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This is the general report format.
Shorter and more detailed report formats are also available for this title.

Short Description:   Contains five one-hour sessions for adult study on the Bible, the environment and the challenges of a changing climate.

Long Description:   This resource contains five sessions designed to help Christians make some sense of the issues relating to global warming from the perspective of their faith. For each session there is a suggested format for a one-hour study session. The 2002 edition is available as a free download from www.webofcreation.org/ncc/articles/godsworld/Gods_World.pdf

Reviewed by:   Alice Clive, a United Church of Christ laywoman from Connecticut

Bibliographic & Purchasing Information
Author:   Vera K White, for the Eco-Justice Working Group, National Council of Churches
Publication date:   1997, revised 1999, 2002	Website for this resource:   www.webofcreation.org/ncc/articles/godsworld
We know of 1 source for purchasing this resource.

Address	Environmental Justice Resources National Council of the Churches of Christ PO Box 968 Elkhart, IN   46515-0968
Phone	800-762-0968   219-264-3102	Fax	219-262-0966
Website	www.nccecojustice.org/printedresources.htm	E-mail
Price	$2.00 each; five or more copies, $1.00 each	Order #	EJ 9701

Target Audience & Course Sessions
Age levels	Preschool    Primary    Jr. High    Sr. High     Adult
Optimum class size	Can be adapted to any sized group.
Normal number/length of sessions	If the curriculum's normal lesson plan is followed, there will be 5 class sessions each lasting about one hour
Are suggestions included for expanding/contracting the series?	"Leaders may want to adapt the study to fit another time frame."
In the judgement of the reviewer:  using these materials, or even just one session from them, a reasonable, coherent and self-contained class can be offered in a single session of about an hour.  using these materials, a class can be offered that runs for at least two sessions.
Are learners expected to do homework?	The only homework is the leaderīs - to prepare for each session in advance. Photocopies of the pages to read must be made in advance, etc.
Target audience:	Interfaith - addressed people of many faiths  Judeo-Christian - addressed to Jews & Christians  Christian - addressed explicitly to Christians  Not explicity faith-based - not much religious content
Note: The reviewer says that this curriculum is especially appropriate for members of the denomination or agency that developed it (Eco-Justice Working Group/Nat. Council of Churches). For example, it may explore a denominational policy statement. The reviewer also believes that it is possible for groups outside that tradition to make good use these materials.

Materials provided
Materials include:	Leader's guide  Student book  Discussion questions  Class activities - arts & crafts  Class activities - group participation   Video  Reading materials  Presentation or lecture notes  Prayer or worship resources
Other materials required:	Chalkboard or newsprint pad, Bibles, photocopied pages of readings from the leader´s guide. One session requires a snack table and colored slips of paper for one of the activities.
Description of the Leader's Guide:	There is a 17 page leaderīs guide, but no student handbook. The leaderīs guide provides readings that can be photocopied for the participants to use during the sessions. Each of the five sessions spells out the theme, scripture readings, materials that will be needed, and includes a session plan that provides time frames and discussion questions. A closing prayer is also included for most of the sessions.
Description of the Student's Book:	There is no student book. The leader´s guide includes readings that can be photocopied for participants to use at each session.

Materials review & Assessment of usability
Are all necessary materials provided in an accessible format?	Yes - materials are very well laid out and comprehensive
Is the leader's guide comprehensive?	Yes - materials are very well laid out and comprehensive
Are class sessions clearly outlined?	Yes - materials are very well laid out and comprehensive
Will it be helpful to have a teacher with above-average expertise in the subject matter?	Helpful to have teacher expertise
Preparation time required by the leader: Subjectively rated as heavy, medium or light	This curriculum focuses specifically on global warming, and as such, it would be helpful if the leader knew more about global warming than the participants. Having said that, I would characterize the prep time as light, as each session plan is very structured, with time frames, themes, and scripture readings provided.

Content focus
Is this curriculum explicitly focused on environmental awareness or action?	Yes, as a primary focus
Does this curriculum deal with a specific environmental issue or problem?	Yes - global warming and climate change.
How is the scope of the environmental impact positioned?	Impact on specific human communities  Impact on humans in general  Impact on humans and non-human parts of creation  Impact on non-human parts of creation only
Does the curriculum address questions of social or economic justice in relation to environmental issues?	Yes - as part of the topic

Biblical/theological content
Does the curriculum have explicit biblical or theological content?	Yes, as a major emphasis
How are the Biblical materials used?	Individual texts are presented as meaningful ('proof texts') Several texts are developed to show a larger biblical theme Texts are placed in a historical or cultural context Texts are presented as authoritative Students are invited to comment/reflect on the meaning or authority of texts Biblical texts are of equal importance to other scriptures/readings
The checked statements reflect how ethical guidelines are grounded	The Bible tells us how we should live/act A theological tradition or other authority tells us how we should live/act We should make decisions about how to live/act based on defined ethical norms Caring for creation is an assumed norm
The curriculum views humanity's role in creation as: The checked lines are clearly affirmed	Domination - God created the Earth for human use; there are no real restrictions on what we can or should do. Stewardship - "The Earth is the Lord's"" and humans are in a position of managing the creation according to God's will. Partner - Humans are part of the web of creation, and participate in it as one species among many. Intruder - Humans are separate from nature, and inherently destructive.
In evaluating changes to "solve" environmental problems, does the curriculum tend toward an approach that is:	Confessional - I/we need to change Confrontational - Some other person, policy or institutions needs to change Combination - a mix of confessional and confrontational

Content approach
Which of these are a primary target outcome of the curriculum?	Increase awareness or concern about the environment in general  Increase awareness of concern about a specific environmental issue  Acquiring factual knowledge about an issue  Changing or deepening personal beliefs  Change in self-awareness or self-identity  Changes in personal behaviors or lifestyle choices  Influence on institutional (church or other) practices  Increased political advocacy  No change, or goal not clear
Range of perspectives offered:	A single perspective is offered   Compares 2 or more perspectives   A diversity of perspectives presented