Guideline 1.1: Factual Accuracy

Environmental education resources should reflect sound theories and well-documented facts about subjects and issues.

What to look for:

• Sources of factual information are clearly referenced.

• Data are drawn from current and identified sources of information. (Knowing the source of information can aid in judging its trustworthiness or identifying possible bias.)

• Factual information is presented in language appropriate for education rather than propagandizing.

• Information comes from primary sources - which provide context, documentation, and explanation - rather than from reviews or newspaper articles that simply provide bits and pieces of arguments or evidence.

• A range of experts in the appropriate fields reviewed the resources or participated in their development in another way. The resources provide a list of the people involved in development and review, and their areas of expertise.

Guideline 1.2: Balanced presentation of differing viewpoints and theories.

Where there are differences of opinion or competing scientific explanations, the range of perspectives should be presented in a balanced way.

What to look for:

• Proponents of differing viewpoints reviewed the resources or helped develop them in another way. The resource lists the people involved in development and review, and their organizational affiliation.

• Opinions or policies of an agency or organization are clearly identified.

• Scientifically and socially credible positions and explanations are covered thoroughly, while other positions are also mentioned. (Balanced presentation does not mean giving equal time and space to every opinion or perspective, but treating major positions fairly.)

• Resources communicate areas of consensus among scientists or other experts.

Guideline 1.3: Openness to inquiry.

Resources should encourage learners to explore different perspectives and form their own opinions.

What to look for:

• Educators are given tools to use in helping learners to form and express opinions about competing theories.

• Exercises are suggested for helping learners explore personal and societal values and conflicting points of view within the context of the issue.

• Resources promote an atmosphere of respect for different opinions and an openness to new ideas.

• There are exercises that encourage learners to understand the opinions of their peers.

• Resources suggest projects that involve learners in collecting and analyzing their own data and comparing those data to similar data from other places.

• Activities encourage learners to become discerning readers and observers of media coverage of environmental matters.

Guideline 1.4: Reflection of diversity.

Different cultures, races, genders, social groups, ages, etc., are included with respect and equity.

What to look for:

• Resources contain descriptions and illustrations that depict people of various races, ethnic groups, genders, and social groups in a respectful and equitable manner.
• Where such variety is appropriate, the content and illustrations depict rural, suburban, and urban settings.
• If the resource is designed for nationwide use, the content and illustrations reflect geographic differences appropriately.
• Experts in multicultural education and members of historically under-represented groups, such as women and people of color, have been involved in the development and review process.
• Readings and additional resources that present concepts and perspectives from different cultures are offered.