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Rachel Carson was a notable woman who studied the environment and cared for the planet Earth. Her life was highlighted by several significant events that unfolded to future events culminating with her writing the landmark book Silent Spring. In this NCSS notable trade book lesson plan format, students record 12 significant events in Rachel Carson’s life on a graphic organizer. The graphic organizer is designed as 12 circles like the face of a clock to show chronological order. Using the information provided in the book Rachel: The Story of Rachel Carson (Ehrlich, 2003), students record 12 events to illustrate the cycle of life. This practical graphic organizer also can be used for recording important events in other people’s lives read in biographies and autobiographies as well as important events in each student’s life. Reading and sharing from the graphic organizer in chronological order prompts meaningful class conversations and learning experiences.

This chapter examines the historical development of different conceptions of health among environmental activists in the postwar United States.

The historical analysis combines archival research with oral history interviews.

This study argues that applications of “health” to describe the environment are more diverse than generally acknowledged, and that environmental activists were at the forefront of connecting the two terms within broader public discourse.

This study provides a historical context for understanding the contemporary diversity of perspectives on the links between ecology and health. It illustrates the cross-fertilization between scientists, philosophers, and environmental activists in the 1970s that led to this contemporary diversity.

This chapter sets forth a plan designed to encourage and enable teachers to engage in first-person characterization in their classrooms. The author draws on his extensive background in social studies teaching, administration, and consulting to argue for the value of historical interpretation within the context of today's curricular emphasis on science, technology, engineering, and mathematics (STEM). This chapter then explores and explains historical interpretation from a classroom perspective, focusing on pedagogical best practices. In a first-person presentation, the presenter assumes the identity of a historical figure. The first question to be asked then is, Who is the individual I wish to represent, and why? This person should be selected from subject matter being studied in your class. Be aware that it is necessary to anticipate some element of controversy when you undertake this activity. With rare exceptions, any historical figure selected for portrayal will have something questionable in their background, and you will have to contend with this. So, the next question to ask is, Why engage in first-person interpretation in the first place? In this chapter, experienced teachers provide reasons for doing so, and consider necessary preparations for effectively implementing such a characterization. That discussion leads to examining ways to ensure successful presentations that achieve established lesson goals, followed by suggestions for debriefing and effectively bringing closure to the exercise. As the accompanying lesson extension demonstrates, a characterization can ground further study of an issue associated with the individual being depicted.

An average person's memory of the last biology book he or she has read is likely one of a dry tome lugged back and forth to a high school or college biology class. “Good books” and “biology” are not naturally linked in people's minds. This is an unfortunate occurrence, but one that is easily remedied. For anyone with a little curiosity about biology and a penchant for good books, the following bibliography provides some guidance. All but one of the authors included are or were trained as scientists. They all have a couple of traits in common, namely a passion for their work and a desire to share this passion with anyone who will listen. It is our good fortune that they are also excellent writers.

The anti-toxics movement's origins can be traced back to Rachel Carson's A Silent Spring in 1962. The book highlighted the impact of pesticides such as DDT on plant and wildlife in America in the years following the introduction of scientific methods of agriculture in the United States. In the aftermath of a wider public concern and scientific debate about Carson's work, President John F. Kennedy called on the Science Advisory Committee to investigate issues surrounding the use of pesticides. This inquiry confirmed Carson's position, and led to the regulation of the use of chemical pesticides in the United States. Carson has been subject to a number of subsequent criticisms from scientists working for the chemical industry.

Across the European Community the demand for organically produced agricultural produce of all kinds (corn, fruit, vegetables etc) continues to rise at an exponential rate and the supply of locally produced organic products, although increasing slowly, is considerably less. Consequently organic produce is imported from around the world in order to satisfy demand; the average journey from farm to consumer of organic produce is 4,000 kilometres, with associated pollution effects of transportation. At the same time the European Commission openly espouses the free market philosophy which supposedly matches supply with demand while continuing to maintain its controversial Common Agricultural Policy (CAP) which is supposedly designed to support local farmers in producing the products demanded by local consumers, with the cost being incurred by those consumers in the form of higher prices. EC policy would therefore seem designed to promote locally grown organic produce but this is not happening; instead chemically based agriculture continues to predominate. The purpose of this paper is to examine the reasons for this through a review and critique of the European regulations concerning the support of farming. In doing so we argue that there are both intended and unintended consequences of the application of CAP throughout the EC and that one of the unintended consequences is that Rachel Carson's Silent Spring is increasingly becoming the norm across Europe. In considering the causes of this we argue that one major cause is predicated in accounting and its persistent failure to adequately account for externalities.

Using oceanographer Rachel Carson's study The Edge of the Sea (1955) to contextualise tidal spaces, this chapter discusses how constantly shifting and eroding coastlines act as a site for writing, re-writing and performing acts of cultural and personal memory. It also considers the ecological impact of human activity on tidal spaces and their more-than-human inhabitants.

14-18 NOW's Pages of the Sea, directed by Danny Boyle, invited communities around the United Kingdom to meet on their local beach to commemorate those who were lost in World War I by marking portraits in the tidal sands. Choreographer Chloë Smith's Tidal, performed in Berwick-upon-Tweed in 2015, was commissioned as a commemorative work but became an act of personal memorialising when Smith's brother drowned prior to the event. Performance company Curious's Out of Water (2012–2014), invites participants on a dawn-walk to the shoreline exploring memory, time, genealogy and water through song and movement. My own collaborative site-responsive work, Tide Times (2018), created with electroacoustic composer Tim Cooper for the tidal island of Cramond, explores the multiple identities of place over time. Tide Times encouraged audiences to create their own tidal poems and artworks through a series of invitations in treasure chests hidden around the island.

In explicating these aforementioned artworks, which explore ideas of remembrance using tidal spaces, this chapter will also acknowledge the forgetting that is implicit in performing these actions. What can the legacy of commemorations traced in such a transient and precarious space as a tidal zone be? This chapter argues that while shorelines provide sites for large and small scale acts of public remembering, they are simultaneously acts of forgetting as the twice daily tides cause inevitable erasure.

Many authors have called for a more humane and effective type of leadership. This article seeks to propose a research program on the content and process of integral leadership. This type of leadership has been exemplified by leaders known for their ethical and spiritual maturity, such as Nelson Mandela, the Dalai Lama, Mother Teresa, Eleanor Roosevelt, Martin Luther King, Mohandas Gandhi and Rachel Carson, among others, and by many men and women who have not achieved fame.

As this research requires a multi‐disciplinary, multi‐level and developmental approach, Ken Wilber's integral model is described and used as a frame for the research program, going beyond the limitations of current leadership inquiry.

After having presented both the critics offered on leadership research and the tenets of the integral model, the article proposes a research program articulated by the analysis of individual cases of this leadership pattern and the collective analysis of these cases. Further, it adopts a micro, meso and macro perspective through the use of three methodologies: interpretative biography, institutional analysis and historical inquiry.

This research program contributes to a developmental theory of leadership. Researchers will find in this paper an innovative and sounded research program which can generate results on both the practice and development of a type of leadership we badly need.

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the Children’s Book Council. These lists are excellent resources for teachers who use children’s literature to support social studies instruction in their classrooms. We report our analysis of award-winning titles for primary grades published from 2001-2011. Biographies and books that address topics about families are featured as a starting place for primary grades teachers to begin incorporating NSSTB into their social studies instruction. We conclude by suggesting ways for primary grade teachers to utilize the book lists each year.