Materials for Lessons

Below you’ll find links to the lists of assigned readings and viewings for each lesson in Teaching for EcoJustice. You will also find a link to videos of slideshow presentations that I use for my class under Slideshows

I use a large number of books and articles in my lessons! I know that tracking down each of these texts is a lot of work for teachers. So I’m very happy when I can share online access to some of the materials I use. In cases where a reading I use in one of my lessons is available online, I’ve provided the link.

In some cases where the material itself isn’t available online, I’ve included links to materials that are similar to those I use in my lesson. These may work as substitutes, if you’re not able to get the original materials I suggest. I hope you’ll understand that, whenever I offer a substitute material, it is done in the interests of making these lessons as easy for busy teachers to use as possible. But I haven’t used the substitute materials in my own classrooms, and I can’t say whether they’ll have the same impact on students as the materials I assign myself.

Please be aware that all links are provided for you to use for educational purposes only; please follow all copyright rules when acquiring and using the full text of suggested readings, films, artwork, and other materials.

Lesson 1.1 Lesson 2.1 Lesson 2.2 Lesson 2.3 Lesson 2.4 Lesson 2.5
Lesson 3.1 Lesson 4.1 Lesson 4.2 Lesson 4.3 Lesson 5.1 Lesson 6.1
Lesson 7.1 Lesson 7.2 Lesson 7.3 Lesson 8.1 Lesson 8.2 Complete List Slideshows

Lesson 1.1 (Top)

  • Gérard de Nerval, “Golden Lines,” in News of the Universe: Poems of Twofold Consciousness, 38
  • Leroy V. Quintana, “Sharks,” in Poetry Like Bread, 202-203
  • Ferruccio Brugnaro, “Don’t Tell Me Not to Bother You,” in Poetry Like Bread, 75
  • Genny Lim, “Animal Liberation,” in From Totems to Hip-Hop: A Multicultural Anthology of Poetry Across the Americas, 1900-2002, 34-36
  • Federico García Lorca, “New York (Office and Attack),” in News of the Universe: Poems of Twofold Consciousness, 110-112
  • Jimmy Santiago Baca, “Ah Rain!,” in Poetry Like Bread, 54
  • Wisława Szymborska, “The Silence of Plants,” in Poems: New and Collected 1957-1997, 269-270
    • A version of this poems is available here.
    • Note this isn’t my favorite translation; the version in the book cited here is much better. But this version will work!
  • Wisława Szymborska, “Among the Multitudes,” in Poems: New and Collected 1957-1997, 267-268
  • Rainer Maria Rilke, “Ah not to be cut off” in Ahead of All Parting: The Selected Poetry and Prose of Rainer Maria Rilke, 191
  • Rainer Maria Rilke, “I Live My Life,” in News of the Universe: Poems of Twofold Consciousness, 76
  • Tupac Shakur, “The Rose That Grew from Concrete,” in The Rose That Grew from Concrete, 3
  • Passages in Reading the Environment edited by Melissa Walker:
    • “Walking” by Henry David Thoreau, 41-44
      • Note that the printed version I cite here, reprinted in Reading the Environment, is abridged – the full essay is much longer. This link is to the full essay, so if you use it you may want to select just a few pages to assign (I’d suggest pages 205-212)
    • “The Serpents of Paradise” by Edward Abbey, 51-57
    • “A Blizzard Under Blue Sky” by Pam Houston, 57-62
    • “Living Like Weasels” by Annie Dillard, 63-66
    • “The Call of the Wild” by Gary Snyder, 71-73
    • N. Scott Momaday, “The Man Made of Words,” in Our Land, Ourselves, 71-73
  • Aldo Leopold, A Sand County Almanac:
    • “January Thaw,” 3-5
    • “The Green Pasture,” 54-56
    • “If I Were the Wind,” 70-71
  • Terry Tempest Williams, An Unspoken Hunger: Stories from the Field:
  • View works of Andy Goldsworthy

    • Lesson 2.1 (Top)

  • James Sire, The Universe Next Door: A Basic Worldview Catalog
    • I have students read pages 13-20, then skim through 25-43, 50-56, 62-74, 85-88, 111-118, and 139-153
    • This site provides a slideshow summarizing some points from Sire with a few quotes, but not the actual text.
    • This pdf offers a summary of a number of different worldviews, with a diagram to help explain each one. It doesn’t provide nearly as much background and explanation as the Sire text, but it could potentially be substituted if necessary:
  • Barbara C. Sproul, Primal Myths: Creation Myths Around the World, 49-59, 91-102, 122-126, 179-181, 199-200, 268-284, and 287-295
    • Sproul’s text includes an excellent selection of myths, and these are the ones I’ve used personally in my classrooms. However, if you can’t get a copy of this book, there are plenty of sources for creation myths online. Here’s a site that offers links to a number of creation myths from around the world:
    • And this site provides a number of different Native American creation myths:
  • Lynn White, “The Historical Roots of Our Ecologic Crisis,” Science 1967
  • Optional: Ronald Wright, A Short History of Progress, 1-27
    • Here are recordings of lectures by Ronald Wright that correspond to the chapters from this book. See Part 1 for the section equivalent to the passages I use here.
  • Additional materials that could be added to this lesson:
  • “Sacred Economics with Charles Eisenstein”

    • Lesson 2.2 (Top)

  • George Lakoff and Mark Johnson, Metaphors We Live By, 3- 13, 22-24
    • Most of these selected pages can be found at here.
  • Rebecca Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education:
    • “Metaphors and the Construction of Thought,” 59-62
    • “Discourses of Modernity,” 66-68
  • Donella H. Meadows, “Lines in the Mind,” in Our Land, Ourselves, 53-55
  • Passages from Reading the Environment, edited by Melissa Walker:
  • Passages from Environmental Discourse and Practice edited by Lisa Benton and John Rennie Short:
  • Juan Felipe Herrera, “Earth Chorus,” in From Totems to Hip-Hop: A Multicultural Anthology of Poetry Across the Americas, 1900-2002, 30-32
  • May Swenson, “Weather,” in From Totems to Hip-Hop: A Multicultural Anthology of Poetry Across the Americas, 1900-2002, 52-53
  • Aldo Leopold, A Sand County Almanac:
    • “Thinking Like a Mountain,” 137-141
    • “Prairie Birthday,” 47-54
    • “The Land Pyramid,” 251-258
  • Naomi Klein, “A Hole in the World,” in The Nation June 24 2010
  • Optional: Bill McKibben, The End of Nature, 47-61, 77-91
  • Optional: Wendell Berry, Another Turn of the Crank, 64-77
  • Additional materials that could be added to this lesson:

    • Lesson 2.3(Top)

  • James Paul Gee, Social Linguistics and Literacies: Ideology in Discourses, 6-15
  • Joan Dunayer, Animal Equality: Language and Liberation, 1- 20, 179-201
    • This text is really essential for challenging and broadening students’ thinking, and I strongly recommend that you use it. Students’ reactions to this book form an important and central part of discussion in this lesson and deeply influence later lessons as well. I’ve included a link to an interview with Joan Dunayer in order to provide some online access to her work, but this interview does not introduce and explain many of the vital concepts that Dunayer explains in the book, and really shouldn’t be substituted.
  • Robert Cox, Environmental Communication and the Public Sphere, 23-28, 58-70, 152-157, 163-165, 174-179
  • Aldo Leopold, A Sand County Almanac:
    • “Pines Above the Snow,” 86-93
  • Fritjof Capra, The Hidden Conncections, 54-64
  • Tania Soussan, “Scientist: Prairie Dogs Have Own Language,” Red Orbit Dec. 4 2004
  • James Honeyborne, “Elephants Really Do Grieve Like Us: They Shed Tears and Even Try to ‘Bury’ Their Dead – A Leading Wildlife Film-Maker Reveals How the Animals Are Like Us,” Mail Online Jan. 30 2013
  • Jennifer Viegas, “Chickens Worry about the Future,” ABC Science July 15 2005
  • Optional: Cathy Glenn, “Constructing Consumables and Consent: A Critical Analysis of Factory Farm Industry Discourse,” Journal of Communication Inquiry 2004
  • Optional: Peter Mühlhäusler, Language of Environment, Environment of Language: A Course in Ecolinguistics, 15-26
  • Additional materials that could be added to this lesson:

    • Lesson 2.4(Top)

  • Karen Warren, Ecofeminist Philosophy, 21-38
    • The link provided contains a passage by Karen Warren that serves some of the same purposes as the text I use, and could be substituted. It may require providing students some extra support, however, as it is rather dense and directed at an academic audience already familiar with many concepts of feminism:
  • Rebecca Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: “Language, Dualism, and Hierarchized Thinking,” 57-58
  • Alice Walker, “Am I Blue,” The Westcoast Post
  • Snyder, “The Great Chain of Being.” Grand View University
  • Thomas Jefferson, Notes on the State of Virginia, excerpt from Query 14, pages 264-67, Electronic Text Center. University of Virginia Library
  • Aristotle, History of Animals, Book IX, Part 1. Paragraphs 5-7
  • Aristotle, Politics, Part XII
  • J. B. Sanford, “Arguments Against Women’s Suffrage, 1911”
  • “Vote NO On Woman Suffrage,” National Association Opposed to Woman Suffrage

    • Lesson 2.5(Top)

  • Julia Corbett, “A Faint Green Sell: Advertising and the Natural World,” in Enviropop, 141-160
  • Bill McKibben, The Age of Missing Information, 8-28
  • Shirley Biagi, Media/Impact, Chpt. 10: Advertising: Motivating Customers, 213-230
  • “Media/Political Bias,” Rhetorica.net
  • Clips to analyze in class:
    • Here are videos of particular political or special interest groups talking about environmental issues. I have students analyze these in class (see My Procedure in Teaching for EcoJustice for details.)
  • I also have students analyze news headlines and advertisements; use your judgement to select up-to-date and appropriate examples, or have students select them.
  • Additional materials that could be added to this lesson:

    • Lesson 3.1(Top)

  • Passages from Reading the Environment, edited by Melissa Walker:
    • “The World Is Places” by Gary Snyder, 88-91
    • “Land Where the Rivers Meet” by Annie Dillard, 92-93
    • “The Place Where I Was Born” by Alice Walker, 94-97
    • “The Lake Rock” by Ann Zwinger, 100-105
  • Aldo Leopold, A Sand County Almanac: “Good Oak,” 6-19
  • George Ella Lyon, “Where I’m From,” in The United States of Poetry, 22-23
    • http://www.georgeellalyon.com/where.html
    • (This is the author’s site, and it’s great! It has good additional resources, videos, and poems that others have written in response to this poem. I recommend checking it out and perhaps incorporating it into the lesson!)
  • Terry Tempest Williams, An Unspoken Hunger:
    • “Winter Solstice at the Moab Slough,” 61-65
    • “Stone Creek Woman,” 67-72
    • “Yellowstone: The Erotics of Place,” 81-87
    • Some of these short stories can be found online, but I cannot speak to whether they have been reprinted with permission of the copyright holder. I strongly suggest getting a copy of this book or doing your own online search.
  • Luci Tapahonso, Blue Horses Rush In: “A Song for the Direction of North,” 5-6
  • Duany, Plater-Zyberk, and Speck, Suburban Nation: The Rise of Sprawl and the Decline of the American Dream, 3-20
  • James Howard Kunstler, The Geography of Nowhere: The Rise and Decline of America's Man- Made Landscape, 39-42, 85-94, 113-121
    • This site summarizes and quotes some points from Kunstler’s text. It’s not equivalent to using the text itself, but it may work as a substitute if necessary:
    • http://www.pps.org/reference/jhkunstler/
  • David Suzuki and Wayne Grady, Tree: A Life Story, 9-15, 43- 52, 71-74, 133-140, 156-164
  • Roger Harrabin, “World Wildlife Populations Halved in 40 Years – Report,” BBC.com
  • Optional: Wendell Berry, Another Turn of the Crank, 46-55
  • Optional: David Abram, The Spell of the Sensuous, 137-179
    • This interview with Abram touches on some points from his text, so parts of it could potentially be used here, though I very strongly recommend the book:
    • Here’s a video interview with Abram; it doesn’t address most of the points in the selection from his text that I use in this lesson, but it touches on some. The most relevant section for this lesson starts shortly after the 7-minute mark.
  • Optional: William Cronon, “The Trouble with Wilderness; or, Getting Back to the Wrong Nature” in Uncommon Ground, 69-90
  • Optional: Leslie Marmon Silko, Ceremony, 1-45, 203-204, 244-247 (or whole novel)
  • Additional materials that could be added to this lesson:

    • Lesson 4.1(Top)

  • Anna Lappé and Bryant Terry, Grub, 3-51
    • Grub makes a strong impact on students and I highly recommend including it in this lesson if possible, rather than substituting it for other materials. However, I am also including links to an interview with the authors and a video with Anna Lappé. I don’t feel they can serve as full substitutes for Grub, but they offer online access to at least some points made in the book:
    • This video covers a couple of points from the text, though not all of them.
    • This interview touches on some points from Grub; you’ll find some of these points at approximately 8 minutes and 15 seconds, until at least 10 minutes in.
  • Katherine Parkin, “Campbell’s Soup and the Long Shelf Life of Traditional Gender Roles,” in Kitchen Culture in America, 51-64
  • B.W. Higman, How Food Made History, 143-158
    • Here’s a piece that, while a bit long, provides some useful history. While different than what Higman covers, it may also serve to make students aware that cultural behaviors around food have changed over time.
  • John Ryan and Alan Thein Durning, Stuff: The Secret Lives of Everyday Things, pp. 7-12
    • [LINK TO DOWNLOAD FILE “eResource_file2_Turner” HERE]
  • Wenonah Hauter, Foodopoly: The Battle Over the Future of Food and Farming in America, 39-61
  • Michael Pollan, The Omnivore’s Dilemma, 15-31
  • Optional: Harvey Levenstein, Paradox of Plenty, 227-236
  • Optional: Raj Patel, Stuffed and Starved, 75-117
  • Optional: Waverly Root and Richard De Rochemont, Eating in America, 13-28, 42-67, 74-88
  • Optional: Fabio Parasecoli, Bite Me: Food in Popular Culture, 1-14, 85-102, 103-125
  • Additional materials that could be added to this lesson:

    • Lesson 4.2(Top)

  • Philip Ackerman-Leist, Rebuilding the Foodshed, 135-158
  • Jeremy Rifkin, “Big Bad Beef,” in Reading the Environment, 20-21
  • Barry Estabrook, Tomatoland, ix-34
    • A review with some excerpts from the book.
  • Al Young, “Seeing Red,” in From Totems to Hip-Hop: A Multicultural Anthology of Poetry Across the Americas, 1900-2002, 69
  • Kevin Bowen, “Gelatin Factory,” in Poetry Like Bread, 68-69
  • Vandana Shiva, Stolen Harvest, 5-18
  • Peter Singer and Jim Mason, The Way We Eat, 3-55
  • Optional: Mark Winne, Closing the Food Gap, 21-34
  • Documentary Films:
  • Additional materials that could be added to this lesson:

    • Lesson 4.3(Top)

  • Wendell Berry, “The Pleasures of Eating,” Center for Ecoliteracy
  • A. Breeze Harper, Sistah Vegan, 20-41, 80-86
    • Here is A. Breeze Harper discussing the book, explaining some of her motivations for writing it and touching on some of the concepts discussed in it. This is not a perfect substitute for using the book itself, and this site has an academic tone, but it could be used with some groups of students
  • Toby Hemenway, Gaia’s Garden, 21-31, 120-123, 208-212
  • These sites summarize some principles of permaculture, though I don’t find them as captivating as Hemenway’s book:
  • Rani Molla, “Can Organic Farming Counteract Carbon Emissions?” Wall Street Journal May 22 2014
  • “Eco-Farming Can Double Food Production in 10 Years, Says New UN Report” Office of the High Commissioner for Human Rights, ohchr.org
  • Dirt! The Movie
  • Optional: Barbara Kingsolver, Animal, Vegetable, Miracle
  • Additional materials that could be added to this lesson:

    • Lesson 5.1(Top)

  • John Ryan and Alan Thein Durning, Stuff: The Secret Lives of Everyday Things, 7-25, 62-66
    • [LINK TO DOWNLOAD FILE “eResource_file2_Turner” HERE]
  • Mathis Wackernagel and Williams Rees, Our Ecological Footprint: Reducing Human Impact on the Earth, 7-30
    • Here’s a site that provides an overview of the concept of “ecological footprint” and a number of tools to explore the concept. It would be a great enhancement for Wackernagel and Rees’ book, but if necessary it might also work as a substitute:
  • Ronald Wright, A Short History of Progress, 29-65
    • Here are recordings of lectures by Ronald Wright that correspond to the chapters from this book. See Part 2 and the beginning of Part 3 for the sections equivalent to the passages I use.
  • William McDonough and Michael Braungart, Cradle to Cradle: Remaking the Way We Make Things, 17-37, 92-102
    • This article offers many of the same ideas as the passages I assign by McDonough and Braungart. While I highly recommend the book itself, this piece could serve as a substitute:
  • Rita Turner, “Discourses of Consumption in US-American Culture,” Sustainability 2010
    • A pdf of this article can be downloaded here. Look for the link that reads “Download PDF” below the citation information and above the abstract.)
  • David Orr, “The Carbon Connection,” Center for Ecoliteracy
  • Jim Merkel, Radical Simplicity, 2-16
  • Marshall, “No Conspiracy Theory – A Small Group of Companies Have Enormous Power over the World,” AlterNet, October 31 2012
  • Alan Thein Durning, “The Dubious Rewards of Consumption,” in The Earthscan Reader in Sustainable Consumption, 129-134
  • The Story of Stuff, produced by the Story of Stuff Project with Annie Leonard (video)
  • Works of Chris Jordan:
  • Optional: Thomas Princen, “Distancing: Consumption and the Severing of Feedback,” in Confronting Consumption, 103-131
  • Optional: Jack Manno, “Commoditization: Consumption, Efficiency and an Economy of Care and Connection,” in Confronting Consumption, 67-99
  • Optional: Bill McKibben, Deep Economy, 5-45
  • Additional materials that could be added to this lesson:

    • Lesson 6.1(Top)

  • Passages from So Glorious a Landscape: Nature and the Environment in American History and Culture, edited by Chris Magoc:
  • Passages from Environmental Discourse and Practice: A Reader, edited by Lisa Benton and John Short:
  • Barbara Sproul, Primal Myths:
    • “Making the World,” 245-248
    • “The Making of Men and Horses,” 252-253
    • “How the World Was Made,” 253-255
    • “Creation of the Earth,” 255-257
    • “The Earth Is Set Up,” 258-260
    • “The Way of the Indian,” 260-262
    • This site doesn’t include the exact stories found in Sproul’s text, but it does provide a number of Native American creation myths.
  • Virginia Armstrong, I have spoken, 1-23 and 34-39
  • Passages from So Glorious a Landscape: Nature and the Environment in American History and Culture, edited by Chris Magoc:
    • “The Untransacted Destiny of the American People (1846)” by William Gilpin, 43-44
    • “Americans Spread All Over California (1846)” from the Monterey Californian, 45
    • “Social and Environmental Degredation in the California Gold Country (1890)” by Joaquin Miller, 46-49
    • “Where I Lived and What I Lived For (1854)” by Henry David Thoreau, 74-79
    • “My First Summer in the Sierra (1868)” by John Muir, 80-83
    • “The Land of Little Rain (1903)” by Mary Austin, 92-95
    • “The Destructiveness of Man (1864)” by George Perkins Marsh, 136-139
  • Optional: Andrea Wulf, Founding Gardeners, pp. 3-34
  • Optional: John Sears, Sacred Places, pp. 3-30
  • Passages from Environmental Discourse and Practice: A Reader, edited by Lisa Benton and John Short:
    • “Moving West (1797)” by Daniel Boone, 59-60
    • “The 1785 Ordnance,” 60-62
    • “The Oregon Trail (1849)” by Francis Parkman, Jr., 62-63
    • “Letters Home (1863-1865)” by Gro Svendsen, 64-66
    • “The Significance of the Frontier in American History (1894)” by Frederick Jackson Turner, 75-77
    • “Essay on American Scenery (1835)” by Thomas Cole, 87-90.See “The Frontier” paragraphs 1-8
    • “National Park Legislation (1864),” 98
    • “National Park Legislation (1872),” 98-99
    • “A Voice for Wilderness (1901)” by John Muir, 102-104
    • “National Park Legislation (1916),” 104-105
    • “Conservation, Protection, Reclamation, and Irrigation (1901)” by Theodore Roosevelt, 110-113
    • “Theodore Roosevelt and Conservation” by H.W. Brands, 113-116
    • “The Birth of Conservation” by Gifford Pinchot, 116-118
  • Optional: Robert Gottlieb, Forcing the Spring, 47-70
  • Optional: John Steinbeck, The Grapes of Wrath, 5-42 (or entire novel)

    • Lesson 7.1(Top)

  • Peter Singer, Animal Liberation, 1-23
    • This passage covers a number of Singer’s points. (You may want to assign as far as “Goals for the Movement”)
    • This excerpt also covers some of Singer’s points, though not all the points he makes in the selection I use for this lesson.
    • Another piece by Singer that touches on some of the points he makes in this text:
  • Joan Dunayer, Animal Equality: Language and Liberation, 169-177
    • This text is really essential for challenging and broadening students’ thinking, and I strongly recommend that you use it. Students’ reactions to this book form an important and central part of discussion in this lesson and deeply influence later lessons as well. I’ve included a link to an interview with Joan Dunayer in order to provide some online access to her work, but this interview does not introduce and explain many of the vital concepts that Dunayer explains in the book, and really shouldn’t be substituted.
    • Aldo Leopold, A Sand County Almanac: “The Land Ethic,” 237-246
  • Christopher Stone, Should Trees Have Standing, 1-31
    • A very short review and summary of Stone’s main point.
  • Federico García Lorca, “New York,” in News of the Universe: Poems of Twofold Consciousness, 110-112
  • Kevin Bowen, “Gelatin Factory,” in Poetry Like Bread, 68-69
  • Optional: Anna Peterson, Everyday Ethics and Social Change, 1-25
  • Additional materials that could be added to this lesson:

    • Lesson 7.2(Top)

  • Constitution of the Republic of Ecuador: Preamble and excerpt from the chapter “Rights for Nature”
    • [LINK TO DOWNLOAD FILE “eResource_file3_Turner” HERE]
  • U.S. Constitution and U.S. Declaration of Independence, excerpts
    • [LINK TO DOWNLOAD FILE “eResource_file4_Turner” HERE]
  • Vandana Shiva, Earth Democracy, 9-11
  • Charles Siebert, “Should a Chimp Be Able to Sue Its Owner?” The New York Times, April 23 2014
  • Additional materials that could be added to this lesson:

    • Lesson 7.3(Top)

  • Patrick Hossay, Unsustainable: A Primer for Global Environmental Justice, 1-41
  • Robert Bullard, “Anatomy of Environmental Racism” in Environmental Discourse and Practice: A Reader, 223-231
  • Some good resource on environmental racism and environmental justice can be found here:
    • This site provides definitions, background, and an interview with Robert Bullard.
  • Will Heford, “That God Made,” in From Totems to Hip-Hop: A Multicultural Anthology of Poetry Across the Americas, 1900-2002, 216-217
  • Juan Felipe Herrera, “Earth Chorus,” in From Totems to Hip-Hop: A Multicultural Anthology of Poetry Across the Americas, 1900-2002, 30-32
    • [LINK TO DOWNLOAD FILE “eResource_file5_Turner” HERE]
  • Chester Environmental Justice video
  • Additional materials that could be added to this lesson:

    • Lesson 8.1(Top)

  • Passages from Reading the Environment, edited by Melissa Walker:
  • Ernest Callenbach, Ecotopia, 1-28
    • An excerpt from the book can be found here, though this excerpt doesn’t get at some of the central insights that come in later pages of the section I use.
  • Films:
    • The Day After Tomorrow
    • WALL-E
    • Mad Max 2
    • Idiocracy
    • Soylent Green
    • Optional: Snowpiercer (this film may be too violent for some students, use your judgment in choosing whether to assign it)
  • Additional materials that could be added to this lesson:

    • Lesson 8.2(Top)

  • William McDonough and Michael Braungart, Cradle to Cradle: Remaking the Way We Make Things, 68-83, 102-105, 114-115
    • This article offers some of the same ideas as the passages I assign by McDonough and Braungart. While I highly recommend the book itself, this piece might serve as a substitute:
  • Passages from Reading the Environment, edited by Melissa Walker:
    • “Change the Way We Think: Actions Will Follow” by Bill McKibben, 567-571
    • Vandana Shiva, Earth Democracy, 9-11
    • Toby Hemenway, Gaia’s Garden, 21-31, 120-123, 208-212
  • Here are two videos that offer introductions to some of the ideas from permaculture that Hemenway discusses in his book:
  • Garbage Warrior
  • Optional: William McDonough and Michael Braungart, Cradle to Cradle, 118-156
  • Optional: Marek Oziewicz, “We Cooperate, or We Die”: Sustainable Coexistence in Terry Pratchett’s The Amazing Maurice and His Educated Rodents,” Children’s Literature in Education 2009
  • Additonal materials that could be added to this lesson:

    • Full List of Assigned Readings from the Book(top)

  • Abbey, Edward. 1994. “The Serpants of Paradise.” In Reading the Environment, edited by Melissa Walker, 1st ed., 51–56. New York: W. W. Norton & Company.
  • Abram, David. 1997. The Spell of the Sensuous: Perception and Language in a More-Than-Human World. 1st Vintage Books Ed. New York: Vintage.
  • Ackerman-Leist, Philip. 2013. Rebuilding the Foodshed: How to Create Local, Sustainable, and Secure Food Systems. White River Junction, VT: Chelsea Green Publishing.
  • Anonymous. 2000. “Give Us Good Goods.” In Environmental Discourse and Practice: A Reader, edited by Lisa M. Benton and John Rennie Short, 21. Malden, MA: Wiley-Blackwell.
  • Aristotle. (350 BCE) 2014. “History of Animals.” Translated by D'Arcy Wentworth Thompson. The Internet Classics Archive. Book IX, Part 1. Paragraphs 5-7.
  • Aristotle. (350 BCE) 2014. “Politics.” Translated by Benjamin Jowett. The Internet Classics Archive. Part XII.
  • Armstrong, Virginia I. 1971. I Have Spoken: American History Through The Voices Of The Indians. Athens, Ohio: Swallow Press.
  • Baca, Jimmy Santiago. 2001. “Ah Rain!” In Poetry Like Bread, edited by Martín Espada, 54. Willimantic: Curbstone Press.
  • Biagi, Shirley. 2011. Media Impact: An Introduction to Mass Media. 10th edition. Boston: Cengage Learning.
  • Benton, Lisa M., and John Rennie Short, eds. 2000a. “The 1785 Ordnance.” In Environmental Discourse and Practice: A Reader, 60–62. Malden, MA: Wiley-Blackwell.
  • Benton, Lisa M., and John Rennie Short, eds. 2000b. “National Park Legislation (1864).” In Environmental Discourse and Practice: A Reader, 98. Malden, MA: Wiley-Blackwell.
  • Benton, Lisa M., and John Rennie Short, eds. 2000c. “National Park Legislation (1872).” In Environmental Discourse and Practice: A Reader, 98–99. Malden, MA: Wiley-Blackwell.
  • Benton, Lisa M., and John Rennie Short, eds. 2000d. “National Park Legislation (1916).” In Environmental Discourse and Practice: A Reader, 104–5. Malden, MA: Wiley-Blackwell.
  • Berry, Wendell. 1995. Another Turn of the Crank: Essays. Washington, D.C.: Counterpoint.
  • Berry, Wendell. 2013. “The Pleasures of Eating.” Center for Ecoliteracy. Accessed August 29.
  • Bigmouth, Percy. 2000. “Before They Got Thick.” In Environmental Discourse and Practice: A Reader, edited by Lisa M. Benton and John Rennie Short, 20–21. Malden, MA: Wiley-Blackwell.
  • Black Elk. 2000. “The Hoop of the World.” In Environmental Discourse and Practice: A Reader, edited by Lisa M. Benton and John Rennie Short, 257. Malden, MA: Wiley-Blackwell.
  • Bong, Joon-ho. 2014. Snowpiercer. Motion Picture. The Weinstein Company.
  • Boone, Daniel. 2000. “Moving West.” In Environmental Discourse and Practice: A Reader, edited by Lisa M. Benton and John Rennie Short, 59–62. Malden, MA: Wiley-Blackwell.
  • Bowen, Kevin. 2001. “Gelatin Factory.” In Poetry Like Bread, edited by Martín Espada, 68–69. Willimantic, CT: Curbstone Press.
  • Bozzo, Sam. 2010. Blue Gold: World Water Wars. Documentary. Purple Turtle Films.
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