Chapter 8- Environmental Education
Chapter 8- Environmental Education
Providing a strong environmental education (EE) program is one of SCA's goals in running the Conservation Crew program. In the backcountry, many of the most powerful lessons will come simply from living and working in remote areas for four or five weeks. In the front country and urban settings, much more formal opportunities to visit museums, interpretive centers and other facilities abound. Regardless of where your program is located, make your environmental education program an integral and daily part of your program. Encourage the students to look around them, to notice things, to question and to pursue their own interests.
In addition to the natural learning that inevitably occurs; we encourage you to devise and implement a more formalized environmental education curriculum. Prepare in advance for this component of your program by setting goals for yourself outlining those subjects or issues you want to cover in depth. Bring the resource materials you need to achieve those goals: field guides, materials or props for games, inspirational readings and so on. Study up to familiarize yourself with the natural history and relevant cultural resources of the area you will be working in if you are not already familiar with it. Don't rely solely on your ability to capitalize on spur of the moment inspirations during the program. You and your crew will appreciate the benefits of integrating EE into the days plan.
Your particular environmental education program can comprise a vast array of subjects and topics; start with topics you are well versed in or at least have an interest in and then expand into other topics as you see fit. These topics can range from learning to identify plants and animals, discussing natural resource and other environmental issues, examining issues of environmental justice, to perfecting outdoor living skills. The methods you use to teach these subjects will range from informal discussions prompted by the "teachable moment," or EE games that illustrate relations in the natural world, to presentations by guest speakers. We expect crew leaders to present a spectrum of ideas and opinions (not just their own!), and allow the students to reach their own conclusions from the wealth of facts presented.
You will quickly figure out that simply completing an SCA Conservation Crew is a major lesson in environmental education. Dealing with limited resources such as food, water, and energy; dealing directly with the waste that we create; simply seeing, perhaps for the first time, how much impact humans have directly on the land makes a point. If these are the only lessons that participants bring home with them, you have succeeded as an educator; but being out there on your program, you will find a rich bounty of opportunity to teach more. Always encourage students to think of ways they will apply their new knowledge and skills in their own lives and communities once the Crew experience is over.
Guest Speakers
A significant option open to you for presenting educational information to your crew is to invite outside speakers. During your pre-program visit, you should try to arrange with your agency coordinator to meet with historians, biologists, resource management specialists or ecologists (your choices may be more limited at smaller or more remote areas). Also ask your coordinator about any local "old timers" and conservation organizations that might lead to hooking up with guest speakers who would be willing to visit with your crew. (With all the responsibilities you have managing the program, it is always nice to have someone else do the talking for a change). Think about locating other SCA folks, like Interns, Corps programs or regional staff who may be able to visit your crew. Plan the visit dates now while their schedules are relatively open.
Good speakers can be among the high points of a program, so put some effort into getting stimulating and diverse people to come. It is better to plan too many speakers than too few, since some inevitably cancel. Some speakers may be willing or able to hike in to the group; others may have to be scheduled for a day on which you will be at road-end. Remind your guests to check with your coordinator for last-minute changes in schedules. If they don't seem to have had much experience addressing groups of teenagers, suggest that a short, informal presentation with opportunity for questions and discussion would be most productive. It is completely appropriate to “steer” the presentation if needed to keep your Crew interested. You will be a good gauge of your Crew’s interest level, if necessary change the conversation or format to keep your students involved. Your steering could mean the difference between a really enjoyable presentation, and the students dreading the next guest speaker.
Consider the topics you would like your speakers to cover. They may include:
• Different methods and philosophies for managing resources, particularly the difference between the Forest Service and the Park Service, the Bureau of Land Management and the Fish and Wildlife Service.
• Current environmental issues (air or water pollution, population growth, etc.), particularly emphasizing conservation practices the members can adopt at programs end.
• The type of conservation jobs that are available, both on a career basis and as summer jobs and how to apply for them.
• Particular attractions of the area and local history. Locals, old-timers, storytellers, and residents involved in logging, fishing, mining etc. are great visitors and give a broader perspective to the area the students are visiting.
• Natural history topics such as flower identifications, regional geology or wildlife management.
• Also consult the larger list below for additional speaking topics.
You may want to invite your guests to spend the night in camp. If you do, be prepared to feed them (and their families if necessary) and to give them a dry place to sleep. Let them know ahead of time what they will need to bring. You may also offer to reimburse them for travel expenses out of your environmental education budget.
Teachable Moments
You planned ahead, and you made sure to have all supplies on hand, and then… you notice that half of your crew is captivated by the lone hawk soaring over your heads. Be flexible with your plans and work to capture the moment by encouraging everyone to stop and observe. Break out the field guide and identify the hawk. Figure out what its prey are, and what clues its behavior might be offering. Ask open ended questions to get conversation going. Then enjoy how well you mastered this teachable moment.
Whether you have guest speakers planned or not, you should take advantage of those inevitable "teachable moments" to reinforce ideas you want to communicate to your participants. Whether it is a culinary disaster in the kitchen, a beautiful night sky, a charismatic mega-fauna sighting, or the life you discover under the log you thought was going to be a sill for your turnpike, it can be more powerful to let your environment lead the lesson. Be flexible and most of all, be ready.
Also, as referenced above, many of the basic chores you will be assigning the crew to keep your base-camp running offer a diverse number of opportunities for environmental education. Leave No Trace camping skills should become routine and automatic. Managing the purification and storage of drinking water are both necessity for survival, and a powerful juxta-position to examine our society’s use of water. And the examples go on…
Crew Member Homework
Consider assigning each member of your crew an environmental education homework assignment. Have them choose an environmental issue that is important to them – perhaps something impacting their own community at home. Require that they research the subject and prepare a half-hour presentation that they will present to the crew at an appropriate time. If this seems like too much to ask of a teenager trying to finish up school before their summer break, you can make the “assignment” shortly after they arrive. Provide a list of topics to choose from that can be researched from the books, periodicals and other items you have along with you in your camp library. A great time to deliver presentations is while you are on the recreation hike at the end of the program.
Do not underestimate what your students can teach you and each other. Your crew comes from different backgrounds and experiences and you should facilitate the sharing of all the wisdom you have in common.
Camp Library
If you are inheriting an SCA gear cache from a pre-existing program, among the items you will find is a camp library. This typically consists of guidebooks to flora, fauna, geology and geography, conservation-oriented literature, histories of the discovery and exploration of the area, and other books and periodicals. Novels and fun books (learning how to juggle, etc.) are appropriate items for the library as well.
Whether you are enhancing an existing library or building one from scratch, you should be sure to include your own favorite books too (though leave your personal copies at home or they will get trashed!). As your budget for library resources is modest, we highly recommend visiting used-book shops to build your stock. And any Crew Leader who has direct access to an SCA office should see what is available to check out – many, many books cycle through the offices every season. A significant list of suggested titles follows later in this chapter.
Final Week’s Recreation Trip
Whether it is a week long backpacking excursion or a series of day hikes from either a front county campground or backcountry basecamp, design the final week’s trip so that it is fun, educational and relaxing. How strenuous your work project has been may determine how ambitious a recreation trip you will attempt. A well hardened crew can probably cover up to 10 miles a day with packs, while a less fit or less eager crew would probably be happier with three or four. Some crews choose to make a base camp in a new location and do less strenuous activities including hanging out, swimming, boating and day hikes.
Whatever you choose, you should make it clear to your crew that participating on this final week’s excursion is an integral part of your program. These final days are often the highlight of the SCA experience for most of the crew. It is disruptive to the group dynamics to have one member leave early. If a student insists on going home early, try to find out why they do not want to go on the trip. Participants often feel they will not be able to handle the physical challenge. They may be nervous about a new experience or new expectations of them, but with careful nurturing, you should be able to find their comfort level.
Remember the basic details of planning logistics of the trip that have been covered elsewhere. This includes the preparation of a new emergency response plan if it is necessary, obtaining backcountry permits, etc. This could even be a good chance to include the crew in trip planning, excellent practice in all of the LNT skills they’ve honed during the crew experience.
Also consider the educational opportunities that this trip will afford. You will be significantly changing your routines and rhythms as you complete the portion of your program that is focused on the work project. This allows more down time and more time to focus on education. Think about the opportunities that your route might provide as well. For a crew that has spent five weeks in a wilderness area, exiting the hike through a clear cut can make for some lively discussion!
Discussion Topics
Topics for both formal and informal educational discussions are almost infinite. The following list is not meant to be either complete, or to be viewed as a requirement for you to plow through. Rather, it is a compilation of various subjects discussed on SCA crews over the years. Use this as a resource, or provide it to your crew for their consideration. If you are short on ideas, it is a great place to start.
|Animal Rights |Spotted Owl, Bears, Wolves, |
| |Pacific Yew, Old Growth, Salmon, |
|Backcountry Use Permits |etc. |
| | |
|Bear Management |Environmental Responsibility vs. |
| |Environmental Activism |
|Bio-regional Living | |
| |Environmental Racism |
|Cities | |
|-Environmental Alienation |Environmental Wars |
|-Poor Conditions | |
| |Erosion |
|Conservation vs. Preservation | |
| |Fire Fighting |
|Earth First | |
| | |
|Ecology |Food Production |
| |-Corporations |
|Endangered Species |-Packaging |
| |-Cultural Rights vs. U.S. Law |
|Forestry |-Religions |
|-Effects of Deforestation |-Alternative View of Resource Ownership |
|-Clear cutting versus Sustainable Yield. | |
|-Timber Management |Nature vs. Human Nature |
| | |
|Fire Ecology versus Fire Suppression |Natural Systems |
| |-Cultural Systems |
|Firefighting | |
| |Nuclear Power/Waste Disposal |
|Fossil Fuels | |
| |Oil Spills |
|the Future | |
| |Old Growth Forests |
|Gardening (Organic) | |
|Global Warming |Outdoor Jobs |
| | |
|Grazing Rights |Ozone Layer Depletion |
| | |
|Greed vs. Altruism |Park Development |
| | |
|Homelessness |Personal Accountability |
| | |
|Hunting |Pesticides |
| | |
|Impact |Poachers |
|-Base Camp Impact | |
|-Trail Work Impact |Pollution |
|-Revegetation/Restoration |-Air, Water, U.S., Abroad, Outer Space |
| | |
| |Private Use of Public Land |
|Individual Freedom & Community Living | |
|-Responsibility to Society/Planet |Rain Forests |
| | |
|Introduced Species |Recycling |
|-Native and Non-Native | |
| |Restoration Ecology |
|Land Management | |
| |Sex |
|Local Environmental Issues | |
| |Social Pressures |
|Mass Transit |-Individual Behavior |
| |-Responsibility |
|Materialism | |
| |SCA Funding, Sponsors, etc. |
|Mining | |
| |Television (Influence) |
|Multi-use Issues | |
| |Traditional Use of Resources |
|Native American | |
|-Resource Use Rights (Fishing, Whaling, etc.) |Vegetarianism |
|Volunteerism vs. Compulsory Service | |
| |Wilderness |
|War |-Federal vs. Personal |
| |Definitions |
|Water Use/Water Rights | |
| |Wildlife Protection |
|Wetlands | |
| |-Droughts |
|Welfare Farming |-California |
| |-Farmers |
| |-Moving Water From One State/Country to Another|
RESOURCE LIST
The following resource list is, in part the result of two surveys sent to the SCA Crew Leader Corps over a couple of years. It is not complete by any means, but it may be helpful. It is in need of both updating and enhancement, and your feedback on this score would be entirely welcome. Many thanks to all whom contributed.
Recommended Books
(note: the recommendations added this year (2007) are listed first, then an alphabetized list of recommendations follows)
Pollan, M. The Omnivore’s Dilemma "The Omnivore's Dilemma," Pollan says, is the problem faced by any modern eater who contemplates the seemingly inexhaustible range of foods available. Pollan says, that Americans are too far divorced from where their foods actually come from. So he devised a plan to bring himself--and his readers--closer to the source. His quest includes three primary food chains: the industrial, as typified by corn; the organic, which he alternately labels the pastoral or the biological; and the most interesting, the hunter-gatherer.
Louv, R. The Last Child in the Woods. This book talks about "Nature deficit disorder." So what, it’s not a real medical condition. Today's children have little or no direct contact with nature. This separation from the natural world has some dire side effects, including a diminished use of the senses, attention problems, and increased emotional and physical diseases.
Diamond, J. Guns, Germs and Steel. Diamond argues that the gaps in power and technology between human societies do not reflect cultural or racial differences, but rather originate in environmental differences powerfully amplified by various positive feedback loops. He also, most explicitly in the epilogue, argues that societies with food surpluses and high-to-moderate degrees of interaction with outsiders are more likely to encourage great people to realize their full potential and to adopt new inventions.
Kanter, S. Ordinary Wolves. This is a great novel written about modern Eskimo life by a white guy who lived it. Excellent piece of literature.
Here’s that alphabetized section, as promised:
Abbey, E. The Monkey Wrench Gang. New York: Avon Books, 1976. This is a great environmental novel for high school ages and up. A story of direct, radical action in defense of wilderness. Abbey's style is both entertaining and inspiring. Also recommended is Abbey's Desert Solitaire: a Season in the Wilderness his memoirs from a summer in Arches National Park (see later bibliography).
Berry, W. What are People For? Essays. San Francisco, CA. North Point Press, 1990.
Berry's poetry beautifully articulates a healthy vision of the relationship between people and nature. His prose is well written and accessible to most audiences. He supplies fascinating possibilities about how we might live sustainably in our environment.
Birkby, R. Fieldbook: Boy Scouts of America. 3rd edition. BSA, 1984. This practical and relevant introductory level field guide covers a variety of topics: minimum impact camping, backcountry travel, orienteering, knots, etc. A great teacher.
Carter, F. The Education of Little Tree. Albuquerque: University of New Mexico Press, 1986, c1979. A story about a Cherokee boy growing up with nature in the depression era. The book forces the reader to consider the "rightness" of different cultures in an emotionally disturbing and yet satisfying account. This book’s origins and its author have been quite controversial as of late, but they take nothing away from the content.
Cole, D. and Hampton, B. Soft Paths: How to Enjoy the Wilderness Without Harming It. Harrisburg, PA. Stackpole Books, 1988. Field book of low impact techniques for traveling and living in the wilderness. It will broaden perspectives on the impact of working and camping in the backcountry.
Cornell, J. Sharing Nature With Children and Sharing the Joy of Nature. Nevada City, CA: Crystal Clarity Publishers, 1979 & 1989 respectively. Cornell presents a wide variety of interesting ways to learn about nature, particularly with young people. Many games/ activities are portrayed for simple and practical field applications. Great for group dynamics and environmental awareness ideas.
Daniel, J. et al. 1992 Earth Journal. 1991. Buzzworm Books. Boulder, CO. Very interesting "bite-size" material with simple and entertaining presentation. Inside, there is environmental trivia, listings of organizations which need volunteer assistance, news on global environmental happenings and much more.
Giorno, J. The Man Who Planted Trees. Chelsea, VT: Chelsea Green Publishing Company, 1985. This tale portrays the life of a man who single-handedly reforests the hills around his community. A short, inspirational piece which exemplifies personal action and accountability. Great for reading aloud.
Graham, John Outdoor Leadership: Technique, Common Sense and Self-Confidence. 1997, Seattle, The Mountaineers. An excellent and accessible text on the subject of leadership, both in the outdoor arena, and in everyday life.
High Country News. 1970. Biweekly. High Country News Foundation. Paonia, CO. (PO Box 1090, Zip Code: 81428). This newspaper covers environmental issues in an informative and accessible manner. Articles pertain mostly to land management and natural resource topics in the West, but the ethic and awareness it promotes is valuable for any audience. Free sample issues are available.
LaBastille, A. Woodswoman. San Francisco, CA. Sierra Club Books, 1978. An autobiography about a woman who built a cabin and lived on a secluded lake in the Adirondack Mountains. It focuses on the first ten years LaBastille spent in the woods and presents a respect for nature which grows from the hardships of living without modern conveniences. Also suggested is LaBastille's Beyond Black Bear Lake which depicts her later experiences in the wild.
Leopold, A. A Sand County Almanac: Illustrated. Tamarack Press; New York; distributed by Oxford University Press, 1977. These somewhat philosophical pieces provide a sense of our history, transgression and repentance with respect to the natural environment. Much of the book's appeal comes from its simplicity and accurate perceptions on the nature of humankind. The short chapters/essays make it good for reading aloud.
Levine, M. The Environmental Address Book: How to Reach the Environment's Greatest Champions and Worst Offenders. New York: Perigree Books, 1991. This is a super source book that facilitates getting active. It is organized under a variety of topics such as "Bad Guys," "Good Guys," "Major Corporations," "Education," "Water," etc. The names, addresses, and telephone numbers of specific organizations and those in charge are provided.
Lopez, B. Giving Birth to Thunder, Sleeping With His Daughter: Coyote Builds North America. New York: Avon Books, 1990. Legends of North American Indians in the setting of a novel. Coyote is a legendary character from whom we all have much to learn about ourselves and the land we live on.
Nature Field Guides. For each geographic region, there are nature field guides which identify and explain the ecology (flora, fauna, geology, human/natural history) for that area. Excellent for instilling an understanding and appreciation of one's natural surroundings.
Rifkin, J. The Green Lifestyle Handbook: 1001 Ways You Can Heal the Earth. New York: Holt Publishing, 1990. A straight forward and functional source book. It supplies us with all sorts of ways in which we can positively impact our world through conservation and community. The book is structured in entertaining "quick bits" which makes it accessible to everyone.
SCA, Inc. Lightly on the Land: The SCA Trail-Building and Maintenance Manual. Seattle: The Mountaineers, 1996. The pre-eminent book available on trail building and maintenance, and working with conservation work crews in the field.
Seuss, Dr. The Lorax. New York: Random House, 1971. An allegory on the misuse of resources (especially forest) intended for younger children yet serving adults well. It is easily, and frequently, used as a play (which encourages "active" learning).
Shopping for a Better World: 1991. Council on Economics Priority Staff. Ballantine, 1991. A checklist for environmentally and socially conscientious consumption. It explains the ramifications of our own buying habits and preferences. Gives ideas for practicing environmentalism in our daily lives.
Student Environmental Action Guide: 25 Simple Things We Can Do. Student Environmental Action Coalition. Berkeley, CA. Earth Works Press, 1991. This informational source book includes facts, success stories, and prescriptions for action and social change. Topics include recycling, car pooling, internships, and reducing food waste. Geared towards college audience, it should prove to be inspiring for the high school audience.
Van Matre, S. The Earth Speaks. The Institute for Earth Education. A compilation of poems, stories, essays, and quotations from Thoreau, Muir, Carson, etc. They are impressive observations and feelings about nature. The selections can be used regularly for reading aloud.
Weiner, M. Earth Medicine - Earth Foods; Plant Remedies, Drugs, and Natural Foods of the North American Indians. New York: Macmillan, 1972. This is an excellent reference for living a "green" life. In this age of synthetic technologies, the wealth of truly natural history is quickly left behind. For everyone interested in learning of interesting uses for quite common plants.
Additional Reading
Abbey, E. Desert Solitaire: a Season in the Wilderness. New York, NY: Ballantine, 1985.
Allaby, M. Dictionary of the Environment. New York: New York University Press, 1989.
Amiden, E. and Roberts, E. Earth Prayers from Around the World. San Francisco, CA. Harper, 1991.
Anglemyer, M. The Natural Environment: An Annotated Bibliography on Attitudes and Values. Smithsonian Institution Press, 1984.
Arora, D. Mushrooms Demystified. Berkeley, CA: Ten Speed Printers, 1990.
Asmus, P. and Piasecki, B. In Search of Environmental Excellence. New York: Simon and Schuster, 1990.
Baldwin, J. editor. Whole Earth Ecolog: The Best Of Environmental Tools & Ideas. New York: Harmony Books, 1990.
Bass, R. Oil Notes. Boston, MA: Houston Mifflin, 1990. Note: Other titles by this author are The Watch, Winter, Wild to the Heart, and The Deer Pasture.
Bateson, G. Steps to an Ecology of Mind. New York: Ballantine Books, 1978, c1972.
Berberet, G. Earth Day and Environmental Education Prospect. Madison, WI: Institute for Environmental Studies. Univ. of Wisconson, Madison, 1988.
Berry, W. The Memory of Old Jack. First edition. Harcourt Brace Jovanovich, 1974.
Birkby, R. Handbook, Boy Scouts of America. 11th edition. BSA, 1998.
Birkby, R. The Conservation Handbook. First edition. BSA, 1991.
Brown, S.R. and Garner, E.L. Resource Guide to State Environmental Management. Council of State Governments, 1988.
Brown, Tom. The Tracker. Berkley Publishers, 1984. Note: There are several good EE books by Brown.
Bullard, R. PHD. Dumping in Dixie: Race, Class and Environmental Quality. Boulder, CO: Westview Press, 1990.
Buscaglia, L. The Fall of Freddie the Leaf. H. Holt & Company, 1982.
Carrighar, S. One Day at Teton Marsh. First edition. New York: A.A. Knoph, 1947.
Christensen, K. Home Ecology: Simple and Practical Ways to Green Your Home. Golden, CO: Fulcrum Publishing, 1990.
Clark, S. Fight Global Warming: 29 Things You Can Do. Yonkers NY: Consumers Union of U.S., Incorporated, 1991.
Cohen, M. Editor. How Nature Works. World Peace University, 1988.
Colinvaux, P. Why Big Fierce Animals are Rare. New Jersey: Princeton University Press, 1978.
Croall, S. and Rankin, W. Ecology for Beginners. New York: Panther Books, 1982.
Cronon, W. Changes in the Land: Indians, Colonists, and the Ecology of New England. New York: Hill and Wang, Inc., 1983.
Dawson, R. Naturebound: Pocket Field Guide. Boise, ID: OMNI Graphics, 1990.
Dehr. Good Planets are Hard to Find. Georgia: Firefly Books, 1990.
Devall, B. and Sessions, G. Deep Ecology-Living as if Nature Mattered. Salt Lake City, UT: G.M. Smith, 1985.
Dillard, A. Pilgrim at Tinker Creek. New York, NY: Harper Perennial, 1990.
Directory of National Environmental Organizations. 3rd edition. U.S. Environmental Directories, Inc., 1988.
Douglas, W. Of Men and Mountains. Seattle: Seattle Book Co., 1981.
Earthcare Annual 1991 & 92. National Wildlife Federation. Emmaus, PA: Podale Press, 1990.
Educator's Earth Day Sourcebook Grades K-6. Environmental Protection Agency, Office of the Administrator, 1990.
Ekrich, A. Bound for America. Oxford University Press. 1990.
Energy for Planet Earth: Readings from Scientific American. New York: W. H. Freemen & Co., 1991.
Environmental Education Materials for Teachers and Young People (Grades K-12). U.S. Environmental Protection Agency, 1991.
Essential Learnings in Environmental Education a Database for Building Activities and Programs. North American Association for Environmental Education, 1990.
50 Simple Things You can do to Save the Earth. Earth Works. CA: Earth Works Press, 1989.
Flander, S. Thinking Like a Mountain: Aldo Leopald and the Evolution of Ecological Attitudes Toward Deer, Wolves, and Forests. Columbia: University of Missouri Press, 1974.
Forgey. Camp Fire Tales...Ghoulies, Ghosties, and Long-Leggety Beasties. ICS Books, 1989.
Foreman, D. Confessions of an Eco Warrior. First edition. New York: Harmony Books, 1991.
Garreau, J. Nine Nations of North America. New York: Avon Books, 1982.
Gates, J.M. Consider the Earth Environmental Activities for Grades 4-8. Teacher Ideas Press, 1989.
Gendler, R.J. The Book of Qualities. Turquoise Mount, 1984.
Gibbons, E. Stalking the Wild Asparagus. New York: D. McKay Company, 1962.
Gerston, R. Just Open the Door: a Complete Guide to Experiencing Environmental Education. Interstate Printers and Publishers, 1983.
Green Peace Chronicles. Green Peace Foundation. NW Edition. Vancouver, BC.
Hall, S. Cactus and Pine. Sharlott Hall Museum Printers, 1989.
Hammond, A. et al.The 1992 Information Please Enviromental Almanac. Boston, MA: Houghton Mifflin, Co., 1992.
Handbook of North American Indians. Washington, DC: Smithsonian Institution: For sale by the Supt. of Docs., U.S.G.P.O., 1978.
Hardin, G. Exploring New Ethics for Survival: the Voyage of the Spaceship Beagle. New York: Viking Press, 1972.
Hardin, G. Filters Against Folly: How to Survive Despite.... New York: Viking, 1985.
Hemingway, E. The Nick Adams Stories. New York: Scribner, 1972.
Hoff, B. The Tao of Pooh. New York, NY: Penguin Books, 1983.
Holmgren, V. Owls in Folklore Natural History. Santa Barbara: Capra Press. 1988.
Huth, H. Nature and the American: Three Centuries of Changing. Lincoln: University of Nebraska Press, 1990.
Ideas that Work for Outdoor Teachers and Leaders : Papers, Activities, and Resources from the 1985 National Outdoor Conference. ERIC Clearinghouse on Rural Education and small schools, 1985.
Ikonomon, C. Environmental Telephone Directory: 1990-1991. Government Institutes, Inc, 1989.
Jeffers, R. Alpine Christ and Other Poems. Aromas, CA: Cayucus Books, 1974.
Jeffers, R. Dear Judas and other Poems. New York: H. Liveright, 1929.
Jeffers, R. Thurso's Landing and other Poems. New York: Random House, 1932.
Jenkins, P. A Walk Across America. New York: Fawcett, 1983.
Kerouac, J. Book of Dreams, Desolation Angels, Dharma Bums, Lonesome Traveller, and others. Most between 1940 and 1970.
Kovlovsky, D. An Ecological and Evolutionary Ethic. Englewood Cliffs, NJ: Prentice-Hall, 1974.
Kroeber, T. The Inland Whale. Bloomington: Indiana University Press, 1959.
Kumar, S. editor. The Schumaker Lectures. Vol I and II. New York; Cambridge: Harper, 1981.
LaBastille, A. Beyond Black Bear Lake. San Francisco, CA: Sierra Club Books, 1980.
Lazarus. Black Hills, White Justice. Harper-Collins, 1991.
Learn, C.R. Backpacker's Digest. Chicago: Folette Publishing Co., 1973.
LeGuin, U. Buffalo Gals and Other Animal Presences. Santa Barbara, CA: Capra Press, 1987.
Let's Reduce and Recycle Curriculum for Solid Waste Awareness: Lesson Plans for Grades K-6 and 7-12. U.S. Environmental Protection Agency, 1990.
Lewis, T. Late Night Thoughts on Listening to Mahler's Ninth Symphony. New York: Viking Press, 1983.
Luinberg, O. and Osborne, S. The Little Green Book-Quotations on the Environment. Vancouver, B.C: Arsenal Pulp Press, 1990.
Managing Planet Earth: Readings from Scientific American. New York: W.H. Freemen & Co., 1990.
Marston, E. Editor. Reopening the Western Frontier. High Country News Staff. CA: Island, 1989.
Matthiessen, P. Wildlife in America. New York: The Viking Press, 1987.
Matthiessen. The Snow Leopard. New York: The Viking Press, 1978.
McKibben, B. The End of Nature. New York: Random House 1989.
McPhee, J. Coming into the Country. New York: Farrar, Strauss, and Giroux, 1977. And many others (Basin and Range, etc.).
Meyer, K. How to Shit in the Woods. Berkeley, CA: Ten Speed Press, 1989.
Mighetto, L. Wild Animals and American Environmental Ethics. Tuscon, AZ: The University of Arizona Press, 1991.
Miller, K. and Tangley, L. Trees of Life: Saving Tropical Forests and their Biological Wealth. Boston, MA: Beacon Press, 1991.
Miller, T. Living in the Environment. Third edition. Belmont, CA: Wadsworth Publishing Co., 1982.
Mowat, F. Never Cry Wolf. Boston, Little, Brown, 1963. And many others.
Muehrcke, P. Map Use: Reading, Analysis, and Interpretation. Second edition. Madison, WI: J.P. Publications, 1986.
Murie, M. Two in the Far North. Anchorage, AK: Alaska NW Publishing Company, 1989.
Myers, N. Gaia, an Atlas of Planet Management. Anchor Press. Doubleday, 1984.
Nabham, G. The Desert Smells like Rain: a Naturalist in Papago Indian Country. San Francisco: North Point Press, 1982.
Nash, R. The Rights of Nature: a History of Environmental Ethics. University of Wisconson Press, 1989.
Nilsen, R. editor. Helping Nature Heal: a Whole Earth Catalog. Berkeley, CA: Ten Speed Press, 1991.
Nute, G. The Voyageur. New York and London: D. Appleton & Co., 1931.
Office of Environmental Education 1991 Progress Report. U.S. Environmental Protection Agency, 1990.
Olsen, L. Outdoor Survival Skills. Fourth edition. Provo, UT: Brigham Young University Press, 1978.
Olsen, S. "Why Wilderness?" American Forests. 44 no 9. (September, 1938) 395-97, 429-430.
Orr, D. Ecological Literacy: Education and the Transition to a Postmodern World. State University of New York Press, 1992.
Owings, L. Environmental Values 1860-1972. A Guide to Information Sources. Gale Research Company, 1976.
Piper, J. and Soule, J. Farming in Nature's Image. CA: Island, 1992.
Pirsig, R. Zen and the Art of Motorcycle Maintenance. NY: Bantam Books, 1984.
Plant, C. and Plant, J. Turtle Talk: Voices for a Sustainable Future. Philadelphia, PA: New Society Publishing, 1990.
Proudman, R. and Rajala, R. Trail Building and Maintenance. Second edition. Boston, MA: Appalachian Mountain Club, 1981.
Real Goods catalog. Real Goods Publishers, 1990.
Recycle Today!: Educational Materials for Grades K-12. U.S. Environmental Protection Agency, Solid Waste and Emergency Response, 1990.
Reisner, M. Cadillac Desert: the American West and its Disappearing Water. New York, NY: Viking, 1986.
Report of the Presidents Commission: Americans Outdoors; the Legacy, The Challenge. Washington, D.C.: Island Press, 1987.
Ristow, J. Off-Road Emergency Repair and Survival. Santa Fe, NM: John Muir publications, 1989.
Roadside Geology Series. By state. Missoula: Mountain Press Publishing Co.
Ronald, A. Editor. Words for the Wild, the Sierra Club Trailside Reader. Sierra, 1987.
Seattle, Chief. How Can one Sell the Air?: Chief Seattle's 1854 Letter to President Pierce. Book publishing company, 1988. Note: Now considered fraudulent.
Seed, et al. Thinking like a Mountain: Towards a Council of All Beings. Heretic Books, 1988.
Seymour, J. Blueprint for a Green Planet: Your Practical Guide to Restoring the Earth's Environment. New York: Prentice-Hall, 1987.
Shiva, V. Staying Alive: Women, Ecology, and Development. Zed Books Ltd., 1989.
Silverstein, S. The Giving Tree. New York: Harper & Row, 1964.
Simer, P and Sullivan, J. Editors. National Outdoor Leadership's Schools Wilderness Guide. S&S Trade, 1983.
Snyder, G. The Practice of the Wild, and Earth Therefore Hold. San Francisco: North Point Press, 1990.
Stapp, W. and Cox, D. Environmental Education Activities Manual (Vols I-VI). Dexter, Michigan: Thomson-Shore.
Stapp, W. Environmental Education: a Guide to Information Sources. Gale Research Co., 1975.
Stegner, W. "The Wilderness Idea." Wilderness: America's Living Heritage. Sierra Club, 1961.
Storm, H. Seven Arrows. New York: Harper Row, 1972.
Toward 2010 an Environmental Action Agenda for Washington State. Dept. of Ecology, 1990.
Trends and Issues in Environmental EE in School Curricula. ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1987.
Trzyna, T. World Directory of Environmental Organizations. Third edition. Claremont, CA: California Institute of Environmental Organizations, 1989.
Turnbull, C. The Forest People. New York: Simon and Schuster, 1961.
Van Matre, S. Sun Ship Earth: an Acclimatization Program for Earth Education. Institute for earth education, 1989.
Walking Softly in the Wilderness: the Sierra Club Guide to Backpacking. The Sierra Club. San Francisco: Sierra Club Books, 1984.
Wallace, R. How They Do It. Morrow, 1980.
Washington Geographic Series Helena, MT: American geographic publishing, 1986.
Watts, A. Out of the Trap. And Books, 1985.
Wilson, E.O. Biodiversity. National Academy Pr., 1988.
Wilkerson, J. Editor. Medicine For Mountaineering. Third edition. Seattle: The Mountaineers, 1987.
Wood's Hole Cantata: Essays on Science and Society. Raven, 1985.
You Can Help Teach Your Friends and Family About Preventing Pollution-By Your Example. The Center, 1987.
Sources for Games
Cheley, F. The Boy's Book of Campfires; Campfire Cooking; Stunts; Songs; Stories. Boston; Chicago: WA Wilde, Co., 1925.
Cornell, J. Sharing Nature With Children. Nevada City, CA: Crystal Clear Publishers, 1979.
Cornell, J. Sharing the Joy of Nature. Nevada City, CA: Crystal Clarity Publishers, 1989.
Fluggelman, A. editor. The New Games Book. New Games Foundation.
Fluggelman, A. editor. More New Games. New Games Foundation.
Gibbs, G.I. Handbook of Games and Simulation Exercises. London: Spon, 1974.
Guide to Simulations/Games. Information Resources, 1973. Address: PO Box 417, Lexington, MA 02173
Newstrom, J. and Scannell, E. Games Trainers Play: Experimental Learning Exercises. McGraw-Hill, 1980.
Periodicals
Backpacker Magazine; The Magazine Of Wilderness Adventure. 1973. Bimonthly. Rodale Press, Inc. Emmaus, PA.
Buzzworm : The Environmental Journal. 1988. Bimonthly. Buzzworm, Inc. Boulder, CO.
Clearing magazine. 5 issues/year. Environmental Education Project. Oregon City, OR.
E: the Environmental Magazine. 1990. Bimonthly. Earth Action Network, Inc. Westport, CT.
Earth First! Newsletter. Monthly.
Earth Island Journal. 1982. Quarterly. Earth Island Institute. San Francisco.
Earth Work. Monthly. Charlestown, NH: Student Conservation Association.
Environmental Action. 1970. Bimonthly. Environmental Action Corps. Washington, DC.
Environmental Careers. 1990. Monthly. P.H. Publishing, Inc. Fort Collins, CO.
Garbage; The Practical Journal For The Environment. 1989. 6/year. Old House Journal Corp. Brooklyn, NY.
Green Peace. 1981. Monthly. Green Peace, USA. Washington, DC.
Holistic Education Review. 1988. Quarterly. Holistic Education Review. Greenfield, MA.
Journal of Environmental Education. 1969. Quarterly. Heldref Publications. Washington, DC.
National Geographic. Monthly. The journal of the National Geographic Society (US). Washington: National Geographic Society.
Nature Study: A Journal of Environmental Education and Interpretation. 1946. Quarterly. The American Nature Study Society. Homer, NY.
Predator Project Journal. Quarterly, Predator Project, Bozeman, Montana
Race, Poverty, and the Environmental Newsletter. Quarterly. Earth Island Institute. San Francisco.
Sierra. Monthly. The Sierra Club. San Francisco.
World Watch Magazine. Bimonthly. Worldwatch Institute. Washington, DC.
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