Educational REALMS

Recent and historic concerns for environmental sustainability reflect the perceived linkages between the activities of human populations and the dynamics of the Earth's systems and subsystems. Human effort has been calculated now to exceed the effects of natural forces in movement of materials on the Earth's surface (Monastersky, 1995). Images of the Earth at night, as seen from space, clearly show the extent and concentrations of human habitation on the planet, and they document the conversion of unprecedented amounts of energy for human consumption. Much of the utilized energy is derived from fossil fuels, energy stored during a previous era by natural processes. Citing another study, Postel states that humans have "appropriated nearly 40 percent of the terrestrial food supply, leaving only 60 percent for the millions of other land-based plants and animals" (1994, p. 8). As we approach the 21st century, critical thinking must be directed toward these and other global environmental issues since our individual and collective choices influence future options. Are citizens aware of future prospects and are they adequately prepared for action on these issues?

Concerns about human population growth and sustainability are certainly not new; philosophical and practical considerations of the issues have enriched the literature for decades. The United Nations International Conference on Population and Development (ICPD) held in Cairo in September, 1994, was the third in a series of meetings (convened each decade since 1974) that focused on global and regional trends and projections. A practical consensus can be inferred regarding the urgency for action on human population issues (the challenges, if not crisis, that they represent) by the participation of 182 nations in the conference, and by the fact that some representatives ignored personal threats and political difficulties to acknowledge their commitment to the need for broad awareness and joint efforts.

Therefore, amid growing concerns about sustainable development and the impact of ever-increasing numbers of humans on the systems of Earth, educators and others may feel the need to revisit the literature for information about these topics. Investigation of the key concepts inherent in these issues will reveal resources that enable data analysis and invoke critical thinking skills in the comparison of older data and analyses with current information and thinking. Likewise, the social construction of knowledge and evolution of important ideas will become apparent as trends in population theory are noted throughout history. Investigations such as these clearly support recommendations offered in Benchmarks for Science Literacy (AAAS, 1993).

The following sources may be useful for those who consider the societal issues facing our communities, society in general, and the "global village." Although some of the documents cited and described here may be dated, the ideas and activities focus on environmental concepts that are both timeless and timely. The items selected for inclusion in this document span two decades and a wide range of sources and perspectives. They include documents identified by the search terms population education and activities that were added to the ERIC database between 1982 and December, 1994, as well as some additional resources not included in the ERIC database. ERIC documents that are not journal articles show ED or SE numbers. The annotated items are arranged in three sections: Educational Resources, Description/Evaluation of Education Programs, and Selected Other Resources for Population Education. This document concludes with: a list of journals whose focus is human population, a list of e-mail addresses for population information units, and a contact list for organizations and publishers who may be able to provide other useful information.

References

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

Monastersky, R. (1994). Earthmovers. Science News, 146(26 & 27): 432-433.

Postel, S. (1994). Carrying capacity: Earth's bottom line. In: L.R. Brown, et al., State of the World, 1994. New York: W. W. Norton & Co.

Annotated Bibliography

Educational Resources

Abowitz, D. A. (1990). Teaching demography to undergraduates: A pedagogical dilemma. Teaching Sociology, 18(1), 63-68.

Describes a course based on the interdisciplinary approach to demography linked to environmental issues. Analytic and interpretive skills are an integral element in the study of population-related problems. Points out that the interdisciplinary approach maintains demographic literacy while analyzing population problems. (SLM)

Barrett, J. P., Daniels, C. G., Hutton, L., & Kasanaw, P. (1981). Teaching global awareness: An approach for grades 1-6. Denver, CO: University of Denver, Center for Teaching International Relations. ED 215 923

The activities on global awareness in this guide are designed for use in elementary grades in social studies, reading, language arts, and creative arts courses. The activities are organized into four major sections each of which addresses a specific goal. The four goals are: (1) to learn to recognize the interconnection between one's own life, one's society, and major global concerns such as environment, population, resources, and human rights; (2) to develop an understanding of basic human commonalities while recognizing the importance of individual and cultural differences; (3) to develop an awareness of how perceptions, values, and priorities differ among various individuals, groups, and cultures; and (4) to develop the skills that will enable students to respond creatively to local, national, and international events and to participate effectively at those levels. Examples of activities include having students collect pictures from magazines that depict the global effects and problems of pollution, interview community persons about changes that have occurred over the years, read folk tales, and celebrate holidays of different countries. (Author/RM)

Betourney, W. (1981). Demographics of aging: Implications for the future. Acton, MA: Teaching and Learning About Aging Project. ED 211 408

Through a series of four successfully field-tested activities, secondary students examine the changing age structure of the U.S. population and consider some of the implications for the future as the proportion of elders increases and the proportion of youth declines. In the first activity "Age/Sex Pyramids," students use population census data to construct age/sex pyramid graphs for the years 1960, 1975, and 2000. "Age Dependency Ratio" is examined in the second activity. Students compute age-dependency ratios for each of the age/sex pyramids and discuss possible effects on society. The age-dependency ratio is a number value that indicates the proportion of nonproducing numbers in a population compared to all members of that population. In an evaluation exercise for the first two activities, students are required to construct an age/sex pyramid for Mexico, demonstrating their comprehension of the objectives of the first two activities, in a cross-cultural setting. The third activity deals with the "Economics of Aging." Students examine data on the economics status of the elderly with a focus on social security and discuss alternative plans for meeting the future needs of the elderly. "How Would You Vote?" is the topic of the fourth activity. In a simulation game, students play the roles of elders making economic and political decisions and examine how shifts in population from one age cohort to another affect the political climate. The third and fourth activities are evaluated through a test and an oral review. Teachers' materials, transparencies, and student handouts are provided for each activity. (Author/RM)

Bojorquez, L., & Galvan, S. C. (1982). A simple device for teaching population growth. School Science and Mathematics, 82(2), 99-108.

A simple teaching model, designed to show rapidly which are the principal factors in population growth and how they are related, is presented. The apparatus described allows students to play several different active roles. (MP)

Boston Science for the People. (1980). Feed, need, greed: Food resources & population. A high school curriculum. Cambridge, MA: Boston Science for the People, Food and Nutrition Group. ED 207 811

Four units, teacher's notes, and a comprehensive glossary provide background information and activities aimed at raising the awareness of high school students and teachers regarding the nature of the food system and its relationship to nutrition, population, and resources. These non-sequential units analyze the economic and political factors surrounding world food and population issues. Examined are: (1) myths of overpopulation; (2) quantity and quality of food eaten by underfed and overfed nations; (3) the role of large, multinational corporations in the production, cost, and distribution of food; and (4) alternative lifestyles. Designed as a supplement to the existing curriculum, units may be used in social studies and science classes. Informative charts, graphs, and illustrations are also provided. (Author/DC)

Brouse, D. E. (1985). The population challenge. A teaching unit from ZPG. Washington, DC: Zero Population Growth, Inc. ED 281 710

Maintaining a balance between population and the resources needed to sustain life on earth is a critical challenge. This teaching unit focuses on this challenge by providing teachers with information and activities on both the national and global impacts of population growth. The document contains: (1) basic information about the population challenge; (2) some techniques for helping students understand large numbers; (3) a riddle on exponential growth; (4) a quiz on population and the environment (along with an answer key) which can be used in connection with an insert; (5) a list of statements for student reactions; (6) classroom and out-of-school activities; and (7) a listing of fact sheets, films, brochures, newsletters, and teaching kits that deal with population. A special insert, "The Population Challenge," provides additional background information on this issue. The insert contains a call for a need for greater awareness, explanations about the earth's life support systems, and options for individual action. (TW)

Brouse, D. E. (1990a). Population education. Awareness activities. Science Teacher, 57(9), 31-33.

Described are awareness activities that deal with human population growth, resources, and the environment. Activities include simulations, mathematical exercises, and discussions of the topic. Specific examples of what individuals can do to help are listed. (KR)

Brouse, D. E. (1990b). Population growth: Stretching the limits. Science and Children, 27(5), 23-25.

Three population education activities that can be used to illustrate the effects of uncontrolled population growth are presented. Included are "Crowding Can Be Seedy," which uses seeds; "Something for Everyone," which illustrates competition for resources; and "More or Less," which illustrates the relationship between humans and the environment. (CW)

Brouse, D. E., & Wasserman, P. B. (1989). For Earth's sake: Lessons in population and the environment. Washington, DC: Zero Population Growth, Inc. ED 342 689

Intended to introduce young people to the remarkable interconnectedness of people and the environment, this middle school teaching kit is designed to give students an understanding of important population and environmental concepts while promoting a sense of individual responsibility for stewardship of the earth. The teaching modules in the kit touch on issues as immediate as traffic congestion and garbage disposal and as far-reaching as global warming and inequitable resource distribution. The activities are interdisciplinary, developing knowledge and skills applicable to science, mathematics, and social studies. While they are designed primarily for use in grades 6-8, many activities are appropriate for grades 9 and 10 as well. The contents of the kit include: (1) an introductory section called "Meeting the Population Challenge," that includes background information on population growth and its environmental impacts; (2) 17 hands-on activity modules that may be used individually or combined into a larger unit; (3) "Making a Difference," a list of 150 concrete suggestions of things individuals can do in their homes, schools, and communities toward a sustainable balance of population, resources, and environment; (4) "Population Education Resources," a comprehensive listing of further information sources related to population and the environment, including books, bulletins, software, films, and other teaching materials; and (5) "World Population Data Sheet," a wall chart, produced annually by the Population Reference Bureau, that provides demographic data for every country. (JB)

Cancellier, P. H., & Crews, K. (1986a). The world's women: A teaching kit. Washington, DC: Population Reference Bureau, Inc. ED 282 779

This packet of learning materials includes the April, 1986 issue of "Population Education Interchange"; a learning module entitled "Women in the World: The Women's Decade and Beyond"; "The World's Women: A Profile"; and two reproducible activity sheets. The purpose of the reading, activities, and resource materials is to help teachers raise student awareness of the important issues from the U.N. Decade for Women. The learning module is designed as a reading and activity booklet for students. It includes a reading with glossary, four worksheets with activities that emphasize the major points in the reading, and an annotated reading list to assist students in researching term papers. The reproducible activity sheets are supplementary to the exercises in the module. The issue of "Population Education Interchange" contains suggested activities to supplement the learning module. (SM)

Cancellier, P. H., & Crews, K. (1986b). Women in the world: The women's decade and beyond. A population learning series. Washington, DC: Population Reference Bureau, Inc. ED 335 244

One volume in a series for the classroom, this document contains readings, resources, exercises, and statistical information concerning women and their places in their respective societies. The report covers such topics as women in the family, size of families, health, divorce, education, life expectancy, infant mortality, and women in the labor force and in school. A survey of 121 countries conducted by the United Nations assessed the position of women at the end of the U.N. Decade form Women. The findings showed that world leaders have become more aware of the contributions of women as well as of their special problems. Ninety percent of the countries have official government offices dedicated to the advancement of women. Worldwide in 1985, 71 percent of young girls were in primary school compared to 64 percent in 1975. Women have entered the world labor force at the rate of 10 million per year during the past decade. The document also contains tables, charts, a glossary of terms, and a multiple choice test review. (DB)

Coble, C. R., & Hounshell, P. B. (1982). Teacher-made science games. American Biology Teacher, 44(5), 270-77.

Points out the value of using educational games as an instructional strategy and discusses different game formats using science examples. Identifies general characteristics of simulation games and presents as an example "Little Lake," a role playing game for grades 7-12 on population growth. (DC)

Crews, K. A. (1987a). Human Needs and Nature's Balance: Population, Resources, and the Environment. Population learning series. Washington, DC: Population Reference Bureau. ED 288 796

One of the challenges that face humanity is how to manage resource and environmental endowments in a way that will guarantee continued survival and ensure the well-being of future generations. Those resources most important to human survival are food, water, and energy. When the population of the world reached 5 billion in 1987, approximately 87 million people were being added to the world annually, and the world population is projected to reach 6.1 billion by 2000. The growing urban populations are consumers of food, energy, and raw materials rather than producers. Experts agree that enough food is produced to feed every one of the world's people, but food crises occur because cultivatable land, water resources, and wealth are not distributed proportionally to the population. Soil loss is greatest in Asia and Africa due to overgrazing, deforestation, inappropriate irrigation, and the use of incorrect farming methods. In order to feed the world's people, it is necessary to improve agricultural output with methods that do not harm the land. Rapidly growing populations and the expanding use of water make the careful use of the water supply essential. The continued use of oil as the major energy resource could strain developing countries' already struggling economies. In the past, the human species has been able to save itself from problems which were the result of its own creation. To do this now, all nations and interests must be represented in programs concerned with the management of the earth. (SM)

Crews, K. A. (1987b). Responding to the challenge. Population Education Interchange; 16 (1). ED 282 812

Population issues discussed are: (1) the growing elderly population in industrialized nations; (2) the debt crunch; and (3) immigration. The focus of the article on the elderly is Japan's elderly population, which will nearly double, from 10 to 18.7%, by 2010. In 1986, the Japanese government took steps to delay the age at which full pensions are received to prevent the bankruptcy of the social security system. Businesses agreed to raise the retirement age. The article on the debt crunch discusses Peru's foreign debt equal to 59% of its gross national product. The newly-elected President, Alan Garcia, stated that no more than 10% of the country's annual foreign exchange earnings will be paid to service the outstanding debt. The immigration article compares the policies of the United States and West Germany. Recently, the U.S. Congress passed legislation to deal with the influx of illegal aliens who migrate to the United States to escape poverty. And, the West German government took steps to stem the tide of immigrants entering the country claiming to seek political asylum but are actually seeking better living conditions. An activity sheet covering the content of the document and recommending additional resources conclude the document. (SM)

Crews, K. A. (1987c). Where is the metropolitan U. S.? Population Education Interchange; 16 (4 ). ED 290 684

A Metropolitan Statistical Area (MSA) may be comprised of one or more counties, can cross state lines, and must contain a city or urbanized area of 50,000 or more people. The population of the whole county (or counties) is included in the MSA even if part of the county is rural. A Consolidated Metropolitan Statistical Area (CMSA) must have over one million population and contain at least one Primary Metropolitan Statistical Area. Since 1980, metropolitan area growth has been faster than growth in nonmetropolitan areas. Metropolitan Statistical Areas show slow or declining growth in the northeast and midwest and more rapid growth in the south and west. Ninety-five of the 100 fastest-growing MSAs are located in the south and west. Eighteen CMSAs had over two million people in 1986; nine were located in the northeast and midwest regions and nine were in the south and west regions. Nearly one-half (48 percent) of the U.S. population lives in metropolitan areas of more than one million. Suburban areas are no longer dependent on central cities for jobs, because corporations have begun moving to the suburbs. The subsequent build-up of shopping malls and other service centers has increased the economic split between central cities and their suburbs. Resources and strategies for teaching about population are included in this issue. (SM)

Crews, K. A. (1988). World population: Facts in focus. World population data sheet workbook. Population learning series. Washington, DC: Population Reference Bureau, Inc. ED 302 283 (*updated in 1992, not included in latest ERIC database. cl)

This workbook teaches population analysis using world population statistics. To complete the four student activity sheets, the students refer to the included "1988 World Population Data Sheet" which lists nations' statistical data that includes population totals, projected population, birth and death rates, fertility levels, and the gross national products in U.S. dollars. The exercises include basic chart reading, mathematical calculations, nation comparisons, and the preparation of a choropleth map. The workbook also contains a glossary, a chart of the nations' geographic areas, two graphs, a world map, and an annotated list of 13 references. (DJC)

Crews, K. A. (1989). Teenage parents: A global perspective. Washington, DC: Population Reference Bureau, Inc. ED 323 430

This instructional packet consists of an essay, a wall poster, and a teacher's guide that provide information and statistics about teenage parents throughout the world. The purpose of these materials is to give junior high and high school students an overview of the health, social, psychological, economic, and demographic effects of teenage childbearing and subsequent parenting from a global perspective. The essay contains pre-reading questions, a discussion of major global trends and social issues affecting teenage mothers, illustrative case studies, a glossary, three worksheets with perforated edges for easy removal, and a list of books and other publications for additional research and reference. The wall poster, "Teen Mothers: Global Patterns" contains five comparative data charts showing: (1) increases in the number of females aged 15-19 in the world, less developed countries, and more developed countries; (2) marriage and childbearing statistics for women ages 16 and 20 in Africa, Latin America, and South Asia; (3) low birth weight babies in the United States; (4) percentage of teenage mothers returning to school after giving birth in Jamaica; and (5) percent of all births to women under age 20 in selected countries. It also provides a demographic table showing the population of females, teenagers, and young mothers in every nation in the world for which these figures are available. (TE)

Crews, K. A. (1992). Making connections: Linking population and the environment. Washington, DC: Population Reference Bureau, Inc. (*not an ERIC document/cl)

This resource provides elementary teachers with both "materials and strategies to teach about population and environmental issues." Addressing such concerns as deforestation, urban problems, and water use, the content covers both environmental and population dynamics concepts. In doing so, the lessons also help the student to understand the complexities within and among these concepts and the relationships and interdependency of the world's people to their resource base. The 28 lessons are separated into 7 sections: People (population dynamics), People and Places (geographic skill building), People and Water (global use, rivers, dams, etc.), People and Trees (forest resources in Nepal, Brazil and Kenya), People and Land ("desertification" in Africa), People and Movement (urbanization in Latin America), and You and People Around the World (global connections). Additional resources are listed at the beginning of each section. A learning matrix identifies skills, content, regions and topics covered. These skills include those emphasized in the Five Themes of Geography and the National Assessment of Educational Progress. It can be reproduced without further permission for use by educators and students in their classrooms. (cl)

Crews, K. A., & Cancellier, P. (1988). U. S. population: Charting the change. Student chartbook. Population learning series. Washington, DC: Population Reference Bureau, Inc. ED 299 219

This student chartbook on the demography of the United States uses text and corresponding maps and charts to teach demographic concepts and terminology. The first reading, "Population Change in the U.S." explains natural increase, net migration, and growth or decrease of population for 1980-1986. The second reading, "U.S. Population by Age and Sex" discusses population pyramids, the baby boom, and aging. The "U.S. Household Composition" is the third reading, and it covers household and family size, 1950-1985. The fourth reading, "U.S. Racial and Ethnic Composition" discusses factors affecting composition, trends and projections, and regional trends. "The Wage Gap" is the fifth reading, and it compares educational attainments and occupations of white males, white females, black males, and black females. The sixth and final reading is "Migration in the United States," and it discusses historical migration trends, recent trends, characteristics of migrants, and the effects of migration. A 24-word glossary is included. Information on Population Reference Bureau, Inc. membership and other educational materials produced by them is provided. (DJC)

Crews, K. A., & Cancellier, P. (Eds.). (1991). Connections: Linking population and the environment. Student resource book and teacher's guide. Washington, DC: Population Reference Bureau, Inc. ED 350 150

A teacher's guide and student resource book developed by geography, social studies and economics teachers comprise this teaching kit. The kit was developed to help seventh through twelfth grade students understand the links between population and the environment in the context of sustainable development. The goal of the project is to develop students' concern for the environment, a sense of responsibility for its protection, awareness of the links between population and the environment and the realization that they live in a global village. The "Student Resource Guide" consists of articles written by journalists in developing countries. In an effort to give students a view of global problems from a perspective different than that of the United States, the articles are unedited and contain some inconsistencies with respect to the word usage and spelling. The readings in the student materials are divided into geographic units: the world, Africa, Asia and Latin America. Within each unit is an article on the entire region, and when available, on specific countries in that region. The "Teacher's Guide" consists of 27 lessons that complement the articles. The lessons expand on selected concepts and issues and help students make the connections between population growth, environmental concerns and sustainable development. Accompanying worksheets can be found at the end of the lessons. The teacher's guide contains a learning matrix showing the countries, topics and skills that are covered in each lesson or reading. Each section begins with a resource listing of additional books, articles and audiovisual aids. (MCO)

Deal, W.F., III. (Ed.) (1991). Population issues. Resources in technology. Technology Teacher, 51(2), 15-22.

Presents information about the problems caused by increasing population. Discusses the environmental impact and the ways that technology can be used to solve problems of overpopulation. Includes possible student outcomes and a student quiz. (JOW)

Doyle, A., Mintz, B., & Wasserman, P. (1991). Teaching population: Which textbook to choose? A survey of secondary science textbooks. Washington, DC: Zero Population Growth, Inc. ED 344 737

To aid secondary science instructors and supervisors in selecting texts that provide adequate coverage of population dynamics and impacts, 44 editions of life science, biology, advanced placement biology, and environmental science textbooks were surveyed. The matrices given in this document are designed to provide objective information on each text's inclusion of specific topics related to population and human ecology. This format shows trends in the texts, allows individual texts to be compared, and serves as a tool for educators interested in supplementing weak areas of their specific text. A list of basic information that should be included in a reasonably thorough discussion of human ecology forms the basis of each matrix. These topics fit into categories of general population information, human population dynamics, projections about the future, and the link between population growth, resource depletion, and the environment. Each matrix lists (1) publisher, title, publication date and author; (2) the presence of material on nonhuman population dynamics, human population dynamics, population and the environment, and population and the future; and (3) placement of this material in the text and length (number of pages). The presence of thought-provoking student activities, discussion questions, and supplementary materials such as maps, graphs, and photographs were also considered in assessing textbook effectiveness. (KR)

Enedy, J. D. (1993). Geography and math: A technique for finding population centers. Journal of Geography, 92(1), 23-27.

Argues that methods and procedures for teaching geography are becoming increasingly important as nongeography teachers present geographic concepts in other subjects. Describes an interdisciplinary instructional unit in which students use mathematical calculations to identify population centers in the United States and China. Provides maps, tables, and instructional procedures. (CFR)

Fitzpatrick, N. (1984). Population and the environment: Getting the student involved. Nature Study, 37(3-4), 5-7.

Presents a simulation called "Food For Thought" which permits teachers (and ultimately their students) to draw conclusions about population issues. The simulation involves studying six continents by choosing ambassadors and citizens, looking at land areas and use, and considering protein consumption. (BC)

Frey, W. H. (1990). Metropolitan America: Beyond the transition. Population Bulletin, 45(2). ED 325 567

For most of this century Americans have gravitated toward cities. During the 1970s, however, nonmetropolitan areas grew at the expense of many large industrial centers, especially those in the Northeast and Midwest. This "rural renaissance" resulted from a combination of forces, including a growing demand for retirement and recreation spots, the entry of baby boomers into the labor force, and the economic situation at home and abroad. This settlement pattern was reversed in the 1980s. The heavy immigration of Asians and Hispanics in the 1980s has increased the proportion of these groups, particularly in metropolitan areas of the South and West. Another present day trend is the movement of Blacks to the suburbs. This publication includes definitions, tables, maps, rankings, a list of suggested readings, and eight discussion points for classroom use. (DM)

Fuller, M., & McLean, H. (1984). Canadian population statistics: A conversion guide. History and Social Science Teacher, 19(3), 146-148.

Interpreting statistical data from the past is difficult. Because of dissimilarities between past and present, numbers are often difficult to compare. Discusses how teachers can use ratios to convert population statistics to equivalent values so that a comparison can be made. (RM)

Hartman, H. (Ed.). (1984). Syllabi and instructional materials for courses in demography. Resource materials for teaching. Washington, DC: American Sociological Association. ED 249 166

One of a series of resources for teaching sociology at the postsecondary level, this volume contains syllabi and instructional materials for graduate and undergraduate courses in demography. The first of nine sections, an introduction, contains an overview of contents, additional resources for teachers of population and demography, general teaching resources, and cost and ordering information. Section II consists of syllabi for five introductory demography courses. Syllabi for six courses in techniques of demographic analysis are provided in section III. Section IV contains course outlines for four specialized courses in population topics: fertility, mortality and morbidity, internal migration, and migration. Section V focuses on interdisciplinary courses. Fourteen syllabi are provided for courses such as social demography, historical demography, issues in reproductive behavior, adolescence and fertility, aging, economic demography, and politics of population policy. Syllabi in sections II-V were selected from courses offered around the world. Section VI contains 16 sample assignments on selected topics in demography. Exercises focus on issues such as population growth, population distribution, life tables, cohorts, migration, mortality, fertility, nuptiality, and the world food system. Sections VII and VIII contain suggestions for research projects and film usage, respectively. The final section lists contributors' names and addresses. (LP)

Hoffman, D. D. (1988). International development in a global context. Module for educators, grades 7-12. White Bear Lake, MN: Minnesota Curriculum Services Center ED 308 124.

This curriculum guide consists of five learning modules designed to guide students through an inquiry strategy that will help them to see the developing world and groups within the United States experiencing development problems, through the eyes and experience of that population. Each lesson is divided by sections on objectives, set induction or review, learning sequences, closure for that day's lesson and background information. The five topics covered are: "The Language of Separation: Words that Divide Us"; "Scarcity and Excess: The Linkages"; "Development: What Is It?"; "The Development of Underdevelopment: The Colonial Legacy"; and "From Paternalism to Partnership." The appendix consists of 28 related documents, including lesson plans, classroom activities, and background reports. (PPB)

Hungerford, H. R., Volk, T., & Ramsey, J. M. (1989). A prototype environmental education curriculum for the middle school. A discussion guide for UNESCO training seminars on environmental education. Paris, France: United Nations Educational, Scientific and Cultural Organization (UNESCO), UNEP International Environmental Education Programme. ED 326 420

This document presents an environmental education curriculum and associated materials for the middle school. The organization of the document is intended to be simple and understandable. Because the curriculum described here is organized around a set of commonly accepted goals for curriculum development in the field, Chapter I focuses on those goals and their validity, and an effort is made to put these goals into perspective for the curriculum developer. Chapter II focuses on environmental education and the middle school learner. Very specific suggestions are made with respect to the methods that can best make a middle school curriculum work for learners. Methods associated with the use of the case study in environmental education, issue investigation, and citizenship action training are included. Other strategies deal with topics such as the use of community resources, the effective use of field trips, role playing, simulations, and panel discussions. Chapter III presents the prototype curriculum itself in outline form. The 3-year curriculum is divided into three components: (1) ecological foundations; (2) environmental science and environmental health; and (3) issue investigation and citizenship action training. Chapter IV discusses the infusion of environmental content and skills into existing courses at the middle school level. Examples of infusion and team-teaching approaches are presented along with a detailed outline which offers suggestions for infusing Chapter III's scope and sequence into existing courses. Appended are an abbreviated curriculum module on the ecosystem, a case study model on solid waste management, selected activities from issue investigation and citizen action training, a glossary, and a bibliography of 69 items. (KR)

Jakubowski, N. (1987). Kenya: A country in transition. A teaching unit from ZPG. Washington, DC: Zero Population Growth, Inc. ED 281 711

This secondary teaching unit is intended to help students in science and social studies understand some of the forces behind rapid population growth in developing nations and the challenges these countries face. The document includes a student handout that is designed to compare and contrast the demographic transition experienced by developing countries with the changes occurring in Kenya today. It then illustrates the political, economic and environmental impacts of Kenya's rapid population growth. The handout also includes a glossary of terms. The accompanying teaching guide provides five classroom activities that attempt to reinforce the key concepts introduced by the reading. It also discusses how some of our lifestyle decisions can contribute to trends that shape the future. Specific discussion questions precede the teacher's unit and a list of other teaching resources is provided. (TW)

Jones, D. (1992). Teaching population. Economics, 28(3), 126-130.

Presents secondary lessons on population growth and the social factors that influence it. Provides a simulation scenario in which students decide whether or not to raise the marital age or develop other population control policies. Includes charts, cartoons, and student work sheets. (CFR)

Kent, M. M., & Crews, K. A. (1990). World population: Fundamentals of growth. Washington, DC: Population Reference Bureau, Inc. (*not an ERIC document/cl)

This booklet is a revision of a 1984 publication (ED 256 678) that provides the basics of population dynamics both in written and in visual forms. The information is organized in the form of a graphic chart, which has informative text on the back to elaborate on the concept. Study questions of four types address each chart and the accompanying text: 1) chart-reading questions intended as a pre-reading activity, 2) text-review questions, 3) exercises that apply the information discussed to data from the world population data sheet, and 4) follow-up questions that may require outside resources for completion. The material is written to be applicable to junior high to college level social studies, global studies, geography, mathematics, science and environmental studies courses. Educators and students who wish to reproduce the booklet for use in their classrooms may do so without obtaining permission. (cl)

Kinsey, T. G. (1981). Developing a national population policy: A role play. Social Studies, 72(6), 285-86.

This learning activity for use with secondary students motivates discussion and broadens students' insight into the kinds of issues raised by a national population policy. The role play involves students in developing a national population policy for an imaginary country. (RM)

Marshall, L. (Ed.). (1994). Cairo bound. Arlington, VA: The Izaak Walton League of America.

Produced to provide a multidisciplinary introduction to the 1994 United Nations International Conference on Population and Development, (held in Cairo, Eqypt, from September 5-13, 1994) these materials help educators to link the conference, American lifestyles, and classroom-based learning. The activities provide an introduction to the history, issues, possible outcomes and process of the international conference. In addition to the activities, extensions are provided, along with background information, resources and a glossary. Permission is granted to freely reproduce student pages, and the curriculum may be reproduced for educational purposes by teachers, schools, school systems, and educational institutions provided that credit is given to the authors and supporters of the project. (cl)

McKisson, M., & MacRae-Campbell, L. (1990). Our divided world: Poverty, hunger & overpopulation. Tucson, AZ: Zephyr Press. ED 334 065

Both humanity and nature have suffered greatly from human insensitivity. Not only are the natural resources of the earth being depleted and its air, land and water polluted, the financial resources of humanity are being wasted on destructive expenditures. The "Our Only Earth" series is an integrated science, language arts, and social studies problem solving program for grades 4-12 that addresses six different global issues. The units are designed to provide students with knowledge and skills to address these major global issues actively. The unit presented in this document addresses the problems associated with the global effects of poverty, hunger and overpopulation around the world. This document includes information to assist teachers in organizing and directing students in their activities. This teacher's guide includes a unit overview, instructions on how to collect information through letter writing (including addresses for appropriate organizations), a set of fact cards, instructions for a scavenger hunt, two classroom activities, instructions for a geography activity, instructions for research and independent study, and materials for a youth summit on global poverty, hunger, and overpopulation. Additional materials included in this packet are a discussion and chart of instructional techniques and thinking skills used in the unit, a glossary of terms and a bibliography of 67 books, articles, other resources, and games on global poverty, hunger, and overpopulation. (CW)

McLean, H. W., Fuller, M. J. (1983). A conversion guide to using population statistics, 1750-1980. History Teacher, 16(4), 519-522.

Discussed is how ratios can be used by history teachers at the secondary and college levels to convert population statistics to equivalent and comparable values in helping students better understand the historical and contemporary implications of what is being studied. (RM)

Melnick, R., Ronan, B., Harper, D., & Heffernon, R. (1984). Visions of the future. Social science activities text. Indianapolis, IN: Hudson Institute/Indiana. ED 261 913

Intended to put both national and global issues into perspective and help students make decisions about their futures, this supplementary social science activities text provides students with various approaches for thinking about future resources. The program can be integrated into high school classes focusing on government problems, current social issues, world history, American history, economics, and global studies. Twenty-two activities designed to teach students how to analyze, test assumptions, and make decisions offer a context for examining such topics as resources, environment, population, and technology. The first of four major sections, "How to Think about the Future," presents a rationale, views of the future, and activities. In the second section, students explore the past, present, and future from the perspective of a "Great Transition." This concept encourages students to investigate crucial social issues faced by societies as they progress from pre-industrial to post-industrial stages. The third section, "Resources for the Future," presents a new way of looking at resources, four resource issues, and related activities. The final section, "Problem Solving in a Time of Change," deals with social limits to growth, problem solving, understanding global problems, understandable problems, uncertain problems, personal contributions, careers of the future, managers of the future, and related activities. An accompanying teacher's edition provides instructional objectives, ideas for discussion and inquiries, test blanks for each section, and answer keys for all activities. (LH)

Melnick, R., & Ronan, B. (1984). Visions of the future. Social science activities text. Teacher's edition. Indianapolis, IN: Hudson Institute/Indiana. ED 261 912

Intended to put both national and global issues into perspective and help students make decisions about their futures, this teacher's edition provides instructional objectives, ideas for discussion and inquiries, test blanks for each section, and answer keys for the 22 activities provided in the accompanying student text. Designed to provide high school students with various approaches for thinking about future resources, the program can be integrated into high school social science classes. Activities in the first section, "How to Think about the Future," focus on levels of certainty about the future, people who predict the future, a "doctor" who predicted the future, what may happen in the next hundred years, and predicting personal futures. In the activities in the second section, "The Great Transition," students use graphs and tables to make comparisons of the United States before and after industrialization; do library research on seven periods of U.S. history; learn to read charts showing social change, exponentiality, and trends and countervailing forces; read articles on world economic interdependence; and examine a chart showing change agents and technology. In the next section, students read scenarios and solve resource problems, then discuss articles on resource costs and supplies, technological applications to resource and energy issues, future energy issues, technology and the activities. (LH)

Miller, B. (Ed.). (1979). Thinking globally, acting locally about food, population and energy issues, seventh grad interdisciplinary unit. Denver, CO: University of Denver, Center for Teaching International Relations. ED 199 120

This social studies unit suggests activities and teaching methods for use by seventh grade social studies classroom teachers as they develop and implement educational programs on global food, population, and energy problems. Objectives are to help students become aware of global interdependence, identify roles of various nations in causing and solving problems related to food and population, and develop skills in gathering and analyzing data regarding world problems. The document is presented in seven sections. Chapter I suggests activities which introduce students to global interdependence and to differences in life styles between developed and developing nations. Students are involved in a variety of activities including determining itesm essentail to a 'good life,' working with maps and globes, creating bulletin boards and collages, answering questions on worksheets, and discussing global issues in small groups and in class. Chapters II through IV present activities which focus specifically on population, food, or energy. Activities involve case studies, data sheets, time lines, simple computation problems, and map and globe work. Chapters V and VI offer culmination activities and supplemetnal projects. Students are directed to pull together background information and skills gained through participation in earlier course activigies. Specific activities and projects in which they are involved include producing a filmstrip, making posters and bulletin boards, creating energy tools out of 'classroom junk', discussing food and energy sources, and diagramming energy issues. For all activities suggested in the document, information is presented on title, background, objectives, time and materials required, skills, focus, and procedures. (DB)

Moore, S. (1985). Half-truths and consequences: The legacy of Global 2000. Institution Analysis (No. 34). Washington, DC: Heritage Foundation. ED 255 365

The 1980 "Global 2000 Report to the President" was based on a study which attempted to project international trends in population, pollution, and resource availability through the year 2000. This document discusses: (1) the background of Global 2000; (2) Global 2000 and the media; (3) Global 2000's impact on the environmental movement (indicating that its most important, and probably least recognized impact has been in strengthening the environmental lobby in Washington); (4) Global 2000's impact within federal agencies (considering factors which have limited the report's direct influence on Reagan administration policy); (5) Global 2000's influence on legislation (including its influence on issues related to population policy, forestry, species extinction, and global foresight); (6) Global 2000's international impact; (7) Global 2000's influence on education; and (8) the institutional impact of Global 2000. It is the position of this paper that Global 2000 is a severely flawed piece of science which nonetheless has had wide-ranging consequences. Among the most serious are that it has: helped inject limits to growth philosophy in schools; boosted funding for such foreign assistance activities as tropical deforestation, population control and species extinction; created the issue of global foresight, promoting a trend toward more futures work within federal agencies; stimulated creation of organizations determined to address the problem of shrinking world resources; and legitimized the arguments of environmental interests groups thus significantly increasing their influence and constituency. (JN)

Murphy, E. M. (1981). World population: Toward the next century. Washington, DC: Population Reference Bureau, Inc. ED 210 182

The information and activities presented are designed to help teachers, students, and others better understand: (1) current and projected population patterns throughout the regions of the world; (2) ways in which populations change; (3) consequences of population change for individuals, families, societies, and the environment; and (4) the complexity of developing policies to deal with problems associated with population change. An essay, glossary of terms, and data sheet provide information for answering the questions and doing the activities included. Suggestions for further reading are provided. (Author/DC)

Murphy, E. M. (1984a). Food and population: A global concern. Social Education, 48(5), 337-56.

This essay, intended for use with secondary grade students, describes the current world situation regarding food and population and discusses likely prospects for feeding a hungry and growing population. Student resources for further reading and research are provided. A separate teaching guide is included. (RM)

Murphy, E. M. (1984b). Food and population: A global concern [and] The paradoxes of world hunger. Interchange, 12(4), 21. ED 244 898

Student and teacher materials are provided for a secondary unit on world hunger. The student materials are contained in a module entitled "Food and Population: A Global Concern," distributed with the newsletter "Interchange." The teacher materials are contained in the issue of the newsletter itself, subtitled "The Paradoxes of World Hunger." A reading for students deals with the following aspects of the relationship between the world food supply and population growth: how the human population became so large, the extent and location of world hunger, recent agricultural advances, the role of poverty and population growth, biological constraints on food production, the question of food aid versus development aid, and strategies for addressing world hunger problems. Ten charts and graphs illustrate population trends, population growth, vital statistics, world calorie consumption, and agricultural and food production statistics. The reading also includes a description of a new study of the United Nations Food and Agriculture Organization. A 2-page resource section concludes the student materials. The accompanying teacher's guide introduces the main themes covered in the student reading and provides a variety of classroom activities to accompany student materials. Activities include an 18-item student check-up which may be used for pre- and posttests, class discussion, or evaluation; an exercise for interpreting tables within the student reading; suggestions for brainstorming and small group problem solving; a cartoon interpretation activity; a creative writing assignment; and a variety of topics for student research and debate. A 7-item teacher resource list is provided. (LP)

Murphy, E. M. (1985). World population: Toward the next century (Revised ed.). Washington, DC: Population Reference Bureau, Inc. ED 258 804

This document consists of answers to questions on various aspects of world population. They are: What is the population of the world? How fast is the population of the world growing? When will the population of the world stop growing? Is the term "population explosion" accurate? Why did this sudden growth occur? Did people have more babies than ever before? What is the impact of rapid population growth? Wasn't the current famine in Africa caused by rapid population growth? Why does it take so long to slow or stop population growth, even after birth rates go down? Which policies are most effective in reducing population growth? What is happening in China, India, Mexico, and other places with rapid population growth? What about developed countries? Given this rather complex picture, what conclusion can be drawn about world population growth? Also included is a 1985 world population data sheet (with lists of countries by continent), a glossary of population and development terms, two worksheets, and suggestions for further reading. (JN)

Otero, G. G., Jr., (Comp.). (1981a). Teaching about population growth. Denver, CO: University of Denver, Center for Teaching International Relations. ED 215 920

This teaching guide contains 20 activities on population growth for students in grades 6-12. The purpose is to help students gain the skills, knowledge, and understanding of population dynamics so that they can make rational decisions and take responsible action regarding population matters and public policy. Activities are organized around the population dynamics of growth, size, density, and distribution as well as demography. Each activity is based on an assumption. For example, "World Population Data Sheet" proves that the earth's human population is distributed unevenly over the earth's surface. Other assumptions are: the earth is a finite system; population is a group of organisms limited in time and space; specific factors determine the size and makeup of a population; desired population size depends on people's wants and expectations; world population is growing rapidly because of a reduction in the death rate; organisms need specific external resources to support life and they require space; and population is a major factor in human/environmental interactions. Each activity contains an introduction and a list of objectives. It includes information about grade level, time required, and materials needed. The procedure to follow is explained and ideas are given to evaluate the performance of students. There are handout and supplementary materials. A pretest/posttest is provided. (Author/NE)

Otero, G. G., Jr., (Comp.). (1981b). Teaching about population issues. Denver, CO: University of Denver, Center for Teaching International Relations. ED 214 842

This teaching guide on population issues contains 19 activities for students in grades 7-12. The objective is to analyze population issues that have resulted from human population dynamics. In this guide, four categories of activities are included: some are discussion starters, some provide factual data, some focus on thinking skills, and some are simulation games. For example, "Pop Quotes," is one activity designed to spark students' interest in thinking about population issues. In this activity, students make mobiles, write quotes about population on the mobiles, and hang them around the room. In a simulation game, students role play different members of Congress who must vote on an immigration law. "Changing Migration Patterns to the U.S." is a factual data activity that documents migration patterns with the use of charts. Participants then analyze the meaning of the data. In "Population and Group - It All Adds Up," the focus is on thinking skills. This activity is designed to help the student evaluate the role growth plays in the quality of life. Students collect industrial or Chamber of Commerce ads which reflect the desire for growth or reflect the desire to improve the quality of life. Then students question whether the ad encourages growth or improves the quality of life. Each activity contains an introduction, a list of objectives, teaching procedures, follow-up activities, and information on time required and materials needed. This guide includes a list of available materials on population/food topics and a list of organizations that can provide additional information on these topics. (Author/NE)

Peters, R. (1985). How to teach about human population in the global community: From Bucharest to Mexico City. Teacher resource guide. Plaistow, NH: Global Horizons, The Center for Applied Ecosocial Studies. ED 251 397

Background information, units of study, and bibliographies that teachers can use to introduce students in grades 5-12 to a systematic study of worldwide human populations are provided. The first section discusses world population problems. The author stresses that developed nations must be concerned with rampant human population growth in the developing world and must realize that the chaos, conflicts, and political instability that will result from an unchecked population growth rate and low standards of living in third world countries will have long-term disastrous consequences for all. The second section contains sample units for teaching about the natural and social environments within the context of contemporary problems. Activities deal with population problems, pollution, international economics, international trade, technological development, and the lifestyles of different peoples. Activities are varied and involve students in viewing and discussing media, conducting research studies, role playing, giving reports, and listening to guest speakers. The third section of the guide is an annotated bibliography of print and nonprint materials and human resources. (RM)

Peters, R. (1989). The global ecosystem: Using the global education curriculum to expose students to contemporary conflicts, issues, problems, and situations affecting natural/social environments. Plaistow, NH: Global Horizons, The Center for Applied Ecosocial Studies. ED 315 353

Students must clearly understand that every living thing on earth exists within the context of a system of interlocking dependency. Through the use of audio-visual materials, books, magazines, newspapers, and special television reports, as well as direct interaction with people, places, and things, students begin to develop a cognitive frame of reference to their world. Typically, global education programs focus on natural/social geography, history, economics, government, and sociology. Few attempts are made to fuse topics of study into a logical sequence of inquiry, stressing the interrelationships between natural and social environments and pointing out the conflicts, issues, and situations that confront nature and humankind. Ten sample lesson plans for grades 4 through 12 are included, covering such concepts as pollution, waste disposal, forest degradation, the greenhouse effect, urbanization, and endangered species. Some lessons include maps. It is hoped that these will serve as models that each teacher can use to create learning experiences unique to a particular class, at a particular setting, and in a particular point in time. Appended are various news clippings that deal with the concepts in the lesson plans, a list of selected international organizations, a fact sheet about Global Horizons, and 14 selected references. (JB)

Philippine Department of Education and Culture. (1981a). Teacher's guide in population education for health education, first year-fourth year. Secondary level. Manila, Philippines: Department of Education and Culture. ED 233 936

Revised to be in accordance with the customs, traditions, beliefs, and practices of the Muslim Filipinos, these units of study for use in health education courses will help secondary-level Filipino students understand world population problems and develop the necessary skills, attitudes, and values that will lead them to make rational decisions about population matters, particularly about family size. The units are organized topically by grade level: Understanding the Sex Drive, first year of high school; Mortality Transition, second year of high school; Fecundity, Fertility, and Sterility, third year of high school; Family Planning, fourth year of high school. Students are involved in many different kinds of activities, e.g., students analyze and discuss case studies, participate in class discussions, play games, interpret tables, and construct graphs. Unit information provided for each grade level includes theme, concepts, suggested time allotment, unit overview, and an outline of objectives and content. Each unit is comprised of several lessons that include the following information: objectives, content, teaching procedure, learning activities, and a test. Student materials are included in the lessons. (RM)

Philippine Department of Education and Culture. (1981b). Teacher's guide in population education for social studies, first year-fourth year. Secondary level. Manila, Philippines: Department of Education and Culture. ED 233 935

Revised to be in accordance with the customs, traditions, beliefs, and practices of the Muslim Filipinos, these social studies units will help secondary-level Filipino students understand world population problems and develop the necessary skills, attitudes, and values that will lead them to make rational decisions about population matters, particularly about family size. The units are organized topically by grade level: Population Growth and Economic Development, first year of high school; Population Issues, second year of high school; Population Changes, third year of high school; and Planning for the Future, fourth year of high school. Students are involved in many different kinds of learning activities. For example, they analyze population trends, conduct and analyze a neighborhood census, analyze case studies, role play, and read and discuss short readings. Unit information provided for each grade level includes theme, concepts, suggested time allotment, unit overview, and an outline of objectives and content. Each unit is comprised of several lessons. Each lesson includes the following information: objectives, content, teaching procedures, learning activities, and a test. Student materials are included in the lessons. (RM)

Philippine Department of Education and Culture. (1981c). Teacher's guide in population education for social studies, grades I-VI. Elementary level. Manila, Philippines: Department of Education and Culture. ED 233 934

Revised to be in accordance with the customs, traditions, beliefs, and practices of the Muslim Filipinos, these elementary-level social studies units will help Filipino children understand world population problems and develop the necessary skills, attitudes, and values that will lead them to make rational decisions about population matters, particularly about family size. The units are organized topically by grade level: The Family, grade 1; Population and Population Change in School, grade 2; Population Change in the Community, grade 3; Effects of Migration on Population Growth, grade 4; Determinants of Family Size, grade 5; and Effects of Rapid Population Growth on the Family and the Community, grade 6. Students are involved in many different kinds of learning activities. For example, they discuss pictures, dramatize situations, guess riddles, analyze stories, play games, and participate in classroom discussions. Unit information provided for each grade level includes theme, concepts, suggested time allotment, unit overview, and an outline of objectives and content. Each unit is comprised of several lessons. Each lesson includes the following information: objectives, content, teaching procedure, learning activities, and a test. Student materials are included in the lessons. (RM)

Population Institute. (1990). We can balance the scale: World population awareness week manual. Washington, DC: author. (*not an ERIC document/cl)

The first 15 pages of this document are intended to assist individuals, organizations, and communities in the planning and implementation of activities that increase the awareness of world population concerns. Pages 16-19 provide a list of ideas for school activities that are intended for high school and college and designated as such. Pages 20-24 list "Selected Resources on Population" (compiled by Zero Population Growth) and pages 25 and 26 cite various other "Resources Especially for Teachers" including software, databases, problem-solving games, and other special publications. The remainder of the publication contains sample letters, proclamations, press releases, public service announcements, letters to the editor, etc. as well as Senate Joint Resolution 160 (1991), and a few newpaper articles, a fact sheet about the "population crisis," and a list of suggestions for involvement entitled, "You Can Make a Difference!" (cl)

Population issues. Resources in Technology. (1991.) Technology Teacher, 51(2), 15-22.

Presents information about the problems caused by increasing population. Discusses the environmental impact and the ways that technology can be used to solve problems of overpopulation. Includes possible student outcomes and a student quiz. (JOW)

Population Reference Bureau, Inc. (1981). U. S. population data teaching package. Washington, DC: author. ED 202 765

This document contains teaching materials on the 1980 census data for use with secondary level students. The primary objective of the materials is to give students a statistical snapshot of their country as it is today after a decade of change. They will also help students develop skills in analyzing maps and charts. The materials consist of the newsletter "Interchange," a United States Population Data Sheet, and a set of four student information sheets. The newsletter contains teacher instructions, a pretest-/posttest, and five discussion questions. The newsletter also contains a few articles on population education. The U. S.

Population Data Sheet is a chart of statistics for the nation as a whole and each of the four regions, nine divisions, states, and the District of Columbia. Along with recently released population totals as of Census Day, April 1, 1980, are: comparisons with 1970; projections for 1980; latest birth, death, and infant mortality rates; migration and immigration figures; per capita income; racial composition population density; and percent of elderly. The student information sheets consist of an essay describing the major population trends of the 1970s and a map of the U. S. showing percent of population increase or loss for each state. Questions on the map and a set of exercises to help students analyze the statistics on the Data Sheet are included on the student information sheet. (Author/RM)

Population Reference Bureau, Inc. (1985). Pop ed on the big screen. Population Education Interchange, 14(3), 8. ED 265 089

This article in a population education newsletter focuses on films and other audio-visual materials suitable for secondary and higher education and available for teaching about current population issues. The article discusses how to get the most out of population-related films. Eight hints for structuring film viewing and follow-up activities are provided. A filmography then lists over 30 films, slide/tapes, and videos on global population topics, including Third World population problems, population and the environment, population and energy, and population futures. Each citation lists title, publication date, running time, and category of film or slide and includes a brief annotation. A list of film distributors and directions for ordering items are provided. (LP)

Schwartz, R. H. (1983). Poverty + hunger = Global issues. Journal of Geography, 82(2), 76-78.

Geography teachers can use mathematics to teach fourth, fifth, and sixth grade students about critical global issues. Five sample problems concerning population, poverty, waste, the arms race, and hunger are presented. The global issue related to each problem is discussed, and the solution and mathematical skill are provided. (RM)

Schultz, J. M., & Coon, H. L. (1977). Population education activities for the classroom. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. (#EO24)

Although the data included in some of these articles may be outdated, the activities contain good ideas, presented in simple text that could be edited and enhanced with today's improved desktop publishing. The activities are arranged by level of instruction, from elementary through junior and senior high school, and indicate appropriateness for social studies, home economics, science and/or mathematics classes. The publication includes a glossary and a 2-part pre- and post-test (which would require some corrections) intended to identify the level of factual knowledge and attitudinal shifts during the instructional period. The list of resources, additional reading, and audio-visual sources provide a good historical background for the consideration of this issue from the perspective of the 1970s. (cl)

Teaching guidelines to enhance the celebration of World Environment Day, 5 June. (1987). International Understanding at School (52-53), 5-8.

Outlines the origin of World Environment Day, June 5, and the concurrent development of the United Nations Environment Programme (UNEP), headquartered in Nairobi, Kenya. Outlines UNEP's activities and publications. Includes classroom activities on the environment, conservation, population, food, the United Nations, and the objectives of World Environment Day. (RW)

United Nations Educational, Scientific, and Cultural Organization. (1975). Teacher's study guide on the biology of human populations: Asia. Paris, France: UNESCO Division of Science, Technical, and Vocational Education. ED 266 038

Factual and conceptual information dealing with the biology of human populations is offered in this guide for secondary science teachers. Instructional approaches are reviewed and suggestions are offered for use of the problem method approach, the discussion technique, and the project option. Information is organized into an introduction and five parts. The introduction described adaption possibilities and highlights basic ecological concepts and principles. The five parts focus on: (1) evolution of human populations (addressing the topics of genetics and evolution); (2) environment of human populations (synthesizing information on energy, atmosphere, water, soils, biota, oceans, nutrition, diseases, and mineral resources); (3) dynamics of human populations (identifying demographic parameters and population patterns); (4) reproduction in human populations (containing materials on human reproduction and sexual behavior); and (5) design for survival (discussing ecosystem management and control of environmental quality, fertility regulation, and humanity's future). Lists of reference readings are included after each of the parts. (ML)

United Nations Educational, Scientific, and Cultural Organization. (1983). Educational module on environmental problems in cities. Paris, France: UNESCO Division of Science, Technical, and Vocational Education. ED 277 551

The International Environmental Education Programme (IEEP) of UNESCO has determined that the enhancement of the quality of the built environment is a basic priority for future environmental action, particularly in Europe and North America. This experimental teaching module applies specifically to those two continents, and is intended for use by elementary and secondary school teachers in clarifying certain essential scientific concepts while discussing the environmental problems of cities. The document provides some overall guidelines for teachers, along with a glossary of terms and a bibliography. The major portion of the manual consists of information and teaching activities which deal with: (1) people and the city; (2) growth patterns and land use; (3) transportation; (4) urban climate (including air quality); (5) water quality; (6) urban solid wastes; (7) city noise problems; (8) nature in the city; and (9) energy. For each of the above sections the teacher is provided with background information and a list of concepts to be taught. Several activities then follow, and for each of them the appropriate grade level is identified, along with the emphasis of the activity, amount of time required, materials needed, objectives, and procedures. Each section ends with a suggested objective test and the answers. (TW)

United Nations Educational, Scientific, and Cultural Organization. (1984a). Population education in health and home economics: Some sample lessons for the secondary level. Bangkok, Thailand: UNESCO, Regional Office for Education in Asia and the Pacific. ED 252 444

This booklet contains five sample lessons integrating population education into health and home economics instruction. It is one of four in a series. Materials differ from those in an earlier series (1980) in that lessons are presented at the secondary level only; there is no duplication of lessons from the earlier series in content and teaching strategies. Following an introduction, the five lessons focus on the consequences of rapid growth on community health; health programs to reduce the mortality rate; effects of rapid population growth on food production and nutrition; effects of family size and spacing on the health of mother and child; and age at marriage. Each lesson contains a box which provides the user with information on content, objectives, grade level, and subject into which population education should be integrated. In most cases lessons include an entry point topic, suggested time allotment, suggested procedure, summarizing techniques, suggestions for evaluation, and where applicable, necessary materials and student readings. Lessons were adapted from materials derived from India and the Philippines. (LH)

United Nations Educational, Scientific, and Cultural Organization. (1984b). Population education in mathematics: Some sample lessons for the secondary level. Bangkok, Thailand: UNESCO, Regional Office for Education in Asia and the Pacific. ED 252 443

This booklet consists of five sample lessons integrating population education into mathematics instruction. It is one of four in a series. Materials differ from those in an earlier series (1980) in that lessons are presented at the secondary level only; there is no duplication of lessons from the earlier series in content and teaching strategies. Lessons are not only aimed at developing skills in applying addition, multiplication, their inverse operations, computing rates, arithmetical means, and average, but also are aimed at developing knowledge about various population concepts. Thus, addition, multiplication, and their inverse operations are used for computing sex ratio, population change, fertility rate, rate of natural increase, migration rate, and growth rate. A lesson teaching the construction of a frequency table using data on family size is followed by a lesson relating dependency ratios to population composition. In a final lesson, percentage is used to solve problems related to population projection and doubling time (the number of years it takes for a population to double itself). Each lesson contains a box which provides the user with information on content, objectives, grade level, and subject into which population education should be integrated. Although the main body of each lesson varies, in most cases lessons contain a narrative of the content and some evaluation questions at the end. Lessons were adapted from materials derived from Malaysia and the Philippines. (LH)

United Nations Educational, Scientific, and Cultural Organization. (1984c). Population education in science: Some sample lessons for the secondary level. Bangkok, Thailand: UNESCO, Regional Office for Education in Asia and the Pacific. ED 252 442

This booklet consists of six sample lessons integrating population education into science instruction. It is one of four in a series. Materials differ from those in an earlier series (1980) in that lessons are presented at the secondary level only; there is no duplication of lessons from the earlier series in terms of content and teaching strategies. Using an experimental approach, the main theme running through most of the lessons is that a pleasant and liveable environment is a result of a balanced and symbiotic relationship among plants, animals, and other living resources which help maintain a good ecology. Lesson topics include plant and animal population dynamics, the influence of man on plants and animals, the biosphere, communities and ecosystems, malnutrition and undernutrition, and diseases caused by malnutrition. Each lesson contains a box which provides the user with initial information on content, objectives, grade level, and subject into which population education should be integrated. Although the main body of each lesson varies, most lessons contain an explanation of content, teaching-learning strategies, and in some cases, evaluation suggestions. Lessons were adapted from materials derived from India, the Philippines, and Sri Lanka. (LH)

United Nations Educational, Scientific, and Cultural Organization. (1984d). Population education in social studies: Some sample lessons for the secondary level. Bangkok, Thailand: UNESCO, Regional Office for Education in Asia and the Pacific. ED 252 441

This booklet consists of 10 sample lessons integrating population education into the social studies. It is one of four in a series. Materials differ from those in an earlier series (1980) in that lessons are presented at the secondary level only; there is no duplication of lessons from the earlier series in terms of content and teaching strategies. Lessons focus on population problems; population in India; world population growth; problems of independent India; effects of population size on per capita income, standard of living, and economic development; the effect of population change on ecological balance; quality of life and socialist modernization; population and cities; children as liabilities and assets; and sociocultural values affecting population change. Each lesson contains a box which provides the user with initial information with regard to content, objectives, grade level, and subject into which population education should be integrated. Although the main body of each lesson varies, most lessons contain an overview of content, teaching-learning strategy, and evaluation suggestions. Lessons were adapted from material derived from China, India, and the Philippines. (LH)

United Nations Educational, Scientific, and Cultural Organization. (1986). Teaching methodologies for population education: Inquiry/discovery approach, values clarification. Bangkok, Thailand: UNESCO, Regional Office for Education in Asia and the Pacific. ED 272 443

Divided into two sections, this booklet demonstrates how the discovery/inquiry approach and values clarification can be used to teach population education. Each part presents a theoretical discussion of a teaching method including its definition, its relevance to population education, some outstanding characteristics that make it suitable for teaching population education, plus what research studies have discovered about its effectiveness. The actual procedure for applying the methodology is given in a step-by-step manner, including guidelines for teachers and implications for classroom teaching. A number of sample lessons are included. Part 1, the discovery/inquiry-oriented approach deals with determinants of family size; consequences of rapid population growth for community health; effects on socio-economic development; effects of family size, parity, and spacing on the health of the mother and the family; and effects of population growth on food production. Part 2, values clarification, consists of 10 sample lessons and uses a variety of strategies concerning family size, and values regarding pros and cons of population control. Learning strategies described in the program expect students to approach problems with an open mind, to study evidence clearly, and to make judgements based on their own activities. (AG)

United Nations Educational, Scientific, and Cultural Organization. (1987). Population education accessions lists, July-December 1986. Bangkok, Thailand: UNESCO, Population Education Programme Service. ED 284 782 (*See also SE 054 073 for 1993 information.)

Part I of this resource guide contains listings of instructional materials, computer-assisted instructions, classroom activities and teaching methods. Part II deals with the knowledge base of population education. These publications are divided into 11 topics including: (1) demography; (2) documentation; (3) education (including environmental, functional literacy, family planning, sexuality); (4) fertility and family planning; (5) health and nutrition; (6) information and communication; (7) migration, urbanization, and human settlement; (8) population trends; (9) research and evaluation; (10) socio-economic factors; and (11) women. A listing of publishers and sources is also given. (SM)

U. S. Bureau of the Census. (1987). Census education project: 1988. Washington, DC: Census Education Project. ED 293 744

This census education package is a prototype of one to be distributed nationwide for the 1990 U.S. Census. The objectives of this K-12 project are to provide educators with instructional materials and to introduce and teach about census information. General information includes: (1) census history; (2) planning the census; (3) uses of census summary data; and (4) the roles of civic duty, confidentiality, and the law. The kit contains: (1) suggested school and district census outreach activities; (2) a teacher's guide; (3) a census vocabulary list; (4) nine reproducible activity sheets, with accompanying instructional materials and suggestions; (5) a list of U.S. history milestones that have been recorded by the Census Bureau; (6) a history of U.S. census-taking entitled "Counting for Representation: The Census and the Constitution;" and (7) a list of selected resource materials. Maps, graphs, and charts are included. (JHP)

Villanueva, C. L., (Ed.). (1987). Innovations in population education: Conveying population education through games. Population Education in Asia and the Pacific Newsletter and Forum; n26, 17. ED 292 706

The use of games and simulations is a method that educators are finding especially useful in presenting information about population concerns. The "Futures Wheels" is a participatory classroom exercise, designed to demonstrate probable consequences of future population increases and is also used to illustrate a wide range of population related problems. The "Card Game on Family Welfare," produced by participants of the Regional Training Workshop for the Development of Population Education Materials for Special Interest Groups, is directed at youths who are no longer in school. Complete directions and illustrations for the games are given. (NL)

Villanueva, C. L., (Ed.). (1989). Guidelines for integrating population education into primary education and literacy programmes. Population Education in Asia and the Pacific Newsletter and Forum, n31, 20-23.

Presents guidelines for integrating population education (PE) into primary education and literacy programmes in the Asia and the Pacific region in the form of 12 steps. Recommends utilization and distribution methods for PE materials. Identifies issues and problems in the preparation and use of PE materials. (MCO)

Wasserman, P., & Doyle, A. (1991). Earth matters: Studies for our global future. Washington, DC: Zero Population Growth, Inc. ED 354 161

Through 12 readings and 32 activities this curriculum material introduces high school students to issues of the global environment and society, while both challenging them to critically evaluate the issues and motivating them to develop solutions. The materials are cited as being applicable to social studies, science, math, language arts, and family life education. A teachers guide provides a chart that briefly describes each activity, indicating the skills and subject areas emphasized in each activity. The activities utilize a variety of teaching strategies including role-playing simulations, laboratory experiments; problem solving challenges; mathematical exercises; cooperative learning projects; research; discussion; and, values clarification. Twelve of the 13 chapters address specific issues of global society and environment: (1) Population Dynamics; (2) Climate Change; (3) Air Pollution; (4) Water Resources; (5) Deforestation; (6) Food and Hunger; (7) Waste Disposal; (8) Wildlife Endangerment; (9) Energy Issues; (10) Rich and Poor; (11) Population and Economics; (12) The World's Women; and (13) Finding Solutions. The final chapter, "Finding Solutions," includes activities that encompass the preceding topics. Also included are: suggested resources for further research; and population education resources available through Zero Population Growth, Inc. (MCO)

World Bank. (1987). Population growth rate: Teaching guide. Measures of progress poster kit number 2. Washington, DC: World Bank. ED 295 864

This teaching guide accompanies the Population Growth Rate poster kit which is designed to teach students about population growth differences between rich and poor nations and about what people in developing countries are doing to help improve their quality of life. The guide is designed for use with: (1) a poster map of the world providing social and economic indicators and three statistical charts; and (2) six population education photographs with accompanying textual material about family planning, the status of women, economic and social security, education, government policies and health services. The teaching guide contains student worksheets; a student test; and a population growth data table organized by countries, and presents information about: (1) basic concepts; (2) goals and objectives; (3) World Bank data, maps, and country groups; (4) the use of statistics; and (5) terminology. The student worksheets teach: (1) vocabulary matching; (2) how to read and interpret the accompanying maps, charts, and photographs; (3) role playing; and (4) how to use the data table. (JHP)

World Resources Institute. (1994). Teacher's guide to world resources. Washington, DC: author.

This curriculum was developed to accompany World Resources, 1994-95. There are three units, each of which provide teaching strategies, background information, and activities, with student handouts and overhead transparency masters, as well as audiovisual and other references. The unit entitled, "Car Trouble" covers the topics of emissions, cars of the future, "the hidden costs of driving," and number of vehicles worldwide and by region, as examples. Among the information included in the unit entitled, "Two Giants: India and China" are figures that compare the populations of the two countries from 1950-2050; population density; per capita cereal production 1961-90; degree of human disturbance, vegetated land area, 1993; total energy use, 1970-91; and energy consumption per capita, 1991. The third unit, entitled "Women, Equity, and Sustainable Development," provides similar kinds of information, including 7 student handouts, and 10 overhead transparency masters. Examples of topics covered include: percent of females enrolled in secondary schools, female and male adult literacy rates in 1990, female literacy and population growth in selected countries, sex differences in infant mortality in selected countries in 1994, total labor force by gender for 1990, women's average wages as a percentage of men's from 1983-1987, and women's and men's working time (which includes household labor) for the period 1976-1988. A section of this publication identifies which pages relate to the draft national performance standards that have been developed for civics, geography, history, math, and science in grades 9 through 12 (as stated in the spring 1994 document). (cl)

Zero Population Growth, Inc. (1980). Elementary population activities kit. Washington, DC: author. (*not an ERIC document; updated version available/cl)

The kit contains 20 individual modules developed for grades K-6 to "explore various population and environmental issues and concepts." Provided as folders, many of the activities have a "master" that is reproducible for classroom implementation. Materials such as peanuts, markers, poker chips, etc. are not provided, but the kit comes equipped with a copy of Alan Arkin's The Lemming Condition, a glossary of basic demographic terms, a cassette of The Sorcerer's Apprentice, andRanger Rick's Nature Magazine reprint "Populations." Appropriate grade level and approximate time of completion are noted inside each module, and four of the twenty activities are marked as appropriate for both upper and lower elementary, with some adaptation.

Zero Population Growth, Inc. (1982). Global 2000 countdown kit. Washington, DC: author. ED 228 148

Fourteen units for high school global education classes are based on "The Global 2000 Report to the President," which examines the relationships between worldwide population growth and resource and environmental consequences. Topics of the units are population; income; food; fisheries; forests; water; nonfuel minerals; energy; impacts on agriculture, water resources, forest losses, and the world's atmosphere and climate; nuclear energy; and species extinction. Each unit includes a narrative that describes the primary issue covered; an activity or problem that students complete, usually within the confines of the classroom or library; and activities consisting of games, debates, and research projects. The final section of each unit suggests specific ways that students can make a difference in the environment when they participate in family, school, and community action programs which are designed to effect change. For example, students can make a difference when they try to save water in their everyday life and when they test water from a local lake for acid rain problems. The accompanying teacher overview includes methods for introducing and using the materials and a chart describing learning objectives, skills, subject links to other topics, and teacher tips. Audiovisual and printed materials are available from the publisher. (KC)

Zero Population Growth, Inc. (1984). EdVentures in population education. Teacher's guide. Washington, DC: author. ED 249 096

This kit contains 16 comprehensive activity modules that elementary and secondary teachers can use to introduce students to a wide range of population trends. The modules may also be used to introduce these trends to citizens in the community. Each module includes: (1) recommended educational level; (2) curriculum area (science, social studies, mathematics, language arts, social studies, economics, geography); (3) concept(s) fostered; (4) introductory comments; (5) instructional strategies for activities; (6) follow-up activities; and (7) references to other modules. Concepts or topics addressed include: population density; mathematical operations related to population dynamics; developing communication skills on community population issues; total fertility rate and average family size; population distribution; resource allocation; age structure; birth and death rate; planning and population policy; carrying capacity; interrelationships among global population, resources, and environment; values clarification; and zero population growth. Also included is a fact sheet and two copies of the Population Education Newsletter, Interchange. (JN)

Zero Population Growth, Inc. (1991). Teachers' PET project. Population education training. Washington, DC: author. ED 340 584

Six population education activities presented in both English and Spanish are part of this activity pack. The first, "Population Riddles," helps students to understand just how much one billion is. The second, "Everything Is Connected," helps students to identify ways that factors in human society and the natural environment are interdependent. The third, "Something For Everyone," is a resource management activity that demonstrates the need for short-term conservation practice in the interest of preserving a long-term supply. The fourth, "Taking A Stand On U.S. Issues," discusses ethical issues related to population change and its impacts. The fifth, "Earth: The Apple Of Our Eye," uses an apple to represent the Earth and the amount of water and arable land found on it. The last activity is a population quiz with the answers. (KR)

Description/Evaluation of Education Programs

Bridgewater, P. B., McDonald, R. J. (1984). Evaluating multidisciplinary programs. Journal of Environmental Education, 15(2), 28-31.

Describes a multidisciplinary program on population and world resources, focusing on the methodology used to evaluate the program. This methodology employs a questionnaire developed on the basis of six areas of knowledge and understanding. Sample results on students' perceptions related to core courses are provided in the form of histograms. (BC)

Cassidy, K. (Ed.). (1985). After Mexico: NGOs and the follow-up to the International Conference on Population. Summary report. Proceedings of the 4th Annual NGO/UNFPA Consultation on Population in New York, Church Centre, New York, (March 6, 1985). United Nations Non-governmental Liaison Service. ED 261 881

This document consists of three parts. Part I is a summary report of the Fourth Annual Non-Governmental Organizations/United Nations Fund for Population Activities (NGO/UNFPA) Consultation on Population. It includes: an opening statement by David Poindexter; presentations by Bradman Weerakoon ("Opportunities for Action") and Sheldon Segal ("Global Population Realities"); a panel discussion on patterns of NGO action (with panelists Hernan Sanhueza, Barbara Hertz, Kaval Gulhati, Mohammed Satar, and Werner Fornos); reports from eight workshop groups (including groups focusing on population and children, youth, and the aging); additional presentations by Barbara Hertz ("Financing Global Population Programs"), Rafael M. Salas ("Implementation of the Mexico Mandate"), and Werner Fornos ("The Next Major Step"); and biographical information on the speakers. Part II provides recommendations, excerpted from the final report of the 1984 International Conference on population, which specifically refer to NGOs. Part III provides some useful background material for population education. They include excerpts from a UNFPA report titled "The State of World Population 1984" (considering such topics as life expectancy, mortality rates, fertility, and morbidity patterns and causes of death) and a world population chart (presenting, by world and country data on total population, crude birth rate for 1980-85, and other categories). (JN)

Fraser, S. E. (1983). China-Vietnam: Notes on population and the development of school programs for population education. Proceedings of the 11th Annual Conference of the Australian Comparative and International Education Society. (August 21-24, 1983), Hamilton, New Zealand. ED 265 261

China and Vietnam currently face excessively high population growth rates. Both countries have recently introduced population education programs, but, for a variety of internal reasons, they are at different stages of development. Since 1980, the Chinese have made progress in experimenting with and implementing new programs, but the Vietnamese are still at the planning stage and population education has not yet received a priority rating in curriculum innovation. Nonetheless, like China, Vietnam has received extensive grants from the United Nations Fund for Population Activities to foster demographic studies, census and statistical activities, and the development of contraceptive strategies and medical research for family planning programs. In Vietnam, there is little support for the introduction of a discreet new course in population at the high school level, but exploration is underway to develop a thematic approach incorporating demography into already existing courses. In 1982, Hanoi established the Commission on Popular Education to generate policy recommendations and to administer development and implementation. In China, population education was introduced to selected high school and middle school students in the 1980s. The Beijing Institute of Education has designed a textbook, "Population Education" which rigorously promotes the concept of the One Child Family as the social and national ideal and is intended to be discussed and read eventually by the general public. (KH)

United Nations Educational, Scientific, and Cultural Organization (1986). Evaluative research in population education: Manual arising out of a regional training workshop (Manila, May 20-31, 1985). Bangkok, Thailand: UNESCO, Regional Office for Education in Asia and the Pacific, Population Education Programme Service. ED 271 370

This manual presents the very basics of monitoring, evaluation, and evaluative research as applied to population education. It is designed for beginners and is useful to project staff charged with the responsibility of monitoring, evaluation, and research. Chapter 1 discusses monitoring and evaluation. Chapter 2 examines evaluative research designs and chapter 3 presents examples of evaluative research designs for both formal and non-formal population education, including experimental and quasi-experimental designs. Chapter 4 discusses data analysis techniques including measures of central tendency, variation, relationship, comparison of two groups, comparing related or matched samples, the sign test, t-test for matched samples, t-test for independent groups, Spearman's rank correlation, Pearson's correlation coefficient, and the chi square test. Chapter 5 reviews guidelines for writing an evaluative research report. Chapter 6 examines cost-effectiveness of population education activities. (RSL)

United Nations Educational, Scientific, and Cultural Organization (1987). Management, planning, and monitoring population education programmes. Bangkok, Thailand: UNESCO, Regional Office for Education in Asia and the Pacific, Population Education Programme Service. ED 291 626

This document abstracts and reviews 32 publications that describe population education programs developed for Asia and the Pacific region. The documents are grouped under three sections: (1) management; (2) planning; and (3) monitoring/evaluation. Section 1 consists of 12 selected titles that deal with management of population education programs. Section 2 is comprised of 12 titles that present theoretical discussions and practical guidelines for planning both in-school and out-of-school population programs. Reports of meetings, organized to plan and develop various types of population education programs, are also included in this section. Section 3 contains eight publications on monitoring and evaluating programs. Both theoretical analyses and case studies are provided, along with a cost-effectiveness analysis of some programs. The programs were developed for India, Malaysia, the Philippines, Korea, Vietnam, Thailand, El Salvador, and Tunisia. (NL)

United Nations Educational, Scientific, and Cultural Organization (1991). Trends and strategies of action in population education for 1992-1995. Report of a Regional Consultative Seminar on Populasion Education. Bangkok, Thailand: UNESCO, Regional Office for Education in Asia and the Pacific, Population Education Programme Service. ED 351 276

This five-part report concerns a seminar in which representatives from countries in the Asia Pacific region met to discuss their countries' experiences in population education and to cooperatively develop strategies to meet emerging needs in this area. Chapter 1 is an introduction that provides background information and discusses the inaugural activities of the seminar. Chapter 2 presents summaries of the participating countries' reports. The following countries were represented: Bangladesh, China, Democratic People's Republic of Korea, India, Indonesia, Lao People's Democratic Republic, Malaysia, Maldives, Myanmar, Nepal, Pakistan, Philippines, Sri Lanka, and Thailand. Chapter 3 focuses upon developments and trends in population education that have been identified at a country and regional level and puts forth strategies of action designed to meet the arising needs. Chapter 4 lists regional workshops, seminars, meetings, and training activities that have been proposed for the 1992-1995 period. Chapter 5 presents a summary and a list of recommendations. Six annexes also are included: (1) List of participants; (2) Annotated agenda; (3) Achievements vis-a-vis recommendations of 1986 Regional Consultative Seminar (Regional Level); (4) Progress Report of the Regional Programme in Population Education in Asia: 1987-1990; (5) Country and year-wise list of personnel trained in national training programmes, inter-country study visits, attachment, short-and long-term fellowships from January 1987 to May 1990; and (6) List of publications produced by Population Education Programme Service (1984-1990). (DB)

Selected Other Resources for Population Education

A guide to classroom software. (1985). Population Education Interchange, 14(4), p1,4.

Explains the variety of instructional formats that are currently employed in population education computer programs. Describes the ways computer tutorials, simulations, instructional games, problem solving, and graphics could be used in population studies. (ML)

Adler J. H. (1992). Little green lies. The environmental miseducation of America's children. Policy Review, n61, p18-26.

Critiques environmental education in elementary school and secondary school education by reviewing 10 myths that give children an incomplete understanding of environmental issues. Discusses recycling, plastics, garbage, pesticides, acid rain, consumption, overpopulation, air pollution, global warming, and the ozone layer. Offers suggestions to improve environmental education. (JB)

Allen, J. (Ed.). (1989). Environment 89/90. Eighth edition. Annual editions series. Guilford, CT: Dushkin Publishing Group, Inc. ED 309 973
*Later editions in this series would also be very useful.

This book is one in a series designed to provide access to a wide range of selected articles from magazines, newspapers, and journals. This volume contains 32 articles by environmentalists, scientists, educators, researchers, and writers providing effective and useful perspectives on important topics in the study of environment. Articles included in this guide are divided into five topical units: (1) "Population: People and Hunger"; (2) "Energy: Present and Future Problems"; (3) "Pollution: The Hazards of Growth"; (4) "Resources: Land, Water, and Air"; and (5) "Biosphere: Endangered Species." A brief introduction which includes discussion questions precedes each unit. (CW)

Barker, G. (1992). Adolescent fertility in sub-Saharan Africa: Strategies for a new generation. (Based on the proceedings of the International Forum on Adolescent Fertility; Arlington, VA, September, 1990). Washington, DC: Center for Population Options. ED 348 240

This report is designed to: (1) synthesize information presented at a forum on adolescent fertility in Sub-Saharan Africa and to review the major research findings; (2) provide highlights of some notable program efforts reaching adolescents in Sub-Saharan Africa; and (3) offer a series of recommendations for future action. Five key cultural and social factors that affect adolescent fertility in Sub-Saharan Africa were identified: (1) rapid rural-to-urban migration; (2) increasing educational attainment for women and rising ages in marriages; (3) breakdown of traditional value systems; (4) the continuing influence and adaptation of certain traditional factors; and (5) the spread of HIV/AIDS. High rates of adolescent pregnancy in Africa are related to two factors: (1) high rates of sexual activity among teens, both married and unmarried; and (2) extremely low use of contraception. One of the strongest programmatic responses to these issues has been the implementation of Family Life Education (FLE) curricula in African schools. Additional programs are identified and discussed. Ten specific recommendations are made, including conducting operations research to identify successful programs and expanding AIDS prevention for youth. Lists of co-sponsoring organizations and participants at the International Forum on Adolescent Fertility are included. (DB)

Bouvier, L. F. (1984). Planet Earth, 1984-2034: A demographic vision. Population Bulletin, 39(1). ED 241 432

In recognition of the 1984 World Population Conference, this booklet examines the current state of world population and presents speculations on what it might be 50 years from now. World population, now close to 4.8 billion and growing at 1.8 percent a year, is being shaped by three demographic phenomena: prolonged below-replacement fertility in developed nations; rapid growth despite falling fertility in developing nations, due to earlier rapid mortality decline; and rapid urbanization in developing nations and unprecedented migration from poor to better-off nations. Nondemographic factors related to population change in the next 50 years are predicted to be: no world war, global resource adequacy, rapid scientific and technological progress, demise of capitalism and communism, and greatly increased aid from advanced to less advanced nations. By the year 2034, nations may be divided into service/information societies, where immigration balances low fertility to prevent population decline; industrialized nations with fertility at replacement level; developing nations in sight of replacement-level fertility; and least developed nations with critical demographic problems. Zero population growth is possible in another 50 years, but only if humankind acts to see that the stated nondemographic assumptions are borne out. (Author/LP)

Bouvier, L. F., De Vita, C. J. (1991). The baby-boom-Entering midlife. Population Bulletin, 46(3). ED 349 198

The U.S. baby-boom generation, born between 1946 and 1964, is the largest generation in the nations's history. Numbering over 80 million people in 1990, this giant generation has indelibly changed U.S. society, requiring adjustments in schools, labor markets, housing markets, and government programs. Perhaps more than any other institution, education has borne the brunt of changing patterns of U.S. fertility. Yet current education indicators suggest that the legacy of the baby boom-the broadening of educational attainment levels-could be slowly eroding. This paper takes a new look at the baby-boom generation as it enters middle age and reports on how well the generation is faring. The baby boom is not a single, unified group, but a collection of individuals whose experiences and expectations vary widely. The leading-edge baby boomers, for example, delayed marriage and childbearing and precipitated the baby bust. The trailing-edge baby boomers are now reproducing themselves and creating a baby-boom echo. Leading-edge baby boomers have fought hard for an ambitious agenda of social change; trailing-edge baby boomers have been criticized for their cynicism and apathy toward the political system. African-American baby boomers registered real gains in educational achievement, but continue to trail behind their white counterparts. Baby-boom women, despite successful inroads into the traditionally male-dominated job market, report lower incomes than baby-boom men. For the next 20 years, the baby-boom generation will be in its prime productive work years and will be laying the foundation not only for its own retirement, but also the nation's future. This paper looks at work and retirement patterns, the Social Security system, and health care issues. Discussion questions for classrooms and others are included. (Authors/DB)

Brown, L. R. (1983). Population policies for a new economic era. World Watch Paper 53. Washington, DC: Worldwatch Institute. ED 228 078

After a generation of unprecedented economic growth, the world economy appears to be losing momentum. Double-digit inflation, high interest rates, and soaring deficits are often cited as causes of the global economic slowdown, but these are more symptom than cause. More fundamental is the depletion of the global resource base that allowed the economy to triple during the century's quarter. This depletion of renewable and nonrenewable resources is undermining the long-term potential for rapid, sustained economic growth. Oil played a central role in the century's third-quarter economic boom. In addition to making overall growth easy, cheap oil revolutionized agriculture by spawning spectacular gains in food output. However, growth in oil production and other basic economic activities has declined because of rising oil prices, deteriorating biological systems, or both. As the world population moves toward 5 billion, humanity is moving into uncharted territory. The relationship between population size and the sustainable yield of the earth's biological resource systems is uncertain. With the progressive depletion of readily accessible oil and gas reserves and the widespread deterioration of the economy's biological support systems, economic growth has slowed markedly. These economic trends call for dramatic shifts in population policy to avoid declines in consumption levels. (JN)

Burdett, H., Fornos, W., Kinkade, S., & Meyer, D. (1988). Toward the 21st century. A continent in crisis: Building a future for Africa in the 21st century. (A special report by the Population Institute to the 101st Congress). Washington, DC: The Population Institute. ED 312 157

Africa's population is now 630 million, and it is growing faster than any other region in the world. But while Africa's population grows by 3.1 percent annually, the continent's food supply increases by only 1.1 percent per year. Throughout the 1980s more and more African governments have agreed that lasting development is possible only if population growth subsides. This document, as resource material for United States foreign policy-making, describes the economic and environmental problems in African countries and the efforts to reduce their population growth rate. The country-by-country breakdown, focusing primarily on sub-Saharan Africa, summarizes: (1) the population picture; (2) what is currently being done to curb population growth; and (3) what must be done in the future to change the course of Africa's descent into economic, social, and environmental turmoil. It is recommended that the United States rethink its previous policies and assume a leadership role, especially by resuming its support for the two organizations with the most effective track records in African development, namely, the United Nations Population Fund and the International Planned Parenthood Federation. Lists 32 references. (YP)

Cahill, B. (Ed.). (1986). UNESCO in Asia and the Pacific: 40 years on. Bulletin of the UNESCO Regional Office for Education in Asia and the Pacific, n27 . ED 282 677

Articles focusing on UNESCO's role in educational development in Asian and Pacific countries are gathered in this issue commemorating UNESCO's 40th anniversary and the 25th anniversary of the Regional Office for Education in Asia and the Pacific. Following an overview of educational needs and achievements, current activities of four UNESCO offices for Asia and the Pacific are summarized: Regional Office for Education, Regional Advisor for Culture, Regional Advisor for the Social and Human Sciences, and Office of Public Information. Background of UNESCO involvement in regional educational development is emphasized in articles on population education, universal primary education, eradication of illiteracy, higher education, teacher education, cultural activities, and educational management. Educational reforms in individual countries are subjects of 16 articles; countries discussed include India, Japan, Malaysia, Pakistan, Australia, People's Republic of China, Republic of Korea, Sri Lanka, Thailand, and the Pacific Islands. Article topics include upgrading science education in developing countries, instituting a sustainable literacy program, technological manpower development, cultural preservation, and education for the future, in addition to descriptions of national education reforms. Many articles are accompanied by figures, tables, black and white photographs and short bibliographies; author information is provided. (LFL)

Cook-Fuller, C., Jones, J., & Nicholas, M. (1982). Why Teach Population Education? ERIC Document Reproduction Service No. ED 221 431.

Population education can help students develop coping skills and make responsible decisions as members of a family, a community, a nation, and a world. For example, by studying and understanding the impact of changes in population growth rates, compositional characteristics, and migration shifts, students, as future citizens, will be better able to take part in the process of social planning. Population education will help students comprehend the cause and effect relationships which result in vanishing species, severe distress to delicate ecosystems on coastal areas, changing health problems, and manpower needs. Interest in population education is developing across the nation. However, teachers have insufficient knowledge about population and how to infuse it into the existing social studies curriculum. In an effort to ameliorate the lack of knowledge and to develop continued interest in the study of population dynamics, Towson (Maryland) State University has organized the Population Education Institute, which now offers summer workshops for teachers and other interested parties. Teachers are taught that population education encompasses basic population and demographic terms, the relationship of population to standards of living and human health, population impact on environment, population and the economy, and population policies and programs. The paper concludes by outlining the objectives of the workshops and the skills they attempt to develop. (RM)

Crews, K. A. (1987). Human needs and nature's balance: Population, resources, and the environment. Washington, DC: Population Reference Bureau, Inc. ED 288 796

One of the challenges that face humanity is how to manage resource and environmental endowments in a way that will guarantee continued survival and ensure the well-being of future generations. Those resources most important to human survival are food, water, and energy. When the population of the world reached 5 billion in 1987, approximately 87 million people were being added to the world annually, and the world population is projected to reach 6.1 billion by 2000. The growing urban populations are consumers of food, energy, and raw materials rather than producers. Experts agree that enough food is produced to feed every one of the world's people, but food crises occur because cultivatable land, water resources, and wealth are not distributed proportionally to the population. Soil loss is greatest in Asia and Africa due to overgrazing, deforestation, inappropriate irrigation, and the use of incorrect farming methods. In order to feed the world's people, it is necessary to improve agricultural output with methods that do not harm the land. Rapidly growing populations and the expanding use of water make the careful use of the water supply essential. The continued use of oil as the major energy resource could strain developing countries' already struggling economies. In the past, the human species has been able to save itself from problems which were the result of its own creation. To do this now, all nations and interests must be represented in programs concerned with the management of the earth. (SM)

Crews, K. A. (1988). Demographic illiteracy. Population Education Interchange, 17(1). ED 292 739

Knowledge of the nature of human population growth is necessary to understand the world as well as to manage population-related problems in health, education, and environmental protection. The Second International Science Study asked U.S. students to select the graph that best portrayed the nature of population increases in the past 1,000 years. The results showed that the majority of students tested did not know the history of world population growth and failed to understand its fundamental concepts. The tests were administered to over 20,000 students in more than 1,000 schools during the spring of 1983. The percentage of students who answered the question correctly were: (1) 12th graders studying physics; (44 percent); (2) 12th graders studying advanced biology; (25 percent); (3) 12th graders studying no science; (24 percent); (4) 10th graders studying biology; (18 percent); (5) 9th graders; (16 percent); (6) 5th graders; (10 percent). Selecting the correct answer indicated that students knew that human population grew very slowly until the 18th century and grew more rapidly thereafter. It also indicated students may have had the knowledge that populations increased geometrically as indicated by the "J" shape of the curve on the graph. The answer that students chose most often indicated that students did not know the historical trend of world population and that they believed populations increased