Healthy Kids, Healthy Churches, Healthy Communities

1. 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.
Healthy Kids, Healthy
Churches, Healthy
Communities Study Se ss i o n Gu i de
A
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

2. An Adult Christian Education
Curriculum for Churches
in Massachusetts
Healthy Kids, Healthy
Churches, Healthy
Communities Study Session Guide
Massachusetts Council of Churches
14 Beacon Street, Suite 416
Boston, MA 02139
617-523-2771
www.masscouncilofchurches.org
council@masscouncilofchurches.org
Copyright 2008 Massachusetts Council of Churches
All rights reserved
Ms. Laura Everett, writer
The 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, Chair Rev. Dr. Norman Faramelli Mrs. Emadel Ramsay
Ms. Rachel Anderson Ms. Elizabeth Green Rev. Canon Edward Rodman
Ms. Nancy Banks Rev. Debora Jackson Rev. Dr. Tina Saxon
Sr. Tess Browne Rev. Jim McPhee Mr. Bob Schmalz
Deana Chase Rev. Dr. Stephen Mott Rev. Kristin White
Ms. Tina Clarke Rev. Dr. Rodney Petersen Rev. Cindy Williams
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.
2

3. Table of Contents
Welcome 4
Introduction to the Curriculum 6
Leader’s Guide: Eight Study Sessions
1. Creation, environmental pollution, and our health 9
2. Identifying environmental injustice through Hurricane Katrina 11
3. The Biblical witness on Creation and community 14
4. Applying our faith to environmental health and justice 15
5. Healthy kids: Protecting the most vulnerable in our homes 17
6. Healthy churches: Making our churches safer 19
7 Healthy communities: Mapping our communities and responding 20
8. Safer for all: Legislative advocacy for a healthier Massachusetts 22
ONLINE Appendix
The most current resources are available at: www.masscouncilofchurches.org/healthychurches
Handouts for study sessions
Resources for congregational participation
Worship and liturgical resources
3

4. 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.
4

5. “ We confess the
whole human family is
inextricably linked...
The purpose of the Healthy Kids, Healthy Churches, Healthy
Communities Curriculum is to provide Christian congrega-
”
manufacture PVC vinyl are exposed to toxins in plastics;
children who chew on the plastic toys are exposed too. Yet,
tions and parishes with an easy-to-use guide for beginning we are not left powerless or without hope. We can commit
a conversation in your community. The curriculum allows to educating ourselves and making decisions that protect
people to draw on their own experiences, think theologi- ourselves and those vulnerable to toxics, wherever they are.
cally about care for our health and the health of others, As Christians, we have particular resources to offer in
become informed, and take action. We hope that this our efforts to make our homes, churches, and communities
resource will be useful for your church as you learn together healthier. We are communities of faith—as organizations,
how to make healthier decisions for your kids, your church, we have access to resources, networks, and support systems.
and your community. As people of the Gospel, we hold onto hope and the belief
When a can of vegetables for our family dinner is grown in God’s power of resurrection, even in the face of evil and
in California, packaged in Ohio, and sold in Massachusetts, death. We know the power of prayer, and we have a long
we can recall that we are inextricably linked to other people tradition of prophetic witness and social action. We hope,
and places. When pesticide is sprayed along the highway, we pray, we work for the healing of bodies, communities,
and toxins are transferred to the worker who does the spray- and the Earth.
ing, and released to the person washing the uniform, we The writers of the Healthy Churches curriculum and
can recall that we are inextricably linked. When we throw the theological piece that underscores it (A Call to Protect
an old computer away in Massachusetts and the ‘e-waste’ is Health and Community: A Christian Response to the Health
dumped in Nigeria, we can recall that we are we are inex- Effects of Environmental Racism, see appendix) hope that
tricably linked. this curriculum can begin a conversation in your church
What we learn when we dig into the issues of environ- and empower your community to make healthier decisions.
mental health and injustice is that we are all linked, but As you begin this curriculum, know that you are linked
some communities bear the initial burden of toxic environ- with other Christians around the state and across the global
ments sooner than others. Buses that spew exhaust when Church who are reflecting anew on what it means to be
parked in an urban bus depot will still spew exhaust as they stewards of God’s Creation.
make their way through the countryside. Workers who
Blessings on your journey to building up a healthier Church,
The Strategy and Action Commission of the Massachusetts Council of Churches
September 1, 2008
5

6. Introduction to the Curriculum
Course Overview • A youth group
The Healthy Churches Curriculum is intended as an eight- • A social concerns committee
week adult Christian education course on protecting health • An ecumenical clergy group
and community wellbeing in Massachusetts. • An ecumenical gathering with other churches in your
community
The eight study sessions are in two parts: • A parenting group
I. Four sessions provide a framework for understanding • An outreach program
environmental health and environmental justice from a
faith perspective: About Each Session
1. Creation, environmental pollution, and our health Each session begins and ends with prayer. Included in the
2. Identifying environmental injustice through Hurricane guide for each session is a suggestion for a prayer, found in
Katrina the Online Appendix. These prayers and liturgical resources
3. The Biblical witness on Creation and community may also be incorporated into your church’s worship life, as
4. Applying our faith to environmental health and justice appropriate.
Each session has activities and discussion questions for
II. Four sessions address the question: What can we do? the 1-1½ hour session, with a list of the items you will
5. Healthy kids: Protecting the most vulnerable in our need. Photocopy-ready materials for each session can be
homes found in the Online Appendix on the Massachusetts Coun-
6. Healthy churches: Making our churches safer cil of Churches website, www.masscouncilofchurches.org/
7. Healthy communities: Mapping our communities and healthychurches. At the beginning of each session in the
responding section labelled “Tools,” you will find a list of handouts you
8. Safer for all: Legislative advocacy for a healthier will need from the Online Appendix. Other materials, such
Massachusetts as pens, paper, and markers may also be required.
Suggestions for further exploration are included at the
Each of the eight sessions can stand alone, be used as a two- end of each lesson and links are provided in the Appendix.
part series (sessions 1-4 and 5-8), or be used successively. Often, there will be more topics to cover in a session than
Another possibility is to follow each “understanding” lesson you have time for. You are welcome to pick and choose the
with an “action” lesson. For example 1, 5, 3, 6, 2, 7, 4, 8. parts of each session that will fit with your time constraints
The full lessons will take between 1 and 1½ hours each, and the interests of your study group.
but can be tailored to the time available. While the single
sessions can be used for an adult education class before or Working Ecumenically
after worship, two sessions can also be put together (with The curriculum was designed for use in many different
a break in between) for an evening study series extending Christian communities. Consider offering the curriculum
over four weeks. in an ecumenical setting, inviting others from churches in
Healthy Kids, Healthy Churches, Healthy Communities is your town to join in. Churches can alternate sessions at
appropriate for use in: different churches in town or meet at one central location
• An adult Christian education class for the series with one or more churches sharing leadership.
• A women’s or men’s fellowship Decide what works best for your community.
• A retreat setting The curriculum utilizes statements and resources from
• An Advent or Lenten study various denominations and churches to further our ecu-
• An inter-generational setting with adults and high- menical understanding of our common Christian witness.
school students
6

7. If you would like to find out more about what your church and other groups” that offers some helpful suggestions about
and other churches have said and done on these issues, visit how to share what you are learning with others in your
the National Council of Churches Eco-Justice Programs’ church. Working and praying through the eight sessions
Anthology of Policy Statements at www.nccecojustice.org/ will be a positive experience for the people who participate
anthohome.htm. in the study sessions, but you can also ensure that others in
your church are positively affected.
For the Pastor or Christian Inviting key people who have experience with illness
Education Director caused by toxics, who have environmental science or medical
backgrounds, who have experienced environmental injus-
Who should lead the course? tice, or who have worked in community organizing may
No specific educational background is needed to lead a be especially fruitful. Allowing them to speak from their
session. You may choose to have one leader over all eight experience during one of the sessions (and/or help recruit
sessions, to rotate the task, or to invite persons with partic- participants) can be a powerful addition to the series.
ular skills/interests to lead a particular session. Leadership
shared between two or three people lightens the load and What should leaders do for each session?
ensures continuity, should time conflicts arise for a leader. • Read the entire lesson’s guide beforehand. Photocopy
Leaders can divide up tasks according to leadership gifts, prayers and handouts. Gather necessary supplies.
such as materials preparations, discussion facilitation, and • Welcome participants and introduce the opening and
prayer. Someone with interest in the issue will bring energy closing prayer.
and background information to the course. • Facilitate the activities and conversation.
• Monitor the time and ensure that all people have an
For The Course Leaders opportunity to participate.
• Make sure that a session leader is scheduled for the next
How should you begin? meeting.
Prayer is always a good way to begin. Pray for the leaders, • Be aware of possible emotional and/or spiritual issues
pray for the right time and space, pray for ways of reaching that will arise, and be prepared to provide support and
people who will benefit from the course and add to it. Pray pastoral care.
for God’s guidance during the course. • Pray for the success of the course and for those who are
Decide on the number of sessions, the day and time of participating. The issues can be large, painful, and scary;
the class, and which people the course is especially aimed staying grounded in our faith and our relationships to
at. Church members? Parents? People in other churches? one another will be crucial in this journey together.
The community as a whole? The “who” should also deter-
mine the “when.” Resources
Decide how you will publicize the event within the See Online Appendix
church and outside, if this series is being used for outreach This curriculum draws on three main resources in addition
to families in your community. The curriculum includes to the Bible:
resources to help your church communicate this project 1. “A Call to Protect Health and Community: A Christian
to the whole congregation. In the Online Appendix, you Response to the Health Effects of Environmental
will find the Healthy Kids, Healthy Churches, Healthy Com- Racism,” from the Strategy and Action Commission,
munities Bulletin Insert which can be customized for your MA Council of Churches, from the Fall 2006 Intersect,
church. Additionally, you will find communication resource in the Online Appendix.
page from the Evangelical Lutheran Church in America’s
“ELCA Environmental Audit Guide for congregations, schools
7

8. 2. Resources from the Eco-Justice Programs of the are in the legislative process and what your group can do.
National Council of Churches, including “Mindful For further information about what is going on in Mas-
Living: Human Health, Pollution, and Toxics,” and sachusetts, visit the Alliance for a Healthy Tomorrow www.
“Through the eye of the Hurricane: Rebuilding Just healthytomorrow.org. The Alliance for a Healthy Tomor-
Communities.” These, and other great resources can be row is a Massachusetts coalition of citizens, scientists, health
found at www.nccecojustice.org/resources.html. professionals, workers, people of faith, and educators seek-
ing preventive action on toxic hazards.
3. Fact sheets from the Alliance for a Healthy Tomorrow
www.healthytomorrow.org/resources.html. Upon Conclusion
After the class is finished, your experience can provide
In addition, leaders are encouraged to explore and inte- valuable assistance to others as we work to modify the cur-
grate their own church or denominational resources into riculum and share it with others. Download the Response
the study sessions, including statements of environmental Form found in the Online Appendix and send it back to
policy (see www.nccecojustice.org/anthohome.htm), lit- the Massachusetts Council of Churches.
urgy and worship resources, denominational confessions or
catechisms, and so on. Massachusetts Council of Churches
14 Beacon Street, Suite 416
Staying up-to-date Boston, MA 02139
While you are moving through the curriculum and after 617-523-2771
you are finished, you may want to learn more about these www.masscouncilofchurches.org
issues. This will be especially important for the final council@masscouncilofchurches.org
lesson on legislative advocacy. Please visit www.masscoun-
cilofchurches.org/healthychurches to find out where we
8

9. 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,
Se ss i on 1
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:
Creation, environmental Human Health, Pollution, and Toxics,” from the National
pollution, and our health Council of Churches Eco-Justice Programs, p. 3.
Goal to understand and share our own experiences with Part 2: Environmental health
health and pollution in creation and our church community’s
environment 25 minutes
Tools From the Online Appendix: article “Report Details The leader reads: “Environmental health is concerned
Toxins in Home”, the Boston Globe; “Scientists Sound the with exposure to and the health effects of toxic substances.
Alarm for our Health” from the Alliance for a Healthy Tomor- Exposure questions are: Who was exposed? How did the
row; “Mindful Living: Human Health, Pollution and Toxics” chemical or substance travel from its source into the body
from the National Council of Churches Eco-Justice Programs. of the exposed person (the exposure pathway)? How large
Make one copy for each participant. (Note: Copying on was the exposure? Was it once, several times, or on-going?
both sides of each page conserves paper and trees.) Health effects may include no effects, a one-time illness, or
Items: large paper, Bibles, markers, pens or pencils, pho- a chronic condition; some persons or populations may be
tocopied map of your city/town very vulnerable to effects, while others are less so. We will
now look at exposure pathways in our own community.”
Preparation Retrieve a map of your town at http://maps. “We will now take some time to think carefully about
massgis.state.ma.us/EJ/viewer.htm. On the left side of the our environment in this community.”
screen, scroll down and click on your town. In the bottom Pass out photocopies of a map of your city or town.
left corner, click on the printer icon to create a printable Invite participants to mark such locations as your church,
map, (if your internet server has a pop-up blocker, hold schools, your home. After this is completed, invite partici-
down the ‘Ctrl’ key when you click on the button “create pants to mark areas such as town dumps, manufacturing
print page”). Make enough photocopies for the group. plants, major highways and bus depots.
Begin session with Prayer (see Appendix) 5 minutes Invite participants to respond to the following
questions
Part 1: Talking about our Q here are there dumps, manufacturing plants, major
W
church’s health 10 minutes highways, bus depots? What are the pathways for
toxins in the community?
Invite participants to respond to the following Q here are the farms, gardens, parks, waterways, or
W
questions green space? Is it well cared for? What contributes to
Q hich health problems most affect this church? This
W health in this community?
community? Q ould you call this town a place that contributes to
W
During the response to this question, the leader can good health or a place that does harm to your health?
write these health problems on large paper so that all Q ave you ever lived somewhere that you felt was
H
can see the common areas of health concern. Health unhealthy? What did that feel like?
problems can include physical, mental, spiritual issues.
9

10. If time permits, ask participants to also mark grocery Part 4: Environment or
stores, bars, fast food restaurants, health care facilities, bike Creation? 20 minutes
paths, etc. Additional questions: How easy is it for residents Invite a participant to read aloud Genesis 1:26-31 to con-
to buy healthy food, to exercise, have access to health care? sider the relationship between God and Creation, God and
To move around without a car? Are there usable sidewalks human, human and Creation. Use the following questions
or bike paths? Does the town or city structure encourage or to generate conversation
inhibit health? Q hat does the Creation story say about the nature of
W
God? The origin of Earth and all living beings?
Part 3: Expanding our Q ccording to the story, what is the place of humans
A
understanding: The indoor in the Creation? How do we understand our primary
environment 20 minutes relationships (to God, other people, and the rest of the
Leader reads: “Sources of toxic contamination do not just created order)?
come from things outside our homes and schools. The great Q ow does God see Creation? How do we see God’s
H
scientific progress of the past century has created tens of Creation? How have we treated it?
thousands of synthetic chemicals with a wide range of uses Q ow does being made in the image of God inform our
H
in millions of products. These chemicals have made our role with respect to the rest of Creation?
homes more comfortable and secure, eased our workloads, Q hat difference would it make to treat the world we
W
contributed to our wealth, and made our lives more conve- live in as Creation, not just our environment?
nient and fun. However, the use of these chemicals has also
had an unintended and unexpected consequence; many of The discussion should center on the Judeo-Christian
them have turned out to be toxic to our health.” from ‘Sci- concept of Creation, which presupposes the Creator. All
entists Sound Alarm for Our Health, from the Alliance for a created things have a primary relationship with God the
Healthy Tomorrow. Creator; humans have a special relationship as beloved
Pass out copies, Report Details Toxins in Home, by Steven Creatures, but also as caretakers for and stewards of other
Rosenberg, The Boston Globe, March 24, 2005. created beings.
Give the group a few minutes to read the End with Prayer (see Appendix) 5 minutes.
article. Ask the following questions Pray for those suffering from health problems of any kind
Q Were you surprised by any of this information? in your church and community.
Q oes this information resonate with you and your
D
family? In what ways? For Further Study
Q hat are the exposure pathway of these toxic
W See the Online Appendix for additional handouts and
chemicals into our bodies? Who is affected? Who is reading suggestions.
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 hat is the likely effect of exposure to multiple
W
chemicals?
10

11. the video clip on YouTube.)
Q hat do you most remember about Hurricane
W
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
Se ss i on 2
aloud the following section from page 2, last paragraph:
“Vulnerable Land And People: Connections: The
death, destruction, and environmental degradation
Identifying environmental in New Orleans and throughout the Gulf of Mexico
injustice through Hurricane region brought to light the need for a renewed cov-
enant of community. The wind and waters that bat-
Katrina tered the Gulf States stripped away our collective
blindness to the plight of the poor and marginalized
Goal to explore the connections between our health, the among us and awakened us anew to the challenges fac-
environment and racism. ing environmental racism. We were reminded of our
dependence on God’s Creation and recognized that
Tools From the Online Appendix: “Through the Eye of the too often our lifestyle choices despoil the Earth and
Hurricane: Rebuilding Just Communities” from the National expose communities to greater natural harm and envi-
Council of Churches Eco-Justice Programs; “A Call to Protect ronmental threats.” (adapted from United Methodist
Health and Community: A Christian Response to the Health General Board of Church and Society statement)
Effects of Environmental Racism.” Make one copy for each
participant, using both sides of the page. Part 2: Creating a working
Items: large sheet of paper, markers. For pictures from definition for environmental
Hurricane Katrina, visit www.HurricaneKatrina.com. A brief INJUSTICE 30 minutes
video of the hurricane (search for “Hurricane Katrina,” 4 Have someone read aloud the following section (page 2,
minutes, 4 seconds) can be viewed on www.YouTube.com. last paragraph) of “A Call to Protect Health and Community:
Have a laptop and possibly a LCD projector on hand to A Christian Response to the Health Effects of Environmental
watch it with your group. An outstanding National Geo- Racism,” Naming the Sins: Health Effects of Environmen-
graphic Special Edition on Katrina is available at http://ngm. tal Racism:
nationalgeographic.com/ngm/katrina/ or call 800 777 2800 “The term ‘environmental racism’ was coined in 1987,
to order a copy. when the United Church of Christ Commission on
Racial Justice issued “A Report on Race and Toxic Waste
Note: If you can, invite someone from the church or com- in the United States,” in which they demonstrated that
munity who has visited New Orleans since Katrina to be the racial makeup of an area was a determining fac-
present and speak briefly about conditions there in Part 1. tor in choosing locations for toxic sites. Although the
term was new, the problem was old. The convergence
Begin with Prayer (see Appendix) 5 minutes of the sins of racism and destruction of the environ-
ment had been occurring for years before the report in
Part 1: Remembering Hurricane many different forms.”
Katrina 15 minutes
Take a few moments of silence and ask the group to close The Leader reads: “Since that time, despite or because
their eyes and remember the images of Hurricane Katrina. of debate about whether ethnicity, poverty, or population
(Have on hand some pictures from that time, especially if density is the determining factor in facility sitting and other
participants are young. Or use this opportunity to watch environmental issues, what has emerged is a broader picture
11

12. that understands environmental injustice as the inequitable mental injustice, can you think of other examples of times
distribution of environmental hazards due to skin color, or places where environmental injustice occurred?”
ethnicity, economic status, and/or immigration status, Continue to list examples on the large paper. To prompt
among other things. Environmental injustice is not only conversation, the group leader can augment the conversa-
fueled by overt discrimination, but by “white privilege” (or tion with some examples from A Call to Protect Health and
white Anglo-Saxon Protestant privilege), special advantages Community: A Christian Response to the Health Effects of
granted to white people, which can lead, for instance, to Environmental Racism, pg 1 or excerpted below:
being able to move away from industrial areas into the sub- “The effect on our health of environmental racism
urbs. The environmental justice movement is concerned can be seen across the United States and its territories.
with giving all people a voice in environmental decisions, Urban toxic waste and industrial sites raise carcinogen
and looking not only at how to dispose waste, but also how exposure rates for communities of color. Fifteen-mega-
to reduce waste creation. ton hydrogen bomb testing in the Marshall Islands
“Hear one definition of white privilege: ‘an invisible have been related to pervasive cancer and generations
package of unearned assets that [a white person] can count of birth defects. The location of low-income housing
on cashing in each day, but about which [that person] was in areas with poor air quality has led to increases in
“meant” to remain oblivious. White privilege is like an invis- childhood asthma. Pesticide exposure in fields sickens
ible weightless knapsack of special provisions, maps, pass- migrant farm workers. Low-wage workers in unregu-
ports, codebooks, visas, clothes, tools, and blank checks.’” lated workplaces often are subject to toxic environ-
ments. Native Americans have been forced to move to
“White Privilege and Male Privilege: A Personal Account of Coming To See
Correspondences through Work in Women’s Studies” (1988), by Peggy McIntosh, inhospi­ able and contaminated rural lands. Then US
t
Independent School, Winter 1990. companies ship their toxic materials to other countries
with less strict environmental regulations for process-
Part A Environmental injustice and Hurricane ing. From the mountains to the prairies to the oceans,
Katrina we are sick­ ning the land, polluting ourselves and our
e
Leader invites one person to be a scribe and then reads: neighbors.”
“Let’s explore some of the ways ethnicity, poverty, or privi-
lege combined with environmental issues to lead to envi- Part C Why does Environmental Injustice
ronmental injustice during and after Hurricane Katrina.” occur? (new sheet of paper)
On a large sheet of paper, ask the scribe to write down the Leader asks: “As we work to build a definition of envi-
responses to these questions. ronmental injustice, can you think of reasons why environ-
Leader asks: mental injustices occur?”
Q hat were the environmental problems that
W To prompt ideas, the group leader can also offer examples
contributed to or resulted from the devastation? from the text of A Call to Protect Health and Community:
Q
What health concerns resulted from the hurricane? A Christian Response to the Health Effects of Environmental
(contaminated soil, reduced medical capacity, mold) Racism, pg 2 or excerpted below:
(begin a new piece of paper)
Q ow did environmental injustice manifest itself in
H “Environmental racism [injustice]” covers a broad range of
New Orleans? Who made the decisions? issues:
Q re there stories from the aftermath and clean-up
A • Barriers to information and power that people of color
that reveal environmental racism or injustice? [poverty, etc.] face when toxic chemicals are introduced
(slow response, FEMA trailers with high levels of into the environment in their communities.
formaldehyde, slow rebuilding in impoverished areas) • Biased location of toxic sites, manufacturing facili­ ies,
t
landfills, oil refineries, and chemical facilities.
Part B Other examples of Environmental • Less competent cleanup and response from regula­ oryt
Injustice (new sheet of paper) agencies.
Leader asks: “As we work to build a definition of environ- • Disregard for the beliefs about Creation from multiple
12

13. ethnic groups, such as those of Native Americans in the chances are 39 times higher that you live in one of the
United States. 30 most environmentally hazardous communities in
• Lack of leadership opportunity within the environ­ the state than if you lived in a predominantly white
mental justice movement for people of color [and the community. This unfair health burden is compounded
poor]. by barriers to healthcare and uneven responses from
• Lack of economic opportunities that lead to jobs in regulatory agencies to communities of color that are
environmentally dangerous and poorly regulated jobs trying to make their communities healthy.’”
(migrant labor, sweat-shops, cleaning services) Q ow have you witnessed or experienced
H
environmental racism or injustice in Massachusetts?
Part 3: Bringing it Home 20 minutes
The leader can choose one or more of the following ways Option C Thinking about environmental
to bring environmental injustice closer to home—showing injustice and Scripture
the link with American consumption habits, the link with For the link with Christian faith, choose one of the fol-
Massachusetts, and/or the Biblical link. lowing Scripture passages and have it read by one or more
participants:
Option A American Consumption • Discuss how Jesus identifies with those who are
Leader invites someone to read “Lifestyle Choices Con- vulnerable and powerless and how this should shape
nection” on page 4 of “Through the Eye of a Hurricane: Christian relationships with “the least of these,” not only
Rebuilding Just Communities” after a Katrina-type disaster, but in daily life. Matthew
“Although Hurricanes Katrina and Rita were natural 25:31-45, the sheep and the goats, or James 2:1-9, the
disasters, the lifestyle choices that we have made as preference for the poor.
a United States population compounded the storms’
devastation. An industrial area along the Mississippi • The story is based on deep animosity between Jews
River between Baton Rouge and New Orleans, nick- and Samaritans of the time. Each group claimed to be
named “Cancer Alley,” contains chemical plants that the true descendents of Abraham and to hold to the
sustained damage from the storms. The plants were true faith; Jewish hearers of the story would not have
located along the Mississippi to facilitate shipping, expected a Samaritan to have crossed the great divides
but have now resulted in Louisiana, one of the most between groups to tend a hurt Jew. Discuss how Jesus
impoverished areas of the country, becoming the most changed the definition of “neighbor” from qualities of
polluted. The area, which contains hundreds of haz- the recipient to qualities of the giver of love. How does
ardous waste sites from mines, factories, and chemical that change our relationships? If participants are familiar
plants, houses the very industrial sites that produce with recovery work in the Gulf Coast, have them reflect
many of our consumer goods such as vinyl siding, on who has given and received mercy in the efforts.
plastics, and oil.” Luke 10:25-37, the Good Samaritan.
Q How did/does American consumerism contribute to
environmental injustice in the Gulf Coast area? End with Prayer (see Appendix) 5 minutes
Pray for environmental justice.
Option B Linking environmental racism and
our state For Further Study
Leader invites someone to read the following from “A See the Online Appendix for additional handouts and read-
Call to Protect Health and Community: A Christian Response ing suggestions.
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,
13

14. 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 nesis 1-:26-2:4 or Genesis 2:4b-17
e
God’s relationship to Creation
Genesis 3 Humans fall, God responds
Mark 4:35-41 Jesus stilling the storm
S e ss i on 3
S bbath—E odus 20:8-11 God’s relationship to Creation
a x
L viticus 25:1-7, 18-22 Humans’ relationship
e
to the earth
The Biblical witness on Justice—Psalm 103, Psalm 107, Psalm 46, Psalm 43
Creation and community M tthew 23:1-14, 23-25 The greatest is the
a
servant of others
Goal to discover what the Scriptures say about our relation- Luke 1:46-55 The Magnificat
ships to God, others, and Creation, and how they inform Luke 4:14-22 Spirit of the Lord on Jesus
our decisions and actions on environmental justice issues. Luke 6:20-31 Sermon on the Plain
Mark 10: 3-16 Children and Jesus
Tools From the Online Appendix: “A Call to Protect James 2: 1-9 Treatment of the poor
Health and Community: A Christian Response to the Health Healing and Redemption—I aiah 65:17-25 New heavens
s
Effects of Environmental Racism.” Make one copy for each and a new Earth
participant. M tthew 8:1-17 Jesus heals a leper
a
Items: Bibles, markers, pens, small sticky notes, ten large M tthew 9:9-13 Calling of Matthew
a
(5½ x 8 or larger) sticky notes or pieces of paper. R mans 8:18-27 Waiting for the redemption of
o
our bodies
Preparation Write out each of the ten “Guiding Norms Stewardship—M rk 6:30-44 Feeding of the Five Thousand
a
for Church and Society” from p. 6 and 7 on one of the large Matthew 25:14-30 The Talents
sticky notes or papers in marker. Matthew 25:31-46 Sheep and Goats
I orinthians 6:12-20 Our bodies as Temples
C
Begin with Prayer (see Appendix) 5 minutes I orinthians 12:12-27 The Church as the
C
body of Christ
Part 1: Introduction 5 minutes
Leader Reads: The theological document from the Mas- Bible Study Method
sachusetts Council of Churches, “A Call to Protect Health • Invite someone in the group to read the Scripture aloud
and Community: A Christian Response to the Health Effects slowly.
of Environmental Racism,” states: “In Deuteronomy, God • Let the small group silently meditate on the text for a
declares, ‘I call heaven and Earth to witness against you today minute.
that I have set before you life and death, blessings and curses. • Allow the group to respond to the question: How
Choose life so that you and your descendants may live.’ (Deut does the text speak to the relationships between God,
30:19). As people of faith, we are compelled to choose the Creation, and humans?
ways of life, both for ourselves and out descendants.” • Have another person read the Scripture for a second
“In our session today, we’ll look at various passages of time.
Scriptures to come to a better understanding of the dynamic • Let the small group silently meditate on the text for a
relationship between God and humans as we consider the Cre- minute.
ation, health, and justice for all, especially the marginalized.” • Respond to the question: What is a modern example of
what is being taught in this text?
Part 2: Small Group Bible Study • Read the Scripture for a final time.
35 minutes • Let the small group silently meditate on the text for a
For the Bible study, break up into small groups of two to minute.
14

15. • Respond to the questions: What are the characteristics everyone understands the concepts. Place the large (sticky)
of Christian faith illustrated by your Bible passage? notes with the ten guiding norms around the tables or on
What characteristics or traits (for example: gentleness the walls of the room, and invite participants to assign the
or perseverance) are we being invited to adopt in our traits from their Bible passages (small sticky notes) to the
relationships with God, others, and/or Creation? guiding norm which seems closest. If a trait does not seem
• Have each small group write the characteristics down on to fit with one of the norms, put it in a new category. When
the small sticky notes, one trait per note. all are done, invite discussion. Are there guiding norms that
the Scripture didn’t seem to address? Did you come up with
Part 3: Reconvening and other norms? Do you agree with these guides for decision-
reflection on “Guiding Norms making?
for Church and Society” 15 minutes
Invite the groups to reconvene as one large group. Have End Session with Prayer (see Appendix) 5 minutes
each small group briefly report on its passage and the Pray for good stewardship of Creation.
group’s discussion.
Give participants “A Call to Protect Health and Com- For Further Study
munity.” Go around the room, with each person reading a See Online Appendix for additional handouts and reading
paragraph from the section on “Guiding Norms for Church suggestions.
and Society” from pp. 6-7 (through “Equality”). Make sure
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.
S e ss i on 4
Begin with Prayer (see Appendix ) 5 minutes
Part 1: Cooperative Activity
Applying our faith to 30 minutes
Environmental Health Leader Reads: “In this lesson, we will consider how our
faith impacts our decisions about our environment.
and Justice “Do you think about where your waste goes? When you
‘throw something away,’ where is ‘away?’ Where does it go?
Goal to see how Christian faith can be applied to finding If we are to take toxic products out of our homes, schools,
a way to dispose of toxic products in the community, while work places, factories, and stores, where do they end up?
taking into account practical issues and priorities. Who gets to decide? In this simulation, we are going to
work together (in groups not larger than 5 people) to find a
Tools From the Online Appendix: “A Call to Protect Health waste dump site in the community.”
and Community: A Christian Response to the Health Effects Divide the group up, and assign each participant a char-
of Environmental Racism, from the Massachusetts Council of acter from “List of Characters for Role Play” and hand out
Churches; “List of Characters for Role Play;” “Map of your copies of a map of your town.
Community.” Make one copy for each participant. Leader reads: “Let me set the stage for you. You each
Items: paper, pens 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
15

16. waste. Where will it go? Your task is to find a new site for Q ow did your faith inform your conversation?
H
a waste dump in your community. Each of you has been Q hat other information or points of view did you
W
given a role and priorities for the site; you may choose your need?
age or ethnicity as you wish. As you begin negotiations, each Q ny other insights?
A
person should start by making a case for a site according to
his or her own priorities, but your task is to work together Part 3: Reflection on the
to come to agreement. Use your maps to make your case for Church’s role 20-30 minutes
the best location. You are to assume that everyone lives in Go around the room and have each person read the section
the community, and that you will be responsible for your of “A Call to Protect Health and Community” entitled “Mak-
population’s share of toxic products that have been used ing the connection between Christian Faith and Environ-
while serving medical, agricultural, and workplace needs, mental Racism,” beginning on page 5.
even if these hospitals, farms, and industries are not located Leader says: “Let’s consider what power faith communi-
in your community. ties have and what role they can take in promoting environ-
“Consider how your faith might inform or change your mental justice.”
perspective. How will you appeal to those of other faiths or Ask for a volunteer scribe, and attach a large piece of paper
no religious beliefs? to the wall. Record the answers to the following question.
“You may consider actions to reduce the creation or Leader asks: “What kind of power do Christians have
disposal of waste, and are encouraged to consider creative access to? What kinds of power do churches have, when
solutions that will benefit all (including job creation). addressing community needs?” Have the group list their
“Pay attention to how you are making decisions: whose suggestions. Suggested responses:
voice carries most weight in the town? What principles seem • Power of God to bring change, healing, new life
to guide your decision most? How do you engage your faith • Power of a community who believes in resurrection,
around this issue? What kind of power do you have? hope, reconciliation
“Before you begin to locate this waste site, consider this • Prayer—prayer teams, prayer resources, etc. Prayer grounds,
definition of environmental justice: enlightens, guides, connects Christians to God, others.
“‘A condition of environmental justice exists when envi- • Ritual and liturgy—these strengthen community, give
ronmental risks and hazards and investments and benefits meaning to joyful and sorrowful occasions, connect
are equally distributed without direct or indirect discrimi- people to God. Weekly worship and sacraments are
nation at all jurisdictional levels and when access to envi- especially important rituals.
ronmental investments, benefits, and natural resources are • Preaching and prophetic witness—calling people to
equally distributed; and when access to information, par- changed behaviors, relationships
ticipation in decision making, and access to justice in envi- • Christian education, education in the community
ronment-related matters are enjoyed by all.’” Participants of • Member resources—education, finances, connections to
Central and Eastern European Workshop on Environmental others
Justice, (Budapest, December 2003) taken from “Through the • Connections to other churches; judicatory or church/
Eye of the Storm,” p.4 denomination resources at a district, state, national level
“You will have about 25 minutes to do this exercise. Start • Connections to secular local, state, and national
by allowing each person 1-2 minutes to make his or her case organizations; members involved in these
about what kinds of waste should be accepted and where to • Outreach avenues
locate the site in your town.” • Public policy advocacy
Part 2: Reflection on the role End Session with Prayer (see Appendix ) 5 minutes
play 10-20 minutes Pray for the church and its power.
Reflect as one group on the experience. Use as questions:
Q id you come to a decision as a group? What could
D For Further Study:
you agree on? What were your guiding principles? See Online Appendix for additional handouts and reading
Q hat was surprising? Difficult?
W suggestions.
Q hat priorities seemed most to conflict with each
W
other?
16

17. 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
S e ss i on 5
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,
Healthy kids: Protecting the most and even in our city streets.” From the National Council of
vulnerable in our homes Churches Eco-Justice Program, for Earth Day 2002 “Caring
for God’s Creation: Making the World Safe for Children.”
Goals to talk about why protecting all children’s health
is of particular concern to Christians, to educate ourselves Part 2: Why are children so
about toxic exposure and children, and to consider how we vulnerable to toxic chemicals?
can keep our homes safe for all. 15 minutes
Hand out the article from the Alliance for a Healthy Tomor-
Tools: From the Online Appendix: “Our Most Precious, row, “Our Most Precious, Most at Risk” and have partici-
Most at Risk” from the Alliance for a Healthy Tomorrow; cop-
pants take turns reading out loud the introduction and
ies of “Mindful Living Human Health, Pollution, and Toxics,”
“We’re Uniquely Vulnerable in Early Life.”
from the National Council of Churches Eco-Justice Program.
Have the group summarize, and one participant take notes
Make one copy for each participant. By now using both sides of
on the large paper, the reasons why young children may suf-
each sheet of paper should be natural to you.
fer more from toxic chemical exposure than older persons.
Items: Large sheets of paper, small sheets of paper, pens
Leader reads: “As the article states, children are more
or pencils, assorted children’s toys (some from the church’s
affected by toxic chemicals and may be more exposed.
Sunday school space, if available), plastic bottles, children’s
Why is the health of children more sensitive to toxins
sleepwear, children’s backpacks or lunchboxes, and/or per-
than adults?”
sonal care products that children might use (shampoo,
Answers might include: Organs are still developing,
lotion, toothpaste).
chemicals may disrupt normal development; immature
Preparation Use a piece of tape to label each toy and bodies can’t repair toxin damage; early exposure may result
personal care product with a number. in disease many years later; children have smaller bodies
and smaller doses may affect children more than adults.
Video Option: Use the first 7.5 minutes of the “Contami-
Leader reads: “How and in what situations might chil-
nated without Consent” video in Part 2 instead of read-
dren be more exposed to toxins than adults?”
ing “Our Most Precious, Most at Risk.” The video can be
Answers might include: Children have more years left to
viewed online at: www.contaminatedwithoutconsent.org
be exposed; exposure may start before or soon after birth;
or contact the MCC for a DVD.
children might have eating habits or other behaviors that
Begin with Prayer (Appendix) 5 minutes cause greater exposure (eating one kind of food, sleeping
more, eating lead-contaminated paint chips)
Part 1: Christians and care for Leader reads: “We are called to protect the most vul-
children’s health 5 minutes nerable in our communities, including our children. This
Leader reads: “The Biblical visions of a redeemed and starts in our homes; as parents, grandparents, aunts and
restored Creation often make special note of the security uncles, and friends of children, we are conscious of mak-
and well-being of children. Isaiah foresees a time when even ing our homes child-proof. In addition to covering electri-
the most vulnerable children, nursing babes and toddlers, cal outlets, keeping dangerous tools locked up, and putting
play safely in the presence of the asp and the adder (Isaiah medicines where they can’t be reached, we need to toxic-
11:8.) People will no longer labor in vain or bear children proof our homes. The next exercise will teach us how to
for calamity, but they and their descendants yet to come do that.”
17

18. Part 3: Sorting out the Good tion of the problem from the Alliance for a Healthy Tomor-
from the Toxic 25 minutes row: ‘Wrinkle-free clothes, stain-resistant carpet, life-saving
Place the children’s toys and household items on the table. medical devices, bountiful plastic toys—there’s no doubt
Give each person a sheet of paper and a pen or pencil. Allow synthetic chemicals have brought a wealth of convenience,
the group to briefly look over the articles. comfort and fun to our lives. But what about the hidden
When they have finished, pass out copies of the “Mind- impacts? With no government agency watching the store,
ful Living” resource, and have them all turn to pages 6 and these modern comforts and conveniences have come at a
7. Invite a different person to read each paragraph; include high price to our health. Governments around the world
paragraphs on Bisphenol-A, Lead, PFCs, Phthalates, and recognize the dangers of these products, and many other
PBDEs (and formaldehyde if you have wood products or countries have taken decisive action to protect their con-
time permits). When you read about lead, be sure to add sumers. Regulations in the U.S., however, are either lax or
that some children’s toys and jewelry have been found to non-existent.’ That leads us to ask, as consumers and as
contain lead, which is often added to metals or to polyvi- Christians, what can we do?” “No One Minding the Store,”
nyl chloride (PVC) plastic (see www.healthytoys.org/about. The Alliance for a Healthy Tomorrow.
findings.php). You might want to mention that some cos-
metics have been shown to contain lead or mercury as well Part 4: Christians as
(see www.safecosmetics.org ). Consumers—How to Make our
After the sections have been read, have participants num- Homes Safe for Children 15 minutes
ber their papers according to the numbers on the household Direct the class to turn to page 11 in “Mindful Living” and
items. As they again look over the items, have them write read the “Fourteen Personal Actions” out loud or silently.
down whether they judge each article to be “toxic” or “non- Leader asks:
toxic.” Encourage the group to work fairly quickly. Q hat do you need in order to make healthy choices
W
When all are finished, compare answers. Encourage a as a consumer? (List on a large piece of paper.) These
discussion using such questions as: might include:
Q ho thinks that item #1 (2, 3, etc.) is toxic? Non-
W • Accurate information about products
toxic? Why? What toxic chemicals may it contain? • ealthy, accessible, affordable alternatives to products
H
How do you know? containing toxic chemicals
(Things to consider: Soft plastics often contain • ocial support to change lifestyle. (What products can
S
phthalates (pronounced “thal-ates”) and may contain we do without? Who do we need support from?)
lead. Personal care products that contain “fragrance” • Prayer and discernment
usually contain phthalates. Children’s bedclothes, • Time and energy to invest in change
especially those made of synthetics, are treated with Q ow can this church support its members in changing
H
flame retardants. Hard plastic baby bottles, water products at home? How can the church encourage
bottles, and sippy cups may contain Bisphenol-A.) gradual but sustained change (to keep people from
Q ow confident are you about your answers? Why?
H feeling overwhelmed?)
If your group has immediate access to the world Q ow can churches aid those with fewer resources and/
H
wide web, you could check several of the toys at or higher risks to change consumption habits?
www.healthytoys.org and compare their results to Q hould personal consumption habits be the focus of
S
participants’ assessments. our efforts as Christians? Why or why not?
Q hat will happen to the toxic materials we discard in
W
Leader reads: “The truth is, it is often impossible to deter- an effort to clean up our homes?
mine which everyday items are toxic and which are safer.
Plastic toys don't come with labels fully disclosing the End Session with Prayer (Appendix) 5 Minutes
materials used, the chemicals workers were exposed to in Pray for the children of the church and community.
the manufacturing, or the toxic ‘off-gassing’ that will occur
after the toy is in your home. We should not need a degree For Further Study
in toxicology to purchase a toy for a child. The fact that it See Online Appendix for additional handouts and reading
is so hard to tell the toxic items from the safer ones should suggestions.
alert us to the depth of this problem. Listen to this descrip-
18

19. Part 2: Alternates to Toxics
Discussion 15 minutes
Invite both teams to reflect on what they just found. Ask:
Q id you find anything you could identify as toxic?
D
Q id you find anything that was a ‘safer’ option?
D
Q as there anything that you couldn’t identify as toxic
W
or safer?
Q ho would these products most affect?
W
S e ss i on 6
Q ow could the church reduce or eliminate exposure?
H
Ask the Cleaning Chemicals Team:
Healthy churches: Making Q o you know the person or persons who use cleaning
D
our churches safer products in this church?
Q ave you ever felt dizzy or nauseous from using
H
Goal to monitor our own churches for cleaning products cleaning chemicals?
and plastics that could impact our health and that of others Q hat might be done in this church to lessen the
W
who work, meet, and worship in our church. chemical exposure here?
Tools From the Online Appendix: “Smart Plastics Guide,” Ask the Plastics Team:
“Cleaning to Protect Your Health” fact sheet; “A Healthy Q hat plastic or vinyl products were found and where ?
W
Environment Starts at Home: A Guide to reducing our use of Q here they all numbered? Did you find more toxic or
W
household hazardous products, (hard copies of this resource non-toxic plastics?
can be requested from the Massachusetts Water Resource Q as it easy or difficult to tell which items were toxic?
W
Authority at (617) 242-6000). Make one copy for each Q hat effect might they have on children? Who else
W
participant. might be affected?
Items: paper and pens Q ow could the church reduce children’s or adults’
H
exposure to these toxins?
Begin with Prayer (see Appendix): 5 minutes
Pass out copies of “A Healthy Environment Starts at Home:
Part 1: Toxic Products A guide to reducing our use of household hazardous prod-
Scavenger Hunt 35 minutes ucts” from the Massachusetts Water Resources Authority
Break the group up into two teams: the Cleaning Chemicals to everyone, the Smart Plastics Guide, and the “Cleaning to
team and the Plastics team. Each team has 30 minutes to Protect Your Health” fact sheet to those who have not yet
scour the church and write down all the things they find. received it.
Give the Cleaning Chemicals Team the “Cleaning to Pro-
tect your Health” fact sheet. This team is looking for all clean- Part 3: Developing a Church
ing products. Write down the name of the product, where Policy on Toxics 20 minutes
you found it, and the names of potentially toxic chemicals Leader reads: “Let’s think about how our church could
in the products. Remember to check under sinks, in the develop a policy around the use and storage of toxic materi-
janitor/sexton’s closet, or in the church basement or attic. als. Many churches and church judicatories have adopted
Give the Plastics Team the Smart Plastics Guide. The Plas- a “Safe Church Policy” to ensure that children and vulner-
tics Team is looking for things made of plastic, especially able persons are safe from abuse. Consider the ancient idea
soft plastics like vinyl. They should be sure to check rooms of church as sanctuary—that the church building and the
used for children’s programs. Write down what rooms your church community are safe places that protect and nurture
find these items in, and the full name of the object or prod- people both physically and spiritually. A toxics policy can
uct. If you can find it on the item, write down the number help promote a safe environment for all who work, meet, or
on the recycling symbol. worship in the church building and can model a toxic-free
After 30 minutes, have teams return to report on what sanctuary to the rest of the community.”
they found.
19

20. “A policy is not necessarily a complex legal document, the policy (prayer, Bible study, preaching, etc.)?
but is meant to guide behaviors of staff, board members, Q hat issues or potential toxics should be covered
W
and parishioners in the church, to help in decision-making, in the policy? (cleaning products, plastics, carpets,
and to give continuity of actions as people and staff change. furniture, computers, building and repair supplies,
It should be based on Christian understandings of the issue, pesticides, machine fuels, etc.)
and reflect the mission and values of the parish and denom- Q hat is the projected timeline for the policy? How
W
ination, if appropriate.” soon could it get written? Implemented? How could
Invite a large group to break up into smaller groups of the new policy be publicized and celebrate?
between three and eight people. Each group can either
answer one question or all four, depending on the time Invite the small groups to reconvene and share their rec-
allotted. Allow each group to answer the questions, and ommendations with the large group. If there is interest in
take notes. pursuing the policy, have one or several people agree to take
Q ho would draft a toxic policy for the church? Who
W responsibility for bringing the idea to the governing board
should be included in the discussion? Who will make of the church.
the final decision about the policy?
Q hat will form the theological and ethical basis for
W End Session with Prayer (Appendix) (5 Minutes)
the policy? What principles will guide decisions when Pray for the Church.
priorities compete (economic realities, priorities of
different groups within or using the church, etc.)? For Further Study
What faith resources will be used when undertaking See Online Appendix for additional handouts and reading
suggestions.
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.
S e ss i on 7
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.
Healthy communities: Begin with Prayer (see Appendix) 5 minutes
Mapping our communities Part 1: Mapping Environmental
and responding Hazards and Communities Most
at Risk 30 minutes
Goals To assess our own community’s health and that of
other communities. To the see the correlation between a com- Mapping Environmental Hazards
munity’s economic level, ethnic makeup, and toxicity. To situ- Give each person a map of Massachusetts and a marker. The
ate our community in the context of the rest of the state. To leader calls out each of the twenty most environmentally
consider actions to reduce toxic substances in the community. overburdened populations from the “Table 6D, Most Envi-
ronmentally Overburdened Communities.”
Tools From the Online Appendix: two copies of a map of
Massachusetts for each participant, “Table 6D: Most Environ- Mapping Low Income Communities and
mentally Overburdened;” “Table 6E: Environmental Rankings Communities of Color
of Low-Income Communities in Massachusetts;” “Table 6F: Hand out new maps of Massachusetts. The leader calls
20

21. out the first twenty communities with the lowest income exposed. Thus children, poor communities and com-
from “Table 6E: Environmental Rankings of Low-Income munities of color bear the initial brunt of toxic expo-
Communities in Massachusetts.” Have participants color in sure that endangers all people.” from A Call to Protect
each of those communities. Next, instruct participants to Health and Community: A Christian Response to the
switch colors, and call out the twenty communities with Health Effects of Environmental Racism, Massachusetts
the highest minority population, “Table 6F: Environmen- Council of Churches Strategy and Action Commission.
tal Rankings of Communities of Color in Massachusetts.” Ask Leader Asks: What do you think are some of the fac-
participants to make a key on their map, labelling which tors that lead to the uneven distribution of environmental
color indicates low-income and which color indicates a high hazards?
minority population.
The leader asks the group to look at the two maps that Our Town Invite participants to return to their maps of
have been colored, one with the most environmentally the most overburdened communities. Locating your town:
overburdened populations, and one with the poorest com- Invite participants to color in their town on the map if they
munities and the largest communities of color. haven’t already. Hand out “Environmental Health Ranking
Leader Ask: of All MA Towns.” your community on the list.
Q hat similarities and differences do you see between
W Leader asks:
the two? Q ow does your community rank? Is this surprising to
H
Q hat did you expect? What surprised you?
W you?
Q ook for the other cities and towns around you. How
L
Pass out copies of “A Call to Protect Health and Commu- do they rank? Why do you think your town ranks
nity from the Massachusetts Council of Churches.” We will here?
be looking at the section beginning on the right hand side
of page 1. Invite one person to read the following and for Part 2: What then can we do?
others to follow along: Action in our community 30 minutes
“While all people are vulnerable to an increasing num- Pass out a map of your town. Have people work in groups
ber of toxins, certain groups of people are being sub- of three to five people. The task is to think about toxics in
jected to greater exposure than others. Children and the community, who is most affected, and how the faith
even fetuses in their mothers’ wombs are particularly community can address these concerns.
vulnerable to toxic substances as their organs form Leader asks:
and develop. From an early age and often from limited Q hat places in the community are most likely to be
W
exposure, many toxins are building up in children’s exposed to air, water, or soil contamination? Who is
developing bodies with the potential for unprecedented most likely to be affected?
impact. For many poor neighborhoods and communi- Q n which businesses, schools, industries, and services
I
ties of color, high levels of toxicity are unavoidable in are people most likely to be exposed to toxic chemicals
neighborhoods near bus depots constantly blowing (especially indoor pollution)? What kinds? Which
exhaust, apartments with lead paint, and incinerators populations are most vulnerable to the effects?
sending particles of burnt plastic into the air. In Mas- Q f your community is relatively pollution-free and/
I
sachusetts, this means that communities with a median or has few industries or institutions, consider the
household income of less than $30,000 average 19.2 community where most of your population works,
hazardous waste sites per square mile while commu- shops, or receives services, and answer the above
nities where the median household income is over questions.
$50,000 average 4.6 hazardous waste sites per square Q hat can your church do to serve and empower those
W
mile; similarly, communities where the population is most at risk in your community? Identify 1-2 ideas.
25% or more people of color average 297 hazardous S
hare the ideas with the group as a whole. Ask people to
sites per town, in contrast to the average 39 hazardous continue to consider and pray about these ideas.
sites per town of communities where less than 5% of
the population is made up of people of color. It would Ideas for Community Action
be good to point out that even when you justify for • Listening/witnessing/storytelling—allow those affected
income, communities of color are disproportionately by toxic contamination and/or environmental injustice to
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