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Home , Aldo Leopold, Ellen Swallow Richards, Luther Burbank, Margaret Murie

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An Instnlctional Unit in Earth Values and Ethics by Clifford E: Knapp TABTE OF COI\TENTS

Preface 1

About the Author: . Introduction 2 Dr. Clifford E. Knapp has taught at all educational.levels, elementary through grad¡¡4te school, He is' Lésson I. Investigating Heroe.s and Heroinesl,, 5 currcntly on.the Outdoor Teache¡ What did-they b"Ii"nt and do? faculty at Northern Illinoís ' University's,tr.orado Taft Field I esson 2. Quotations About Heroes and Heroines: . 9 Campus in Oregon, Illinois. . , ùut did they say? ' He has had a long:time interest h outdoor activities, envi¡onmental '- I,esson 3. Yf.ftat Environmental Values Do I Hold?: ethics, community building, and: What do tr believe and'what can I do? . values education. He has published t andjournal books, bookchapters, 'Cliff Environmental Heroes and Heroines (List) T7 a¡ticles on these topics. has ' - dpdicated,his professional careerfo' itluminating the c"onnections between Further References ' natur€ and human for teachers

and outdoor leaders. .; He wouldlike to hearf¡om teach' ers and their students'.about their - f' experiences with envi¡onrnental'. heroes and heroines. Contact him at Box 313, Oregon,IL 61061. (ïLs)732-3790.

Envirorunental Educarton Associatio n oî I llinois ì/ PREFACE

Children need positive role-models! They need heroes and heroines to influence their beliefs, values and behaviors -- their very . Unlike the past, when we tended to focus upon politicians and generals as role models, we now admirc people from many walks of , even those making the protection of our environment a guiding principle in their lives. When Dr. Clifford Knapp proposed that he author an instructional unit on "Envi¡onmental Heroes and Heroines", we jumped at the chance to make it available to the participants of our environmental education workshops (Prroject WILD, Project Iæarning Tree, 3'Rs, and others) in Illinois. While much of this unit may be of more interest to teachers of upper grade students, it does contain suggestions and ideas that teachers ofyoungchildrencanadaptanduse. Manychildrenarefamilia¡withandloveTlwl¿raxbyDr.SeussandTheSenseofWonderby -- and would benefit greatly from knowing more about thc authors of these remarkable books. It is in that spirit that we hope you will use "Environmental Heroes and Heroines." Dr. Malcolm Swan, Coordinator EEAI Scientific Literacy Project February, 1993

Funds for thc darclopnunt and reproduction of thís iwtructíonal unit were largety províded by an lllinois State Board of Education Scientific Literøq Grønt to the Envirorvmennl Educøtion Associatíon of lllircis (EEN). EEAI is a 503(c)3 organization. Although its ¡nentbershíp is open to anyonc, it corsists prinurily of educators dcdícated to improving tln quality of conserttarton and envirorunental educarton in lllþtois schools.

Design & Layout: Janice L. Woodhouse Produced by EEAI at O¡cgon,Illinois, 1993

Printed on recycled paper. Lâ/2-93 Enviroru¡unnl Heroes and Heroircs I INTRODUCTION

hero and tTttt" purpose of this instn¡ctional unit I-et's define an "environmental lives and the I is to encourage teachers to involve heroine" and examine how our enriched by their students in the study of the values and lives of our sftdents can bc actions of environmcntal heroes and hero' knowing more about thcm. ines in order to help them develop their own earth ethic. Our selects heroes and heroines WÍIAT IS TTIE EIWIRONMENT? philosopher/ from many professions and all walks of life. R. Buckminster Fuller, a once said Thesc admirablc people come from sports, scientislmathematician/designer, ttA "everything except hero is film, telcvision, politics, literaturc, religion that the environment is included all the or anywhere else wc can find them. V/ith me." His broad definition events found around someone increasing problems, such as environmental physical objects and "environ- ,loss of and animal species, us. A nÍuïower view of the term only what some call natural who has given and other habitat destruction' some people ment" includes air, water, soil, timber, are very concemed about the ability of our resources such as other elements planet to support life as we know it. These sunlight energy, wildlife and his or her life concemed citizens, often called environ- of the earth. these basic build- mcntalists,look to role models in fields In a forest for example, to something bigger occur in a system which such as science, technology, , ing blocks of life laws or forces. If this anthropology, literature or government for follows natural than oneself.tr scverely contarninated guidancc and inspiration. Young people, natural system is not changed in othcr ways by human interfer- espccially, can bcnefit from learning more or JoæPh CamPbell to operatc and sustain about thc leaders who make a difference ence, it continues Natural systems do change attempting to create a better world through itself over time. humans have accelerated this environmental action. By modelling certain slowly, but many people are dceply con- bchaviors of others whom we admire and process and ecological systems arc rcsp€ct, s'e can change how we impact the cerned. When disrupted by human activity to a point ecology of thc Planet. where their sustainability is threatened, an

Envírownental Eùrcation Assocíation of lllinois 2 envi¡onmental problem arises. When 1. In mythology and legend, a man different opinions exist about how to iden- of great srength and courage, favored by tify and solve these problems, we have what the gods and in part descended from them; is called an environmental issue. As civili- 2. Any man admired for his cour- zation develops, especially in the urban age, nobility or exploits, especially in war; areas of the continent, many serious envi- 3. Any penon admired for his ronmental problems can be identified. qualities or achievements and regarded as Some examples are nuclear waste dis- an ideal or model; posl, contamination of ground water with 4. The central male character in a toxic wastes, cutting of old growth forests, novel, play, poem, etc. with whom the by industrial emissions, soil reader or audience is supposed to sympa- erosion, disappearance of plant and animal thize; species, lowering of water tables, and 5. The central figure in any impor- thinning of the ozone layer. There is no tant event or period, honored for outstand- shortage of environmental problems and ing qualities. issues as our population and use of ad- A heroine is a female hero, although vanced technologies increase. As long as Campbell includes women in his definition. we continue ûo use natural resources for Which definition has more meaning for you basic survival needs and to enhance our when applied to the ecological of the lifestyles wants, wc will affect the earth's planet? ecology. Environmental problems are really Simply stated, environmental heroes and people problems because we depend upon heroines are persons who a¡e admired and resources for survival and for creating the respected for their qualities and achieve- comforts and which contrib. ments in improving and preserving the ute to the quality of our lives. ecology of earth's natural systems. Herocs and heroines emerge frrom va¡ious fields bccause they have devoted their energies to WHA'T IS A IIERO AND HEROINE? changing society's ways of looking at Joseph Campbell, in his book, Tlw Power nature. of Myth, defines a hero as " . . . someone For example, John Muir and Anna who has given his or her life to somcthing Botsford Cornstock were naturalists who bigger than oneself." \ryrote about thcir adventures in the natural Webster's Ne++t Twentieth Century Un- world. Theodore Roæevelt and Petra obridgedDictionary lists five meanings of Kelly were political leaders who promoted the term: ecological awa¡eness. R¡chel Carson and John Burroughs 3 secm to Atdo Leopold were scientists who wrote wildlife, but not valuc the way they . Very few and spoke out about environmsntal prob disregard endangcred bclicve in everything lcms that conccrned thenr And Jæeph herocs and heroines that you totally Wood Krutch and Sally Carrighar we're you do or behavc in ways not likc yours writcn who appreciated and interpreted approve of. Values that a¡c thcy arc sorlre- nature though liæranre. aren't necessarily trrong; times simply different. This means, too, that wc can select a variety of herocs and r€sp€ct DO HEROES AND IIEROINES HAVE TO heroines as models and othen can BE WORLD FAMOUS PEOPLE? our differcnt choices. Heroes and heroines can be identified by their actions in the community or local region, too. They don't havc to achievc HOW MANY EI.TVIRONMENTAL CAN I HAVE national of internatis¡¿ ¿ççlaim. Thc TIEROES AND TIEROINES pcople who initiate a communiry recycling AT ONE TIME? limit number of people program, or organize a campaign to savc a Why put a on the respect? Environmental thrcatencd wood lot, or writc letærs to the you admire and a wide range of problems and editor of the newspaPer about an environ- concent spans heroines we mcntal concern can also be considered issues. The more heroes and mole we can expand our herocs and heroines. \Ye can define the can discover, thc and possible \l'ays of taking scopc of influence for our heroes and value choices prcserve ttre earth. This hcroines because every individual action action to help unit is designed to raise the makes a difference on a world scale' instructional awareness and knowledge levels of stu- dents. By examining ttre underlying values whom we admire, we DO I HAVE TO ADMIRE EVERYTHING held by the peoPle refine their ABOUT A PERSON TO CONSIDER HIM can help students develop and cthics. g OR IIER A HERO OR HEROINE? environmental The answer to this question depends on how you vicw the tenns hcro and heroine' If yot¡ can accept the idea that no other pcrson sharps identical values in every area of your lifc, you can sclect only those valucs that you ådmirË. That mcans you Liberty Hyde BaileY can valtrc what some p€ople do to protect E nviroramental Education As sociation of I llitrø,ís 4 . WHAT DID THEY profession within which they worked, the span of time considered, LESSON 1 . BELIEVE AND DO? the geographical scope of thei¡ influence (local, regional national, international), and other factors. Several individuals, organizations, businesses, and publications INIVESTIGATINIG have al¡eady honored environmental heroes and heroines. Here a¡e some of them:

HEROES O Eddie Bauer, Inc., a Washington-based retail chain, has created the "Heroes for the Earth" program. In 1991 they honored six people who were each awarded $10,000 in the name of the environ- AT{D HEROINIES mental cause they assisted. Each person was recognized for their commitment and lifetime dedication or one-rime contribution to rhe natural world. The l99l awardees were: OBJEC'TIVES Dr. Birute Galdikas, administrator of an organization l. To do research on one p€rson who the culture has already devoted to preserving orangutans; selected as an environmental hero or heroine and to list three Dale Harris, a leader in a campaign to prcserve Montana important biographical facts about him or her. ; 2. To list at least three important values that this person holds John Hays, founder of an organization to preserve open (held) about the environment and its protection and/or improve- space and wildlife habitat and establish a trail ment. system in Washington's Methow Valley; 3. To list at least one action this person has taken to protect and/or Cathy Sneed Marcum, di¡ector of a San Francisco green improve the earth. house project to organically grow ; Paul Petzoldt, adventure educator and wilderness advocate METHOD who promoted minimum impact camping; and Students are to do libnary research to discover some important Michael Werikhe, promoter for preservation of rhinoce- information about a person who'has been recognized for making roses in Kenya and around the world. contributions to the environment. For further information about the program and other awardees, in 1992 and beyond, contact Eddie Bauer: Heroes For'Ihe Earth, BACKGROUND 14850 NE 36th ST., Redmond, WA 98052, (206) 882-6100. Environmental heroes and heroines arc chosen, in part, because they hold certain values in common with those who select them. Different criæria can be applied in the selection process. Heroes and heroines can be selected with consideration for their gender, race, the amount and quality of theirpublished writings, their visibility in films, videos, cartoons, or rccordings, their field or

Environnental Heroes and Heroines 5 David Brower Chico Mendes O Ttu Mother Earth Nsv+ts,a binronthly publication advocating Rachel Carson alternative energy and lifestyles, ecology, working with nature, and GeorgeWashingtm Carver John Muir doing mote with less, selected 14 members to their "Environmental Jacques Cousteau Hanãf Fame", representing one for each of the years of publication Marjory Stoneman Ilouglas from 1970 - 1984. These recipients, in order of selection' wefE: Jane Goodall John James further information contact Henry Holt Distribution Center, Henry David Thoreau Jacques'Yves Cousteau For (Jackson) 4375 West 1980 South, Salt Lake City, Utah, 80104, (800) 488- John Muir Barbara Ward 972-2221or the New York Office (212) 88G 9383' Theodore Rooaevelt Sir Albert Howard 52331(801) Rachel Carson Rene Jules Dubos In their book, Great Líves: Narure and the Environnenf, Doris David Ross Brower Anwar Fazal O and Harold Faber (New York: Charles Scribner's Sons, 1991) Jerome Irving Rodale Richard St' Barbe Baker selected 26 heroes and heroines: Students may wish to do furtherresearch in the library to find out Alexander von Humboldt about the other recipients from 1984 ¡p the present. For furttrer Roy Chapman Andrews Aldo LeoPold information, contact: The Mother EarthNews (Sussex Publishers, Carl Linnaeus Inc.)., 24 East 23rd Sr, New York, NY 10010, (212) 2ffi-7210' Liberty Hyde BaileY John Muir John and William Bartram Frederick Law Olmsted a Douglas lVood, author, song witer, performer, and e¡viron- Hugh Hammond Bennett mental educator wrote a song titled, "The Big Trees Are Down." Luther Burbank John l{esley Powell The lyrics celebrate five people who he considered to be environ- John Burroughs J.I. Rodale mental heroes and heroines- They were: Rachel Theodore Roosevelt Rachel Carson Carson Carver Henry David Thoreau Aldo LeoPold Jacques Cousteau Alfred Russel \{allace John Muir Gilbert \{hite Sigurd Olson Henri Fabre Henry David Thoreau Jean The book contains four pages of further reading dealing with each For information about the audio tape, "Earthsongs," on which the 104 of these people's lives. song is recorded, contact: Douglas Wood, EARTH SONG' 4th St., Sartell Minnesota,56377 - O A new social studies series: Creative Lives Series about explor- ers, philosophers, inventors and Others, presents multidisciplinary o The publisher, Twenty-First century Books, selected twelve to facilitate self-directed learning and criticaVcreative think- heroes and heroines for their new "EArth Keepers" uniti envi¡onmental 13448 - M, joined the ing. From :7npherPress,3316 N. Chapel Ave., Box book series for children in grades 3-7. Those people who Tricson, ¡z gslZz-34ø;g (ffiz) 322-5090. Includes Rachel Carson, fight for a betær earth are: , Jacques Cousteau' and others'

E nv ir o w¡t¿ nt al E duc ati o n As s o c i atio n of I IIí ttois 6 MATERIALS Describes the life of Aldo Leopold and includes selections from his Reference books and articles on the selected heroes and heroines essays collectively known as "". lncludes and a video about the life of one environmental hero or heroine. cornments by David Brower, Rene Dubos, and Susan Flader.

PROCEDURE After the students have examined the life of the same hero or If possible, obtain a video on the life of an environmental hero or heroine, challenge them to individually select a person to investi- heroine so all students can view it and learn about the same person. gate. They may want to read about several people before deciding. Use this video to illustrate how to identify the significant biographi- cal facts and environmental values that made this person a hero or EXTENSIONS heroine. l. Do more research. Find additional heroes and heroines, You might stfft with a discussion that asks students: who in your opinion, deserve to be listed (see page 17). NOTE: To How was this person's life like yours? (list on board) locate more heroines, the following publications are helpful: How was it different? (list) Anderson, L. (Ed.) Sisrer¡ of the Earth: Wom.en's Prose and What values did this person develop because of his/her life Poetry About Narure. New York: Vintage Books, A Division of experience? (lisÐ Random House, Inc., 1991. Of the values listed, which three do you think brought them Carnping Magazíne, Special issue on "Women in Camp- the most fame? Why? ing", Vol. 59, No.4, (February, 1987). Now, can we pick the three life experiences (biographical Healing Tltc Wounds: The Promíse of Ecofemínísm, edited facts) which helped these values develop? by Judith Plant, Santa CYuz, CA: New Society Publishers (1989). If there is disagreement about what is "most important", discuss LaBastille, Anne, Women and Wilderness: Women in this and the reasons why we each value different things as impor- Wilderness Professíons and Lífesryl¿s. San Francisco: Siena Club tant. Refer to the discussion of these concepts in the Introduction. Books, 1980. Some examples of videos you might use: Nature Study: A Journal of Envirownental Educatíon and "The rü/ilderness World of SigUrd F. Olson", distributed by Interpretation. Special issue on "Women and the Environm€nt", NorthWord,Inc., Box 128, Ashland WI 54806 (800) 33G5666 Yol. 42,Nos. I & 2 (October, 1988). and The Sigurd Olson Environmehtal Institute, Northland College, Ashland, WI 54806 (715) 682-1223. Des,rtbes the life and spirit 2. Divide the class into "media watch" groups. Have each of Sigurd Olson, who spent his career fighting for northwoods group select certain media to "watch" for one week and to record wilderness preservation. the names of pcople highlighæd bccause of an environmental issuc. "Vy'ild By Law: The American Experience", narated by Monitor CNN, public television, local radio stations, major TV David McCollough (aircd in January 1992 on public television). networks, inventory local video stores for films, and local and Describes the contributions of Aldo Leopold, Bob Marshall' and national newspapers. Howard Z¡hniser in preserving wildemess in the . At the end of the week, collect this information and look "A Pnophet For All Scasons" distributed by NonhWord for the following: frequency of someone highlighted, related Press,Inc., Box 1360, Minocqua, WI 54548 (800) 33fi5ffi. issues, men compared to women, geographical locations - i.e. arc Environtmenøl Heroes and Heroines 7 discussed in Background thc,re any patterns based on thä criteria $9 fi''om this survcy that scction áf,f,it activity? Are the'te any names shouldbcadded'to,h"-",tolisttheclass'hascomposed?Have' narnes'(today) they think studeints prtdict which "seldoin heard" willbécomeheroesandheroüres?Why?Whatcouldmakethis happcn? and 3. Explore how the times during which selected heroes heroinesliveðmighthaveimpactedtheirvalues.Inotherwords, ir"* *Àrf,ey (oIhow mighi they have tteen) affected by the other Consider Oingt going ån in the rcgion, stâte, country or world? how-thcse ,u"nt, encourãged or limited their achievements? selecæd 4.. Rcscarch the iõ'lc models who impacted the values "family tree" heroes and heroines. cleate an environmental of heroes and heroines showing the connection ihat each generation family ree and imagine had to ti, n"*t. consider yourself in the who will follow You. 5. Write a'play, story, poem' or song about the environ- Explore ways to mental heroes or heroincs you have identified' and the community, i'e' "take sha¡e these stories with other students and poems pubtished Vo* ,t o* on the road"; try to get the stories to play your song? in the local papcr; ask the iocalradio station which 6. Analyze the names of the heroes and heroines appearedonthedifferentlistsintheBackgrcundsectionorinother who appearcd on all or collections that you locate to identify those more ofæn than most of them. Discuss why some people appear others?

EVALUATION name of the hero or - Make a chart which contains the headings: heroine,biographicalfacts,andenvironmentalvalues'Compilc students' * thesc into u Uoot to be sha¡ed by all of the

Anna Botsford Comstock I llirøis E nvironncntal Educatíon As sociation of I . VTHAT DID QUOTATTONS AND QUESTTONS LESSON 2 . TIIEY SAY? 1. 'The Herocon be Poet, Prophet, King, Priestorwhot you will, occording to the kind of world he finds himself QUOTlrrroNrs born into.' -- Thomas Carlyle, The Hero As Poet Can everyone be considered to be an environmental hero ABOUT HEROES and heroine at various times in their lives? Have you evcr been one?

AND HEROII{ES 2. 'A hero is someone who hos given his or her life to something bigger thon oneself.' -- Joseph Campbell, Iåe Power olMyth OBJECTIVES l. To think about what othen have said or written about heroes What are some environmental problems that could be and heroines in general. considercd to be "bigger than oneself'? 2. To write an original quotation about environmental heroes and heroines. 3. 'Heroes, then ore not only people who grow ond chonge ond toke journeys but olso ones who help trons- METHOD form the Kingdom.' --Carol Pearson, Tlu Hero Withín: Six Students read some quotations and consider their meanings by ArchetypesWe Live By answering questions in preparation for writing their own original quotations. What could you do to "transfotm the Kingdom" by improv- ing the environment? BACKGROUND Quotations from the lips andpens of famous people have been 4. 'The morol objective (of heroism) is thot of soving o collected and read for hundreds of years. They captivate people people, or soving o person, or supporting on ideo. Ïhe because they clearly express ideas that we might have had in ways hero socrifices himself for something - thot's the morolity that we haven't thought about before. In this l€sson, students read of ¡t.' -- Joseph Campbell, The Power of Myth quotations about heroes and heroines and then create their own original ones about environrnental heroes or heroines. What environmental problem at€ you willing to make sacrifices for to help make the planet a bener place?

Envirow¡tcnnl Heroes ønd Heroines 9 g. 'Even when wolking ln o porty of no more tlurì .Ihe mokes such identificotions (with.!'nroes) 5. child olwoys be certoin of leorning from those lom ond the inrrerond outerstruggles ojthe hero thr"e,lcon ollon his own, with. There will be good quolities thqt I con select for hprinfmorolityonhim.'--BrunoBcttlehcim'TluUses imitotion ond bod ones thot willteoch me whot requires of Enclunttncnt conection in mYself.' -- Confucius you know any peoplc who you admire and respcct for Do what pcrsonal behaviors relaæd to the environment could ing tttey ttane dont to help protect thc environment? *.rtt you correct in the future? ExPlain. .Heroism journeys, leorn from 10. for this oge requires us to toke our ' . . . The seorch for models, ond desire to 6. find the treosure of our trUe selves, ond to shore thot experiences of others hcn¡e olwoys b-een port of the to trre with the community os o whole through doing ottto"i¡on of biogrophy for reoders ' ' ' ' -- E' Segel"'In treosure - ond being fully who we ore. To the degree thot we do so, Biography for yountReadcn, Nothing is Impossibl€"Tlv Lionand our Kingdoms ore tronsformed.' -- carol Pearson, Tle Hero tlu Unicorn Withín: Six ArchcrYPesWe Live BY Have you ever read something about the life of a person Can you share somcthing that you did to improve the whohasdonesomcthingfortheenvironment?Whatdid planet? ExPlain. that person do? 'lt's greot temptotion to mythologize our heroes .The most dongerous mon in the world is the cort' 11. o 7. ond heroines, but we do so of the of losing touch with iemplotive who is guided by nobody. He trusts his own the fullness of who they were, ond of creoting on unwor- uir¡o*. He obeys tñe othoction of on inner voice, but will ronted distonce between their lives ond our own with not listen to other merì.' -- Thomas Merton, New Seeds - our own too opporent foibles ond flows.' -- Dan Conrad, of Contemplation "Reflections on Living with Respect",Tþe Journal of Experiential (August, 1992) Whenisitagoodideatolistentoothenforguidanceand Education when is it not? Do you agree that we often have some things in comnron 8.'Wecon'tollbeheroesbecousesomebodyhosto with our environmental heroes and heroines? sit on the curb ond clop os lhey go by'' -- Will Rogers

Haveyouevertoldsomeoneorwrinenthemaletterto ,*pr"ir how much you admired them for something they did for the environment?

E nv i r o nme nt al E duc atio n As s o ciatio n of I llí ttoís 10 12.' . ..Thereoretwotypesofdeed. Oneisthephysicol 15. 'lf o child is to keep olive his (or hefl inborn sense of deed, in which the hero performs o courogeous oct in wonder without ony such gift from the foiries, he (or she) bottle or soves o life. The other is the spiiituol deed, in needs the componionship of of leost one odult who con which the hero leorns to experience the supernormol shore it, rediscovering with him (or her) the joy, excitement ronge of humon spirituol life ond then comes bock with o ond mystery of the world we live in.' - Rachel Carson, Tå¿ messoge.' -- Joseph Campbell,The Power of Myth Sense of Wonder

Can you name one physical deed and one spiritual deed or \What adult has helped you to discover the joy, excitemcnt message you could give to others about the envi¡onment? and mystery of the world you live in? Would you considcr this person a hero or heroine? Explain. 13.'Alloroundtheworld,theeffortstostopthedestruc- tion of the environment hove come moinly from people MATERIALS who recognize the domoge being done in thot port of the Lists of quotations and questions, blank pâp€r, and something to world in which they themselves hove 'dominion'.' write with. -- Al Gorc, Earth ín tlæ Balance PROCEDURE Can you name one person in your community who has done Ask the students to read the quotations and rcspond to the corre- something to improvc the local environment? Explain. sponding question. Discuss the responscs in small or large groups. Then ask the students to create their own quotations about environ- 14. '. . . Men ond women who core must be politicolly mental heroes and heroines and share them with others. empowered to demond ond help effect remedies to ecologicol problems wherever they live.' -- Al Gore, Earth EXTENSIONS in tlrc Balance 1. Find more written or spoken quotations that relate to environmental herocs and heroines and share them with others. How can you encourage our governmental offrcials to do 2. Compilc the student-written quotations about the envi- something to improve the environment? ronment and produce a book to share with the community. 3. From the investigations done in Iæsson l, choose a quotc by a selected hcro or heroinc and makc a poster including the quote and an illusuation created with paint, chalk, a collagc of pictures cut from magazines, etc.

EVALUATION ...Select an environmental hero or heroine and writc an original quotation sapng something that you imagine that pcrson would say or that you would like them to say. *

Envirotnæntal Heroes and Heroines l1 furtlrer reading. (See especially, Joseph R. Des Jardins' Environ' LE S S ON 3 : ffii'i?i ""ikiffi' mental Ethícs, Belmont, CA: Vfadsworth Rrblishing Company, 1e93.) The positions are: 1. AnimalWelfare V/HAT 2, Reverence For Life 3. The 4. Deep EcologY ENVIRONMENTTAL 5. Social EcologY andEcofeminism 6. Radical Ecoactivism 7. Wise Use and Management VALUES 8. Indigenous or "First" Peoples DO I HOLD? 1. All "Animal " positions are not alike, but generally they honor individual animals and value them for various feasons.. Most animal welfa¡e advocates are critical of raising animals for OBJECTTVES food and furs, keeping them in zoos, having some pets, using them 1. To examine various environmental values positions and dccide for scientific research, and hunting and trapping them for spoft or which ones are personally more important. sale. Many of these people would therefore suggest that we be- 2. To identify people who have developed andpromoted some of come vegetarians for moral reasons, however they usually do not vinrses, these environmental values. extend moral rights to all living things such as , ticks and mosquitoes. For further reading see: Peter Singer's METHOD Animal Líberition (2nd) Edition New York: New York Review of Sn¡dents respond to and discuss several questions which encour- Books, 1990; and Tom Regan'sTlw Casefor Anímal Ríghts, age the expression of their environmental values and learn about Berkeley, CA: University of California Press, 1988' pcople who sha¡e some of these views. 2. The person who developed andpromoted the "Reverence for BACKGROUND tife" poiition \ilas Albert Schweitzer. He described this view as All environmentalists do not hold the same values about human an attitude of awe and wonder þwards all of nature. He believed promote and evil to destroy and and non-human nature. There is a wide lange of beliefs among that it was good to preserve and life had inherent worth, those who are working to "sav€" the ea¡ttr and its inhabitants. In injure life. He believed that all living things wouldn't fact, some cnvironmentalists are even critiõal of others because ri.tt fo- how humans benefited from them. Schweitzer affects on all life, al- they disagree with their goals and/or rnethods. Each one of the kiil mosquitoes or use DDT because of its its injuries ..jot viewpoints listed in the lesson af€ more complex than can be though nã Aa kil his own pelican when he learned that forms of life were staLd briefly and therefore, selected rçferences are provided for *rr" ontorrable. He didn't believe that some Associøtion ol I llinoís l^ Envíroranental Educøtion better than others. The "Reverence for Life" value position did not valued, but not as the only set of guiding concepts. answer all the questions about how a person should behave, but it For further reading see: .Bill Devall's Símple in.Means, Rích in provided a general guideline for living the good life. Ends,Layton, Utah: Gibbs Smith Publishing, 1988 and Bill Devall For further reading see: James Brabazon's Albert Schweitzer: A and George Sessions' Deep Ecology: Living as if Narure Mattered, Biography, New York: Putnam, 1975; Albert Schweitzer's Out of SaltLake City: Feregrine Smith Books, 1985. My Life andThougå1, New York: The New American Library, 1953; and Ann Cottrell Free's Animals, Nøture and Albert 5. Atthough "social Ecology and " differ to some Schweitzer (1982) available from each of the publishers, the degree, they are alike in some important ways. Murray Bookchin Albert Schweitzer -Fellowship, The Animal Welfare Institute, The has written about social ecology; a number of authors such as Albert Schweitzer Center or the Humane Society of the United Karen Warren, Susan Griffin, Carolyn Merchant, Mary Daly States. and Ynestra King have contributed to the growing body of ecofeminist literature. Both value positions view ecological de- 3. "The Land Ethic" value position was originally developed by struction as related to social and political attitudes such as control Aldo Leopold. This view depends upon an understanding of the and dominance. They believe that the destruction of nature results science of ecology and the relationships among the parts of ecosys- from oppressive patterns and social hierarchies such as men over tems. It also incorporates the belief that human beings are just one \ryomen, the white race over people of color, and moneyed and part of a larger earth community of plants, animals, soils, waters' educated classes over the poor and illiterate. Ecofeminists beiieve collectively called "the lafid." Living things are viewed from the that the oppression of women by mcn is the most destructive form perspective of populations rather than individual animals and of social dominance and that this has a direct relationship to the plants. Leopold wrote about the land as being a living thing and attempted control of natu¡e. about maintaining it in good health. He believed that responsible For further reading see: Murray Bookchin'sThe Philosophy of American actions would result if a person loved and respected the land. For Social Ecology, Montreal: Black Rose Books, 1990; the further read,ing, see: Aldo I-eopold's A Sand Counry Altnanac, Philosophical Association's N¿ws/etter on Feminísm and Philoso' New York: , 1949 and Curt Meine's AIdo phy 90, No. 3 çFall, 1991); and Healing tlæ Wouttds: The Promise Cruz, New Lcopold: His Life and.Work, Madison \ilI: The University of . of Ecofeminism, edtted by Judith Plant, Santa CA: ( 1989). , Press, 1 987. Society Publishers

4. The "Deep Ecology" value position deals with the deep, under- 6. The "Radical Ecoactivism" value position could be considered "Deep and "Animal lying causes of pollution and resource depletion. Arne Naess and to be an extreme form of some Ecology" of dealing other proponents of this approach believe that society must make \Velfa¡e" views. It includes both legal and illegal ways such as radical changes and that individuals must adopt a new'world view with polluters and "destroyers:" of nature. Organizations practice legal acts of civil disobedience such as or philosophy. The deep ecology movement is based on eight ' Greenpeace usually Earth principles, including ideas such as the inherent value of non-human sailing between whalers and whales. Organizations such as "monkey wrench' life forms, the decrease of human population' and the need for Fint led by David Foreman and advocates of technol- policy change in the use of resources. The science of ecology is ing" (destnoying or rlisabling environmentally destructive '13 Environme ntal H eroes and H e roine.s ogy such as bulldozers, logging equipment, or fishing gear) such as misused or restricted through ownership by individuals. Humans , sometimes take illegal actions to stop what they are seen to have a great deal of responsibility for maintaining thc consider to be threats to the survival of the earth and its ecological balance and harmony that exists on earth. For further reading see: sysrcms. Suzuki & Knudtson'sWisfum of tlu Elders: Honoring Sacred For further reading see: Dave Foreman's Confessiorx of an Eco' NativeVisions of Narure, New York: Bantam Books, 1992; Chief \ü/A: Warríor,New York: Harmony Books, 1991 and Edward Abbey's Dan George & Hernschall's My Spirit Soars, Blaine, Hancock Ttre MonkcyWrenchGang, Salt Lake City, Utah: Dream Garden House Publishers, 1989; and Susan Jeffers' Brother Eagle, Sister hess, 1985. Sþ; A MessagefromChief Searle, New York: Dial Books, 1991.

7. The "Vy'ise Use and Management" position views nature as MATERIALS prirnarily useful to humans. Plants, animals, and land are some- A sheet of environmental values questions and students' notes on times valued if their existence does not conflict with human needs. thei¡ answers. Naturc is protected in places, such as pa*s and forests, but this is often done because of the potential use of humans rather than PROCEDURE because the plants, animals, or habitats deserve protection for their The teacher can provide a brief description of the eight types of own sakes. Animals arc ofæn defined in terms of their human environmental value positions described in the background section impact, such as pests, vermin, and game. Animals are mainly of this lesson. At this point, the names of those who a¡e associated viewed from the perspective of populations rather than individuals. with each position are not important for srudents to memorizc. Populations are monitored and controlled through quotas or bag Students should be given the following list of questions and asked timits placed on hunters, Eappers, and fishers. Habitats are man- to think and write on each one. aged for their production of specific game animals rather than for Then, each question can be discussed in small groups or as a animals which have linle di¡ect human use. Humans are viewed as whole class. The purpose of the discussions is not to have the posi- separate from other animals and therefore, responsible as stewards students criticize others' responses or to try to change their of nature. Some leading proponents of management apprcaches a¡e tions, but to listen carefully to the different responses and to ury to Frederick Law Olmsted, Gifford Pinchot and Theodore Roosevelt. understand the stated reasons for holding these views. For further reading see Douglas Strong's Tle Conservationists, Following this exercise, have the students identify different Menlo Pa¡k CA: Addison-Wesley Publishing Company, 1971. people who hold one or morc of these positions.

8. 'Indigenous or First'Peoples", such as Native Americans in EIWIRONMENTAL VALUES QUES TTONS your what eventually became the United States, view nature as sacred. Directions: Read each question and write answer. Think you They believe that all forms of living and non-living things are about yoru r€asons for responding the way that did to each connecæd and therefore, humans belong to the sarne society as question. for their fur and other animals, rocks, rivers, and plants. All of nature, including the 1. Do you think it is right to raise animals wearing planet earth, deserves respect and gratitude in the form of prayer' leather and then make coats, gloves, shoes and other made from animals? If so, what? rituals and ceremonies. Land exists to support life and is not to be apparel? Do you wear anything

E i r o nme nt al E duc ati o n As s o c i atio n of I lli rc i s 14 nv ? s

\ù/ould it make any difference if the wearing apparel were obtained 11. Do you think it is right to try to control nature by using from a wild animal that was shot or trapped for that purpose? different forms of technology such as irrigating dry land, seeding 2. Have you ever thought about being a vegetarian? What clouds to produce rain, or making fTesh \ilater from salt water? are the disadvantages and advantages of become one? If eating Does it matter how much these actions add to pollution or the cost meat is not a good thing, why is eating plants any different? of the final product? 3. Do you have a pet? Why might some environmentalists 12. Is it ever right to break a law in taking action to protect think that you shouldn't have one? Are some pets right to keep and the environment? Give examples to support your position? others not right? 13. How would \rye treat the earth if we really believed that 4. Have you enjoyed going to the zoo or circus? Have you all living and nonliving beings had spirits and were to be honored? ever thought about how the animals were treated in each place? Do What specific laws or policies would be created? What would you you agrce with some environmentalists that zoos and circuses do differently? mistreat some animals? 14. Should a specific animal or plant be preserved even if it 5. Do you agree with Albert Schweitzer that it's wrong to proved to be of no value for human survival? Explain. kill a mosquito even if it is biting you? Are some animals consid- 15. tilhich values position(s) do you believe the govern- ered pests and others useful to humans? Is it right to kill some ment in your community most closely represents. Give specific animals and protect others because of how they harm or help examples of why you believe as you do? humans? 6. Some kinds of living things such as bacteria and EXTENSIONS cause human diseases. Should these harmful be elimi- 1. Read about some of the people discussed in this lesson nated from the eanh if it were possible? who you admire for their beliefs and/or actions. 7. Is it right to use some pesticides on crops to get higher 2. Make up your own list of envi¡onmental values ques- yields, even though they kill some and other organisms and tions and share them with others in the class. the pesticides could get into the ground water that humans depend 3. Make up a questionnaire on a specific environmental upon for drinking? problem or issue and take a survey in the community. Classify the 8. Is it right to shoot or trap some animals if their popula- responses according to the eight positions discussed in this lesson. tions in the area are large enough to assure that they will reproduce What patterns emerge? Why would one position be more dominant young next year? than others? Did you discover some people who hold simila¡ 9. Is it a good idea for government to control when animals values to yours? Did you discover any patterns to the responses are hunted or trapped and how many should b€ killed by each accorrding to gender, age, ethnic origin, or anything else? Did you hunter or trapper? How many should be kiled by each hunter or find any new he¡oes or heroines? trapper? Is it cver right to kill females and young from a certain 4. Using the cha¡t created in the evaluation section of animal species if there are too many of them in that habitat? Lesson 1, classify each hero or heroine according to the position 10. What conveniences or luxuries would you be willing to their values or actions rcflect. give up to make less impact on natural systems? Would it matter if Note: In some cases more than one position nny be re- you were the only one giving them uP? flected. Is there any pattern to the combinations? 15 E nviron¡nental H eroes and H erotnes 4 5. tilhich values position(s) do you think the elders in your family hold? Talk to them and try ro deærmine how their vicws developed and how they are reflected in thcir bchavion, i.c. who they vote foç what they do for recreation; what they eag how thcy manage the material possessions that they have. How have their values positions affected you?

EVALUATION l. Write a paragraph describing the environmental value position which comes closest to your philosophy? Give examples from your life. 2. IVho might become your hero and heroine from this value position? State three qualitics or acrions of the person that you admirË. O

Helen Ross Russell

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ENVIROI\MEI\TAL HEROES AI\D HEROINES People to investigate for their views on caring for the earth.

1. Abbey,Edward 37. Ehrlich, Paul 73. [nng, William J. 109. Russell, Helen Ross 2. Adler, Margot 38. Eifert, Virginia 74. hpez , Barry ll0. Schumacher, E. F. 3. Agassiz, Jean Louis 39. Eiseley, Loren 75. Marcum, Cathy Sneed lll. Scott, Charles 4. Andrews, Roy Chapman 40. Elk, Black 76. Man[ George Perkins tt2. Seattle, Chief 5. Audubon, John James 41. Emerson, Ralph tilaldo 77. Marshall, Bob r 13. Seon, Ernest Thompson 6. Austin, Mary 42. Fabre, Jean Henri 78. Mason, Bill 114. Sharp, Dallas Lore 7. Bailey, Liberty Hyde 43. Fazal, Anwar 79. Mather, Stephen T. I 15. Sheldon, Edward A. t. Baker, Richard St. Barbe U. Foreman, Dave 80. McCloskey, Alice 1 ló. Snyder, Gary 9. Bartram, John and William 45. Fuller, Buckminster 8r. McGaa, Ed @agle Man) tt7. Spencer, John V/. 10. Baylor, Byrd 46. Fuller, Margaret 82. Mc[Ia,rg, Ian I 18. Sønding Bear, Luther ll. Beard, Daniel B. 47. Galdikas, Birute E3. Mendeq Chico l 19. Storm, Hyemeyohsts 12. Benneti, Hugh Hammond 4E. George, Chief Dan 84. Merchant, Carolyn 120. Straight, H. H. 13. Berg, Peter 49. Gibbs, Lois 85. Mikulski, Barbara t2t. Suzuki, David 14. Bigelow, Maurice A. 50. Gnau, "Harrison" 86. Mills, Enos A. r27. Teale, Edwin Way 15. Blanchan, Neltje 51. Goodall, Jane 87. Miner, Jæk 123. Thoreau, Henry David 16. Bookchin, Murray 52. Gordon, EvaL. 88. Momaday, N. Scott 124. Udall, Stewart 17. Boyden, A¡thur 53. Gray, Elizabeth Dodson E9. MuirrJohn t25. Unsoeld, Jolene It. Brower, David 54. Griffin, Susan 90. Murie, Margaret 126. Van Hise, Charles 19. Burbank, Luther 55. Gyatso, Tenzin 91. Murie, Olaus r27. Vinâl,rffilliam 20. Burgess, Thornton 56. Hardin, Ganett 92. Naess, Arne 128. Vogt, William 21. Burroughs,John 57. Harris, Dale 93. Nash, Roderick t29. von Humboldt, Alexander 22. Carrighar, Sally 58. Harris, William T. 94. Nelson, Gaylord 130. Wallace, Alfred Russel 23. Carson, Rachel 59. Hays, John 95. Olmsted, Frederick l,aw r31. Walton,Izaak 24. Carver, George Washington 60. Hodge, Clifon F. 96. Olson, Sigurd 132. 1{¡rd(Jackson), Barbara 25. Cather, Willa 61. Howard, Sir Albert 97. Osborn, Fairfield 133. W¡rren, Karen 26. Chapman, Frank 62. Jackman, Wilbur S. 98. Palmer, E. Lawrence r34. Watts, lvlay Theilgaard 27. Commoner, Barry 63. Kelly, Petra 99. Payne, Frank O. r35. Werikbe, Michael 2t. Comstock, Anna Botsford &. King, Thomas Stan 100. Petzoldt, Paul 13ó. White, Gilbert 29. Cousteau,Jacques-Yves ó5. King, Ynestra 10r. Pinchot, Gifford t37. Whiunan, Walt 30. Daly, Mary 6. Krutch, Joseph V/md 102. Powell, John Wesley 138. Wilson, Edward O. 31. Darling. Jay Norward (Dine) 61. La8astille, Anne 103. Rich, Louise Dickinson 139. Wright, Mabel Osgmd 32. Darwin, Charles 68. l-aCha¡relle, Dolores l04. Roberts, Charles G. D. 140. Zahniser, Howard 33. de Chardin, Teilhard 69. larson, Gary 10s. Rodale, Jerome lrving 34. Deloria, Vine, Jr. 70. Leopold, Aldo 106. Roosevelt, Franklin D. Names in bold text have been re- 35. Douglas, Marjory Stoneman 7L. Linnaeus, Carl 107. RoocevelÇ Theodore ferred to in this instructional unit. 36. Dubos, Rene Jules 72. l¡ndon, Jack 108. Roszak, Theodore Envirownental Heroes and Heroines t7 (NOT PREVIOUSLY LISTED IN FURTHER REFERENCES THIS INSTRUCTIONAL UNIT)

Hamilton, Alice Environmental Heroes & Heroines: McPherson, Stephanie Sammartino. The Worker's Detecúve: A Story About Alice Selected References for Children and Youth Hamilton. Minneapolis, MN: Ca¡olrhoda Books, 1992 (Gr. 3-6).

Bartram, William Leopold, Aldo Of Things Wild and Free : A Story About Aldo Sanger, Marjory S. Billy Bartram and His Green World. New York: Farrar, Straus Iorbiecki, Marybeth. Aldo Leopold: MN:Carolrhoda Bmks. 1993 (Gr. 3-6). & Giroux, 1972. tæopold. Minneapolis, L¡rbiecki, Marybeth. Aldo L¡opold: A Fierce Green Fire. (Forthcoming in 199-l (Gr. +). Carson, Rachel - no publisher as Yet) 7 Kudlinski, Kathleen V. Rachel Carson: Pioneer of Ecolog.v. New York Viking Kestrel, 1988. Muir, John John Muir. Champaign, IL: Ganard, 1974. Srerling, Philip. Sea and Earth: The Life of Rachel Canon. New York Thomas Clark, Margaret Goff. Putnam's Sons, 1974. Crowell, 1970 (Gr. 612). Dines, Glen. John Muir. New York: G.P. John Wildemess Bo!tæþ:r' Minneapolis, MN: lpmer Reef, Catherine. Rachel Carson: The Wonder of Nature' Frederick, MD: lVadsworth, Ginger. Muir (GR. Twenty-First Century Bæks, 1992.* Publications, 1992 Gl2). McPherson, Sæphanie Sammartino. Listening tn Crickets: A Story About Rachel Carson. Minneapolis, MN: Ca¡ol¡hoda Books, 1993 (Gr. 3-6). Douglas, Marjory Stoneman Voiceof theEverglades. Frederick, wadswoth, Ginger. Rachel carson: voiçe for the Earth. Minneapolis, MN: Iærner Bryant,Jennifer. Ma¡joryStonemanDouglas: Books, 1992.* Publications, 1992 (Gt. 6-12). MD: Twenty-First Century

Saint Carver, George Washington Francis of Assisi' of SL Francis. New York: T. Crowell, 1952 (Gr. a-5). Aliki. A \ileed is a Flowen The Life of George Washington Carver. Englewmd Bulla, Clyde. Songs Cliffs, NJ: Prentice'llall, 19ó5 (Gr. 5-8). Eliot, Iåwrence. Englewood cliffs, NJ: Prentice-Hall, Goodall, Jane @. Living with the ChimDs. Frederick, MD: 1967. Fromer, Julie. Jane Gmdall: Twenty-First Century Books, 1992' Rogers, Teresa. Gerrrqe Washington Carver: Nature's Trailblazer' Frederick, MD: Twenty-First Century Books, 1992.* Mendes, Chico Chico Mendes: Flight for the Forest. Frederick, Maryland: Chapman' John DeSæfano, Susan. Twenty-Fint CenturY Books' 192. Atiki. The Srorv of Johnny Appleseed. EnglewoodCliffs,NJ: Prentice-Hall, 1963 (Gr.3a). Nehon, Gaylord Gavlord Neison: A Day for the Earth. Frederick, MD: Twenty-First Century Cousteau, Jacques Books, 1992.* Madsen, Axel. Cq¡¡¡EAu. New York Beaufort' 1986. Reef, catherine. Jacques corxæau: chamDion of the Sea Frederick, MD: Ellen Swallow Twenty-First CenturY Books, 1992.* Richards' Vare, Ethlie Ann. Adventr¡rous SDirit A Story About Ellen Swallow Richards. Minneapolis, MN: Carolrhoda Books, 1992 (Gr' 3-ó)'

E nv ir o nme ntal E duc at i o n As s o c i ati o n of I I li no i s 18 _L

Roocevelt, Theodore Commoner, B. The Closinq Circle: Nature- Mm and Technology. New Yort: Curight, Paul Russell. Theodore Roosevelt: The Makin9 of a Nauralist. Urbana Random House, 1971. IL: University of Illinois Press, 1985. Morris, Edmund. The Rise of Theodore Roosevell New Yort: Coward, McCann Davis, D.E. Econhilosoghv: A Field Guide to The Literanre. San Pedro, CA: & Geoghegan,1979. R&EMiles,1989. Monþ, Ferdinand N. The One B ad Thin g About Father. New York l{arper & Row' 1970 (Gr.3a). Ehrlich, PR. Ile-Pqpl¡lÂtiqLBg!0b. New York: Ballantine, 1969.

Thoreau, Henry David Finch, R. and Elder J. (Eds.) The Norton Book of Nature V/riting. New York: Burleigh,Robert- A ManNamed Thoreau. New York: Atheneum. 1985 (Gr. 3-5). V/. W. Norton and Company, 1990. Boda, Carl, @d.) The Portable Thorcau. New York Viking,lg47. Reef, Catherine. Frederick, Fox, S. The American Conservation Movemenc John Muir and His Legacy. MD: Twenty-Fint Cenurry Books, 1992.* Madison, WI: The University of Wisconsin Press, 1985.

Gore, A. Earth in the Balance: Fcoloor¡ and the Human Spirit. New York: *Grades 3-7 New title's available, Spring, 1993: David Brower, lvfargaret Murie, Plume, 1992. Theodore Roosevelt and John Muir l

Ia Chapelle, D.E¿gh-Wi$qq. Silverton, CO: Finn Hill Arts, 1978. Environmental Heroes & Heroines: Selected References For Advanced Readers And Adults låib, G. et al. Activities For Indmr and Outdmr Use Based On Essavs From A Sand Countv Almanæ. Belvidere, IL: I¿nd Use Council 16 of the Association of Illinois Soil and Water Conservation Disricts, 1992. Baron, R.C. and Junkin, E.D. (Eds.) Of Discoverv & Destiny: An Antholoqv of (Contæc P.O. 218, Belvidere, IL 61m8, 815l%-2671.) American Writen and The American l¡nd" Golden, CO: Fulcrum,Inc., 1986. I¡wis, B. A. The Kid's Guide To Social Action: How To Solve The Social Problems You Chmse And Turn Creative Thinkins Into Positive Brooks, P. Speakinq For Natufe: How Liæran, Natufalists from Henrv Thoreâu Action. Minneapolis, MN: Free Spirit Publishing,Inc., 1991. m Rachel Carson tlave Shaned America- : Houghon Mifflin Company, 1980. List, P. C. Radical : PhilosoDh:r and Tactics. Belmont, CA: Wadsworth Publishing Company, 1993. Caduto, M. J. & Bnrhæ, J. KeeDen of the Earth: Native American Stmies and Environmental Activities for Children. Golden, CO: Fulcrum,Inc. 1988 McGaa, E. Rainbow Tribe: Ordilrar.v Pemle Jounrevinq on the Red Road. San (Also accompanied by a Teacher's Guide). Fra¡rcisco, CA: tlarper Collins Publishen, 1992. the Earth: Women Caldecou, læonie and Stephanie Læland (Eds). Reclaim r$/omen. rilornen's Merchar¡t, C. The Death of Nau¡re: Ecoloqv and the Scientific Sne¿k Out for the Life on Earth. London: Press, 1983. Revolution. San Francisco, CA: Harper & Row, 1980.

Carson. R. Silent Sprinq. New York Houghon Mifflin, 1962.

r9 Environmental Heroes and Heroines Nacl¡, R. F. The Ri¡ûtts of Nanrc: A Historl, of Envimnmental Ethics Lladison, \VI: Thc Univ€rsity of rtirmsin hcss, 19E9.

Osborn, F. Our Plundered Plarrct- Bæton: Littþ Brown urd Company, 194E.

Savcr, P. (Ed.) Finding : U/ritinq on Nanr€ end Culture From frdl Magezini. Bogsu Beæon Press, lW¿-

Sclprer, D. . New York tlart Ptrblishing Cunpany, Iric., 1978.

Stum, H. Sgvf¿ånqË!. New Yo¡k Ballantine Bo*q 1972.

Udåll,SL Thc OuietCrisis. New York Aron Bæks, 1963.

Vandcrwerth, W. C. lndi¡n Oratorl¿ Famors SDecches by Noted lridiân Chieftnins. New YorK: Ballantirc Bæks, lftl.

Viclery, J.D. Yfildeíress Visionffies. Menillville, lN: I.C.S. Books,lnc., 1986. {**Ë**g¡at-'a VogtW. RoadtoSurvival. NewYork Slmne,l%8. t

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