DOCUMENT RESUME

ED 059 950 SO 002 616

AufHOR Sargo, Herbert J.TITLE An Environmental Approach to Eighth Grade Science.INSTiaulION Western Washington State Coll., Bellingham. Huxley

Coll.-of Environmental Studies.SPONS AGENCY Office of Education (DREW), Washington, D.C.REPORT NO SW-PR-3BUREAU t.3 BR-0-0848PUB DATE Oct 71GRANT OEG-0-70-5039NOTE 109p.

EDPS PRICE MF-$0.65 HC-$6.58DESCRIPTORS Community Resources; Concept Teaching; Conservation

Education; *Ecology; *Environmental Education; *FieldExperience Program; Grade 8; *InterdisciplinaryApproach; Junior High Schools; Natural Resources;Pollution; Population Education; Problem Solving;Program Descriptions; Resource Guides; *ScienceCurriculum; secondary Grades; Small GroupInstruction; Teaching Guides

IDENTIFIERS Ecosystems; *Sedro Woolley Project

ABSTRACTThis report outlines a method of teaching

eightb-grade science with an environmental perspective. Areas ofstudy normally found in junior high science curriculum are integratedwith environmental conceptsThis particular approach to 8th gradescience is intended to,be process oriented, field oriented, problemoriented, and relevant to the local community. The class is dividedinto three or four heterogeneous groups simulating a communitysituation. Students choose from a list of environmental topics andare given a "group plan" comprised-of a list of general questionsunique to the subject area to guide their research. The role of theInstructor is one of facilitator; students do all they can bythemselves. Students are encouraged to expand their learning sourcesand gain actual environmental experience within the community throughletters to organizationsBlock scheduling is suggested. Providedare: readings, information and, community sources; group plans; and alist of environmental educational concepts..Over one _half of the bookconsists of apPendices:.Student Correspondence; Student-orientedInformation for Distribution; Resource Bibliographical Information;Student Papers on Speakers. Filmstrips and Movies; and Excerpts fromGroup Plan ResearchRelated documents are: S0.002 511, SO 002 512,and SO 002 615. (Author/SJM)

US. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-

CATION POSITION OR POLICY. HUXLEY COLLEGECENTER FOR ENVIRONMENTAL EDUCATION

AN ENVIRONMENTAL APPROACH TOEIGHTH-GRADE SCIENCE

VC"

Sedrol:Woolley Project Report No. 320ctaber.1971-2 : 1

L.J;S.D.E. Project N6.,-0.10,84B-Gi6nt No. 0EG-0.770=5039

. .

HuxlekCcillege_ot EnvironmeritalStudies-.4-Division:'of Western WaShingtOn:State.Coliege,Bellingharn -WashingtOril'98225::--

HUXLEY COLLEGEEnvironmental Education Project LT

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-

CATION POSITION OR POLICY.

AN ENVIRONMENTAL APPROACH TOEIGaTH GRADE SCIENCE

Herbert J. SargoHUxley Center for EnvironMentalSedrO7ATooI1ey:projeCt-Report43

projectNo- 0.7.0848GrantNo:

TO THE TEACHER:

Presented here are ideas for multidisciplinary environmental edu-

cation. The objectives of the ideas and methods suggested are clearly

stated. The overall objective is to provide you, the teacher, with an

aid in the development of your approach to teaching for and about the

environment. These are not learning packages designed to be applied ver-

battm, but suggestions for ideas and methods that will enable you to

develop learning packages. The contents of this report represent only

the first treatment of the idea. It is published in this form in order

that teachers may have an opportunity to experiment with it.

You will have to design your personal approach to environmental

education. You are an environmental educator now, whether you realize

it or not, because the environment is all around you and you are teaching

about the environment that surrounds both you and your students. The

state of the environment indicates that there is something wrong with the

way in which you have learned to perceive and behave relative to the

environment, and with the way you are teaching others to learn and behave

in their environment today.

The ideas presented here are examples of ways in which you can in-

corporate environmentally beneficial learnings into your curriculum. The

intent is not that you "add on" something specifically environmental to

your curriculum, but that you incorporate environmental learnings into

your treatments of the subject matter WithWhiCh yOU-have already:been

dealing. The sPecific mammer Inwhich.lyoU treat yOur reepontibilirk±to

educate for environmental stewardship is up to you. It is hoped that

these and many other ideas will help you in your effort to understand the

meaning of "environmental education" and its Implications for you as a

teacher and as a human organism.

The environmental education development project of which this report

is a part is an ongoing one, and it is hoped that all who attempt to use

the report will participate in the project by reporting the results of

their efforts to the project staff. The staff will compile the ideas and

methods collected. This will enable all working on the development of

environmental education to share each other's work and will promote the

spirit of cooperation essential to the success of any project as broad as

this one.

Please report the methods and results derived frani your use of

this report to:

John Miles, DirectorEnvironmental Education ProjectHuxley College of Environmental

StudiesBellingham, Washington 98225

Thank you.

TO THE TEAC,..m

PURPOSE

INSTRUCTOR ORIENTATION SOURCES

METHOD OF CHOOSING GROUPS AND SUBJECTS 2

Subject Areas

TABLE OF CONTENTS

1

3

READING SOURCES ................... 4

INFORMATION SOURCES 7

General Topic Areas 7

Specific Topic Areas 8

COMMUNITY LEARNING SOURCES 9

THE ROLE OF THE.INSTRUCTOR 10

FACILITIES 11

SCHEDULING 12

GROUP PLANS 13

Information and Instructions for Study Groups 15Subject Area Questions for Groups 17

Air Pollut ion 17Community Planning and Development 18Lumbering and Related Industries 19Natural Resources 20Pesticides 21Population 22Skagit Valley Geography 23Solid Waste Disposal and Recycling 24Water Pollution 25Wild 1 ife Management 26

UTILIZATION OF "EXPERTS" 27

EVALUATION 27

ENVIRONMENTAL EDUCATION CONCEPTS 29:

APPENDICES

Appendix A. Student CorrespondenceAppendix B. Student-Originated Information . . 49

37

Appendix C.Appendix D.

Trips,Appendix E.

Resource Bibliography 59Student Papers on Speakers, Fieldand Movies 83Excerpts fram Group Plan Research 93

AN ENVIRONMENTAL APPROACH TO EIGHTH GRADE SCIENCE

PirPOSE

Outlined here is a method of teaching eighth-grade science with

an environmental perspective. The ideas and concepts covered here are

those which may be found in any junior high science curriculum, but the

importance of this approach lies in its environmental relevance. Rather

than teaching specific lessons or units on the environment or ecology,

the normally covered areas of study are integrated with environmental con-

cepts. This should be done in all areas of study, not just science.

This particular approach to eighth-grade science is intended to

be: (1) process oriented, (2) field oriented, (3) problem oriented, and

(4) relevant to the local community.

This progran is conducted as a directed study, similar to those

found in institutions of higher learning. The class is divided into groups

of three or four. The members of each group strive to become "experts"

in their particular subject area. The experts then proceed to inform or

"educate" the rest of the class in regard to their subjects. This method

can be considered an extension of the "each one teach one" theory.

INSTRUCTOR ORIENTATION SOURCES

Several books are listed here which will be quite helpful to the

instructor tryins; to become familiar with the rationale behind this pro-

gram and its environmental ramifications.

Commoner, Barry. 1Science and Survival. Ballantine Books, Inc.,NewYOrk, 1963.

This book is helpful in.pointing out haw Important it isthat science be taught in relation to knowledge and activity

in non-scientific terms. The interrelationshipsand interdependencies of scientific thought andaction with other modes of thought and action suchas the social and the ethical, is clearly revealed.Commoner also demonstrates how man has unleashedvast forces without knowledge of what the long-rangeeffects on the environment may be.

Educational Policy Research Center, Stanford ResearchInstitute. Alternative Futures and Educational Policy,Memorandum Report EPRC 6747-6. Stanford Research In-stitute, Menlo Park, Calif., 1970.

This report shows the importance of environmental edu-cation in regard to possible alternative futures whichwe may have here on this planet.

Silberman, C.E. Crisis in the Classroom. Random House,New York, 1970.

Silberman takes a critical look at the American schoolsystem and provides very worthwhile alternatives re-garding what can and should be done in the classroom.

Terry, Mfark. Teaching, for Survival. Ballantine Books, Inc.New York, 1971.

What values, ideas, and processes are environmentallydetrimental? Terry loOks at"the school and the class-room fram an environmental point of view.

METHOD OF CHOOSING-GROUPS AND SUBjECTS

A list of subject areas is presented by the instructor to the

class and a very brief description of what each subject area might involve

is given. The students are then given- several to think AbOut..which-

subjects they would prefer to study. At-the emd of this time, a-discus-

sion of 'particular subject areasmay be appropriate-in Order-to modify

or Choose areas iWhich might better fit,:the interests and-capabilities of

the students and the community.

Each student is asked to list his first three

of preference.. : These': are.: then :listed= by 'subject ar,ea; ,ancr the student s. .

name,fOIlowed,.:by the nuMber of hia prefetence,Jisted below:the subjeCt

area. Obviously, same areas Will-bemore popular than-:,othersand will

attractmore choices. Therefore', a certain amount of juggling may be

necessary, but with three choices.the student will usually get one of

his preferences.

Each group is set up with at- least one boy and one girl; in other

words, 110 group consists of all boys or all girls. Certain combinations

of students are avoided for reasons of discipline and concentration.

Strong leaders are grouped with Slaw students so that a grOup will not

- ,

composed of alrrhigh'achievers or all'low achievers.:

The experience of functioning within heterogeneous groups is far

more realistic to later-community, vocational, or higher education

atiOna-than WOUld.:bea seleCt,-hamogeneous-grouping.-..Thej.eXtterienceof

working-for-an extended period of time in gi.oupssetnuttill-a heterogeneous

form and'withgrodp:task expectationa enables-the individuals to learn

cooperation a d group decision-making skills and increases their tolerance

of and respect for other individuals.

Subject Areas-

-Solid waste disposal.and recycling

Population

Air pollution

Water pollution

Natural-resources

Pesticides

Community planning and development

. Wildlife management

4

*skosit Valley geography

*Ltobering and related industries

The ccalets slid materials which the student is normally eXpected

to hqveingstered ,13,430-'2 completion of-junior high science are kept in mind,

in te choice 0E these subject areas, as well as 1.7.he problems of environ-

vent e-re 10(1st relevant to our geographical area.

READ1,2coggCE8

Each gr0u1:1 Provide4Mith a reading which is, used to:':familiarize

the kroupi.t1i

L1 gu,Piect: area. :The.:reading sources Can:.be adapted':from

whache 1.-truct0 has available ok can gain access to,.

reading source which questions the status quo is sought and used

when IcHosoole t\e.g., Silent larinz). Sane subject areas do not as yet have

suitqble ateias evallable for eighth graders, so a particular chapter

in test

are read

or Suitable book may be used and supplemented. Paperbacks

economical:: do not resemble textbooks, and

as a rest/It are vela suited for this type of program.

thotith the__ books may not be available in the school, t e

city librarY Pto,oablY has them. If- it doesn't, the teacher may suggest

thatthe 13J obtain. thera- This is one way of involving someone from

the 1raY

y the environmental education process. It also makeS

thea readi g sources available to the community as a whole.

The 0 subi, -CV Q -tt areas are adapted to a particular locale in Westernvi'aluagrort tat and' can easily be changed to be relevant to any specificgen'traptxica atee, (e.g., gudson River Valley geography; fishing and re-lat

%ci 1St

A small library within the classroam is a necessity. Here other

books relating to the subject areas are kept and may be checked out by

students. This arrangemen't will often involve the sharing of materials

with people fram other groups, and necessitates cooperation. The makeup

of the book list should point out the relationship of science to other

areas of thought. A suggested listing of reading material for the class-

room library follows.

Bernarde, Melvin. .Our Precarious Habitat.-

Carson,:-Rachel:..

ComMoner, Barry. Science-And Survival.

.]::0eBeILl, Garrett: The:Voter's-Guide. to Environmental Politics,

The EnvironMental:Handbook.

Ehrlich, Paul. Haw tabe a Survivor._

The POpUIationiBomb:

Marine, Gene. America the Raped.

Marx, Wesley. The Frail Ocean.

Odum, Eugene. Ecology.

Swatek, Paul. The User's Guide to the Protection of the Environ--ment.

Terry, Mark. Teaching for Survival.

Udall, Stewart. The Quiet Crisis.

Editors of Fortune Magazine. The Environment.

BSCS Green version, High School Biology.

-This list is far fram complete. The greater the variety and range. .

of reading sources that are available, the more objective the group can

be in its research. Many, many books and pamphlets are now available -which

deal with any and all of.the subject areas.

6

The following reading sources pertain to the indtvidual subject

areas:

Air pollution: Bernarde, Melvin A. Our Precarious Habitat, Ch. 10.W. W. Norton and Co., Inc., New York, 1970.

Community planning and development:DeBell, Garrett. The Environmental Handbook, pp: 182-197;234-253. Ballantine Books, Inc., New York, 1970.

Lumbering and related industries:American Forest Products Industries, Inc. Trees for To-morrow. Washington, D.C.

Natural Resources:Schneider, Herman, and Schneider, N. Science and YourFuture, Ch. 14, Resources for More People. D. C. Heathand Co., Boston, 1964.

Pesticides: Carson, Rachel. Silent arkm. Fawcett Pubiications, Inc.,Greenwich, Conn., 1962.

Population: Ehrlich, Paul. The Population Bomb.Inc., New York, 1968.

Skagit Valley geography:SChneidet, Herman; And Schnelder, N. . Sciende and YourFuture:, Ch. 7,-Exploring,OurCountry:DCiBeath andCo.,..poston,. 1964.

Ballantine Books,

Solid Waste Disposal and Recycling;Bernarde,MeIvin A. Our:TrecariousArabitatCh. 9. W.. W.

Norton And Co.; fnc., Ne0 YOrk,- 1970.

DeBell, Garrett.- The Voter's Guide to Environmental Poli-tics Ch. 1. Ballantine Books, Inc.rastew York, 1970.

Stewart, George R. Not So Rich as You Think, Ch; 6-10.The New American:Library; -Inc., NeWYork,:'.1967.

Water Pollution:Bernarde, Melvin A. Our Precarious Habitat, Ch.W. N. Norton- and Co. Inc New York 1970.-

Wildlife Management:Laycock;- George. AmericaT s Endangered Wildlife. Grossetand Dunlap, New York, 1969.

7

INFORMATION SOURCES

A list of organizations which provide environmental information

is made available to the students after a brief discussion on the func-

tion of each organization- The students decide which organizations they

want to write to. School envelopes and stamps can be used; the information

-

which will be received is not for individual use but is material for the

group and the entire class. It is important that the instructor check

each letter for content in order, to avoid unnecessary complications and

to insure clarity of the request. (Written requests and responses from

the test project may be found in Appendix A.)

A copy of The ConServation Directory;-available:throUghthe National

Wildlife Federation, is of ImMeasurable-value-.infinding,organizations and

sOurces specifically suited for each subject area.

The sources of information are provideclby the Instructor. 7he stu-

dent's use of the Information acquired through replies and :the Manner in

which he informs the rest of the-Clast of the COntent of'-theteplies are

two of the criteria for evaluation.

Sources for General Topfes

The Sierra Cldbmills TowerSan Francisco, California

The National Wildlife Federation1412 16th Street, N.W.Washington, D.C. 20036

Environmental Action2000 P Street, N.W.Washington, D.C. 20036

lbe National_Audubon. Society.1130- Fifth Avenue-_ .

New YOrk,.New-Tork.10028.

8

Friends of the Earth451 Pacific AvenueSan Francisco, California 94133

The John Muir Institute for Environmental Studies8016 Zuni Road, S.E.Albuquerque, New Mexico 87108

The League of Conservation Votersc/o Friends of the Earth917 Fifth Street, N.W.Washington, D.C. 20005

Committee for Environmental Information438 N. Skinker BoulevardSt. Louis, Missouri 63130

Sources for Specific Topics

Population

Zero Population Growth367 State StreetLos Altos, California 94002

Emerson Foote, ChairmanCampaign to Chedk the Population Explosion60 East 42nd StreetNew Ybrk, New York 10017

_ Dr. George DennistonPopulation Dynamics, Inc.13201 9th, N.W.Seattle, Washington.

Solid Waste Disposal and Recycling

Lucky LagerBrewing Company1615 CoiuMbia-vancouVer',.

Reynolds AluMinum Company-:letiStreet

Seattle, Washington'

Coca-Cola Bottling Company,1150 124th, N.E.Bellevue,. Washington.

Kaiser Aluminum ,Company--5975 E. Marginal Way, S.Seattle, Washington

9

Pepsi-Cola Bottling Campany2300 26th, S.Seattle, Washington

U.S. Department of Health, Education, and WelfareBureau of Solid Waste ManagementWashington, D.C.

COMMUNITY LEARNMG SOURCES

A primary function of this program is to expand the learning sources

utilized in the educational process. For many years now resources within

the social and business cammunity have been only randomly and haphazardly

used by the schools, and eVen then have been used at a level far fram their

fullest potential.

Students must be encouraged to the highest possible extent to draw

upon and work with these people. This does not mean that a speaker is

brought in for one session and the matter is left at that. It is far bet-

ter that the students visit the person wham they wish to talk to at his

place of employment or howe. This puts the visit on a more personal basis

and the students have the opportunity to actually experience the environ-

ment they are studying, whether it is the city sewage plant, the local

wildlife refuge, or the county extension agent's office.

ExaMples of projects students may:undertake in

learning sources are:

utilizing community

visit a city council meeting dealing with community expan-sion. and sewer- problems;

attend and tape record the proceedings of a: public hearingdealing with the ecological consequences of raising a dam;

work_ in the field- with the.--state:'game''ClepartnienV'iti::bandingducks;

interview the-county agent in regard to the kinds f-pest-.

.

icicles Used in the area..

10

visit with the county commissioners and s the solidwaste problems of the county.

discus

As you can see, the possibilities ara unlimited. It is far better

if the students arrange for their own transpo rtation and meetings and

are not accompanied by an adult in the actual session. This prevents

the student from relying on the adult to ask the qusti -ons and forcese

the resource person to talk directly to the students.

lath the rising cost of.public educaticn, fewer monies are being

mede available for large group field trips. Large am0unts of money can

be saved by having students take small group trips after school, Either

with parents Or the instructor; this procedure provi des as well for more

indtvidualized instruction, and more field trips. TrPs .0f this nature

also involve the parent in the learning process eudithe problems of the

COmmunity.

TEE RDLR OF THE INSTRUCTOR

The primary role of the instructor is that of faczlitator.

the best way to describe his role is that he does pothia -or--t -lihe students

Adherence to this ruleor 2,3:92.2R which they can possibly do for themselves.

of thumb is of the utmost importance, from the smallest

-Probably

theoperator for the

detail of Phoning.-

address of a company to the arranging of a class field

trip to arranging for a'speaker to be brough 'Tba'students must do:

it themselves. If this 1_

the -.,student t

to be a process-oriented p ogzarm, ye must allow

experience- and. learn :the entfre- process.

Students order their ,own movies from the co ibrary, con-

tact their own speakers, and arrange for field trips wtth the coordination

.

11

of the instructor. With ten different groups, this keeps the instruc-

tor busier than would a traditional situation, primarily in listening

to and discussing ideas, projects, presentations, possible trips and

speakers, and other matters with the small groups.

The instructor also has access to resources which the students do

not have. These materials are made available for use by the groups, but

are not integrated directly into the program by the instructor. The in-

structor may need to discuss thoroughly the use of a particular resource

with a group prior to presentation, but the group determines whether or not

and how to use that piece of material.

A lesson taught by the instructor Inay be necessary for camplete

understanding of a particular concept. This kind of procedure should be

avoided as much as possible, and employed only when absolutely necessary.

Discussion of materials with the group prior to the group's presentation of

the materials should reduce the amount of lecturing on the instructor's

part.

FACILITIES

Needless to say, with ten different groups progressing in innumerable

directions simultaneously, the classroom will vary in structure from the

traditional situation, but a traditional classroom is easily adapted for

use in this program.

With groups working on bulletin boards and displays, discussing,

experimenting, and moving in and put -of the room, :iS important that a

place be provided . where reading and small group_ planning and discussion can

take place:. A. small room adjacent t

12

convenience which few instructors enjoy. Tables are better suited for

the program than desks. Work in groups is far easier around a table than

if the individual students have to sit at separate desks. It is also

much simpler to work on group projects if larger surface areas are avail-

able, as opposed to the smaller surface areas of separate desks.

The school library is invaluable iu several respects. First of

all, it is an excellent place for students in groups to read and discuss.

Also, most libraries are equipped as media centers. Groups can use this

area to view, review, or preview movies, filmstrips, tapes or slide-tape

presentations which may be of value. (See Sedro-Woolley Project Report #4,

"The Role of the Library in Environmental Education," by H. Armstrong.)

Close coordination with the librarian is of the utmost importance.

Of all the staff in the school, none is more knowledgeable about available

information and resources, especially in regard to current and newly pub-

lished or produced material.

Materials within the classroom itself must be stored or arranged

in such a manner that they are easily accessible to groups. ,MUch time is

lost by the Instructor's having to run fromlocked storeroam to locked

closet obtaining materials for different groups . Responsible use of limited

materials is a valuable social learning int itself.

SCHEDULLUG

A block or semi-block schedule serves the needsaf this program

better-than-the standard-six or-seven...fifty-Minuteperidd diy. Operating

within a_two-hour block allows -fOr Much. .more freedom- 'fram the clasSiobm:-.

Short visits to the Community by the. clasS,-. Cr sMall grouPs are'madepiisSible,

13

such as a visit to the city sewage treatment plant or a group discussion

with a city councilman. This block scheduling also makes possible the

use of speakers and community resource people without fear of running out

of time or into the next period. Additional time is gained, when needed,

by placing these blocks on either side of the lunch period.

Because of district-wide scheduling it is sometimes difficult to

work in a schedule of blocks every day of the week. Utilizing block sche-

duling on TUesdays and Thursdays, for example, is quite satisfactory as

far as arranging speakers, trips, and other activities.

The primary difficulty in implementing a block scheduling program,

if this type of scheduling does not exist, is in moving fellow teachers

to change from a traditional scheduling pattern. Many-teachers have taught

in 45- or 50-minute period situations for so long that they are quite appre-

hensive about any change. In such a case, the instructor trying to bring

about a change in scheduling must proceed carefully and tactfully. A

trial period of several weeks is usually enough to convince a reluctant

colleague that this schedule serves his needs as well as yours.

GROUP PLANS

Each group is given a group plan" which is unique

area. The plan involves a series of fram five to

tO its subject

ten very general ques-

tions. These questions serve as areas of research within a given subject.

Again, what is done with these group plans--how they are developed, re-

searched, and presented--is the responsibility of the group.

The group plans cover the following topics within each particu ar

subject area:

20t,A1.4

14

A. Define the subject area.

B. What is the problem, especially in relation to our localarea?

C. How does the problem affect plants and animals?

D. Haw does this problem affect man?

E. What local, state, and federal agencies are responsiblefor and can control this problem?

F. What private organizations are concerned with ehis parti-cular problem or area?

G. What is the future of this particular problem or area ifcurrent rates or,trends continue?

H. What alternatives do we have?

I. What can the individual do?

Obviously, these questions may be adapted to fit a particular locale,

or problems within a particular community or area.

The following question package is distributed to each student in

the class, so that each has a copy of his own group plan-, of- plans of the

other groups, and the general directions.- This aids the student in know-

ing what materials he or she is responsible for.

The instructor does not necessarily have to know the answ(ms..to

all the questions. His job is to 'help the students ask the right questions

and to search along with them for the answers. The instructor's role is

aasO on the findings, -which is done through

15

Purpose of Your Group

A. To became informed about your subject area, to become an "expert"on that subject.

B. To inform the rest of the class about your subject.

A.

In becoming informed, your group can use the following resources:

1. Newspaper articles2. Magazines3. Speakers4. Group field trips (after school or on Saturdays)5. Books6. People in the community7. Correspondence with agencies, companies, or indi-

viduals.8. Movies or filmstrips9. Anything else you may find appropriate

Your -group will be given a specific.. reading:source to helpfamiliarize you withYoursUbjeCt. After you -ire familiar with it,you may begin relating: this knowledge to the :Skagit Valley and

. . _

Burlington.

To help you In your discovery_of iyoUr subj ect:. area, :your group .

is furnished with a .-s._.hOrt set of very :generalquestiOns, What you_ _ _ .

do with these questions, how you develop them,:::.and:thecreativity, and thought you apply to them are .,the things upon which .

your final evaluation will- be based.

B.

To inform the rest of the class, you may consider the following:

1. A scrapbook containing articles, drawings, diagrams,pamphlets, or anything _else connected With your subjectarea which you may wish to include. Subject matter di-rectly related to-the-Skagit Valley should be keptseparate from national items.

2. These.;are-infOrtha- tive ad well s. .

appealing to look at. '

.Class

- , th e: fc71°1.1. 9f. al!-1.

,a .deMoUstratioU;= Or _ a 'talk' Oa -samething.-in' ydur sUbj ect area. '

16

4. Movies. Various sources are available. Find your own.

5. Outside Speakers, You find them.

6. Whole class field trips. Money may limit these.

7. Displays. These may be in the classroom, in the schooldisplay case, or in the community.

8. Handouts. These might go to the class, the school, teachers,or the community.

. Games. Games might familiarize people with your subject orwith a problem related to it.

10. Anything else you think of which would_be appropriate ininforming the_rest of the:class about_your subject,:

Study group topics are as follows:-.

1. Soliclwaste disposal and recycling

2. commUnityplanning and deVelopme.mt_

3. Wildlife'manageMent

4.- Water pollution

Lumbering and related

8. Natural resources

Industries

9. Skagit Valley geography

10. Pesticides

VarionS-sources,ofinformation.hgve been_providech using that in -formatiOn and informing the -reSt,of the class:abont,your subject is YOUR jOb.

It is .suggested _that yoU keeps. .nOtebook :witn, a separate-section foreadh of the above listed sUbjectareas.: Yoube responsible for infor-mation presented-by all' other'gronpS, and S,.noteboOk is a good.Way to keeptrack of your information and keep it:-Organized.

Group Plan

1 7

Air Pollution

Reading source:- Our PrecariouSlialitat,.cal: 10,',M7.elVin A. Bernarde.

What is air pollution?

Whatl'art and how-Much of the Earth's shell ofair-arewe-polluting? _

-

3. Whateffect does air. pollution have on human health, both_ - _

mentai-and physical?H''

What are the effects of air pollution on plants and trees?

_

5. What agency (or agencies) is responsible for air pollutioncontrol in our area? In the state? In the nation?

6. What are the sources of air pollution in Skagit County?

7. What is 'being done by these sources of air pollution toControl continued contribution2

8. How can the individual help to reduce air pollution?

18

Group Plan Community Planning and Development

Reading source: The Environmental Handbook, p. 182, "The Highway andthe City"; p. 234, "The Recovery of Cities."

1. What are zoning and cdmprehensive planning?

.,What:agencles are initrnmental in CaMmunityplanning, zoning,andenforcement in Burlington? -In the: Skagit Valley?

. Are Bnilington-and the Skagit:Valley "planned"?,

What steps mnst.&citizen gothroughbefore constructingany bOrt Of building in Burlington? Outside a town inthe Skagit Valley?:

5. What h.aPPens cOrrimUni ty planning is Uo t us ed ?

19

Group Plan Lumbering and Related Industries

Reading source: Trees for Tomorrow, American Forest Products Industry.Conservation Field Study Tours, Society of American Foresters.

1. What types of trees are logged in the Skagit Valley?Western Washington? Washington State?

2. What various methods are used in harvesting and processingtrees?

3. What agencies, companies, or departments control forestsin the Skagit Valley?

4. What industries are associated with or considered part ofthe lumber industry?

5. How do projected needs of forest products compare to proj7ected nUmbers of trees. available?:

6. What other uses do our forests have besides logging?

20

Group Plan Natural Resources

Reading source: Science and Your Future, Berman and N. Schneider,Ch. 14.

1. Our three general types of natural resources are renew-able, limited, and cyclic. What natural resources fitinto each of these categories?

2. Whatmethods are used to obtain the best possible use ofour natural resources?

3. What are the major natural resources of the Skagit Valley?Those used on 4 commercial basis? Those used otherwise?

4. What local, county, state, and federal agencies are re-*sponsible for the care of our natural resources?

5. What private organizations are responsible for the use1

and care of our natural resources?

6. What alternatives do .we have to current uses of our naturalresources?

7. What can the individual do to obtain the best possible useof our natural resources?

21

Group Plan Pesticides

Reading source: Silent Spring, Rachel Carson.

1. 'What is a pesticide?

2. More concern is being expressed each day regarding the useof pesticides and other chemicals. What are same of thepesticides and chemicals about which there is much con-cern?

3. What effects are pesticides and chemicals beginning tohave on wildlife and plants for which they were not orig-inally intended?

4. What do food chains, food webs, and cycles have to do withpesticides ard chemicals?

5. What local, state, and federal agencies are responsiblefor the control and testing'of pesticides and chemicalsin the Skagit Valley?

6. What kinds of chemicals and pesticides are currently beingused camnercially in the Skagit Valley?

7. What kinds of chemicals-and pesticides a7.7e currently beingused in the home in the Skagit Valley?

8. What can-the individual di6to help reduce future chemicaland pesticidal damage?

22

Grouplan Population

Reading source: The Population Bomb, Paul Ehrlich. High SchoolBiology, BSCS Green version.

1. What demonstrations and experiments from the BSCS BiologyGreen version help you in your understanding of population?

2. What are past, present, and projected future world growthrates?

3. What are the implications if world population growth con-tinues at projected rates?

4. What is the population growth rate of Skagit County?

5. What may be the result if Skagit County population growthcontinues at the projected rate?

What alternatives do we have, or what needs to be done?

7. What private and governmental agencies are concerned withthe growth of population?

.In.whatways.is.growth controlled in plant populations?animal populations'.:(other than humanpOpula-.4ons)?

What can the individual do t help prevent a population_

crisis?

23

Group Plan Skagit Valley Geography

Reading source: Science and Your Future, Herman and N. Schneider,Ch. 7.

1. What is the basic composition of the earth?

2. What are the various ways by which the earth's surfaceis formed and changed? How are mountains made? Howare mountains torn down?

3. What are the major geographic features of the SkagitValley?

4. How was each of the features created, beginning with thefirst formed and following through the last?

5. What changes are occurring naw?

6. How is man affecting these changes in the Skagit Valley?

7. How is man changing the Skagit Valley?

24

Group Plan Solid Waste Disposal and Recycling

Reading source: Our Precarious Habitat, Melvin Bernarde, Ch. 9; TheVoter's Guide to Environmental Politics, Garrett DeBell, Ch. 1;Not So Rich As You Think, George Stewart, Ch. 6-10.

1. What is solid 'waste?

2. What methods have been usedin the past to take care ofsolid waste?

3. What new methods are now being used or considered as alter-natives in the disposing of solid wastes?

4. How Is solid waste disposed of in Burlington? In Skagit-County?

5. What problems now exist in Skagit County in regard tosolid waste disposal?

6. What alternativP!s are open to Skagit County, or are beingconsidered, for solid waste disposal?

7. What can the individual do to reduce the amount of solidwaste accumulation?

Group Plan

25

Water Pollution

Reading source: Our Precarious Habitat, Melvin Bernarde, Ch. 7-8.

1. What is water pollution?

What effect does water pollution have on lakes, rivers,and streams?

3. What effect does water pollution have on human health,both mental and physical?

4. What is the effect of water pollution on plants and trees?

5. What agencies are responsible for water pollution controland quality at the local, county, state, and federal levels?

6. What are the types and sources of water pollution in SkagitCounty?

7. What is being done by the sources of water pollution inSkagit County to control their continued contribution?

8. How can the individual help prevent or reduce water pollution?

Group Plan

26

Wildlife Management

Reading source: America's Endangered Wildlife, Laycock. Pamphletsfrom various agencies.

1. What local, state, and federal agencies work with wildlifein the Skagit Valley?

2. What private organizations are concerned with the manage-ment of wildlife?

3. In what ways is wildlife "used"?

4. What are the major types of wildlife that these agencieswork with in the Skagit Valley?

5. What other kinds of wildlife do we find in this area, andwhat, if anything, do the agencies have to do with them?

6. What are "endangered" species?

7. What wildlife species in the Skagit Valley can be consid-ered an endangered species?

8. What effect has man had on Skagit Valley wildlife?

-UTILIZATION.OF "EXPERTS"

The expertise which the groups gain may be utilized in many ways.

The first and foremost responsibility of the group lies in informing the

rest of the class about its particular subject area. The group can also

serve as a learning source for lower grades, as speakers and as informa-

tion sources. The individual can serve as an "expert" in his own home,

and the "experts" can give presentaticns, either individually or in groups,

before local clubs and organizations.

Each group can write one section of a newspaper series dealing

with the community and the environment. The local newspaper is usually

quite receptive to this type of project.

EVALUATION

Evaluation is an area in which each instructor must adopt what

best suits his standards. The evaluation process should take into con-

sideration the following points:

How does the group function as a group?

How does the individual contribute to the proper func-tioning of the group?

What has the group done with its materials and information(presenting and informing)?

The individual should not be compared with others withinthe group or class. Try to consider instead the growth ortmprovement of that individual campared with his level ofawareness and achievement before he began the exercise.

L--

Fact-opinion papers written by the students on each presentation

or area given to the class serve as a form of evaluation, as well as a

4

28

reference source, when returned to the students. Grades on bulletin

boards, scrapbooks, and other presentations and forms of communication

also aid in evaluating the group and the individual.

A tremendous help in recording and remembering the ideas and ini-

tiative of each group-and student is a notebook in which the instructor

can jot down various Impressions as events

method than trying to recall just.what a

first part of the program.

occur. This is a far better

certain student did during the

Basis for Evaluation - Suple

Individual:Group:

1. Scrapbook 1. Group grade

2. Written report 2. Test grades

3. Oral reports 3. Contribution to thegroup

4. Group cooperation4. Cooperation within the

5. Work with outsideresources

group

5. Improvement related to

6. Imagination earlier achievement level

7. Initiative

ENVIRONMENTAL EDUCATION CONCEPTS

The following list of fundamental concepts dealt with in environ-

mental education is taken from R. Roth, "FUndamental Concepts for En-

vironmental Management Education (K-16)," in Outlines of Environmental

Education, C. Schoenfeld, Ed., Denbar Educational Research Services, Inc.,

Madison, Wis., 1971.

1. Living things are interdependent with one another andtheir environment.

2. The management of natural resources to meet the needs ofsuccessive generations demands long-range planning.

3. Man has been a factor affecting pl_Lnt and animal successionand environmental processes.

4. Environmental management involves the application of know-ledge frota many different disciplines.

5. Modern man affects the structure of his environment.

6. Esthetic resources and recreational facilities of economicand non-econamic value are becaming increasingly importantin leisure-time activities.

7. Man has the ability to manipulate and change the environment.

8. A knowledge of the social, physical, and biological sciencesand humanities is important for environmental understanding.

9. Social and technologiCal changeS alter the interrelationships,iMportance, and Uses for natural resources

la. There are certain risks taken., and:limitationS experienced,when manipulating the natural environment.-

11. Resource depletion can be slowed by the development and adop-tion of alternatives.

30

12. Environmental management has effects on individuals andsocial institutions.

13. Man's need for food, fiber, and minerals- increases as pop -ulations expand and levels,:of consumption. rise.

18. Increased population mobility is changing the nature ofthe demands upon same resources.

19. Options available to future generations must not be fore-closed.

20. A variety of institutional structures are involved in plan-ning and managing the environment.

21. Hunting regulationsare useful in maintaining and restoringpopulations as well as in distributing the game harvest. .

22. Multiple use is a practice in which a given land area func-tions in two or more compatible ways.

24. Architecture can be one of the positively persuasive influ7ences in developing a congenial enVironment.

25. Zoning is a practice in which land uses are prescribed basedupon value judgments regarding the needs of society.

28. The: econamy of a,region depends upon:the utilization of itsnatural,Hhuman and_culturaLresourcesovertime.

29. :Economic efficiency does not alwaysresult in Conservation of

a natural_resource-.

20. The distribution:or location-of resourcesin relation topopulatiOn, technological,andeconomic-faCtors are criticalto problems of resource Conservation and:use.

31

31. The political and economic strength of a country is inpart dependent upon its access to damestic and foreign re-sources and international relationships.

32. Conservation policy is determined by the interaction ofscience and technology; social and political factors; andesthetic, ethical, and economic considerations.

33. Conventional cost-benefit analyses do not always resultin sound conservation decisions.

34. A sound natural resource policy is dependent upon a flexiblepolitical system, pragmatically appraising and reappraisingpolicies and programs in terms of their effect upon thepublic interest and in light of scientific knowledge aboutthe natural resources.

35. Consumption practices are constantly being expanded by ourability to produce and create wants and markets, whichaffects the rate of resource use.

36. Individuals tend to select short term economic gains, of-ten at the expense of greater long-term environmental bene-fits.

40. Choices between needs (essentials) and wants or desires(nonessentials) are often in conflict.

44. Safe waste disposal, including the reduction of harmful andcumulative effects of various solids, liquids, gases, radio-active wastes, and heat, is important if the well-being ofman and the environment is to be preserved.

45. Pollutants and contaminants are produced by natural andman-made processes.

46. Increasing human populations, rising levels of living andthe resultant demands for greater industrial and agriculturalproductivity promotes increasing environmental contamination.

32

There is no guarantee that a group will uncover all of the

aforementioned concepts. This is just a listing of the ideas and con-

cepts which may be uncovered by the students in the process of this

program. With the aid of the instructor and other resource people, the

great majority of these concepts, plus many more, will be unveiled by

the students. The primary function of this listing is to illustrate the

potential of such a program.

Following each of the subject area titles below is a series of

numbers which correspond to the numbers of Roth's environmental concepts.

For example, the number 1 following "solid waste disposal and recycling"

tells us that the concept "living things are interdependent with one

another and their environment" is contained within that particular subject

area and group plan.

Entire program: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 18,19, 20, 21, 22, 24, 25, 28, 29, 32, 33, 34, 36,44, 45, 46

Solid waste disposaland recycling:

1,29,

2, 4, 5, 7, 8, 9, 11, 12, 13, 18, 19, 20, 28,32, 34, 36, 44, 46

Population: 1, 6, 11, 12, 13, 13, 19,.20

Air pollution: 1, 4, 5, 9, 11, 12, 13, 18, 19, 20, 29, 34, 36,45, 46

Water pollution: 1, 3, 4, 5, 6, 7, 9, 1; 12, 18, 19, 20, 22, 29,32, 34, 36, 45, 46

Wildlife management: 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 18, 19, 20,21, 22, 29, 32, 34, 36, 45, 46

Community planningand development:

1,34,

4, 5, 6, 7, 8, 11, 12, 13, 18, 19, 20, 24, 25,36, 45, 46

Natural resources: 1, 2, 3, 4, 5, 6, 9, 10, 11,.12, 1 , 18, 19, 20, 22,

28, 29, 32, 33, 34, 36, 45, 46

Lumbering and re-lated industries:

1,28,

2, 3, 4, 5, 6, 9, 10, 11, 12, 13, 18, 19, 20,29, 32, 33, 34, 36, 45, 46

22,

33

Pesticides: 1, 2, 3, 4, 5, 10, 11, 12, 19, 20, 29, 36, 45,

46

Skagit Valley geo-graphy:

1, 4, 5, 6, 7, 9, 11, 12, 13, 19, 20, 45, 46

40

35

APPENDICES

Appendix A. Student Correspondence

Appendix B. Student-Originated Information for Distribution

Appendix C. Resource Bibliographical Information

Appendix D. Student Papers on Speakers, Fieldtrips, and Movies

Appendix E. Excerpts fram Group Plan Research

37

APPENDIX A. STUDENT CORRESPONDENCE

Included are examples of the type of letter which the groups used insoliciting information, and the responses to same of those letters.The responses on pages 46 and 47 are included to show student involve-ment outside the classroom in concern over environmental issues.

42

3 9

GOODIrk: 'WI 3Mcct() (Ift:4% Acri ro0

681 ePu(O_OnA3cun e urkriu

Ozfis--z 462, ,

1/4,curru drad.or-

44 op.(2)0thafIcy0 Catat

L-Vil_Q OXI. 4 crLAji& CPCVA

US)t>0 i it ô -PkOt1e1G030) _

lik ao rW Qiictue -6 tO 6-Ljoyna1zdY\°Lin_ ad,dsg2 tec.L. J-ture.I0-0

ecumattiyi\_ Geot-c-QJ O.

1(411 1 ar/s Road

Do00041

9aa

Cooperative Extension ServiceWASHINGTON STATE UNIVERSITYPullman, Washington 99163

Extension Work in Agriculture and Home Economics in cooperation with the United StatesDepartment of Agriculture.

It is a pleasure to send the enclosed material which we hope meet!: your needs.

Sincerely yours,

John P. MillerDirector

40

FRIENDS OF THE EARTH451 PACIFIC SAN FRANCISCO CALIFORNIA 9413;

Dear Friend:

Many inquiries came to us daily, and although they ask for different thingsthey express the same concern: "we care very much about the world we inhabitand we are concerned about the future we'll inherit." Some of you ask aboutair and water pollution. Others want to know if there will be wilderness left-6o explore and if that wilderness will contain wildlife. A few of you needsome help with your reports. Most of you want to know bow you can help.

Me share your concern and we are trying to do something. We try to keep youinformed of what goes on. We cannot answer each letter because, fortunately,many more people are concerned and write to us than work for Friends of theEarth. But we do publish a monthly newspaper called Not Man Apart to keepyou informed of environmental news. We also publish paperback books onspecific subjects such as defoliants, sonic booms, nuclear power plants and user'sand voter's guides to the environment. The purpose of these is always the same,to give you the facts and call you to action.

Whether you asked to help us or asked us to help you, we need your help if weare to bring about rilprge. You can help by keeping informedi-by urging yourparents and friends to do the same and by joining together in action, followingour suggestions or discovering your own new ways.

You can help .by walking, by riding bikes, by recydling, by selective buyinginshort by adopting a life style whiCh is in harmony with the earth.

You din also help by urging your parents to invest in your future by joiningorganizations suCh as Friends of the ES-eth. Their memberships and_contributionswill enable us to continue to work for Clean air and water, more wild placesand wildlife to inhabit these.

For your report information you will find libraries tbe best source. Librarieshave became,inzreasingly aware of the publicl.s. concern and are adding environmentalInformation to their shelves. You can also send away for information put out bythe Scientists' Institute for Public Tnvormation, 30 E 68th Street, EYC 10021.For your debates get the Forensic Quarterly (The Nuea Discussion and Debate SourceBook, environmental issues, University of Oregon, Rm. 68, Prince Lucien Fnif,Eugene, Oregon). You can also read our books and newspaper. But for the action,the change, youlike uz--have to begin at home. We, at Friends of the Earth,are fighting hard to remember and remind that this planet earth is our only home.We hope you join with us.

rkop.- adt( ctfuto- 10;i0, auk, 10114 ta415. 9411mmtvel-

cAto-9-0 0--- C ) ase444-4" 14r _Jai", 4-3-- ore.:-e-mitted to the preservation, restoration, and rational use of the ecosphere

SAN FRANCISCO N EW YORK WASHINGTON H ONOLULU A LBUQU ER QUE ANCHORAGE LONDON PARIS(L*4-41 +6464 4201-1"-- 44,--411- ;

al

tt\'\

.

) (

People // Resources

13201 - 9th Avenue N.W.

Miss Debbie HobkirkBox 505BurlingtonWashington 98233

Dear Debbie,

41

Population DynamicsIncorporated Not for Profit

Seattle, Washington 98177 (206) EM 4-4112

March 5, 7.971

I am glad to learn that you are studying population, forI believe that it is terribly important to understand whatmore growth means.

I hope that there will be an opportunity for manymillions of Americans to live in Washington - I just hopethat they dont do it al/ at the same time. More people meansmore pressure on the land to provide more food for these people.It means more houses, and more land for housing, instead of forother purposes. It means crowded schools, especially in thecities..But you might think that there is lots of land around

Burlington that seems to be going to waste. The ecologists aretrying to tell us that it lb not - every bit of it is alreadybeing used for some purpose - to support a forest, to providefood for humans. Muoh of the land is there for wilderness. .

Its usefulness to man may not be readily apparent but it is there:

You may say that there are nat too many people near you.You must Temember that it is the small towns of America that havecreated too many people in the cities Iv-migrating there.

There'is a solution-- every family must-have MD more thantwo children. This is much better than having everyone livingworse and worse and worse. So please study population carefullyfor the next few years, so you will understand it well, andknow the problems that too many people will create for yamrchildren.

.With warm best wishes,

George c benni st on .D.Vice President

SKAGIT COUNTY

COOPERATIVE EXTENSION SERVICECOURTHOUSE a!=t MOUNT VERNON. WASHINGTON 98273 TELEPHONE 336-2137

EXTENSION WORK IN AGRICUL7URE AND HOME ECONOMICS IN COOPERATION WITH THE COLLEGEOF AGRICULTURE. WASHINGTON STATE UNIVERSITY AND /HE U.S. DEPARTMENT OF AGRICULTURE

42

March 8, 1971

Debbie Mitchell1209 Curtis StreetBurlington, Wash. 98233

Dear Debbie:

Your question about the changes in the physical environment in theSkagit Valley is quite comprehensive. We do not have any publicationsthat I could send that would be too helpful to you. We have onepubliction called "Skagit County Agriculture" that gives the history ofthe development in Skagit County. We have provided library copies to manyschools but at this time we have only our file copies in the ExtensionOffice in the Courthouse. You are welcome to came into the office between8:30 a.m. and 4:30 p.m. each day to lo6k through this publication.

The Soil Conservation Service may have some more specific information inregards to their work in diking and draining the Skagit flats. 'This hasbeen one of the biggest physical changes in the area. The Soll ConservationService is locai'ed at 1519 South 2nd Street in Mount Vernon.

I will try to relate to you some of the physical changes that have takenplace with emphasis in the area of agriculture. _The firstagriculturalwhite settlement was located on Ffdalgo Island in 1859. In 1863 settlementwas started in the delta area. At this time most of the delta area was-heavily tiMbered. The people that started farming in the delta area foundthe soil very rich. When this became known there was great e:!fort made toclear land to put it into agriculture. Most of the western part of thecounty was owned by timber companies. The clearing of land followed thelogging of the timber. This was not true in all cases, 1 live on FirIsland and my neighbor, who was here when the original clearing to6k placeof much of that area, tells me that much of the large fir trees there werecut down, sawed up and burned just to get rid of them to be able to clearthe land.

i-A great system of drainage and.diking districts has_prevented.the floodingand encouraged the removal of water so:that the land can-be mbre productive.

The question of how to handle the flooding of the river and how muchadditional diking and containment is necessary, is a big question of today.However, the original clearing of these forests, the- diking of the riverand draining of the land has provided million5of dollars of income to the

people of Skagit County. You asked the question was this good or bad. I

believe you should determine that answer.

43

Debbie MitchellMarch 8, 1971Page 2

There have been changes in the eastern end of the county primarily inthe building of dams. This has covered much timber land but at the sametime it has provided electric power and recreational facilities for manypeople. Although this is not designed for flood control, these dams dohelp some in preventing flooding when a few inches on the river level makesa difference between containing the river or the river going over it dikes.

A great deal of land is being taken for use by highways. You will note asyou cross the valley floor that the highway is taking thousands of acres ofsome of the prime agricultural land. This is a considerable physicalenvironmental change and this will continually put more pressure on thisagricultural land for highways, commercial establishments and other businesses.

1 have tried to point out a few of the physical enviornmental changes tohelp you identify how, man has changed the Skagit Valley. I hope you areable to find the necessary information.

JTC:sjw

Sincerely,SKAGIT COUNTY EXTENSION SERVICE

ck T. CrawforCounty Extension Agent

44

GEORGIA.-IDACIFICCORPORATION

P.O. BOX 1236 BELLINGHAIVI. WASHINGTON Si322S 2O6-733-4410

March 9, 1971

Miss Susie MillerRoute 4, Box 473-BSedro Woolley, Washington 98294

Dear Miss Miller:

The Bellingham Division of Georgia-Pacific recyclesold used papers on a paper machine referred to as an78-cyclindercounterflaW vat paperboard machine''. To describe the workingsof this machine and its auxiliary equipment would fill a book. Weat Georgia-Pacific would rather invite you and your eighth gradeclass to visit the Paperboard Mill for a tour and a lecture whichwould give you an excellent understanding of how paper is recycledand the many technological and economic problems involved.

If your class decides they would like to do this, pleasecall me at 733-4410, Georgia-Pacific, Bellingham, and I will makeall the necessary arrangements.

ft

46

Sincerely,

Warren MowryDivision Sales Coordinator

.REYNOLDS ALUMINUMNORTHWEST PUBLIC RELATIONS

_March 26, 1971

Miss Susie MillerRoute 4, Box 473-BSedro-Woolley, Washington 98284

Dear Susie:

We are pleased to know you found the material wesent you helpful.

Enclosed are six more dopies of the pamphlet yourequested.

Feel free to contact us at any time fOr additionalinformation.

Cordially,

(Mrs.)Dixie ViceSecretary

DV

REYNOLDS METALS COMPANY PORTAL OAKS

6629 N. E. 82ND AVENUE - PORTI.d*D, OREGON 97220 - 503/255-613249

DANIEL J. EVANSGOVERNOR

46

STATE OF WASHINGTONOFFICE OF THE GOVERNOR

0 LYM PIA

March 10, 1971

Dani Chopot1833 Maple DriveBurlington, Washington 98233

Dear Dani:

Thank you for your letter in support of the acqui-sition of the Pass Lake area by the Washington StateParks and Recreation Commission.

The State Parks Commission did, at its February 22,1971, meeting take steps to obtain advance funds from-The Nature Conservancy for the purpose.of holding thisproperty until funding is available through the Stateof Washington. The Nature Conservancy has contactedthe owners of the land with regard to purchasing theproperty. It is my hope that an announcement Will soonbe made that the Heilman property has been acquired sothat it might be preserved for the people of Washington.

Your interest in the preservation and conservation ofthis beautiful.area is to be commended.

Sincerely,

ADaniel J. EvansGovernor

DJE:cs

4 7

MARK M. JACKSON.CLINTON P. ANDERSON. N. M.ALAN MULE. NEI/.FRANK CIRIRCH. IDAHOFRANK IL MOSS. UTAHMENTIN N. OURDICK. N. DAK.OF-ORGE MCGOVERN. S. DAILLEE thmrc..Aur. MONT.MIKE GRAVEL. ALASKA

WASH.. GRAMMARGORDON ALLOT., COLO.LEN R. JORDAN. IDAHOPAUL .3. FANNIN. ARIZ.CLIFFORD P. HANSEN. WYO.MARK 0. HATFIELD. OREG.TED STEVENS, ALASKAHENRY SELLMON OKLA.

JERRY T. MCOO=R. WMFF DIRECTOR

'21Crtifeti ,..Tofcriez ,Settafe

Miss Sherri Erickson109 South Section StreetBurlington, Washington

Dear Miss Erickson:

COMMITTEE ONINTERIOR AND INSULAR AFFAIRS

WASHINGTON. D.C. 20510

March 5, 1971

Thank you for your recent letterregarding the sale of the Pass Lake property.

Contrary to speculation this land has

not been sold to a privz.te developer. Charles

H. Odegaard, State Parks Director, recentlyannounced that the Nature Conservancy, a non-profitorganization dedicated to the preservation of the

environment, would advance funds to hold the propertyuntil the State could finance the purchase. In the

interim the Sate will proceed with its recreational

development.

As you may know, I sponsored the Land

and Water Conservation Fund Act of 1965 whichestablished a fund to assist state and localgovernments in acquiring and developing park and

recreation areas. Mbnies provided by this Acthave been used to purchase and develop over 65recreational areas in our State. I am reasonablysure that the Land and Water Conservation Fund.4monieswill also be used to purchase the Pass Lake property.

appreciate your interest in this matter.

BAT:sb

Sincerely your

51

49

APPENDIX B. STUDENT ORIGINATED INFORMATION FOR DISTRIBUTION

The following papers illustrate how the groups may use their expertisein informing the rest of the class and the general public about environ-mental issues. These publications were entirely student initiated, com-posed, and produced. Most groups producing publications also chose todistribute them throughout their neighborhoods, discussing the paperswith the people as they went. The response fram parents, teachers, andneighbors was overwhelmingly in favor of this type of activity.

51

P hcosphaft5 iti DEfe. r3 E116

Poi Important /Massage.15 ECO. U 5 6 man9 pe Op/6 A r& concernEd about our I. rwireovnaKttOe. are. /i5h.n5 ih.. phosphale, contehts of clEfer5E ni.s.Pliel.sphahs) whi le- 317E11 proViok. fhE "Cleo:m.19 PotA.)e.r" i 4)

ttl;.1)- b4.12sh . . . ars sti ll onE. of ME.. lEac4in5 cant)* ibofor 5 ofpcoiluiron and eatrophic.a-fron ce bur sire,sams ctrict lqkt.s.

The. ibb)tr 4h e. phospheife. conist-d-j-i-he. itss ihe-praclacfwill coniribote io M.is problems.rf you. coare. abo of tt)lia.+)5happEtiiii3 -fo eor e.nvirofrrnsni- and oor Loi lc I liff-- 0& orej&piA +o PLEASEI bol a, iou> pbcosphaff.... cioulEnt. cD

./.

0/0 pe ert3 ent 0 pei-ernent a--uory Flo. KE.5 I c) a III 1-3),

Lu-x rlo.Rt.s 0ONAc yew ?ILA%

Cow WodEr AtI (Ike') 0 PunChnictfecu-- SW?..*

gre. Wctit,r

InerkLnk FekstaAc

LctualderCAAk.er-51.Ar-cZool4Cot cit ?otAta.rGatr\

0 ktSo Concentra+ e Alto ThcLecis Cola Wfaitrio Cascact.a6 u.stal Oril) to

Soct I N)co

AIR 1:) ashtact ANxiontack °WI 2..

53

5 2

Ati5lian&oo5 03e,

13/eciehSpic and .par-)

C/EanArm 8> fiamme-r Seda.

LactigrASsitp.s._Iebrj Shpt.° liss -8712#1 /

Acifrorrici-tic- bi5hwatEr- Cbionpooncis

413Fitiish 443Ca/9 oniectscctdE, 57Amacd3 3Li

Livid bish Wery.nts.Au hqoiois -teleof shw)es.1 /us Man 1°/a

roGY-ione,rs

Caision 719AY-moat-3 Ldcrfer SoCIL emEr'

CA) 17 /51 ies Less May 1(At 5protc. Les$ ihz" 1

Lt5foi ) LESS ffian 1

PinEso/ L.R.s5 i-hfin 1

34

53

An Audubon Guide toPESTICIDE DO'S AND DON'TS*

Do not use combinations. Do not buy insecticides in mixtures, insec-ticides in herbicides, or fertilizers with either-insecticides orherbicides in them.

Do not use mercury compounds or mercury treated seeds.

Avoid at all costs, the following long-lived, fat-soluble chemicals:Aldrin, Dieldrin, DDT, Endrin, Heptachlor. All of these tend to bemagnified in natural ecosystems by being passed from one link to anotherin food chains, and thus poison the whole landscape. This has been thegreatest ecological blunder of the generation.

THE PROBLEM

HOUSEHOLD PESTSants

THE RECOMMENDATIONS

In old woodwork, dust desiccant powders intocracks aiong walls (silica gels like Dri-Dieor SG67, or diatomaceous earths like Perma-Guard). For ant nests in lawn or ant pathwaysinto buildings, a small amount of chlordanemay be necessary. Always cover up treated areas.Use Diazinon for infrequent spray.

bedbugs, cock-roaches, fleas,silverfish

Use desiccants (as above) or malathion or Dia-zinon, both short-lived phospate chemicals.

mosquitoes Eliminate stagnant water; use pyrethrins and oilon standing water that cannot be elimin-Jted tokill larvae (having established that they arepresent); use short-lived phosphates like abate(naled), Dibrom, malathion as adulticides

termites Chlordane (as for difficult ant problems)

wasps, hornets,etc.

Apply rotenone to nest after darkness and coolne:T:shave made the insects dormant, and cover tightlywith cotton batting after generous dusting. Deft-ness and care are essential since these insectsare dangerous when aroused.

GARDEN PESTSaphids

*The Auduton cociety

Can often be washed off; otherwise., use nicotinesulphate (Black Flag), pyrethrum, rotenone, male-thion.

55

54

caterpillars Rotenone, Diazinon, methoxychlor, or the carbarylSevin.

chiggers Malathion.

cutworms Diazinon, Sevin.

earwigs Try desiccants in dry places; chlordane for verydifficult areas.

grasshoppers Diazinon, Sevin

gypsy moths In our opinion, this is an overrated forest pest.Officials in Pennsylvania, New Jersey, and NewYork are hysterical over it just now, but southernNew England states who have lived with it havelearned to relax. Occasional heavy defol;ationmay kill, at the most, one in twenty trees thatwould not have lived anyway, most often on ridge-tops (or sandy areas) that produce nothing val-uable as timber. This culling process actuallybenefits most Northeastern woodlands which areove-stocked with oak. What is n2eded--and whatthe U.S. Forest Service has at last undertaken--is basic research on the ecoiosy of aypsy moth/for_st interactions. If your state or communityhas funds for gypsy moth control, insist thatthey support this research. If you can't dissuadethe sprayers, insisc on spot treatment only. UseSevin.

Japanese beeties Milky spore disease (from Fairfax Biological Lab-oratory, Clinton Corners, New York) for soilgrubs; malathion or Sevin for adults.

lawn moths Diazinon, Sevin

leafhoppers, leaf Diazinonminers, leaf rollers

mites (red spiders) oil spray, hot water

scale insects

spittlebugs

Diazinon, malathion, Sevin

Malathion, Sevin

thrips

55

Nicotine sulphate, Diazinon, malathion, rotenone

wireworms Diazinon

wood borers Diazinon

(Note: Diazinon (Spectracide) is a broad-spectrum,reasonabiy short-lived phosphate that does not buildup in food chains. It is thus broadly effective. But,like Baytex, it has a peculiarly increased toxicity tobirds; hence, do not spray a bush that may have an ac-tive birds nest.)

Courgsy 1 He 87: yfra c)e peir/C. ae. sXay vp

56

Ptir Poi\ LAi\or-NAnn ukcd Err-ion5 of malpr Fb\\u4cin5in mhbn e Ton4 .no o . .

iota): 1 rn Hon Te)ns

TCarbon rnonoxi0e.. aViHcfrocar\-oc3n5.. . . . . 1g,niroc) en .ot i Id e 5 . . lo5tAffAr oKorie5... 1_?artutIck\e5- -- - -__z_.

"rokal PtiAko nelob t le . . R6

ut)fi.dir. x.ides -Particulcae0kidrocarb0n5flroce o)6de.5. . .Carbon nnon

(ncluthrie- ;q35u. Ifur o)Cid e6 . . . la.Carbon mon ox 1 de_5 . 3

IA r1/4.)11-res9ei) ox'icle5 . .ti ii,fdreocar bor1.5 . - -I-wag,zzi ea 1. 141:1 1:4

C:1 01, r-1 fkartic.L.1 )ate5 . - ./..Tzt ili 1.3

foi-al 6- ec 4ric, PouperD,O

57

FISH ECOLOGY

Cornell UniversityCons. 439

COMPARATIVE EFFECTS OF

(Data based on lab

Toxicant

Ay_

COMMON ORGANIC INSECTICIDES ON FISH

experiments with fathead minnows)

EndrinToxapheneDieldrinDDTAldrinChlordaneLindaneMetti-oxychlorHeptachlorEPNPara-OxonParathionTeppBHCChlorothionSystoxSevinMethyl parathionMalathionOMPADipterex

96-hr TLm**

1.0 ppb7.5 "16.032.033.052.062.064.094.00.200.331.41.72.33.23.66.78.312.5

121.0180.0

**Concentration of the pesticide at whichhalf of the fathead minnows died in96 hours.

ftIf

ItIfifft

ppmTI

From Henderson, C., Q. H. Pickering, and C. M. Tarzwell, "The Toxi-city of organic phosphorus and Chlorinated hydrocarbon insecticidesto fish," Biological Problems in Water Pollution 2:76-88.

59

59

APPENDIX C. RESOURCE BIBLIOGRAPHICAL INFORMATION

Most of the following information originated with the Sierra Club andis excellent as far as covering several subject areas in depth in thevarious media. This material should be of great value to the beginningteacher or any instructor trying to build a background of environmentalinformation.

This listing should also be made available to the groups at the beginningof the project so that they will have access to the information throughthe entire period of the project.

60

61

BOO KSand shill

The User's Guide to the Protection of the Environment, by Paul Swatek, A Friends ofthe EarthMollontine Book. Pajoerback $1.25.

The Voter's .Guide' to Environmentol Politics Garrett DeBell, Ed., A Friends of theEarth/Ballantine Book. Paperberck $.95.

These guide books published by Friends of the Earth bring a new and needed skepticismto both consumerism and politics. They are particularly valuable because they bringtogether in one place much formerly scattered material on living environmentally andhow The System works.

The User's Guide tackles every aspect of living from home heating to detergents. Itsthesis is "Every consumer decision you make has an environmental impact. Every timeyou visit the supermarket, buy a ticket to travel, choose a place to live your choiceshave an effect . . . on the quality of the air you breathe and the water you drink."

The User's Guide shows the consumer how he can say "no" to certain environmentalinsults and that he can make better decisions than the so-called experts. The bookfails, however, to point out forcefully enough that the consumer is really preventedfrom making environmentally sound decisions most of the time because environmentallysound alternatives doa't exist.

The Voter's Guide exposes a purposefully murky subjectthe workings of governmentand presents guidelines for those who would work within the system for environmentalsanity. It provides practical, step-by-step instructions on how to influence congressmenand federal agencies. It is remarkable-because it emphasizes the difficulty of beingeffective with Congress and the downright impossibility of getting anywhere with afederal agency.

Together these volumes are as comprehensive as any already on the environmentalbookshelf. Although they assume a working knowledge of the environmental calami-ties confronting us the User's Guide contains a bibliography for those who would readfurther and the Voter's Guide contains a list of organizations which provide informa-tion and action on environmental problems.

For $2.20 plus tax these volumes make good hiodegradeable gifts for everyone on yourChristmas shopping list.

,gor% Gyt 7-Zse-7,3 ect,Q

46(r-41 1--y

Martha Wright

Ic7c, r- e 1ciof/a4.fifteefi

r ceci r- or,

-)

1. Books

62WATER POLLUTION

Community Action Program for WaterPollution Control 182 pp.

National Association of Counties1001 Connecticut Avenue, N.W.Washington, D.C. 20036 ($1.00)

Big Water Fight(League of Women Voters Education Fund)Stephen Greene PressBrattleboro, Vt.

2. Reports

"Environmental Pollution: A Challengeto Science and Technology"1966 60 pp. 20C 167.2:W29/2

"The Cost of Clean Water and ItsEconomic Impact"1969 220 pp. $1.75 1.67.1/2:969/v.1

Environmental Enkineerin : A Guideto Industrial Pollution Control

McGraw-Hill, Inc.330 West 42nd StreetNew York, N.Y. 10036 ($2.50)

"A Strategy for a Livable Environment"1967 90 pp. 60C FS1.2:En8

"The Cost of Clean Water [series]Summary Report1968 39 pp. 40C 167.2:C82/v.1

These are available from the Superintendent of Documents, Government PrintingOffice, Washington, D.C. 20402. Water pollution publications are listedin GPO price list PL51.

3. Booklet, pamphlets, reprints

"Water Pollution" [$1.00]"Focus on Clean Water""Public Information Materials" [bibliography]"Clean Water --It's Up to You" [very good]"Citizen Action for Clean Water""Who Pays for a Clean Strean Stream?""So You'd Like to Do Something about WaterPollution"

(SIPI)(FWPCA)(WPCF)(IWL)(CCCW)(LWV)(LWV)

Abbreviations refer to government and citizen groups listed below.

4- Films-

Film catalogs and films about water pollution can be obtained from:

Stuart Finley Productions3248 Mansfield RaadFalls Church, Va 22041

Encyclopedia BritannicaEducational Corporation

425 North Michigan AvenueChicago, Ill. 60611

McGraw-Hill Contemporary Films330 West 42nd StreetNew York, N.Y. 10036

Extension Media CenterUniversity of CaliforniaBerkeley, Calif. 94720

63

5. Newsletters (weekly)

Environmental Action BulletinRodale Press, Inc.Emmaus, Pa. 18049($10.00/ yr.)

Air & Water News ($120.00/ yr.)McGraw-Hill, Inc.330 West 42nd StreetNew York, N.Y. 10036

6. Periodicals

EnvironmentCommittee for Environmental Information438 North Skinker BoulevardSt. Louis, Mo. 63103 ($8.50/ yr.)

Science (weekly)American Association for theAdvancement of Science

1515 Massachusetts Avenue, N.W.Washington, D.C. 20005 ($12.00/ yr.)

7. Citizen Groups

Citizens Committee for Clean Water105 East 22nd Street, Rm. 710New York, N.Y. 10010 (CCCW)

Izaak Walton League (IWL)1326 Waukegan RoadGlenview, Ill. 60025

League of Women Voters (LWV)1730 M Street, N.W.Washington, D.C. 20036

8. Government

Federal Water Pollution COntrolAdministration (FWPCA)

633 Indiana Avenue, N.W.Washington, D.C. 20242

Conservation ReportNational Wildlife Federation1412 16th Street, N.W.Washington, D.C. 20036

Air/ Water Pollution Report ($90.00/ yr.)Business Publishers, Inc.Box 1067, Blair StationSilver Spring, Md. 20910

JournalWater Pollution Control Federation3900 Wisconsin AvenueWashington, D.C. 20016

Pollution Engineering_ (b1-monthly)1301 South Grove AvenueBarrington, Ill. 60010 ($12.00/ yr.)

Scientists' Institute for PublicInformation (SIPI)

30 East 68th StreetNew York, N.Y. 10021

National Wildlife Federation (NWF)

1412 16th Street, N.W.Washington, D.C. 20036

Water Pollution Control Federation (WPCF)

3900 Wisconsin AvenueWashington, D.C. 20016

alsoFWPCA760 Market StreetSan Francisco, Calif. 94102

SIERRA CLUB, 1050 MILLS TOWER, 220 BUSH STREET, SAN FRANCISCO,'CA 94104FEBRUARY 1971 63

64

INFORMATION SOURCES ON ENDANGERED SPECIES OF WILDLIFE

-,r_

- APtA

Defenders of Wildlife1346 Connecticut Avenue, N.W.Washington, D.C. 20036

World Wildlife Fund910 17th'Street, N.W.Washington, D.C.

Help Our Wolves Live (HOWL)Route 1Wescott Woodlands

,St. Paul, Minnesota 55410

;: -;

National Audubon Society1130 Fifth AvenueNew York, N.Y. 10028

International Union for Conservatibnof Nature and Natural Resources

1110 Borges, Switzerland

Friends of the Sea OtterBig Sur, California 93920

Check your local school and public libraries for books on endangeredspecies and wildlife habitat including WILD SANCTUARIES: Our NationalWildlife Refuges A Heritage Restored by Robert Murphy. New York:Dutton, 1968.

WILDLIFE IN AMERICA, Peter Matthiessen. New York: Viking, 1959.

.WILDLIFE IN DANGER. James Fisher, Noel Simon, Jack Vincent. Forewordby Harold Collidge of the International Union for Conservation of Natureaad Natural Resources, Joseph Wood Krutch. New York: Viking, 1969.Lists with_ pictures of and text on endangered mammals, birds, reptiles,amphibians, fish, and plants from the files of IUCN awthorities.

THE FRAIL OCEAN. Wesley Marx. New York: Ballantine, 1967.

RARE AND ENDANGERED FISH AND WILDLIFE OF THE UNITED STATES. U. S.Department of the Interior. Government Printing Office, WashingtonD.C. 20402.

MAN AND THE CALIFORNIA CONDOR. Ian McMillan. New York: Dutton, 1968.

SOURCE OF THE THUNDER: The Biography of a California Condor. RogerCaras. Boston: Little, Brown, 1970.

64

6 5

WORLD OF THE GRIZZLY BEAR. W. J. Schoonmaker. New York: Lippincett, 1968.

THE TULE ELK: Its History, Behavior, and Ecology. Dale R. McCullough.Berkeley: University of California Press, 1969.

Write your Congressman, your Senators and Secretary of the InteriorRogers C. B. Morton, Washington, D.C. 20240 with copies of letters tothe President of the United States, The White House, Washington, D.C. 20006.Letters to your United States Senators should be addressed to: SenateOffice Building, Washington, D. 20510; those to your Representativeshould be addressed to: House Office Building, Washington, D.C. 20515.

SIERRA CLUB, 1050 MILLS TOWER, 220 BUSH STREET, SAN FRANCISCO, CALIF. 94104FEBRUARY 1971

65

66

AIR POLLUTION

1. Books

Air Pollution Primer 104 pp.National Tuberculosis and Res-piratory Disease Association

1740 BroadwayNew York, N.Y. 10019

Air Conservation 335 pp. ($8.00)American Association for theAdvancement of Science

1515 Massachusetts Avenue, N.W.Washington, D.C. 20005

2. Reports

"Environmental Pollution: A Challengeto Science and Technology"1966 60 pp. 20C 167.2:W29/2

"A Strategy for a Livable Environment"1967 90 pp. 60c FS1.2:En8

"Air Pollution Publications: ASelected Bibliography"1969 522 pp. $4.50 FS2.24:Ai7/966-68

"Progress in the Prevention andControl of Air Pollution"1968 85 pp. 30c 90-2:Sdoc92

Community Action Program for AirPollution Control 100 pp. ($1.00) .

National Association of Counties1001 Connecticut Avenue, N.W.Washington, D.C. 20036

Environmental Engineering: A Guideto Industrial Pollution Control ($2.

McGraw-Hill, Inc.330 West 42nd StreetNew York, N.Y. 10036

"Digest of State Air Pollution ControlLaws"1968 556 pp. $2.75 Fs2.93:967

"Air Quality Act of 1967"1967 97 pp. 30c 90 -1:H.rp.728

"Automotive Steam Engine and OtherExternal Combustion Engine"1968 272 pp. $1.00 Y4.C73/2:90-82

"Automotive Air Pollution"1967 13 pp. 90-1S.doc.47

These are available from the Superintendent of Documents, Government PrintingOffice, Washington, D.C. 20402. Air pollution publications are listedin GPO price list PL51.

3. Booklets, pamphlet, reprints

"Air Pollution" i$1.00]"The Revolt Against the Internal Combustion Engine""The Ambient Air""Physicians' Guide to Air Pollution"The Air Quality Act of 1967"

(SIPI)(NAPCA)(NAPCA)(NAPCA)(NAPCA)

4. Film catalogs and films about air pollution can be obtained from:

National Air Pollution ControlAdministration (NAPCA)

801 Notth Randolph StreetArlington, Va. 22293

NcGraw-Hill Contemporary Films330 West 42nd StreetNew York, N.Y. 10036

Encyclopedia BritannicaEducational Corporation

425 North Michigan AvenueChicago, Ill. 60611

Carousel Films, Inc.1501 BroadwayNew York, N.Y. 10036

67

5. Newsletters (weekly)

Conservation ReportNational Wildlife Federacion1412 16th Street, N.W.Washington, D.C. 20036

Air & Water News ($120.00/ yr.)McGraw-Hill, Inc.330 West 42nd StreetNew York, N.Y. 10036

6. Periodicals

Environment ($8.50/ yr.)Committee for Environmental Information438 North Skinker BoulevardSt. Louis, Mo. 63103

Science (weekly)American Association for the

Advancement of Science1515 Massachusetts Avenue, N.W.Washington, D.C. 20005 ($12.00/ yr.)

7. Citizen Groups

Citizens for Clean Air40 West 57th StreetNew York, N.Y. 10019

Scientists' Institute for PublicInformation (SIPI)

30 East 68th StreetNew York, N.Y. 10021

8. Government

National Air Pollution ControlAdministration

5600 Fishers Lane, Rm 17 B 31Rockville, Md. 20852

Environmental Action BulletinRodale Press, Inc.Emmaus, Pa. 18049($10.001 yr.)

Air/ Water Pollution Report ($90.00/ yr.)Business Publishers, Inc.Box 1067, Blair StationSilver Spring, Md. 20910

JournalAir Pollution Control Association4400 Fifth AvenuePittsburgh, Pa. 15213

Pollution Engineering ($12.00/ yr.)1301 South Grove AvenueBarrington, Ill. 60010 (bi-monthly)

Citizens Against Air Pollution, Inc.110 Roundtable Dri.re, 14-1San Jose, Calif. 95111

Ecology ActionBox 93343029 BenvenueBerkeley, Calif. 94709

alsoNAPCA50 Fulton StreetSan Francisco, Calif. 94102

9. Air pollution is but part of the broader problem of resource usage andenvironmental quality. Books listed in the Sierra Club "EnvironmentalProblems Bibliography" explore means and implications of solving the problems

of air pollution. Articles found in Terracide and America's ChangingEnvironment are especially to the point.

SIERRA CLUB, 1050 MILLS TOWER, 220 BUSH STREET, SAN FRANCISCO, CA 94104FEBRUARY 1971

68

BIOCIDES

1. Pesticides

A. Books

Pesticides and the Living Landscape, Robert L. Rudd. Universityof Wisconsin Press, Madison, 1966.

Silent Spring, Rachel Carson. Crest Books, New York, 1962.

Since Silent Spring, Frank Graham. Houghton Mifflin, Boston, 1970.

B. Articles

"Blowing the Whistle on DDT," Sunset Magazine, August 1969.

"DDT in Mother's Milk," Saturday Review, May 2, 1970.

"Earth, Air, Water," Justin Frost, Environment Magazine, 2(6),July-August 1969.

"Pesticide Damage," Environment Magazine, 2(7), September 1969.

"Pyramiding Damage," Tony J. Peterle, Environment Magazine, 2(6),July-August 1969.

"You Can Buy Nerve Gas in the Grocery Store," Lloyd Linford,Earthtimes, 4, July 1970.

C. Films

Poisons, Pests, and People. Two parts, b&w, 30 minutes each. Con-temporary Films, Inc., 267 W, 25th Street, New York, N. Y., 10001.

Silent Spring of Rachel Carson. CBS Reports, INSew, 54 minutes.McGraw-Hill Textfilms, 330 West 42nd Street, New York, N. Y. 10018.

2. Herbicides, Defoliants and CHU

A. Books

Defoliation, Thomas Whiteside. Ballantine Books, New York, 1970.

Viking Press, New York,

The Ultimate Folly. Richard D. Mc Carthy. Alfred A. Knopf, NewYork, 1970.

69

B. Articles

"Chemical, Bacteriological (Biological) Weapons and Effects oftheir Possible Use," U Thant, speech before the United NationsGeneral Assembly, July 1, 1969. United Nations Publication No.A/7575.

"Chemical and Biological Weapons," Matthew S. Meselson, ScientificAmerican, 222(5), May 1970.

"Defoliating Vietnam," Time, February 23, 1968.

"The Destruction of Indochina," John Lewallen, Earthtimes, 4,July 1970.

"The Wind from Dugway," Environment, 2(1), January-February 1969.

C. Films

A Plague on Your Children. BBC, b&w, 72 minutes. British Broad-casting Corporation, c/o Peter M. Robeck and Co., 230 Park Avenue-,New York, N. Y. 10017.

Information Agencies

Scientists Institute for Public Information30 East 68th StreetNew York, N. Y. 10021

Environmental Effects of Weapons. TechnologyNuclear Explosives in PeacetimePesticides

Bureau of Land ManagementU.S. Department of the Interior

'Washington, D.C.

Food and Drug AdministrationDepartment of Health, Education, add WelfareWashington, D.C. 20250

An Introductory

70

NOISE POLLUTIM,. .

Reading List Emphasizing Potential TechnicalSolutions

Mecklin John M., "It's Time to Turn Down all that Noise," Fortune,Oct. 1969

** Beranek, L. L., "Noise," Scientific American, Dec. 1966

"How Today's Noise Hurts Mind and Body," Medical World News, Pp.42-26, June 13, 1969

Jansen, G. "EffectsMonthly,

Von Gierke, H.E. "EffectsOutlook"May 1966

** Committee on

* *

the

of Noise ox:z Health," German MedicalXIII, 9, 446-448, Sept. 1968

of Sonic Boom on People: Review andJ. Acoust. Soc. Amer., 39, 543-550,

Problem of Noise, "Noise," Final Report, Presentedto Parliament, July 1963. (Available from HerMajesty's Stationary Office, London).

Jet Aircraft Noise Panel, "Alleviation of Jet Aircraft Noise NearAirports," Report, Office Of Science and Technology,Office of the President, March 1966

Report of ASEB ad hoc Committee on Noise, 1968, National Academyof Engineering, reprinted in "Civil Aviation:The eext Twenty Years," Aeronautics and Astronautics(Magazine), AugUst 1968.

"Noise: Sound without Value," report of the Committee on Environ-mental Quality of the Federal Council forScience and Technology, Sept. 1968

noise as asnational problem,- Noise Abatement Panel,Commerce Technical Advisory Board, Dept. ofCommerce, Washington, D.C., to be publishedlate 1968

A report on

Proceedings, Conf. on "Noise as a Public Health HazardHEW & Amer. Speech & Hearing Assoc.,Georgetown Road, Washington, B.C. 20(especially see-McGrath, Dorn, "Cityand Noise.")

.Ammed Services

Meyer, Harold B

," Dept.9030 Old

014:

Manual, "Land Use Planning with Respect to Aircraft(AFM 86-5, NAVDOCkS P-98), October 1964

. & Gpodfriend, Lewis, "AcoUstics'.for. theArchitedt," ReinhOld-Pub. 1957

** Items of outstanding introductory value-

70-

71

"Solutions to Noise Control Problems in the Construction of Houses,Apartments, Motels and Hotels," AIA File No.39-E, Owens-Corning Fiberglas Corporation,Toledo, Ohio, 1963

Berendt, R.D.

Harris,

Winzer, G.E. and Burroughs, C.B., "A Guide toAirborne, Impact and Structure-Borne NoiseCon.rol in Multifamily Dwellings," FHA ReportFT-TS-24, January 1968

C.H. ed.

ChapterChapterChapterChapter

, "Handbook of Noise Control, "McGraw-Hill BookCo., 1957

35: "Community Noise and City Planning"36: "Community Reaction of Noise"39: "Anti-Noise Ordinances"40: "Noise Control Requirements in Building Codes"

Laws of 90th Congress, Public Law 90-411, "An Act to Amend theFederal Aviation Act of 1958 to Require Aircraft Noise AbatementRegulation, and For Other Purposes," July 21, 1968 ( Appears inU.S. Code Congressional and Administrative News, August 15, 1968(Code 8), pp. 2155-2156)

For further information (literature or status of legislation)contact Elizabeth Cuadra, Noise Abatement Coordinator, CaliforniaMembership, Acoustical Society of America, 12416 Deerbrook Lane,Los Angeles, California 90049 (213) 472-8201.

SIERRA CLUB, 220 BUSH STREET, SAN FRANCISCO cmaFo1N,I4 94104

JANUARY 1971

77 -2

CONSERVATION AND ENVIRONMENTAL ORGANIZATIONS

General Conservation

Wildlife

Environmental Problems

Population

Professional

Conservation Foundation1250 Connecticut Avenue, N.W.Washington, D.C. 20036

Federation of Western Outdoor ClubsBox 548Bozeman, Mont. 59715

Friends of the Earth30 East 42nd StreetNew York, N.Y. 10017

National Audubon Society1130 Fifth AvenueNew York, N.Y. 10028

National Parks Association1701 18th Street, N.W.Washington, D.C. 20009

Defenders of Wildlife1346 Connecticut Avenue, N.W.Washington, D.C. 20036

New York Zoological Society630 Fifth AvenueNew York, N.Y. 10020

World Wildlife Fund910 17th StreetWashington, D.C. 20006

National Wildlife Federation1412 16th Street, N.W.Washington, D.C. 20036

Committee for EnvironmenSul Information438 N. Skinker BoulevardSt. Louis, Mo. 63130

Environmental Defense FundP.O. Drawer 740Stony Brook, N.Y. 11790

Ecology Action3029 BenvenueBerkeley, Calif. 94709

Conservation Lilirary CenterDenver Public Library1357 BroadwayDenver, Colo. 80222

Planned Parenthood-World Population515 Madison AvenueNew York, N.Y. 10022

American. Association for theAdvancement of Science

1515 Massachusetts Avenue, N.W.Washington, D.C. 20005

Nature Conservancy1522 K Street, N.W.Washington, D.C. 20005

Sierra Club220 Bush StreetSan Francisco, Calif. 94104

Wilderness Society729 15th Street, N.W.Washington, D.C. 20005

International Union for Conservationof Nature and Natural Resources

1110 Morges, Switzerland

Conservation Education Association1250 Connecticnt Avenue, N.W.Washington, D.C. 20036

Ducks UnlimitedBox 66300Chicago, Ill. 60666

Izaak Walton League of America719 13th Street, N.W.Washington, D.C. 20005

Wildlife Management Institute709 Wire BuildingWashington, D.C. 20005

Trout Unlimited5850 East Jewell AvenueDenver, Colo. 80222

Water Pollution Control Federation3900 Wisconsin Avenue, N.W.Washington, D.C. 20016

Qrizens for Clean Air40 West 57th StreetNew York, N.Y. 10019

Qtizens League Against Sonic Itoom19 Appleton StreetCambridge, Mass. 02138

Town-Village Aircraft Safety andNoise Abatement Committee

196 Central AvenueLawrence, N.Y. 11559

Zero Population Growth367 State StreetLos Altos, Calif. 94022

Ecoloikal Society of Americaqo Biology DepartmentDuke UniversityDurham, N.C.

71

"Solutions to Noise Control Problems in the Construction of Houses,Apartments, Motels and Hotels," AIA File No.39-E, Owens-Corning Fiberglas Corporation,Toledo, Ohio, 1963

Berendt, R.D., Winzer, G.E. and Burroughs, C.B., "A Guide toAirborne, Impact and Structure-Borne NoiseControl in Multifamily Dwellings," FHA ReportFT-TS-24, January 1968

Harris, C.H. ed., "Handbook of Noise Control, "McGraw-Hill BookCo., 1957

35: "Community Noise and City Planning"36: "Community Reaction of Noise"39: "Anti-Noise Ordinances"40: "Noise Control Requirements in Building Codes"

ChapterChapterChapterChapter

Laws of 90th Congress, Public Law 90-411, "An Act to Amend theFederal Aviation Act of 1958 to Require Aircraft Noise AbatementRegulation, and For Other Purposes," July 21, 1968 ( Appears inU.S. Code Congressional and Administrative News, August 15, 1968(Code 8), pp. 2155-2156)

For further information (literature or status of legislation)contact Elizabeth Cuadra, Noise Abatement Coordinator, CaliforniaMembership, Acoustical Society of America, 12416 Deerbrook Lane,Los Angeles, California 90049 (213) 472-8201.

SIERRA CLUB , 220 BUSH STREET , SAN FRANCISCO , CALIFORNIA 94104

JANUARY 1971

i2

CONSERVATION AND ENVIRONMENTAL ORGANIZATIONS

General Conservation

Wddlife

Envh.onmental Problems

PopulTdon

Professional

Conservation Foundation1250 Connecticut Avenue, N.W.Washington, D.C. 20036

Federation of Weitern Outdoor ClubsBox 548Bozeman, Mont. 59715

Friends of the Earth30 East 42nd StreetNew York, N.Y. 10017

National Audubon Society1130 Fifth AvenueNew York, N.Y. 10028

National Parks Association1701 18th Street, N.W.Washington, D.C. 20009

Defenders of Wildlife1346 Connecticut Avenue, NM.Washington, D.C. 20036

New York Zoological Society630 Fifth AvenueNew York, N.Y. 10020

World Wildlife Fund910 17th StreetWashington, D.C. 20006

National Wildlife Federation1412 16th Street, N.W.Washington, D.C. 20036

Committee for Environmental Information438 N. Skinker BoulevardSt. Louis, Mo. 63130

Environmental Defense FundP.O. Drawer 740Stony Brook, N.Y. 11790

Ecology Action3029 BenvenueBerkeley, Calif. 94709

Conservation Librery CenterDenver Public Library1357 BroadwayDenver, Colo. 80222

Planned Parenthood-World Population515 Madison AvenueNew York, N.Y. 10022

American Association for theAdvancement of Science

1515 Massachusetts Avenue, N.W.Washington, D.C. 20005

Nature Conservancy1522 K Street, N.W.Washington, D.C. 20005

Sierra Club220 Bush StreetSan Francisco, Calif. 94104

Wilderness Society729 15th Street, N.W.Washington, D.C. 20005

International Union for Conservationof Nature and Natural Resources

1110 Morges, Switzerland

Conservation Education Amociation1250 Connecticut Avenue, N.W.Washington, D.C. 20036

Dudts UnlimitedBox 66300Chicago, Ill. 60666

Izaak Walton League of America719 13th Street, N.W.Washington, D.C. 20005

Wildlife Management Institute709 Wire BuildingWashington, D..C. 20005

Trout Unlimited5850 East Jewell AvenueDenver, Colo. 80222

Water Pollution Control Federation3900 Wisconsin Avenue, N.W.Washington, D.C. 20016

Citizens for Clean Air40 West 57th StreetNew York, N.Y. 10019

Citizens League Against Sonic ..aoozi19 Appleton StreetCambridge, Mass. 02138

Town-Village Aircraft Safety andNoise Abatement Committee

196 Central AvenueLawrence, N.Y. 11559

Zero Population Growth367 State StreetLos Altos, Calif. 94022

Ecological Society of Amesicac/o Biology DepartmentDuke UniversityDurhain, N.C.

Professional (cont.)

California

Saw-Francisco Bay Region

7,3

American Institute of Architects1735 New York Avenue, N.W.Washington. D.C. 20006

American Society of LandscapeArchitects

2013 Eye Street, N.W.Washington, D.C. 20005

California Roadside Council2636 Ocean AvenueSan Francisco, Calif. 94132

Northern California Committeefor Environmental Information

1811 Francisco StreetBerkeley, Calif. 94703

California Tomorrow681 Market StreetSan Francisco, Calif. 94105

Committee of Two Million --

760 Market Street, Rm. 1032San Francisco, Calif. 94102

Desert 'Protective CouncilBox 33 -Banning, Calif. 92220

Get OB Out! (GOO)Box 1513Santa Bar'5ara, Calif. 93102

Save San Francisco Bay AssociationBox 925Berkeley, Calif. 94701

Committee for Green FoothillsBox 11511Palo Alto, Calif. 94306

Ecology Center2179 Allston WayBerkeley, Calif. 94701

Contra Costa Hills Club306 40th StreetOakland, Calif 94609

Contra Costa Parks and RecreationalCouncil

176 Waterman CourtDanville, Calif- 94524

This list has been compied-by the Sierra Club, 1050 Mills TOwer, 220 Biish Street,San Francisco, Calif- 94104; We and the above organizations recognize that continue Ihuman survival -demands-that man limit his liSage of -the earth and its reiources. Yoursupport is needed-

American Institute of Planners917 15th Street, N.W.Washington, D.C. 20005

League of Women Voters1730 M Street, N.W.Washington, D.C. 20036

League to Save Lake Tahoe1850 Fulton StreetPalo Alto, Calif. 94303

Council on Planning andConservation

522 No;--Foothill RoadBevthy Hills, Calif. 90210

Planning and Conservation League.909 12th StreetSacramento, Calif. 95814

Preservation of the Tule Elk5512 Markland DriveLos Angeles, Calif. 90022

Save the Redwoods League114 Sansome StreetSan Francisco, Calif. 94104

Friends of the Sea OtterBig Sur, C-21if. 93920

Regional Park Association1001 Cragmont13..nrkeley, Calif. 94708

People for Open Space126 Post StreetSan Francisco, Calif. 94104

Citizens Against Air Pollution, Inc.110 Roundtable Drive, 14-1San Jose, Calif 95111

Marin Conservation League914 Fifth AvenueSan Rafael, Calif. 94901

Tainalpais Conservation Club244 Pacific Building821 Market StreetSan Francisco, Calif. 94103

74

ENVIRONMENTAL RESOURCE SHEET

1. PERIODICALS

Sierra Club Bulletin (monthly)1050 Mills TowerSan Francisco, Calif. 94104

National News Report (weekly)Sierra Club1050 Mills ToWerSan Francisco, Calif. 94104

Audubon (bimonchly)National Audubon Society1130 Fifth AvenueNew York, N.Y. 10028

2. TEACHING AIDS

a) Resource Bibliographies

Natural History (monthly)The American Museum of Natural HistoryNew York, N.Y. 10024

Environment (monthly)Committee for Environmental Information438 N. Skinker Blvd.St. Louis, Mo. 63105

Cry California (quarterly)California Tomorrow681 Market StreetSan Francisco, Calif. 94=05

Conservation Education, A Selected Bibliography. Ccapiled by JoanCarvajal & Martha Munzer for the Conservation Education Association,1968. 'Order from Interstate Printers & Publishers, Inc., Danville,Illinois, $2.50.

Conservation Library CenterDenver Public Library1357 BroadwayDenver, Colorado 80203

b) Pamphlets & Reprints

National Audubon Society1130 Fifth AvenueNew York, N.Y. 10028

The Wilderness Society729 - 15th Street NWWashington, D.C. 20005

A Select Bibliographyc/o Katharine Dexter McCormick LibraryPlanned Parenthood - World Population515 Madison AvenueNew York, N.Y. 10052

available from:

California Tomorrow.681 Market StreetSan Francisco, Calif. 94105

National Wildlife Federation1412 - 16th Street NWWashington, D.C. 20036

Scientists' Institute for PublicInformation30 East 68th StreetNew York, N.Y. 10021Environmental WorkbooksAir PollutionWater PollutionHungerPesticidesNuclear Explosives in PeacetimeEnvironmental Costs of Electric PowerEnvironmental Education 1970Environmental Effects of Weapons Technology$1.00 each; 5et of 8, $5.00

---Sierra Club materials enclosed---

71

3. TEXTS

People and Their Environment: A Teacher's Curriculum Guide toConservation Education, edited by Matthew J. Brennan. 1968.J.G. Ferguson Publishing Company, 6 North Michigan Avenue,Chicago, Illinois 60602.

Good bibliographies, outlines, concepts; $3.95 each:

Grades

Grades

Grades

Grades

1-2-3

4-5-6

7-8-9

10-11-12

Home EconomicsBiologyOutdoor Laboratory

Science, Social. Studies

Science, Social Studies

A Place to Live, A Program in Urban Ecology; grades 4-5-6.National Audubon Society 75$/copy1130 Fifth Avenue $1.50/teacher's manualNew York, N.Y. 10028

Earth Science Kit, An Inquiry Development Program; grades 8-12.Science Research Associates259 East Erie StreetChicaao, Illinois 60611

FOR TEACHERS, HIGH SCHOOL AND COLLEGE STUDENTS:

The Ballantine - Sierra Club and Friends of the Earth series.

SPECIAL TEACHER AIDS

InterDreting Our Heritage. Tilden, Freeman. Chapel Hill, Universityof North Carolina Press, 1957. $1.65, paperback.

Science in Your Own Backyard. Vintage Books. 75*, paperback.

4. FILM CATALOGUES

A Critical Index of Conservation FilmsThe Conservation Foundation $1.0030 East 40th StreetNew York, N.Y. 10016

Conservation and the Natural EnvironmentBureau of AV InstructionUniversity of WisconsinBox 2093M4.dison, Wisconsin 53701

Films on the Environmental CrisisENACT, University of Wisconsin12 Agricultural HallMadison, Wisconsin 53706

Sierra Club FilmsAssociation Films, Inc.25358 Cypress AvenueHayward, Calif. 90007

Films and SlidesNational Audubon Society1130 Fifth AvenueNew York, N.Y. 10028

Most National Park Service-administered areas have good environmentalstudy areas available for classroom use. Contact your local NPSoffice for information on local progriii.

AN ENVIRONMENTAL PROBLEMS BIBLIOGRAPHY

Envir.rnment America's Changing Environment. R. Reveille & H. Landsbcrg. Boston:Houghton Mifflin. $6.95.

Resources and Man. National Academy of Sciences. San Francisco:Freeman. $2.95.

*Terracide. R. Linton. Boston: Little, Brown. $7.95.Science and Survival. B. Commoner. New York: Viking. $1.35.

Ecology *The Web of Life. J. Storer. New York: New American Library. $ .60.Environmental Conservation. R. Dasmann. New York: Wiley. $4.95.The Subversive Science: Essays Toward an Ecology of Man. P. Shepard

& D. McKinley- Boston: Houghton-Mifflin. $5.95.

Population *The Population Bomb. P. Ehrlich. New York: Ballantine. $ .95.Population, Evolution, and Birth Control. G. Hardin. San Francisco:

Freeman. $2.95.

Pollution Air Pollution: A Primer. New York: National Tuberculosis Association.Air Conservation. J. Dixon. Washington: American Association for the

Advancement of Science. $8.00.Community Action Program for Water Pollution Control. Washington:

National Association of Counties. $1.00.S/SIT and Sonic Boom Handbook. W. Shurcliff. New York: Ballantine.

$ .95.Perils of the Peaceful Atom. R. Curtis & E. Hogan. New York:

Ballantine. $1.25.*Silent Spring. R. Carson. New York: Crest. $ .95.Pesticides and the Living Landscape. R. Rudd. Madison: University of

Wisconsin. $1.95.*The Waste Makers. V. Packard. New York: Pocket Books. $ .75.

California The Destruction of California. R. Dasmann. New York: Collier. $1.50.Federal Threats to the California Landscape. S. Wood & D. Lembke. San

Francisco: California Tomorrow. $1.00.Open Space: The Choices Before California. E. San Francisco:

Diablo. $4.95.Handbook of the San Francisco Bay Region. R. Dreisbach. Palo Alto:

Environmental Studies. $3-95.

Change Ecotactics: The Sierra-Club Handbook for Environmental Activists.J. Nlitchell. New York: Pocket Books_ $ .95.

The Environmental Handbook. G. DeBell. New York: Ballantine. $ .95.

Other Ways *Waklen. H. Thoreau. New York: New American Library. $ .50.Sand County Almanac. A. Leopold. New York: Oxford- $1.95.The Immense Journey. L.Eisley. New York: Random House_ $1.45.Whole Earth Catalog. Menlo Park: Portola Institute. $4.00.

These are some of the best introductory books on environmental problems. The asterisk(*) indicates six titles that one might read first. More extensive badiographies can befound in Ecotactics, The Environmental Handbook, and several of the other books listedabove.

Sierra Club, 1050 Mills Tower, 220 Bush Street, San Francisco, CA 94104

77

Thc Sierra Club was founded in 1892 ". .. to explere, enjoy, and preserve theSierra Nevada and other scenic resources of the United States and its forests,waters, wildlife, and wilderness; to undertake and to publish scientific, literary,and educational studies concerning them; to educate the people with regard to thenational and state forests, parks, monuments, and other natural resources ofespecial scenic beauty and to enlist public interest and cooperation in protectingthem."

In 1969 the Club added "enviroumental survival" to its list of conservationpriorities for the coming decade.

The Sierra Club:... urges that the problem of preserving a livable environment the most basicproblem of human survival be treated by the United States as no less importantthan the problem of national security or the challenges of the space age.

. .. believes that the fundamental charters of our government should committhemselves to achieving a clean and healthy environment for the American people.To that end, the club urges both the federal goveent and the governments ofthe individual states to enact constitutional amendments that guarantee the samedegree of protection to individual rights to a clean and healthy environment as arenow enjoyed by the freedoms outlined in the Bill of Rights of the AmericanConstitution.

... urges that the United States and each of its individual states and lesserpolitical entities abandon all policies, projects or programs, including tax exemp-tions, designed to foster, subsidize or promote population growth.

. urges that the United States and each of its individual states and lesserpolitical entities actively promote educational programs aimed at stabilizing thepopulation within the earliest possible time.

. .. urges that each of the individual states of the United States legalize abortion.

.. approves in principle legislation that will ban the sale of new automobilespowered by the internal combustion engine in California after January 1, 1975.

urges the federal government to establish an immediate ban on themanufacture or use of all persistent chlorinated hydrocarbons (DDT, etc.)

78

SIERRA.CLUB FILMS

Sierra Club films are superb sources of sound conservation informationand the Club would very much appreciate having them brought to the attention ofresponsible educators and librarians concerned with conservation education, forpossible addition to their collections through purchase or special gift.

The following is an up-to-date list, with description, of currentlyavailable Sierra Club films:

Grand Canyon

An Island in Time

Wilderness A/psof Stehekin

Wasted Woods

Glen Canyon

Two:Yosemites

Nature Next bpOr

An exploration of the Grand Canyon, its secret places,its living geology, its wonder, from the .vantage pointof the river itself.By Martin Litton; Jeffrey IngramDavid Brower.

. _

26 min..,soUpd and_full_cOlOr, $315,00

:Point.ReyesNational Seashore is explored to reveal the1-i-eauty, t:4e 177.1,e4 ecology-and the unique geology ofthisyaluable recreationalrepoUkce.

.By.Laurel-Reynolds and Mindy Willis...-B Min..,sound.:and full color, $315.00

A part of Washington's North Cascades , a mountain fast-ness of extraordinary richness and beauty, lying between"shining seas".By David Brower.

30 min,sound and full color, $315.00

A biting commentary on-Zhe destructive logging carried onin the Northwestern part of the United States.By Harvey Richards.

15 min.,sound and color, $200.00

That uniquely beautiful stretch of the Colorado River,before and after the construction-of the dam; a poignantfilm experience-By Phil Pennington .

min.,sound and full color,

A-needed scenic-recreations resource.was lott-'with.thedamming of Yosemite's twin valley,Hetch Hetchi. Thetragedy.of the lost YoseMite.BY David.13.*Gw.

10 Min.,sonnd and full .color, $125.00:

-

Exploration of Berkeley's Tilden Regional Park, near SanFrancisco, demonstrating the importance of ready accessto -natural land and wild creatures for children.By Robert C. Stebbins (superb companion booklet alsoavailable at $.75)

28 min.,sound and full color, $315.00

No Room forWilderness?

The Redwoods

79A remarkable population/ecology film, primarily basedon African Materials. Excellent for school use--adultstoo!By Robert C. Stebbins

26 min.,sound and full color, $315.00

Anto

Academy Award winner, this tragi-poetic study helpedcreate the Redwood National Park.

20 min.,sound and full color, $250.00

Wilderness River A romantic study of the Dinosaur National Monument viaTrail the Yampa and Green Rivers, tributary to the Colorado.

By Charles Eggert, Martin Litton, Nathan Clark.28 min.,sound and full color, $315.00

Redwoods - -Saved?

Requests

A brief but powerful statement of the continuing threatto the coast redwoods.

3-1/2 min.,sound and full color, $47.50

to purchase prints should be addressed only to:

ASSOCIATION FILMS, INC.,25358 Cypress AvenueHayward, Calif. 94544

Telephone: (415) 783-0100* * * * * * * *

SIERRA CLUB FILM RENTALPOLICY

We do not want to deny our films to any group or organization that maybe unable to afford a film rental charge. For this reason there is no chaz7e forfilm rental or for preview films.

However, the fight to preserve wilderness is a costly fight. For thisreason, we have a suggested nominal handling charge of $5.00. This suggestedhandling charge barely covers servicing and shipping of films. We would welcomecontributions in any amount to enable us to produce new films to further ourfight for conservation.

These films are ali available from any of the offices of ASSOCIATIONFILMS, INC., listed below:.

California

Georgia

Illinois

25358:Cypress AvenueHayward, Calif. 94544-

2221 So..A)liveLos Angeles, CO.if. 90007

2227 Faulkner Road, N.E.Atlanta, Ga. 30324

521 Burlington Ave.La Grange, Ill. 60525

Maasachusetts

DIew 'Jersey

FennSylvania

484 King StreetLittleton, Mass. 0146C

600 Grand AvenueRidgefield, N.J. 0765;

324 Delaware AvenueAllegheny CountyOakmont,-Penna 15139

. -77

8615 Directors Row-Dallas-,..Texas .75247

Because the Club is unable.:to make Tas many prints'available as_i_t wouldlike, 'prints_may'not Always be available from these offices, at times that.SierraClubbers might like-. 'For'particular titles which a Chapter or another .unit of theClUb-might'wany-to:u6e- more frequentlx? it is .stronglY urged that.ayrint,be pur-chased for local uie. The prices-oepringivoted-aboveinclude reel," reel.:canand shipping-case.

8 0

SIERRA CLUB/BALLANTINE PAPERBACK EDITIONS

ALL ORDERS FOR THESE TITLES MUST BE PLACED WITH BALLANTINE BOOKS INC

ALMOST ANCESTORS $3 95

BAJA CALIFORNIA. . . . OOOOOOOOOOOOO . . 3.95

CENTRAL PARK COUNTRY: A Tune Within

EVEREST: The West Ridge 3 95

3.95

THE FRAIL OCEAN.95

GALAPAGOS: Vol. I & II (boxed sets, $8.50) n 95 (ea.)

GENTLE WILDERNESS: The Sierra Nevada 3.95

GRAND CANYON OF THE LIVING COLORADO 3.95

IN WILDNESS IS THE PRESERVATION OF THE WORLD. O 3 O 95

KAUAI and the Park Country of Hawaii

LAST REDWOODS ......... . . ... 3 95

MANUAL OF SKI MOUNTAINEERING95

3 95

MOMENTJN THE-SUN.. . .. . 95

NAvajd wrixkLANDs:.

NQT MAN APART (The Big Sur Coast).

ON THE LOOSE.

THE PLACE NO ONE KNEW .... . ...... .

POPULATION BOMB. . . . . .

SIERRA CLUB WILDERNESS HANDBOOK

SUMMER ISLAND: Penobscot Country.

THIS IS THE AMERICAN EARTH. . .

TIME AND THE RIVER FLOWING: Grand Canyon.

VOICES FOR THE WILDERNESS.

WILD CASCADES.

*****w****************************************************************

. 3.95

3.95

3.95

9595

- 5.95

3,95

.SEND youR ORDER:WITH CASH OR-_CHECK

BALLANTINE BOPKS, INC-101 Fifth= AVenue.New york, NeW Y-O-rk 10019

,

Membershit .DiscOunt-: -10%.

_Off (cash Ordi r's

81

WHAT YOU CAN DOabout environmental problems

Inform yourself. Four books offer especially good introductory reading about environ-mental problems:

Ecotactics. J. Mitchell. New York: Pocket Books. S .95The Population Bomb. P. Ehrlich. New York: Ballantine. $ .95Terracide. R. Linton. Boston: Little, Brown. $7.95The Environmental Handbook. G. De Bell. New York: Ballantine. $ .95

These titles should be available at local bookstores. More extensive bibliographies and othereducational materials on environmental problems are also available from several of thegroups listed below.

2- Keep informed of current problems. Several magazines and newsletters maintainexcellent coverage of environmental news:

National News Report (weekly)Sierra Club1050 Mills TowerSan Francisco, Calif. 94104($12.00 / yr.)

Environmental Action Bulletin (weekly)Rodale Press, Inc.Emmaus, Pa. 18049($10.00 / yr.)

CF Letter (weekly)The Conservation Foundation1250 Connecticut Avenue, N.W.Washington, D.C. 20036($6.00 / yr.)

Conservation Report (weekly)National Wildlife Federation1412 16th Street, N.W.Washington, D.C. 20036

Environmental Reporter (weekly)Bureau of National.Affairs, Inc.Washington, D.C. 20037($280.00 / yr.)

Environment (monthly)Committee far Environmental

Information438 N. Skinker BoulevardSt. Louis, Mo. 63103($8.50 / yr.)

3. Join groups. For immediate action on specific issues, you'll work most effectivelywith community groups or the local chapters of national organizations.

Join the Sierra Club.- The strength of the Sierra Club is in its volunteer leadershipand individual members' commitment to loCal action programs for environmental pro-tection. Thirty chapteis are active throughout the countfy. New members normallyjoin the national organization and'are then contacted by the local chapters. If you,wish to contact a chapter directly, however, please write for the address of the onenearest you.

Many other organizations are working on environmental problems.. Several of thesegroups are especially active:

Zero Population Growth367 State StreetLos Altos, Calif. 94022

The Wilderness Society729 15th Street, N.W.Washington, D.C. 20005

National.Audubon Society1130 Fifth AvenueNew York, N.Y. 10028

Friends of the Earth30 East 42nd StreetNew York, N.Y. 10017

I.

82

These national organizations have local chapters or affiliations with similar groupsacross the country.

4. Work for change through direct community action: picket, distribute leaflets, boycottenvironmentally destructive products. A sincere commitment to environmemal sur-vival requires changes in one's way of life. It entails giving up the use of high octaneleaded gasoline, eight-cylinder high-pollution automobiles, non-returnable beveragecontainers, detergents that contain phosphates. Action of this nature is described inEcotatics and is regularly discussed in Environmental Action Bulletin. Ecology Actiongroups have gathered practical information about what individuals can do to lessentheir impact upon the environment-

5. Work to change and create laws through activity in civic affairs and community programs.Much can be accomplished by signing, circulating, and initiating petitions; by attendingand speaking at public meetings and hearings; by writing elected officials. Letters to yourUnited States Senator, Representative, and the President should be addressed to:

Senate Office Building, Washington, D.C. 20510House Office Building, Washington, D.C. 20515The White House, Washington, D.C. 20006

Work with groups and in political campaigns. Very good information about how todo this effectively is available from the League of Women Voters, 1730 M Street, N.W.,Washington, D.C. 20036. The National Association of Counties, 1001 ConnecticutAvenue, N.W., Washington, D.C. 20036, has also published useful materials for communityleaders and officials. Their pamphlet sets outlining community action programs on airand water pollution are excellent.

6. Time is running out. Only now are we beginning to see how greatly we have damagedour physical environment. This can be changed. We hope that you will help.

Admission fee and dues:Admission fee, $5. per person; orper family, when members of animmediate family apply at the sametime_ Admission fee waiired for full-time students; please supply nameand location of school.

Dues Admission TotalRegular S12.00 $5.00 $17.00Sponse 6.00 5.00 11.00junior (12 to 21) 5.00 5.00 10.00Supporting 25.00 5.00 30.00Contributing 50.00 5.00 55.00

Dues are for one year's membershipand renewal notices will be sentannnally. Dues include subscriptionto Sierra Club Bulletin.

Sierra Club, 1050 Ivrxils Tower, San Francisco 94104 Date-I have informed myself about the purposes of the Sierra Club and wish to

support them. I hereby apply for membership and enclose $ asadmission fee and dues, which will be refunded if I am not elected.

PrinfName MssPrint Mailing Address

Zip Code _TeL No. Ifunde21,givedateofbirSignature of Applicant

I sponsor the applicant and believe him interested:in advancing the club'spurposes. (Sponsor must be over 21 and a member for a year. If you know nomembers, write the Club's President.)

Print naine and city______ .. .... _

Signature of sponsor_

83

APPENDIX D. STUDENT PAPERS ON SPEAKERS, FIELD TRIPS, MOVIES

The following papers are copies of notes and papers handed in duringthe course of the project. After each paper was graded, it was handedback to the student to be placed in his reference notebook.

85

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94

9 5

APPENDIX E. EXCERPTS FROM GROUP PLAN RESEARCH

This section serves to give a very brief idea of the types of informationthe groups may uncover while researching their subject areas.

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