lowest income from “Table 6E: Environmental Rankings of Low-Income Communities in Massachusetts.” Have participants color in each of those communities. Next, instruct participants to switch colors, and call out the twenty communities with the highest minority population, “Table 6F: Environmen-tal Rankings of Communities of Color in Massachusetts.” Ask participants to make a key on their map, labelling which color indicates low-income and which color indicates a high minority population.
The leader asks the group to look at the two maps that have been colored, one with the most environmentally overburdened populations, and one with the poorest com-munities and the largest communities of color.
Leader Ask:Q What similarities and differences do you see between
the two? Q What did you expect? What surprised you?
Pass out copies of “A Call to Protect Health and Commu-nity from the Massachusetts Council of Churches.” We will be looking at the section beginning on the right hand side of page 1. Invite one person to read the following and for others to follow along:
“While all people are vulnerable to an increasing num-ber of toxins, certain groups of people are being sub-jected to greater exposure than others. Children and even fetuses in their mothers’ wombs are particularly vulnerable to toxic substances as their organs form and develop. From an early age and often from limited exposure, many toxins are building up in children’s developing bodies with the potential for unprecedented impact. For many poor neighborhoods and communi-ties of color, high levels of toxicity are unavoidable in neighborhoods near bus depots constantly blowing exhaust, apartments with lead paint, and incinerators sending particles of burnt plastic into the air. In Mas-sachusetts, this means that communities with a median household income of less than $30,000 average 19.2 hazardous waste sites per square mile while commu-nities where the median household income is over $50,000 average 4.6 hazardous waste sites per square mile; similarly, communities where the population is 25% or more people of color average 297 hazardous sites per town, in contrast to the average 39 hazardous sites per town of communities where less than 5% of the population is made up of people of color. It would be good to point out that even when you justify for income, communities of color are disproportionately
exposed. Thus children, poor communities and com-munities of color bear the initial brunt of toxic expo-sure that endangers all people.” from A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism, Massachusetts Council of Churches Strategy and Action Commission.Leader Asks: What do you think are some of the fac-
tors that lead to the uneven distribution of environmental hazards?
Our Town Invite participants to return to their maps of the most overburdened communities. Locating your town: Invite participants to color in their town on the map if they haven’t already. Hand out “Environmental Health Ranking of All MA Towns.” your community on the list.
Leader asks:Q How does your community rank? Is this surprising to
you? Q Look for the other cities and towns around you. How
do they rank? Why do you think your town ranks here?
pArt 2: WhAt thEn CAn WE do? ACtion in our Community 30 minutesPass out a map of your town. Have people work in groups of three to five people. The task is to think about toxics in the community, who is most affected, and how the faith community can address these concerns.
Leader asks:Q What places in the community are most likely to be
exposed to air, water, or soil contamination? Who is most likely to be affected?
Q In which businesses, schools, industries, and services are people most likely to be exposed to toxic chemicals (especially indoor pollution)? What kinds? Which populations are most vulnerable to the effects?
Q If your community is relatively pollution-free and/or has few industries or institutions, consider the community where most of your population works, shops, or receives services, and answer the above questions.
Q What can your church do to serve and empower those most at risk in your community? Identify 1-2 ideas. Share the ideas with the group as a whole. Ask people to continue to consider and pray about these ideas.
Ideas for Community Action• Listening/witnessing/storytelling—allowthoseaffected
by toxic contamination and/or environmental injustice to
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tell their stories and make connections to the faith story• Prayer—stayconnectedtothesourceofhealingand
empowerment and keep the community, groups, and persons affected lifted up through prayer
• Education—bringtheissuetotheattentionofothersneighborhood groups, businesses, schools, other churches, community leaders, etc.
• Organizing—bringtogetherpeoplewhowanttoworktogether to reduce production, use, or exposures of toxics
• Support—supplyinformation,money,training,emotional, institutional support to persons and groups
addressing the issue• Buildingrelationships—linkwithachurchwith
a different environmental experience for mutual education, support, and prayer
• Institutionalpolicywork—helpinstitutionsorgovernment groups develop toxic use policies
End Session with Prayer (Appendix) 5 MinutesPray for your community.
For Further StudySee Online Appendix for additional handouts and reading suggestions.
SeSSion 8
Safer for all: Legislative advocacy for a healthier Massachusetts
pArt 1: pAst involvEmEnt With thE politiCAl proCEss 15 minutesIn small groups, have participants each respond to the fol-lowing questions by writing brief answers on a piece of paper. Allow time for small group discussion: Q In what ways have you been politically involved?
Have you ever voted? Written a letter to the editor? Sent a letter to a legislator? Called an elected official? Organized others? Protested?
Q What has motivated you to get involved in an issue? Q What kinds of barriers prevent you from getting
involved in an issue or acting on it as a citizen? as a Christian?
pArt 2: ChristiAn politiCAl rEsponsibility 25 minutesHand out copies of “Christian Political Responsibility” from the Massachusetts Council of Churches. Have someone read the introduction and the first four bullet points on page 1 of Christian Political Responsibility out loud in each small group. Invite the groups to respond to the following. Leader Ask:Q Do you agree with this understanding of Christian
political responsibility? What parts of this statement resonate with you? Why? What informs your understanding?
Q What would you add or change?
Hand out the Guidelines for Congregation and Clergy on Political Action from the United Church of Christ. Invite groups to discuss:Q What are churches allowed to do politically? Not
allowed to do?Q What are individuals representing churches allowed to
Goals to discuss why Christians should get involved in public policy and to increase the church’s capacity to do so. To encourage legislators to vote in favor safer chemical legislation.
Tools From the Online Appendix: “Christian Political Respon-sibility, 1996 A Policy Statement” from the Massachusetts Council of Churches; “Legislation Proposes Safer Alternatives for Toxic Chemicals” from the Alliance for a Healthy Tomorrow; legis-lators by town; list of legislative co-sponsors; “Guidelines for Congregation and Clergy on Political Action” from the United Church of Christ; “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism” from the Massachusetts Council of Churches. Make one copy for each participant.
Items: pens, paper, stamps, and envelopes.
Begin with Prayer (see Appendix ) 5 minutes
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do? Not allowed to do?Q What are all citizens allowed to do, regardless of faith
orientation?
pArt 3: ChristiAn politiCAl rEsponsibility And A hEAlthiEr mAssAChusEtts 20-30 minutesLeader invite someone else to read from “A Call to Protect Health and Community: A Christian Response to the Health Effects of Environmental Racism,” page 11 first full para-graph in the second column:
While we all want to protect the health of ourselves, our children and our community, for many reasons, some communities are less able to than others. A family may not have access to the information about which plastic children’s toys contain phthalates, chem-icals linked to memory damage and prostate cancer. A recent immigrant may not have the choice between protecting her health and keeping her job cleaning a church with toxic cleaning products, even though her job affords her family some health care coverage. A father may not be able to afford moving to a neigh-borhood with less traffic and pollution, even though his son’s asthma seems to be getting worse. All people in our Commonwealth have the right to a healthy environment and neighborhood. from A Call to Pro-tect Health and Community: A Christian Response to the Health Effects of Environmental Racism, Strategy and Action Commission of the Massachusetts Council of Churches, 2006.
Leader reads: Legislation is one of the ways that all people in the Commonwealth of Massachusetts can have equal access to a healthier environment. From the lesson on Healthy Churches, we learned that it is hard to identify all of the toxins around us. As consumers, we know that we can’t simply buy our way out of the problem. From the lesson on Healthy Communities, we saw that some communities are more affected than others by environmental pollution. Enacting legislation to make us safer is a way to ensure that all, and not just some, residents of the Commonwealth are able to live in healthy homes, work in healthy buildings and send their children to healthy schools.”
Pass out copies of “Legislation Proposes Safer Alternatives for Toxic Chemicals” (or other current legislative efforts around toxic chemicals—check the Online Appendix). Give participants a few minutes to read over the handout. Discuss the legislation together.
Leader ask:Q Are there things that you are excited about? Confused by? Q Look at the list of legislative co-sponsors--does your
representative support this legislation? Q After these sessions on Christian responsibility and
environmental justice, how as a Christian would you explain your support for the principles around this legislation?
If participants feel supportive about the legislation, take time to have them draft letters to their legisla-tors, and address envelopes. If participants do not know who their State senator and State House members are, invite participants to go online after the session and visit www.wheredoivotema.com.
Invite discussion about other ways participants could support the legislation or influence legislators on the bill. These could include:• Speakingwithlegislatorsortheiraidesonthephoneor
in person, especially in the district• Writinge-mails,postcards,orletters• Writingalettertotheeditorofthelocalpaper• Gettingothersinvolvedinwriting,talking,emailingto
legislators or making a peaceful protest• Prayingforlegislators• Actingasamoralvoiceontheissue• Ifyouknowthatyourpoliticalrepresentativeisaperson
of faith, appeal to their beliefs
Next Steps The leader can invite participants to join the network of the Massachusetts Council of Churches either by collecting names and email addresses and sending them on to [email protected] or by encouraging individ-uals to sign on to the network at the same address. Network members will receive action alerts about pending environ-mental health legislation in Massachusetts. The National Council of Churches Eco-Justice Programs (creators of the “Mindful Living” and “Though the Eye of the Hurricane” study guides) has a national network for legislative action alerts and additional congregational resources. To sign up, visit www.nccecojustice.org.
End Session with Prayer (see Appendix) 5 MinutesPray for elected leaders and those in positions of power.
For Further StudySee Online Appendix for additional handouts and reading suggestions.
Healthy Kids, Healthy Churches, Healthy Communities:An Adult Christian Education Curriculum for Churches in Massachusetts
Therefore, my beloved, be steadfast, immovable, always excelling in the work of the Lord,
because you know that in the Lord your labor is not in vain.
1 Corinthians 15:58
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