1
Ban on DDT?
Rethinking the Controversy Over Rachel Carson’s Silent
Spring
I. Abstract
The heated debates and controversy sparked by Rachel Carson’s Silent Spring
has not only decided the use of DDT but also the fate of millions of people worldwide.
Starting with the first chapter of Silent Spring, “A Fable for Tomorrow,” also adapted
as a lesson in Book VI, Far East publication, the lesson plan aims first to familiarize
students with Carson’s fable, and further guide them to explore the global issue of
DDT use, spurring them to do related research, understand the historical arguments
over DDT and its impact and hence have critical thinking over the dilemma of DDT
use as well as the ethics of science, enterprise, and politics. Besides a close reading
of “A Fable for Tomorrow,” the course incorporates fable writing, role-playing, clip
watching, research conducting, group discussion, presentation, and debate, all of
which equips the students step by step to have better English proficiency and, what’s
better, thought clarification and global concern.
II. Objectives







Students have a clear picture of Carson’s “A Fable for Tomorrow.”
Students know the key points and controversy about the book, Silent Spring, and
understand what DDT is, the historical development of its use, the hazard it
might cause, its effectiveness, and its impact.
Students know the general facts of malaria and have sympathy for the victims.
Students have the ability to rewrite “A Fable for Tomorrow” as a counterpart to
Carson’s original one.
Students hold a debate on the use on DDT, and have better thought clarification
on the issue.
Students reflect on science ethics, commercial ethics, and political ethics.
Students have better English proficiency to express their thinking either in
writing or speaking.
III. Grade level: Grade 12 students at intermediate or high intermediate proficiency
level.
IV. Time required: 4 hours
2
V. Materials
1. “A Fable for Tomorrow,” Silent Spring
2. PowerPoint slides
3. Handouts (see Appendix A-M)
4. YouTube clips
5. Poster of the Tournament Game
VI. Teaching procedure
The First period: Rachel Carson’s “A Fable for Tomorrow”
邏輯思考、判斷與創造力檢核表
1 基本能力
 1-1 能把各類訊息加以比較、歸類、排序。
 1-2 能根據上下語境釐清不同訊息間的因果關係。
 1-3 能分辨客觀事實與主觀意見。
2 進階能力
 2-1 能分析、歸納多項訊息的共通點或結論。
2-2 能將習得的原則類推到新情境中，解決問題。
2-3 能綜合現有訊息，預測可能的發展。
2-4 能評估不同資訊，提出合理的判斷或建議。
 2-5 能整合、規劃相關資訊及資源，並發揮創意。
Teaching
procedure
Content
I. What is fable?
15 minutes
(1-1, 1-2, 2-1)
1. Divide the class into several groups. Tell the students that
today we’ll have interesting fables in class and we can
expect a lot. Several questions are given to induce the
students to refresh their background knowledge about fables.
(see Appendix A)
2. Introduce two Aesop’s fables via pictures and clips from
YouTube.
• Clip1: The Mouse and the Lion
http://www.youtube.com/watch?v=yAma4fFC0gI
• Clip2: The Fox and the Grapes
http://www.youtube.com/watch?v=Kp0QbZWY67s
3
3. After playing the clips, ask each group to
discuss and illustrate a basic element of
fables. Usually, the basic elements involve
the distinguishing features of characters, typical
setting, development of moral lesson, etc.
Organize the students’ answers, and give a brief
introduction of fable to help the students identify the
characteristics of fables and how they are structured.
• Possible answers:
(a) Characters: animals, humans, natural phenomena, etc.
(b)Setting: in the forest, by the river, in a barn, in the
ocean, pond, cave, desert, pasture, etc.
(c) Development of moral: protagonist, antagonist,
conflict (a problem to solve), rising plot, climax,
falling plot, ending, etc.
II. Appreciation 1. After the students have the basic understanding of
conventional fables, have them read the text of “A Fable for
and analysis of
Tomorrow” by Rachel Carson, and have each group discuss
“A Fable for
the following questions: (See Appendix B)
Tomorrow”
15 Minutes
(1) Title: Think about the title. What does the author try
(1-1, 1-2, 1-3)
to convey?
• Potential answer: The word “fable” in the title, which
conventionally is something fictional, not real, and
usually refers to the past. However, the title is also
coupled with the word, “tomorrow,” which means the
tragic situation in the fable may happen in the near
future. This idea is demonstrated in the last
paragraph where Carson writes “I know of no
community that has experienced all the misfortunes I
describe. Yet….this imagined tragedy may easily
become a stark reality we shall all know.” That is,
Carson uses the fable to give off an alarm of a bleak
future, keeping people alert to the disastrous
consequences their rash act to the nature might cause.
(2) Story elements: Can you point out the protagonist, the
antagonist, the conflict, the climax, and the ending in
the fable?
• Possible answer:
4
(a) Setting: An idyllic town in the center of America
(b) Protagonist: the living creatures in the town
(c) Antagonist: the white powder----insecticides
(d) Conflict: a strange blight casting a shadow of
death over the town
(e) Climax: The blight had silenced the rebirth of
new life in the stricken world---the town is
lifeless.
(f) Ending: The author signals an alarm
(g) Moral: The disastrous consequences are
self-inflicted.
(3) Structure: The fable is well-structured; can you divide
the nine paragraphs into several divisions and
demonstrate the main ideas of each division?
• Possible answer: The first two paragraphs depict the
setting, a beautiful town rich in living things.
Paragraph 3 indicates an unknown blight coming to
inflict death on the town. Paragraphs 4, 5 and 6
describe the lifeless scene of the town. Paragraph 7
suggests the white powder as the cause of the
disaster. Paragraph 8 manifests the tragic
consequence is self-inflicted. The last paragraph
reveals the moral that our imprudent act will harm
the nature and in the end harm ourselves.
(4) Contrast: Can you see a big contrast in the fable?
• Possible answer: The specific contrast: the lively
scenes before the blight and the lifeless scenes after
the blight.
(5) How do you like the language in the work? Why?
Do you notice the author’s descriptive skills?
• Possible answer: Yes, I think Carson uses graphic,
picturesque language to make the sharp contrast even
more notable, for example, “a blaze of color that
flamed and flickered” vs. “browned and withered
vegetation.”
2. Have the students present their answers.
3. Organize the students’ answers to help the students reinforce
their understanding of the text.
5
III. Activity
15 minutes
Have the students act out several scenes of the town before and
after the blight, and juxtapose the stage pixilation of the contract
(1-1, 1-2, 2-1, 2-5)
scenes for comparison so that they will have clear, deeper
impression of the contrast. For example, juxtapose the scene
“countless birds came to feed on the berries” and the scene
“ The few birds seen anywhere were moribund; they trembled
violently and could not fly.” Appreciate their work or
performance and give feedback in class.
The students are demanded to go further to do research and have
general knowledge about Silent Spring at several concerns: its
historical background, setting, conflict, climax, ending and
impact. (See Appendix C)
IV. Assignment
5 minutes
The Second period: Into Silent Spring
邏輯思考、判斷與創造力檢核表
1 基本能力
 1-1 能把各類訊息加以比較、歸類、排序。
 1-2 能根據上下語境釐清不同訊息間的因果關係。
 1-3 能分辨客觀事實與主觀意見。
2 進階能力
 2-1 能分析、歸納多項訊息的共通點或結論。
2-2 能將習得的原則類推到新情境中，解決問題。
 2-3 能綜合現有訊息，預測可能的發展。
 2-4 能評估不同資訊，提出合理的判斷或建議。
 2-5 能整合、規劃相關資訊及資源，並發揮創意。
Teaching
procedure
I. Key Points of
Silent Spring
30 minutes
(1-1, 1-2, 2-1)
Content
1. The Quicker, The Winner
(1) Ask the students (in groups) to provide the information
they collected (as demanded in the assignment of the
first period), and share with the whole class.
(2) Any group that first provides a correct answer will win
a point.
(3) Whoever gives additional information about the key
points can get points as well.
(4) Give the students supplementary information with
6
PowerPoint slides. (see Appendix D)
2. The key points include the setting, conflicts, climax,
outcome, and the themes of Silent Spring.
(1) Setting
• Mainly in the United States
• Primarily targeted reader: United
States residents; referring, however,
to the use of insecticides and to the
use of biological controls of insects in
other countries as well
(2) Conflicts
• Protagonist (the earth under assault by the chemical
poisons)
• Antagonist (the parasites in the U.S. / the chemical
company whose economic interests run counter to
the safe and limited use of parasites)
(3) Climax: the use of insecticides in the war against
insects in the mid-twentieth century
(4) Ending
• The shocking and dangerous reduction of all the
earth’s natural resources
• The recognition that parasites kill insects only in the
short term. In the long term, insects develop
resistance to these chemicals.
• The chemicals therefore kill the natural predators of
the insects and leave the way open for the pest
insects to take over in greater and greater numbers.
(5) Themes
• Main theme: the destruction of the delicate balance
of nature by the wholesale use of insecticides
• Minor theme: the alternatives to chemical poisons
for controlling insects
II. Introduction
of Rachel
Carson
5 minutes
(1-1)
1. Play a short video clip of Rachel Carson.
 A simple introduction of Rachel Carson (1:33)
http://www.youtube.com/watch?v=T_Njv5
Ygg0g
2. Distribute a handout about Carson’s
biography, including her life, her research, her
7
literary works, and her legacy.
(see Appendix E)
III. The Impact
of Silent Spring
5 minutes
(2-3, 2-4)
1. Ask the students about their perceptions and reflections
toward Silent Spring.
2. Discuss with the students about the impacts of Silent Spring
on scientific research, global environment, international
relations, and humanitarian concerns.
IV. Revive
Silent Spring:
How to Love the
Earth
10 minutes
(1-1, 1-3, 2-3,
2-4, 2-5)
1. Direct the students to explore Rachel Carson’s thoughts
about loving the Earth conveyed by Silent Spring.
2. The Tiniest Things Matter (see Appendix F)
(1) Play a video clip to arouse the students’
consciousness of the beauty of the
Earth and the importance of doing
something to protect it
• The Tiniest Things Matter (2:15)
http://www.youtube.com/watch?v=24_gqlIURMs
(2) Briefly introduce the origin and the meanings of Earth
Day.
(3) Guide the students to pay attention to the top
environmental issues such as deforestation and global
warming and the elements leading to these phenomena.
(4) “Go green.” What can we do now?
Lead the
students to think about what they’ve done and what they
can do to protect the Mother Nature.
• Potential answers
(a) Do recycling and waste reduction thoroughly
(b) Save water and energy use (e.g. turn off the lights
while not using them)
(c) Support organic agriculture (e.g. buy organic
products)
(d) Urge the government to take effective measures
such as sponsoring green buildings, encouraging
environmental education, and enforcing the ban
of deforestation and pollutions
(5) Ask the students to write down or draw the
environmental protection slogans, logos, or signs they
see in their daily life, and guess the implied meanings.
8
The Third period: Controversy and Criticism
邏輯思考、判斷與創造力檢核表
1 基本能力
 1-1 能把各類訊息加以比較、歸類、排序。
 1-2 能根據上下語境釐清不同訊息間的因果關係。
 1-3 能分辨客觀事實與主觀意見。
2 進階能力
 2-1 能分析、歸納多項訊息的共通點或結論。
 2-2 能將習得的原則類推到新情境中，解決問題。
 2-3 能綜合現有訊息，預測可能的發展。
 2-4 能評估不同資訊，提出合理的判斷或建議。
 2-5 能整合、規劃相關資訊及資源，並發揮創意。
Teaching
procedure
I. Controversy
over Silent
Spring
15 minutes
(1-1, 1-2, 1-3,
2-1)
Content
1. Distribute a worksheet to the students about the following
activities (see Appendix G).
2. Have the students watch a short video clip
to reinforce students’ idea about the
potential harm caused by DDT.
 DDT and Pesticides (3mins)
http://www.youtube.com/watch?v=LQ64sV0nSVU
 Key points
(a) How DDT was applied: aerial spray, indiscriminate
use
(b) The long-term damage DDT caused: DDT might
penetrate our earth, our air, our water to kill humans
gradually; parasite industry was largely responsible
for the overwhelming epidemic cancer.
(c) DDT might cause deformation in animals as well as
human beings.
3. Show another video clip about the criticism over Silent
Spring
 Rachel Carson and DDT ban (5mins)
http://www.youtube.com/watch?v=7vstRuRYcDA
(a) Carson was wrong: inaccuracy of Silent
Spring—Carson had no definitive evidence; her warn
9
of cancer epidemic never came to pass; her wild
imagination of a mass biocide proved her hysteria;
many countries are still battling malaria miserably:
more than a million death from malaria every year; an
African babies under 5 dies from malaria every 30
seconds; now WHO recommends indoor residual
spray (IRS) for malaria vector control; a plea “Give us
DDT” calls for America not to block DDT getting to
Uganda; “After decades of exhaustive scientific
review, DDT has shown not only to be safe to humans
and the environment, but also the single most
effective anti-malaria agent ever invented”; we have
to balance the hypothetical risks of DDT with the real
devastating consequences of malaria
4. Ask the students about the key information of the two video
clips and guide them to explore
the primary messages the video
clips convey and their different
claims toward Rachel Carson
and the use of DDT.
5. Deliver a handout about malaria and World Malaria Day to
allow the students to draw a contrast between different
stances of environmentalists and African malarial victims.
(see Appendix H)
6. Show PowerPoint slides, and introduce the controversy over
Silent Spring and Rachel Carson herself (see Appendix I).
(1) For vs. Against using DDT
• For using DDT
(a) Biologists and other scientists praised it highly
for its effectiveness and efficiency.
(b) Chemical sprays and other advanced technology
had made possible huge surpluses of agricultural
commodities.
(c) Chemical pesticides had been instrumental in
eliminating many diseases whose vectors were
insects.
(d) While chemical pesticides did disrupt the
"balance of nature," it was in favor of man.
10
(e) Pesticides were safe when used properly.
(f) People in poverty-stricken countries were
threatened by malaria and they couldn’t afford
the suggested “alternatives” of DDT.
• Against using DDT
(a) Some chemical manufacturers and government
officials called Silent Spring an alarmist book
and said its evidence unfounded.
(b) Biologists claimed that unlike most pesticides,
whose effectiveness is limited to destroying one
or two types of insects, DDT was capable of
killing hundreds of different kinds at once and
causing an ecological unbalance on this planet.
(c) DDT remained toxic in the environment even
after it was diluted by rainwater and caused
enduring harm to the nature.
(d) DDT accumulated in the fatty tissues of adult
female bald eagles, and resulted in thin shells and
reproductive failure.
(e) People who were continually exposed to DDT
were found to have serious health problems such
as Genital birth defects, breast cancer, and
diabetes.
(f) It was far better to control insects that caused
diseases or destroyed crops with methods that did
not wreak havoc with the entire natural world.
(2) Supporting vs. Criticizing Rachel Carson
• Supporting Rachel Carson
(a) Carson was a well-trained scientist who
thoroughly researched the information used in
Silent Spring because she wanted it to be "built
on an unshakable foundation."
(b) Carson responded to the criticism with sexual
bias: "I'm not interested in things done by women
or by men but in things done by people"
• Criticizing Rachel Carson
11
(a) Carson was belittled as “anti-humanitarian
crank” who worried about the death of cats but
not caring about the 10,000 people who die daily
from malnutrition and starvation in the world, “a
hysterical, unmarried spinster,” and a “Nun of
nature.”
6. “What do you think?” Ask the students to think about this
controversial issue from different viewpoints, gathering
ideas and come up with their own reflections after they
know so much about other people’s claims and arguments.
7. Ask student which day would they like to celebrate, Earth
day or World Malaria Day?
II. Recreate a
fable for
tomorrow
30 minutes
(2-2, 2-3, 2-4,
2-5)
1. Ask the students to compare the two clips and tell what they
feel about the second one, which is quite contradictory to
their former knowledge about Carson and DDT.
2. Refresh the students’ memory on Carson’s fable by
rereading the text.
3. Have each group recreate a different version of “A Fable for
Tomorrow” based on the second clip. (See Appendix J)
4. Grade the students’ teamwork, and attach their recreation
fables on the bulletin board for sharing. (see Appendix K for
samples)
III. Assignment
5 minutes
Deliver the worksheet to the students as the preparation for the
discussion in the next class. (see Appendix L)
The Fourth period: To Use or Not to Use, That is the Question
邏輯思考、判斷與創造力檢核表
1 基本能力
 1-1 能把各類訊息加以比較、歸類、排序。
 1-2 能根據上下語境釐清不同訊息間的因果關係。
 1-3 能分辨客觀事實與主觀意見。
2 進階能力
 2-1 能分析、歸納多項訊息的共通點或結論。
 2-2 能將習得的原則類推到新情境中，解決問題。
 2-3 能綜合現有訊息，預測可能的發展。
 2-4 能評估不同資訊，提出合理的判斷或建議。
 2-5 能整合、規劃相關資訊及資源，並發揮創意。
12
Teaching
procedure
Content
I. If I were...
20 minutes
(1-1, 1-3, 2-1,
2-2, 2-3, 2-4, 2-5)
1. Have the students demonstrate in groups the results of their
research assigned in the learning sheet
distributed as the homework of the former
period.
2. Lead the students to integrate the main
arguments concerning about the use of DDT
from different points of view: scientists, enterprises, and
politicians.
3. Guide the students to ponder upon the ethics or morality in
terms of science, enterprise, and politics.
II. To use or not
to use, that is the
question
20 minutes
(1-1, 1-2, 1-3,
2-1, 2-2, 2-3, 2-4,
2-5)
1. Direct the students to have a debate.
(1) Teacher plays as the moderator.
(2) Issue: DDT Should be Eradicated
(3) The students were divided into two
groups: Affirmative team and
Negative Team. Each team assigned three members as
the representatives; others were in charge of taking
notes and providing ideas.
(4) The procedure
 Affirmative Constructive (2mins)
DDT should be eradicated due to its enduring damage
to the environment and human health.
 Negative Rebuttal (2mins)
 Negative Constructive (2mins)
DDT should not be eradicated for it is the most
affordable and efficient way citizens in poor
countries can use to prevent malaria.
 Affirmative Rebuttal (2mins)
 Free Debate (2mins)
To use or not to use DDT—considering in terms of
environmental protection, scientific research ethics,
economy of different countries, human rights, etc.
 Affirmative Conclusion (2mins)
DDT is harmful; harming the Earth equals to
13
harming human beings. Therefore, instead of DDT,
we should use greener alternative such as draining
local water bodies to repress the breeding of
mosquitoes.
 Negative Conclusion (2mins)
DDT can be helpful if used adequately; it is
irreplaceable for quite a number of people in this
world. Accordingly, we should not go after
environmental ideal at the cost of millions of
innocent real lives.
2. Give comments and suggestions about the debaters’ overall
performance.
3. Assist the students to come up with a temporary conclusion
about whether to use DDT or not, and encourage them to
keep conducting research related the issue.
III. Tournament
Game—Silent
Spring version
10 minutes
(1-1, 2-1, 2-5)
1. Use Tournament Game to reinforce what the students have
learned through the four periods.
2. The materials include
(1) The definition and elements of a fable
(2) The content and impact of Silent Spring
(3) Some key information about Rachel Carson
(4) Certain important knowledge of international
environmental protection organizations and some hot
environmental issues
(5) How to use the pattern If I were… to make sentences
(6) Some key words
3. The Tournament Game poster seems like this
(see Appendix M)
Start
Fable
Fable
Silent Spring
CHANCE
Rachel
Carson
Environmental Protection
Silent Spring
If I were…
JAIL
Environmental Protection
4. Divide the students into two or more teams to play the
game. The leaders of the teams take turns throwing a dice to
14
decide the steps they can go forward. Not until the students
successfully answer the question they confront can the team
they belong to go. The team achieving the goal first is the
winner.
5. Based on the materials, this game applies the following
questions to enable the students to have a thorough review
of the knowledge acquired during the four periods.
(1) Fable
 What is fable?
 What are the basic elements of a fable?
 Name one fable and its moral.
(2) Silent Spring
 What is DDT?
 How does DDT influence people around the world?
Mention at least one advantage or disadvantage of
DDT use.
 What is the setting of Silent Spring?
 What are the claims of the protagonist and antagonist
in this fable?
 What is the moral/main theme of this fable?
(3) Rachel Carson
 Name one of Carson’s publications.
 What does Carson contribute to the world?
(4) Environmental Protection
 What is the date of Earth Day?
 Briefly explain the origin and the meaning of Earth
Day.
 Name one environmental issue arousing discussion
nowadays.
 Tell one thing you can do to help protect the Earth.
 Name one international organization related to
environmental protection.
(5) Sentence and Vocabulary
 Use the pattern “If I were…”to make a sentence.
 Make a sentence which includes the assigned
vocabulary (e.g. environment, eco-friendly, organic,
argument, insist, suffer)
(6) CHANCE (for reference)
15
 Name one movie or book (besides Silent Spring)
related to environmental protection and you can go
one step forward.
 Ask the other team(s) a question about the issues
mentioned in the four periods. If the other team(s)
cannot answer the question, you can go three steps
forward.
Appendix A
Q & A about Fable
1. What is “ fable?”
Definition: a traditional story, usually about animals, that teaches a moral lesson.
(MacMillan)
2. When talking about fables, what famous fabulist comes to your mind?
3. Can you name any story from the Aesop’s fables and their morals?
Title
Moral
The Fox and the Grapes
It is easy to disparage what we cannot have.
The Wind and the Sun
Fury or force cuts no ice where
gentleness does the job.
The Ant and the
Grasshopper
There is a time to work and a time to
play.
The Lion and the Mouse
Little friends may prove to be great
friends.
The Fox and the Stork
Do not play tricks on your friends unless
you can stand the same treatment
yourself.
The Boy Who Cried Wolf
A liar will never be believed, even should
he tell the truth.
Aesop
16
Appendix B
Worksheet of “A Fable for Tomorrow”
1. Why does Carson use such a title?
2. Can you point out the setting, the protagonist, the antagonist, the
conflict, the climax, and the ending in the fable?
3. The fable is well-structured. Can you divide the nine paragraphs
into five divisions of setting, conflict, climax, outcome, warning,
and demonstrate the main ideas of each division?
4. Can you see sharp contrasts in the fable?
5.
6. How do you like the language in the work?
notice the author’s descriptive skills?
Why?
7. What is the theme, or the moral, of this fable?
Do you
17
Appendix C
Worksheet of Silent Spring
 Setting
 Mainly in
 Primarily targeted reader:
 Conflicts
 Protagonist:
 Antagonist:
 Climax
 Ending
A.
B.
C.
 Themes
 Main theme:
 Minor theme:
What is this book about?
18
Appendix D
The PowerPoint Slides of the Key Points of Silent Spring
1
2
3
4
5
6
7
8
9
10
19
Appendix E
Rachel Louise Carson
1907-1964
 Life
Rachel Carson, writer, scientist, and ecologist, grew up simply
in the rural river town of Springdale, Pennsylvania. Her mother
bequeathed to her a life-long love of nature and the living world that
Rachel expressed first as a writer and later as a student of marine
biology. Carson graduated from Pennsylvania College for Women
(now Chatham College) in 1929, studied at the Woods Hole Marine
Biological Laboratory, and received her MA in zoology from Johns Hopkins
University in 1932.
She was hired by the U.S. Bureau of Fisheries to write radio scripts during the
Depression and supplemented her income writing feature articles on natural history
for the Baltimore Sun. She began a fifteen-year career in the federal service as a
scientist and editor in 1936 and rose to become Editor-in-Chief of all publications for
the U. S. Fish and Wildlife Service.
 Research and Legacy
She wrote pamphlets on conservation and natural resources and edited scientific
articles, but in her free time turned her government research into lyric prose, first as
an article "Undersea" (1937, for the Atlantic Monthly), and then in a book, Under the
Sea-wind (1941). In 1952 she published her prize-winning study of the ocean, The
Sea Around Us, which was followed by The Edge of the Sea in 1955. These books
constituted a biography of the ocean and made Carson famous as a naturalist and
science writer for the public. Carson resigned from government service in 1952 to
devote herself to her writing.
She wrote several other articles designed to teach people about the wonder and
beauty of the living world, including "Help Your Child to Wonder," (1956) and "Our
Ever-Changing Shore" (1957), and planned another book on the ecology of life.
Embedded within all of Carson's writing was the view that
human beings were but one part of nature distinguished
primarily by their power to alter it, in some cases irreversibly.
Disturbed by the profligate use of synthetic chemical
pesticides after World War II, Carson reluctantly changed her
focus in order to warn the public about the long term effects of
misusing pesticides. In Silent Spring (1962) she challenged the
20
practices of agricultural scientists and the government, and called for a change in the
way humankind viewed the natural world.
Carson was attacked by the chemical industry and some in government as an
alarmist, but courageously spoke out to remind us that we are a vulnerable part of the
natural world subject to the same damage as the rest of the ecosystem. Testifying
before Congress in 1963, Carson called for new policies to protect human health and
the environment. Rachel Carson died in 1964 after a long battle against breast cancer.
Her witness for the beauty and integrity of life continues to inspire new generations to
protect the living world and all its creatures.

Chronology of Rachel Carson’s Life and Work
1907 May 27 Carson born in Springdale, Pa.
1918 September Published first story in St. Nicholas Magazine
Carson attends Pennsylvania College for Women; majors in
science.
1925 -1929
Carson goes to Woods Hole, MA to study marine biology.
Begins graduate work in zoology at Johns Hopkins University
1932 May
Graduates with MA in zoology from Hopkins; goes again to
Woods Hole to study at Bureau of Fisheries.
Writes radio scripts for Bureau of Fisheries and publishes
articles on natural history of the Chesapeake Bay for The
1935 Baltimore Sun. Writes “The World of Water” later published as
“Undersea” in The Atlantic Monthly, September, 1937.
Father, Robert Carson dies.
Appointed Junior Aquatic Biologist with the Bureau of
1936 -1952 Fisheries, U.S. Department of Commerce. Becomes staff
biologist with the US Fish and Wildlife Service,
1939 retires as editor in chief of all USFWS publications.
1937
Sister, Marian Carson Williams dies, leaving two daughters
Virginia and Marjorie who live with Rachel and her mother.
1941
Under the Sea-wind. A Naturalist’s Picture of Ocean Life
published by Simon& Schuster.
1947
Publishes first of five pamphlets in Conservation in Action
series for USFWS.
21
1950 Confirmed breast tumor removed. No further treatment.
The Sea Around Us., excerpted in “Profiles” of The New
1951 Yorker. The Sea Around Us published by Oxford University
Press. Resigns from Government service to write full time.
National Book Award for Non-fiction for The Sea Around Us;
Roger Christie, Marjorie’s son born. RKO film version
released; Awarded the John Burroughs Medal, April 1952. The
1952
Henry Grier Bryant Gold Medal, Geographical Society New
York Zoological Society Gold Medal. Awarded a Simon
Guggenheim Fellowship for research on tidal life.
1955 The Edge of the Sea published by Houghton Mifflin Co.
July “Help Your Child to Wonder,” Women’s Home
1956 Companion. Published posthumously as The Sense of Wonder,
Harper& Row, 1965.
1957 Rachel adopts Roger Christie after the death of his mother.
1960 April Carson has radical mastectomy for breast cancer.
First of three installments of Silent Spring published as
Reporter at Large in The New Yorker September Silent Spring
1962 June
published by Houghton Mifflin December Silent Spring, a
book-of-the-month club selection
1963 January
Albert Schweitzer award from Animal Welfare Institute April
3 CBS Reports airs “The Silent Spring of Rachel Carson.”
Carson testifies on the misuse of pesticides; US Senate
1963 June 3 Subcommittee of Government Operations. 88th Cong.
1st.sess.
Carson testifies before the US Senate Committee on
Commerce December Awarded the National Audubon Society
1963 June 6
Medal. Inducted into the American Academy of Arts and
Letters.
1964 April 14 Carson dies in Silver Spring, Md. at age 56.
References and Further Reading
 http://www.rachelcarson.org/

http://en.wikipedia.org/wiki/Rachel_Carson
22
Appendix F
The Tiniest Things Matter
 Silent Spring
What does Rachel Carson convey in the book, concerning loving the Earth?
 The Tiniest Things Matter

What is the message the video wants to tell us?

What does “the tiniest things” refer to?
 Earth Day


Earth Day is a day that inspires awareness and appreciation for the Earth's
natural environment. It is in 22 April. Earth day was a day founded by United
States Senator Gaylord Nelson as an environmental teach-in held on April 22,
1970. While this first Earth Day was focused on the United States, an
organization launched by Denis Hayes, who was the original national
coordinator in 1970, took it international in 1990 and organized events in 141
nations.
Earth Day is now coordinated globally by the Earth Day Network, and is
celebrated in more than 175 countries every year. April 22 corresponds to
spring in the Northern Hemisphere and autumn in the Southern Hemisphere.
Numerous communities celebrate Earth Week, an entire week of activities
focused on environmental issues. World Environment Day, celebrated on
June 5 in a different nation every year, remains the principal United Nations
environmental observance.
 Core Related Issues



Pollutions and Climate Change
A. Reforestation
B. Global Warming
C. Others
Environmental Protection
A. Conservation and Biodiversity
B. Energy Saving
C. Green Economy
D. Others
Related Organizations: WHO, UN, etc.
23
 What Can We Do


At Home
A.
B.
C.
In School
A.
B.
C.
 Environmental Protection In Our Life
Take down the environmental protection slogans, logos, or signs
you see in your daily life, and guess the implied meanings.
Slogans, Logos, or Signs
References

http://www.earthday.org/

http://en.wikipedia.org/wiki/Earth_Day
Meanings
24
Appendix G
Controversy over Silent Spring
Watch the video clips, taking notes according to the given hints, and think
about the questions.
Video 1: DDT and Pesticides
1.
How DDT was applied
2.
The damages DDT caused
Video 2: Humanitarian concerns: death toll since the ban
1.
How DDT was used to prevent malaria
2.
How Africans suffered from malaria and the death toll since the ban of DDT

What are the primary messages the two videos convey? What are the attitudes
of the videos show toward Rachel Carson and the use of DDT? Are they the
same or different?
25
Malaria
Appendix H
About Malaria and the World Malaria Day
(From http://www.who.int/topics/malaria/en/)
Malaria is caused by a parasite called Plasmodium, which is
transmitted via the bites of infected mosquitoes. In the human body,
the parasites multiply in the liver, and then infect red blood cells.
Symptoms of malaria include fever, headache, and vomiting, and
usually appear between 10 and 15 days after the mosquito bite. If not treated, malaria
can quickly become life-threatening by disrupting the blood supply to vital organs. In
many parts of the world, the parasites have developed resistance to a number of
malaria medicines.
Key interventions to control malaria include: prompt and effective treatment with
artemisinin-based combination therapies; use of insecticidal nets by people at risk;
and indoor residual spraying with insecticide to control the vector mosquitoes.
World Malaria day - A Day to Act (From http://rbm.who.int/worldmalariaday/)
25 April is a day of unified commemoration of the global effort to provide effective
control of malaria around the world. This year's World Malaria Day marks a critical
moment in time. The international malaria community has less than a year to meet the
2010 targets of delivering effective and affordable protection and treatment to all
people at risk of malaria, as called for by the UN Secretary-General, Ban Ki-Moon.
KEY FACT
(From http://www.who.int/mediacentre/factsheets/fs094/en/index.html)





Malaria is a life-threatening disease caused by parasites that are transmitted to
people through the bites of infected mosquitoes.
In 2008, malaria caused nearly one million deaths, mostly among African
children.
Malaria is preventable and curable.
Malaria can decrease gross domestic product by as much as 1.3% in countries
with high disease rates.
Non-immune travelers from malaria-free areas are very vulnerable to the
disease when they get infected.
26
Appendix I
The PowerPoint Slides of Controversy over Silent Spring
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
27
16
17
18
19
20
21
22
23
24
25
26
28
Appendix J
Worksheet: Recreating “A Fable for Tomorrow”
We have learned the controversy over Silent Spring and the humanitarian appeal
for the lift on the ban of DDT to save millions of lives from the bloodthirsty
mosquitoes. Based on this viewpoint, now imagine you were an African who were
dread of mosquito bite every night and haunted by the shadow of death inflicted by
malaria. Write a short fable contrary to Rachel Carson’s as an outcry against the ban
and restriction on DDT. You may follow the outline below, or you can create one of
your own. The length of your work should fall between 150 to 350 words.
Recreation of “A Fable for Tomorrow” in contradistinction to Carson’s original
Setting
There was once a small town in Africa where………..
Protagonist
The residents in the town in Africa
Antagonist
Environmentalists
Conflict
The ban on DDT
Climax
The townspeople, especially children, died one after the other
from mosquito bite.
Then end
More than one million people around the world die from
malaria. Many still suffering are in desperate need of DDT to
protect their lives.
Moral
Bold environmental campaign based on insufficient scientific
findings and inaccurate predictions may lead to genocide.
Description:
setting
swamps or marshy areas, thick woods, hot and humid regions, and
places where water is abundant…
insecticide
spray
mosquito-killing, weapons born from the wonders of synthetic
chemistry, life-saving tool….
mosquitoes
horrible buzzing, bloodthirsty, blood-feeding, disgusting, itchy bites,
life-threatening, with an appetite to shame a vampire…
Symptoms
difficult breathing, sweating, heart palpitations and swelling in
places, dry cough, intense muscle pain, fatigue…
malarial
under the scourge of malaria, almost one-quarter of the population is
29
areas
afflicted with malaria, like a towns of zombie…
Map of malaria endemicity (source World Health Organization: World Malaria Report,
2005)
References:
http://e360.yale.edu/content/feature.msp?id=2270
http://www.time.com/time/specials/packages/article/0,28804,1995199_1995197,00.ht
ml
http://www.myspace.com/worldmalariaday
30
Appendix K
Two samples of the recreation of “A Fable for Tomorrow”
(1) There was once a small town in Africa where thick throngs of green bushes
vigorously grew, murmuring creeks reflected radiantly the sunshine, and bulky frogs
croaked unceasingly in summer. Children ran and played gleefully in the broad
daylight, and at night they slept soundly and safely inside protective walls and nets.
Though not rich, the townspeople worked hard with confidence that they were
capable of devoting themselves for a better living for younger generations.
However, swarms of mosquitoes started buzzing around, scourging the town
mercilessly when the walls no longer strong enough to resist them and no bed nets
were available under the slogans of “go greener.” Children cried out loud
incessantly at night for the itchy, horrible mosquito bites, almost more than 100 times
a night. They were attacked by life-threatening malaria one after another, and so
were some adults. In the end, almost a quarter of the population there was afflicted
by malaria. The town was like zombies town, sickened and lifeless. No laughter.
Only sickness, suffering and death lingered around.
(2) There was once a small town in Africa where all life seemed to live in peace.
The town was located in a jungle, surrounded by lots of tropical trees. From spring
to winter, from day to night, citizens here enjoyed the beauty of the nature—the
fragrance of flowers flowed in the air; the chirps of different birds and insects
animated the forest; the brilliant colors of plants flickered here and there. Adults
grew grains or raised animals diligently, and children played all day long, without any
sorrow or worry. Once in a while, there would be some strangers coming to the
town, spreading some white powder everywhere—on the ground or in the houses
walls. People here knew that these strangers were helping them to keep some
harmful insects away, like mosquitoes, with DDT.
However, everything changed. Since sometime, those strangers, who had kept
coming from time to time in the past, never came again. Since sometime, it became
more and more difficult to have a good night sleep. There seemed to be countless
mosquitoes everywhere. People tried hard to get rid of them or kill them—with fire,
smoke, or everything they could think of—but in vain. Mosquitoes became
everyone’s endless nightmare every night. What’s worse, people began to die of
31
malaria.
At first there were few, but gradually more and more people, especially
children, were inflicted with malaria and died one after the other. As time went by,
the condition went even worse. The shadow of death was just like a phantom,
haunting the town without a stop.
This seemed to be a horrible story. Unfortunately, this was what really
happened—not only in a small town but in the whole world. Since DDT was banned,
more than one million people around the world have died from malaria each year.
Many still suffering are in desperate need of DDT to protect their lives. Without DDT,
how can they survive?
Moral: Bold environmental campaign based on insufficient scientific findings and
inaccurate predictions may lead to genocide.
32
Appendix L
If You Were…
Now press your right hand against your chest.
Take the vow that
what you write down is words from the bottom of your heart after
thorough thinking of the questions.
1. If you were Rachel Carson, what would you do then?
Why?
2. If you were the president of a renowned chemical company, what would you do
then? Why?
3. If you were a related official, what would you do then?
Why?
33
34
35
Appendix M
Tournament Game Poster
Start
Fable
Silent Spring
CHANCE
Rachel
Carson
Fable
Environmental Protection
Silent Spring
If I were…
JAIL
Environmental Protection
36
VII. Assessment
Students will be assessed on their class participation in Q & A, role-play,
presentation, debate, and their recreation of a fable,
VIII. Suggestions
The teacher has to give proper and sufficient guidance and encouragement to
help the students do the research, classified and organize their data, and present their
finding, because the students might feel discouraged by some comprehension
obstacles. After the debate, an alternative, advanced thought training is also
recommended: the teacher assigns each group as a delegate of different countries, and
hold a simulated conference of Modern United Nations focusing on the resolution of
lifting the ban on DDT. This activity will enable the students to find out different
stances of different countries and the tug war of countries’ separate interest.
IX. References
YouTube: http://www.youtube.com/watch?v=yAma4fFC0gI
YouTube: http://www.youtube.com/watch?v=Kp0QbZWY67s
YouTube: http://www.youtube.com/watch?v=T_Njv5Ygg0g
YouTube: http://www.youtube.com/watch?v=24_gqlIURMs
YouTube: http://www.youtube.com/watch?v=LQ64sV0nSVU
YouTube: http://www.youtube.com/watch?v=7vstRuRYcDA
Knol: http://knol.google.com/k/malaria#
The Life and Legacy of Rachel Carson: http://www.rachelcarson.org/
Wikipedia: http://en.wikipedia.org/wiki/Rachel_Carson
Earth day: http://www.earthday.org/
Wikipedia: http://en.wikipedia.org/wiki/Earth_Day
World Health Organization: http://www.who.int/topics/malaria/en/
Centers for Disease Control and Prevention: http://www.cdc.gov/malaria/
Malaria Foundation International: http://www.malaria.org/
Roll Back Malaria Partnership: http://www.rbm.who.int/
Yale Education: http://e360.yale.edu/content/feature.msp?id=2270
Time: http://www.time.com/time/specials/packages/article/0,28804,1995199_1995197,00.html
Myspace: http://www.myspace.com/worldmalariaday
Silent Spring, Rachel Carson
The Excellent Powder, Donald Roberts and Richard Tren