Eco-Justice Ministries
   Eco-Justice: "the well-being of all humankind on a thriving Earth"
 

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Eco-Curriculum Review for the title
One God, One Family, One Earth: Responding to the Gifts of God's Creation

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

Short Description:   A six-session course designed by The Episcopal Church USA which explores the spiritual dimensions of the environmental crisis.
Long Description:   Curriculum is designed to impress upon parishes the nature and priority of the environmental crisis, why the issues are moral ones, how it is consistent with scripture and church tradition and to encourage individual members to become active in remedial activities.

The content proceeds as follows:

One God (Think Globally): Session 1: This Fracile Earth, Our Island Home and Session 2: Godīs Holy Mountain

One Family (Act Locally): Session 3: Our Call To Return and Session 4:A Right Spirit

One Earth (Commit Individuallly): Session 5: Created in the Image of God and Session 6: The Power at Work Within Us

Reviewed by:   David Owens, an Episcopal layman from Alabama

Bibliographic & Purchasing Information
Author:   The Rev. Eleanor R. Hill, The Rev. Alfred E. Persons and Jean M. Goodson (Project Team) and Ms. Susan Fisher, Dr. Peggy Welch, and The Rev. Carla V. Berkedal (Environmental Stewardship Team)
Publisher:   Episcopal
Publication date:   1994 Website for this resource:   none known
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 $15.00  Order # EJ 8915 

Target Audience & Course Sessions
Age levels Preschool    Primary    Jr. High     Sr. High     Adult
The reviewer specifies:   Adult with suggestion that teenagers be invited.
NOTE: Our reviewer may have checked a wider age range than specified in the curriculum itself.
Optimum class size Maximum class size of 16 
Normal number/length of sessions If the curriculum's normal lesson plan is followed, there will be 6 class sessions each lasting about 1 hour
Are suggestions included for expanding/contracting the series? The matterials suggest that longer sessions will enhance the depth and quality of the experience.  
In the judgement of the reviewer:
 it is not reasonable to plan for a single, self-contained class session from these materials.
 using these materials, a class can be offered that runs for at least two sessions.
Are learners expected to do homework? Read reflection papers (provided) for each session and bring various news clips on pertinent issues for construction of a collage or poster.  
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: In the opinion of the reviewer, meaningful use of this curriculum is largely confined to members of the denomination or agency that developed it , Episcopal Church USA .
For example, it may explore a denominational policy statement.

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 supportive materials provided: Music cassette with wildlife calls inserted
Other materials required:Newsprint and Easel; Poster Board; Tape Player; Table for Display; Name Tags; News Clips & Pictures that students bring for collage; Pens; Sign in Sheet
Description of the Leader's Guide:The leaderís guide is well done and very detailed providing every step including when to turn the tape player on and off. All sessions have purpose stated boldly, contain opening and closing prayer and some contain responsive readings.
Description of the Student's Book:Well done. The participantís guide has some excellent papers for reflection, has a cover sheet for each session with title, purpose, opening prayer, closing prayer and assignment. It has pages for note taking and has an good appendix and resource section.

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? Definitely helpful to have teacher expertise  
Preparation time required by the leader:
Subjectively rated as heavy, medium or light
Medium - About 2 hours per session. Most devoted to content mastery as the methods are set forth in great detail. Itís a matter of adjusting them to oneís individual style. 

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? No - Macro Approach, but students are asked to bring in illustrations of pertinent concerns for collage  
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 a major theme  
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


Eco-Justice Ministries   *   400 S Williams St, Denver, CO   80209   *   Home Page: www.eco-justice.org
Eco-Justice Ministries ended all programming on July 31, 2020. This site is an archive of writings and resources.
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