By Janie VandeBerg
While researching this bibliography, I attempted to find as many sources and references online as possible. Although, from an academic standpoint, online sources are not as readily acceptable as “library sources”, there is some rationale in utilizing the internet as the primary source of research materials for the public school teacher. Unfortunately, we Z do not have the time, nor financial ability to utilize purchased and/or academic library sources for either teaching of research. Public school teachers are (by requirement) instructors of a wide-array of information. Our job is to convey that information in a meaningful way to our students, not to dig (in depth) on one subject. Therefore, I have attempted to create a list of materials that would be useful to a public school teacher of history. A list that is financially easy to obtain, yet is historically and pedagogically relevant to the topic. All the materials on this list are available online. Some are books available for purchase, but most are free, public domain, primary source materials which are easily accessed and used within the classroom.
Bailey, Ronald, (ed.) (1999). Earth Report 2000: Revisiting the True State of the Planet. U.S:McGraw-Hill.
Excellent resource on population and world resources. The essays cover a multitude of environment topics as they relate to a sustainable world in the year 2000. It offers historical information, as well as current trends and possible solutions. Although the topics could be used for “classroom” debate, the reading level is not appropriate for 9` h graders and would best be used as a teacher resource
Crosby, Alfred W., (1986). Ecological Imperialism: The Biological Expansion of Europe , 9001900 (Studies in Environment and History) Cambridge , U.K:Cambridge University Press.
A history of European expansion and implications for the world environment. The history begins in Neolithic times and ends during the 1900s. The majority of Crosby ‘s ideas are based on biological forces disrupting indigenous populations. Reading level is a bit high for high school, but certain parts could be used in a World History class during an imperialism unit for student research and classroom discussion on the environmental influence expansion had on the world.
Diamond, Jared, (1999). Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton.
A look at the environmental impact of Globalism in an historic context. The book specifically looks at food sources and animal domestication and their consequences on human societies. I don’t particularly agree with some of his theories, but for a historical perspective on the beginnings of Globalism, this is a good resource. Reading level might allow for high school readers to use this as a research source.
Gardner, B. Delworth, (2004). Globalization, Free Trade, and the Environment. Terry L. Anderson (ed.) You Have to Admit It’s Getting Better: From Economic Prosperity to Environmental Quality. (Chapter 4, pp. 109-142). Stanford University : Hoover Institution Press. Chapter available at: http://www-oover.stanford.edu/publications/books/fulltext/better/109.pdf .
Delworth discusses economic globalism and how this new globalization has actually improved environmental awareness and action throughout the world. He states that world-wide trade actually helps reduce localized reduction of natural resources. Another topic is how high levels of consumerism can live in harmony with an increase in sustainable environments. Although his points are validated by numerous citations, I felt his theories didn’t have much validity when compared to the opposing viewpoint in other sources. However, high-level students might find his arguments compelling and useful if debating the global trade and environmental issues question.
Harrison, Paul & Pearce, Fred, (2000). Aaas Atlas of Population and Environment. American Association for the Advancement of Science. Berkeley : University ofCalifornia Press.
This is an excellent resource for both teacher and student. The maps and graphs are easily readable and interesting. Students would find this atlas an excellent resource for doing further research on global environmental issues and world populations. Comparisons are easily made by using different illustrations within the atlas. Students would be able to “search out” specific environmental issues and learn to “hypothesize” causes and solutions using this text. For teachers, the illustrations are an excellent way to reinforce lecture topics.
Kerley, Barbara, (2002). A Cool Drink of Water. U.S. : National Geographic Society.
This book, only 32 pages long is written on a rather elementary school level and discusses worldwide water conservation. Although “below” reading level, the illustrations and “case studies” used in the book are good resources for students in a 9 th grade class studying water system and conservation on a global perspective.
Landes, David S., (1998). The Wealth and Poverty of Nations: Why Some are So Rich and Some So Poor. New York : Norton.
An excellent source for information on the issues of developing countries and the over utilization of resources. Landes takes an historical look at how the world developed into a country of haves and have nots – most specifically how geography (environment) played a large role in the development of certain groups. I have used this book before to discuss Global Economy and Development topics in class. Although the book, in entirety, is took complex for 9 th graders, there are numerous sections which could be used as class readings.
McNeill, J.R., (2000). Something New Under the Sun: An Environmental History of the Twentieth-Century World. New York : W.W. Norton.
McNeill examines the relationship between developed nations and the environment. Most specifically the devastation to our natural resource base, world-wide, which has been caused by “over consumption” by developed nations. He examines issues such as fossil-fuels, soil erosion, etc. This would be a good “teacher resource”, but is too “scientific” for student use.
Ponting, Clive, (1991). A Green History of the World: The Environment and the Collapse of Great Civilizations. New York : Penguin Books.
Ponting begins his thoughts with a look at Easter Island and ends with a look at global warming and pollutants. In between, he discusses topics such as the rise of cities, industrialism, world distribution, wealth, population and imperialism. His chapter on the creation of a Third World is particularly interesting in regards to the historical development of a globalized society. The reading is easy and would be appropriate (as class material) for high school students.
Schwartz, Peter & Gibb, Blair, (1999). When Good Companies Do Bad Things: Responsibility and Risk in an Age of Globalization. U.S. : John Wiley & Sons.
This is a GREAT source for understanding economic globalization and the responsibilities of multinational corporations. The book examines specific companies such as Nestle, Texaco and Nike. There is too much economic theory in the book for it to be of value as a student resource, but the information about specific companies and the importance of social and environmental responsibility would be a good discussion resource for any high school class in world globalization and environmental impact.
Speth, James Gustave, (2003). Worlds Apart: Globalization and the Environment. U.S. : Island Press.
A collection of 10 different lectures given at Yale University on various topics such as the international environment movement, sustainable forests, and the possibility of a world democracy. This could be used for a teacher resource, but is far too academic for use as readings in the classroom.
Speth, James Gustave, (2004). Red Sky at Morning: America and the Crisis of the Global Environment. U.S. : Yale University Press.
A “call-to-action” book regarding the world depletion of resources. Speth’s major emphasis is to create a “sustainable” world – not just sustainable countries. Although Speth has a number of interesting points that would “inflame” today’s youth to action, it is a difficult read. This book would be best utilized as a resource for teacher lecture material – the ideas are interesting!
Broder, David S., (2004, June 17). Growth vs. History. Washington Post. Pg A29. Retrieved June, 2004 from Proquest Database, Document 651930841.
A discussion on China and the increase in industrialization of Shanghai . The majority of this article discusses the how a new industrial park has been built in the middle of a major historical area. Although the “environment’ ‘is not specifically cited in the article, this would be an read for students on how a globalized world is readily taking over (without thought) the human and natural historical environment.
Crosette, Barbara, (1998, September 27). Kofi Annan’s Astonishing Facts. The New York Times. Retrieved August, 2001 fromhttp://www.nvtimes.com/learning/general/featured articles/980928monday.html.
I have been using this article (set of facts) about the global environment and consumerism for the past 5 years of my Global Economy and Environment unit at the 9 th grade level. Students are amazed at the vast differences between peoples of the world and the high level of “consumerism” rampant in the developed nations. (This is one of my student’s favorite assignments and discussions!) They particularly enjoy creating visual graphs of these outrageous disparities in our world and placing them in the hallway outside my room!
Czarra, Fred, (2003). Fresh Water: Enough for You and Me? Issues in Global Education, The American Forum for Global Education. Retrieved June, 2004 fromhttp://www.globaled.orp fmall74.pdf.
This is an online brochure about the amount of fresh water in the world and its’ consumption by developed nations. There is an excellent cartoon about using up our future, as well as a multitude of articles on where we get water, who uses it, the concept of water for profit, and the history of fresh water. This brochure is an excellent student resource to get them thinking about globalization, population and water conservation.
Dionne Jr., E.J, (1998, May 29). Globalism with a Human Face. Washington Post, Pg..A27. Retrieved June, 2004 from Proquest Database, Document 29793923.
A capsulation of a speech (then) Pres. Clinton gave to the WTO. It stressed that citizens should be able to voice their concerns directly to the WTO and that the organization should work more closely with nations and companies to improve the environmental outlook for the world. Although this article is a bit outdated, I have used it, in the past to demonstrate the “power” of the WTO and their influence on the global environment.
Issues in Global Education, (2000-2001). Global Ethics. The American Forum for Global Education. Issue 165. Retrieved June, 2004 fromhttp://www.globaled.org/issues/165.pdf
Much of this brochure addresses a more humanistic ethic discussion, however there is a section entitled “Global Ethics: A Sustainability Rationale” that is particularly interesting. It discusses humanistic and economic reasons for a global society to embrace environmental conservation on a global scale. This brochure is a good document for student reading and will promote further enquiry and discussion by students (I know, I’ve used it!)
Nye, Joseph, (2002). Globalism vs. Globalization. The Globalist. For Global Citizens by Global Citizens. Retrieved June, 2004 from http://www.thep,lobalist.com/DBWeb/Storvld.aspx?Storyld=2392.
Many of my students ask what the differences are between the terms Globalism and Globalization. This article examines that very question and answers it quite admirably. I have used excerpts from this article in class to differentiate between the “good” of globalism and the “bad” of globalization. (I must state that globalism and globalization are not necessarily good and bad, but both gray areas!)
Vidal, John, (1995, Nov 15). ENVIRONMENT: Localism vs globalism Ken Saro-Wiwa’s death matters deeply and defines the new environmental agenda. John Vidal on emerging forces. The Guardian. pg. 4. Retrieved June, 2004 from Proquest Database, Document 18946845.
This is an EXCELLENT article for demonstrating the need for “localized” awareness of environmental issues. The article examines a number of “case studies” – Indian peasants vs. transnational seed companies and English boycotts of Shell Oil. In addition, the article defines (quite admirably) the concepts of localism and globalism. This would be an excellent article to be used as a handout in any environmental high school curriculum – scientific, social science, etc.
World Scientists’ Warning to Humanity. (1995, February, 428/9). Rachel’s Environment & Health Weekly. Retrieved June, 2004 from http://www.hartford-hwp.com/archives/25b/001.html
Although this article is relatively old, there is a list of environmental stress areas that is a useful tool for getting students to think about the global effects of population growth and globalization. I have used this list as a starting point for discussion of environmental issues many times in my 9 th grade classroom.
Atmosphere, Climate and Environment Information Programme, (2002-2004). Online Encyclopedias. Retrieved June, 2004 fromhttp://www.ace.mmu.ac.uk/encvclopedia.html.
The site has two encyclopedias available: Atmospheric Environment and Sustainable Development. Both are excellent students resources for gathering additional information on the consequences of a globalized society. The encyclopedias are indexed by topic and students can examine information by country, topic, and time period.
Camill, Phil, (1999). The Deforestation of the Amazon: A Case Study in Understanding Ecosystems and Their Value. Retrieved June, 2004 fromhttp://ublib.buffalo.edu/libraries/projects/cases/amazon.html.
I have used this site, repeatedly, during my unit on Global Environment at the ninth grade level. It discusses the vast amount of environmental degradation going on in the Amazon Rainforest. It not only shows (pictorially) the environmental issues, but gives clear and concise readings of the issues – soil erosion, deforestation, etc. as well as the “global” causes.
Earthday Network, (n.d.). International Earth Day Resources. Retrieved June, 2004 from http://www.earthday.org/.
This site has a plethora of information on global environmental issues and links them to specific campaigns. In addition, general information about Earth Day, April 22 nd, is available. Of particular note are the Environmental “Fast Facts” sheets which may be obtained from the site that describe a particular environmental issue and give specific facts about the causes and consequences of the problem.
Harvard University Center for the Environment, (2003). Globalization and Trade, Policy Trends. Forum on Religion and Ecology. Retrieved June, 2004 fromhttp://environment.harvard.edu/religion/disciplines/policv/trends/plobalization.html
This website has an excellent article on the effects of intercontinental trade (historically) on the environment. In addition, there are articles on environmental ethics, political organizations, and regionalization.
Kovarik, William, (2001). Environmental History Timeline. Radford University . Retrieved June, 2004 fromhttp://www.radford.edu/wkovarik/histl/timeline.new.html
An online, interactive timeline from BC through the future. As the student highlights a particular era, they will see both written and pictorial information on the environmental issues of the period, as well as an “additional readings” list and website links. This is an EXCELLENT resource for teaching environmental issues in a world history class!
National Geographic Society, (n.d.). National Geographic News, Environment. Retrieved June, 2004 fromhttp://news.nationalgeographic.com/news/environment.html
This site has a number of articles on different environmental issues throughout the world. Students researching environmental issues would find good information here.
OneCorld International Foundation, (2004). One World. net. Retrieved June, 2004 from http://www.oneworld.net/
As far as I am concerned, this is the PREMIER site for information on Global Issues, most particularly environmental issues. I have used this site for many years, both for additional classroom materials and also as a starting point for student research on environmental issues. Students are able to examine specific issues, such as pollution and deforestation, in depth using the topic guides. In addition, they can examine issues by country and/or search for a specific article on an issue. I cannot express how valuable this website is to teaching about global issues in a high school classroom.!!!!!!
PBS, (2004). World in the Balance. Retrieved, June, 2004 from http://www.vbs.org/wgbh/nova/worldbalance/
This website is a companion site to the NOVA video, World in the Balance. The video is available for purchase and would be a good additional resource for the unit. However, the site, itself, has a HUGE amount of information on the critical balance between population and environmental issues. Sub topics on. the page include demographics, earth in peril, voices of concern and a global trends quiz. This is an excellent site to gets students understand the consequences of today’s globalization and population issues.
Thinkquest (2004). The Environment, A Global Challenge. Retrieved June, 2004 from http://librarv.tinkquest.or-/26026/EnvironmentalProblems/environmentalproblemsarticle.html.
An EXCELLENT site for researching many different environmental issues. The site alphabetically categorizes topics from Acid Rairj to Water Pollution. Under each category, students can link to sections on an I overview, causes, effects, and solutions. An incredible resource to complete a specific project on Global environmental problems.
Worldaware (n.d). Globalisation and Trade. , Department of International Development, U.K.Retrieved June, 2004 fromhttp://www.globaleve.org.uk/secondarvsummer/focuson/index.html
The site has a number of “case studies” on globalization and environmental effect – the global fashion industry and the sugar trade. Both give excellent first-hand accounts of the consequences of a globalized society. Students, in the past, have found this site to be useful in further understanding the implications of a global society.
Bullfrog Films, (1997). Borderline Cases: Environmental Matters at the United States-Mexico Border. [videotape].
Investigates the environmental impact on the factories [maquiladoras], built by multinational corporatoins that line the border. The video discusses labor issues, but also issues such as toxic waste dumping and air pollution violations. The video ends by introducing some of the grassroots organizations that are fighting the issues and how they are attempting to stop the environmental crisis. This is an excellent way for students to see how globalization has effected the world environment.
Bullfrog Films, (2004). Broken Limb: Apples, Agriculture, and the New American Farmer. [videotape].
An EXCELLENT film to show how globalization has impacted our own region. The video discusses how Wenatchee valley farmers can’t compete against multinational agricultural firms. The video discusses how “new farming techniques” could be used by these small farmers to create a more sustainable agricultural system.
Facing the Future Organization, (n.d.) Facing the Future: People and the Planet. Retrieved June, 2004 from http://facingthefuture.org/
By far, the BEST high school oriented curriculum program for environment awareness. I have used their text book (which is available online) to teach my environment unit for the past 5 years. The emphasis is on population and its effects on the environment. Chapters include issues such as carrying capacity, environmental footprints, food and health issues, safe water, resource allocations, etc. If I had to use only one resource from this list to teach about globalism and environment – this would be it! I highly recommend this text as well as the entire site. There are numerous teaching activities, articles on environmental issues to supplement, etc.
Haddock, Patricia, (2000). ENVIRONMENTAL TIME BOMB: Our Threatened Planet. Enslow Publishing .
Available from Social Studies School Service. ( www.socialstudies.com) This book is written for a 6-12 grade level and discusses concepts such as “green movement”, population, fossil fuels and alternate energy resources, air pollution and acid rain, preserving rainforest, and animal preservation. Although it doesn’t really use the concept of globalism, it does give a concise overview of the environmental problems facing the entire world. This is an excellent resource for both classroom reading and student research on worldwide environmental issues.
Safari, Ltd., (2002). POLLUTION AND THE ENVIRONMENT.
Available from Social Studies School Service, ( www.socialstudies.com) A poster depicting worldwide environmental threats as well as remedies. It is a great visual for students to understand the global effect of “localized” environmental issues and would be a good discussion or study resource in the classroom.
The American Forum for Global Education, (n.d.). The New Frontier in Brazil : People, progress & the Environment. Retrieved June, 2004 from http:/ /www.globaled.org/curriculum/brazil.html.
This is a published lesson plan and printable case study on the effect of economic development on the Amazon Basin . The case study follows a geologist as he makes a helicopter survey of the area. The description and information contained in the case study are excellent reading for 9 th grade students and gives them an opportunity to analyze the local consequences of sustained economic growth, worldwide.
The American Forum of Global Studies, (n.d.). Transnational Pollution: Why Are You Dumping on Me? Retrieved June, 2004 fromwww.globaled.org/curriculum/TransnationalPollution.html.
Another published lesson plan with a printable case study. In the study, students read about 1996 chemical spill in Passau Germany that contaminated the Danube River from Passau , downstream. This documents the worst industrial waste spill in history and its’ consequences. A very good document for understanding the consequences of toxic hazards.
Wasserman, Pamela, (ed.), (1996). PEOPLE AND THE PLANET: Lessons for a Sustainable Future. Zenger Publishing Group.
Available from Social Studies School Service, ( www.socialstudies.com). This is an excellent book of classroom activities to teach about population dynamics, globalization, environmental issues and resources. I have used a number of these activities in my classroom including creating a miniature landfill! Students were able to visualize global, environmental issues as compare to just reading about them. This is a great companion piece for middle and high school teachers who are teaching environmental issues.
Worldlink, (1990). SPACESHIP EARTH: Our Global Environment. [Videotape].
Available from Social Studies School Service, ( www.socialstudies.com). Although this videotape was done in 1990, it is still relevant today. 26 minutes in length, it discusses three major issues: deforestation, global warming, and the ozone layer. Discussion in the video centers on both the causes and consequences of these issues.
Worldlink, (2003). POWER SHIFT: Energy and Sustainability. [Videotape] Social Studies School Service
Available from Social Studies School Service, ( www.socialstudies.com). First, this is a new video and the host is Cameron Diaz (that would be a very popular young actress!) So, kids really enjoy it! The video has 4 sections: 1 Connections-the idea that energy creates a global community, 2) Cradle to Cradle examines designing “green” buildings, 3) Energy Path-about where electricity comes from (resource-wise), and 4) Be the Difference – asking students to do something about the problem. The entire video is only about 30 minutes long and is highly “watchable”. All sections tend to get students discussing the issues, so I have found that stopping the video between sections allows students to speak out about personal experience and concerns.