History of water FINAL

Unit Cover Page

Unit Title: The Soft Path of Water Grade Level: 10-12

Subject /Topic Areas: History of Water in the Southwest (SW) United States

Designed By: Nicholas Martell Time Frame: Two WeeksSchool District/Institution: Coconino County School DistrictRationale:We are consuming water at a much quicker rate than we ever have in the southwest (SW) US. We are also experiencing drastic population growth and climate change. All of those factors could prove to be detrimental to the sustainability of the region. It is crucial to look to the past to see some of the foundations of our current water paradigm, and begin to analyze how we have gotten to our current point.

Brief Introduction/Summary of Unit (including name of standards utilized in unit, i.e., Arizona Academic Standards, Common Core, etc.; curricular context; unit goals; and student diversity-demographics, learning styles, special needs, etc.): For this unit I am utilizing the Arizona State Standards in Social Studies, particularly in Geography. This unit will provide the learner with a background of the history of water in the southwest, along with the water infrastructures we used since the industrial revolution.

Strand 4 in the Geography section in the AZ state standards will be a primary standard.

Strand 4 will be the primary strand, but the unit will also dip into strand 3 from the Geography section.

This section will include a variety of teaching, and learning styles. I take into account that all people learn a little differently. That is why I will be using a variety of techniques. On the Arizona State Standards website there are several resources from which I can learn in regards to special education.

There is much diversity at Kinsey Elementary School. Nearly half of my students are Navajo. A high percentage of the students at Kinsey are on a free lunch program. There are varying levels of learning abilities among the students. Since I work with K-5 all in the same setting, we rely heavily on breaking kids up into groups. We encounter several learning disabilities, and family issues. Naturally, since I work in an after school program, all of the parents of the children that I teach work. None of the kids have stay at home parents. There are several rules put into place at the school because many of these kids are at risk, and have dealt with tense family situations in the past. This is also a unique situation

because all of my students have will have been in school for more than eight hours by the time I arrive at the school. Their energy levels are indicative of their longing to not sit in class any longer. By breaking the students up into groups with my Teaching Assistants, I am able to spend more time in each group, to try and understand some of the individual challenges that each child faces. It is an adjustment on my part to create meaningful lessons, and activities for each child. I am just now learning the power of providing several learning options for students. Some students long to do art projects as part of their lessons. Others want to get in the dirt and plant, and dig, and get messy.

For this unit, I intend to use multiple strategies to help the students build knowledge. This unit is not tied to the students I teach currently, but is a part of my thesis that will be for older high-school aged students. I recognize that diversity, and ideal learning conditions vary amongst students. I feel there are several opportunities to use a variety of techniques within this unit.

First, I believe that teaching students using real life examples is extremely helpful. When discussing the history of water in the southwest, we have the advantage of living in the SW. We can go to sites where some of the original infrastructure of the southwest rests. This enables students to touch, see, and witness some of the great hard-path infrastructure of the region. They can see environmental and social impacts. This falls under the active learning and experiential learning paradigms.

Additionally, using art as a medium for education can be a powerful resource in this unit. I have learned in my year and a half of teaching at Kinsey elementary school, that art is a language that all recognize. Understanding the impacts of the hard-path, and larger infrastructure in the region can be recognized through the use of art, thus providing the students with more opportunity for experiential learning.

The chance to leave the classroom setting, and remove the students from their comfortable environment is present within the boundaries of this subject. Even if there is simply an opportunity to go outside, and demonstrate some of the history of water in the southwest, I will take advantage of it. This idea of mobile education is one that as always helped me stay interested in education.

Furthermore, there will be reading, and discussion surrounding the subject. The practicing of the civic engagement process will be a priority as well. I will utilize small group activities within this portion of the lesson, ensuring a collaborative/cooperative learning setting. Overall, I believe all of these strategies will ultimately provide a holistic look at the history of water in the region. With regard to multi-cultural education, “American Indian students participated more actively in class discussions when teachers used group oriented participation structures that were consistent with their community cultures” (Parkay, Anctil, and Hass 2014, pp. 97). There are other multicultural strategies that can be used. The trick is to do a variety of learning activities to see how each student responds, whether as individuals, or as a collective cultural group.

With regard to assessment, there are several methods I can employ. I will use

classroom discussions and debates to draw out deeper issues within this subject. For instance, a student may be able to tell me that during the industrial revolution there were several large plans laid out to ensure the future of water in the west. That is a theme that will be explored thoroughly. However, they may not know what factors lead to that. Furthermore, I will look to see if they can synthesize the information related to how their current water paradigm is formed. Thought-provoking questions will give the students a chance to explore what this all means to them.

Additionally, assessments will be in the form of discussion questions. Rather than asking what date the hoover dam was finished, I will ask questions like: “What are some of the possible the social impacts for the people that lived in the area of the hoover dam during its construction?” Facts are nice to know, but this unit is more about understanding a number of factors related to how our water paradigm was created.

S4 C2 PO2 in the Arizona State standards states that students should “Describe the factors (e.g., demographics, political systems, economic systems, resources, culture) that contribute to the variations between developing and developed regions.” This is a key area in this conversation. Students, through their reading, discussions, field trips, and other classroom activities, should be able to describe why, and how all of the above affects our water resources.

References:

Parkay, F.W., Antcil, E.J., & Hass, G. (2014). Social Forces: Present and future. In F.W. Parkay, E.J. Anctil, & G. Hass (Eds.), Curriculum leadership: Readings for developing quality educational programs (pp. 97). Upper Saddle River: Pearson Education.

Stage 1 – Identify Desired ResultsEstablished Goal: What is the big idea of your unit?

The big idea of the unit is for students to understand the volatile history of water in the SW United States. They will be able to analyze and synthesize some of the reasons we use such an abundance of water. This background will provide the foundation for a much larger unit. Students will be able to see the spectacular changes that have occurred in the land, as well as within the psyches of the people.

Prioritized Unit Standards

Geography Strand 4: Concept 3: Physical Systems PO 2. Analyze different points of view on the use of renewable and non-

renewable resources in Arizona. Concept 4:Human Systems PO 5. Analyze the development, growth, and changing nature of cities (e.g., urban sprawl, suburbs, city revitalization).

PO 6. Analyze factors (e.g., social, biotic, abiotic) that affect human populations.

Concept 5: Environment and Society

PO 4. Analyze the environmental effects of human use of technology (e.g., irrigation, deforestation, overgrazing, global warming, atmospheric and climate changes, energy production costs and benefits, water management) on the environment.

Civics and Government Strand 3 PO 9. Analyze the forms, structure, powers and roles of local government

What are the Essential questions and enduring understandings that are aligned with the standards above? As you state each essential question, use a numerical system and put the standard in parenthesis, i.e.,

1. How can I use an equation to answer a question? (6.EE.B.5) For each essential question, you should have an enduring understanding, i.e.,

1. Equations can be used to answer mathematical questions. (6.EE.B.5)

What essential questions will be considered?

How has the history of renewable and nonrenewable resources changed since the early 20th century? (S4 PO2)

How has development and growth changed southwestern cities over the past century and a half? (S4 PO6)

How social, biotic, and abiotic factors affected the US SW in the past century and a half? (S4 PO6)

What are the environmental effects of

What enduring understandings are desired?

Students will understand how the history of renewable nonrenewable resources have changed since the early 20th century. (S4 PO2)

Students will understand how growth and development changed southwestern cities over the past century and a half (S4 PO5)

Students will understand biotic, abiotic, and social factors and how they have affected the US SW in the past century and a half. (S4 PO6)

human use of technology on the environment? (S4 C5 PO4)

What are the traditional roles within local governments regarding water (S3 PO9)

Students will understand the effects of human use of technology on the environment (S4 C5 PO4)

Students will understand community stakeholders and their basic roles in community decision making (S3 PO9)

What key knowledge and skills will students acquire as a result of this unit? Remember, the knowledge is the noun in the standard and the skill is the verb in the standard. Each knowledge and skill should be aligned with the standard, i.e.,Knowledge: 1. The process of using an equation to answer a question. (6.EE.B.5)Skill: 1. Solve an equation as a process to answer a question. (6.EE.B.5)

Students will Know Students will be able to Do

Students will know the history water as a renewable or a non-renewable resource in the southwest, and how they have changed over the past century and half. Several points of view within the topic will be studied. Some pro-development points of view will be examined, along with those that have other points of view. (S4 C3 PO2)

Students will know how development and growth changed southwestern cities over the past century and a half (S4 PO5)

Students will know how social, biotic, and abiotic factors affected the US SW in the past century and a half. (S4, PO6)

Students will know the effects of human use of technology on the environment, by examining how a region changes over time. (S4 C5 PO4)

Describe the factors (e.g., demographics, political systems, economic systems, resources, culture) that contribute to the variations between developing and developed regions. The ability to analyze historical information regarding renewable and nonrenewable resources, particularly water, will be essential. (S4 PO2)

Examine how the geographic characteristics of a place affect the economics and culture. Students will be able to analyze how growth and development have changed the SW over the past century and a half, including urban sprawl, suburbs, city revitalization. (S 4 PO5)

Students will be able to analyze how abiotic, biotic, and social factors have affected the US SW in the past century and a half. (S4 PO6)

Students will be able to analyze the effects of human use of technology on the environment. This will be analyzed through the lens of how a region changes over time. Factors can be anthropogenic, or natural. (S4 C5 PO4)

Students will know the impact of community members in a local government setting (S3 PO9)

Students will be able to analyze the many stakeholders in the community and be able to put into perspective the many complications that arise throughout the civic engagement process. (S3 PO9)

What key words or essential vocabulary do students need to know?

Soft Path Infrastructure Industrialization TransformationHard Path Population Growth Expansion Renewable

ResourcesNon-Renewable Resources

Environmental Factors

Biotic Abiotic

Anthropogenic Climate Change Conservation Better Management Practices

Stage 2 – Determine Acceptable EvidenceAssessment Task Blueprint

What evidence will show that students understand?

What understandings or goals will be assessed through these assessment tasks? What are the student learning outcomes? These are actually the standards as stated in Stage 1.

Students will be expected to learn about the complicated history of water in the southwest since the industrial revolution. Many sources will be cited so as to provide the students with an all-encompassing view, with several sides of the story.

My first goal is that students understand some of the basic terms we will be using throughout the unit. Those terms are stated in stage 2. Without a basic knowledge of these terms, it will be difficult for students to form their own opinions, synthesize raw material, and think critically about our current, and former water paradigm. For instance, if the readings mention that there have been “anthropogenic” factors that contribute to environmental degradation in the southwest, the students should have a basic understanding of what that means before they can go further. This will be assessed through discussion questions, both formally, and informally. For example: “What does anthropogenic mean, and how do scientists find evidence of anthropogenic interference?” This is aligned with Arizona State Standard (S4 PO6): Students will be able to analyze how abiotic, biotic, and social factors have affected the US southwest in the past century and a half. It is also relevant to (S4 C5 PO4).

After a general vocabulary is established, then the goal is for the students to be able to analyze the content, whether through readings, or class discussions.

Several perspectives will be provided, and it is up to the student to understand the history of water in their own way. The students will examine how the geographic characteristics of a place affect the economics and culture. Students will be able to analyze how growth and development have changed the SW over the past century and a half, including urban sprawl, suburbs, city revitalization (S4 PO5).

With regard to renewable, and non-renewable natural resources, it will be up to students, through classroom, and independent research to be objective about how renewable water is in the southwest. Several tough questions must be asked. For example, with ever-depleting groundwater resources in several regional cities, is it appropriate to call water renewable, when we use more than is restored? Students will synthesize, and unpack what those two terms mean in this context. (S4 C3 PO2)

The idea of development will be deeply analyzed. With increased industry for a rapidly expanding West, there arose a need to reinvent the way water was consumed, managed, and moved. There are several ways of thinking about development in the west. It is up to each student to form an opinion, and be able to defend it in one way or another. Development can be complex, and carries immense political, social, scientific, economic, and religious implications. Students will know how development and growth changed southwestern cities over the past century and a half. (S4 PO5)

Moving on from development, it is crucial to explore the many stakeholders that were, and are present regarding our history with water. It is easy to say, “we should not have developed large infrastructure because it degrades the natural environment”. What is more difficult is to put into perspective the many entities involved. From Native American populations, to wildlife, to government leaders, there are many to satisfy. This part of the unit will be critical to moving on to further, more advanced units regarding the soft-path of water. (S4 PO6)

All of these topics will require assessment in order to gauge the understanding of each student. There will be a variety of assessments, and activities that will help determine true understanding.

What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must a student work demonstrate to signify that the standards were met? What are your expectations?

There are some key words that within the standards that indicate what must be done to achieve understanding. Predominantly, the word analyze appears over and over within the state standards. The word “analyze” can be tricky to measure, as it can be achieved through a variety of mediums. The dictionary definition of the word is “: to study (something) closely and carefully: to learn the nature and relationship of the parts of (something) by a close and careful examination”. This is more than simply knowing a term. Here is an example of analysis vs knowledge: With regard to the soft path of water, knowledge is

knowing that the soft path is any management technique, or infrastructure that is designed to have less of an impact on environment. One can memorize the definition of that term quite easily. Analysis would include understanding the need for the soft path. What lead us to or current water situation? Can we measure the impacts of soft-path compared to hard-path? What is required for people to have a soft-path mentality? Is it a panacea for all water problems, or is it supplemental? Do all water problems in the southwest affect all people evenly? What are the costs, both social, and economic? There are countless questions that must be asked when it comes to analysis. In order to truly analyze, thoughtful study, research, conversation, and world experience must take place.

There is also a great emphasis on “explanation”. Providing sterile definitions can be a start to true understanding, but explanation requires independent thought, and work. The ability of a student to teach what she/he has learned can be absolutely vital to the understanding process. Explanation is one of the six facets of understanding. According to Wiggins and McTighe (2005) “understanding asks students to tell the “big idea” in their own words, make connections, show their work, explain their reasoning, and induce a theory from data” (pp. 161). Students must go beyond the surface to obtain abiding understanding. Explaining their methods, and work can go a long way in helping them understand deeper meaning.

“Interpret” is another term used often in the Arizona State Standards. Using another example of the soft-path: some scholars state that decentralization is one key to obtaining the soft-path. A student can look up all definitions of “decentralization” and still be confused as to what the author means. It is up to the student to use other clues, and even form their own opinions regarding what the author means by decentralization. It could mean several different things, but further exploration is required to truly get a grasp of the scholar’s sentiments.

To become proficient in interpretation, analysis, and explanation, there are a few things the student needs. Asking questions may be at the center of all of this. A student should be willing to read several sources, and draw connections between them. Thinking critically about a topic is necessary. Putting the history of water into perspective, and not thinking about it as something of the past can lead students to view water differently. Sharing group work, and engaging in meaningful discussion can flesh out ideas, and understandings for which people can be unprepared. It is important to listen, take meaningful notes, engage in civic processes, learn by doing, be critical, and be open to the unexpected.

What student products and performances will provide evidence of desired understanding? Each must be aligned with the standards and the facets of understanding. Also include authentic performance tasks students will demonstrate.

Each form of assessment has to be aligned with the skills and the standards from stage 1 which will be designated in parenthesis and also include which facet of understanding applies in parenthesis.

Discussion questions will have a great role in concluding the level of student

understanding. These will take place in an informal setting, which involves the instructor paying close attention to class discussions. This will also take place in a more formal setting, such as tests. Instead of asking for definitions, the tests will be comprised of discussion questions. For instance, “When was the hoover dam completed, what was its purpose, and what social and economic implications came with it?” This kind of question provokes critical thought, as well as a general knowledge. At the end of the unit, this test will be provided with a few important, umbrella questions. This will satisfy the need for evidence that the students not only learn, but understand the content of the unit. (Covers all standards)

Mock City Hall: Each student will be given a role. Some people will be government officials, some will be city workers, farmers, small business owners, large business owners, native people, educators, political party representatives, religious leaders, a judge, lawyers for the city, special interest groups, non-profit environmentalist group representatives, a lobbyist, and college students. Each person will have to argue their position from the point of view of their character. The issue will be that there is only so much water in an arid region, and the citizens have to come up with a solution that fits the needs of all community members, that is cost effective, plausible, and thoughtful. The point of this exercise is to see how the students react to a mock situation. This gives students a look into how complicated some issues are, and how many stakeholders are present in every situation. This is valuable, as many school activities do not reflect real life situations. This not only gives the students a taste of real situations, but it gives them a chance to be introduced to civic engagement. This activity will be assessed by the instructor on the ability of each person to work together, and prepare meaningful, realistic statements that apply to the conversation. After the mock town hall meeting, students will also be graded on a reflection paper about their experience. The standards that this portion of the unit will use are (S4 PO6) and (S4 PO5). (S4 PO6) has much to do with all of the stakeholders of our water. It analyzes policies and programs that affect all people. This activity provides a basic look at how many different opinions people can have, and how leaders, and citizens interact with one-another. S4 PO5 touches on human interaction with their ecosystems. The task is to analyze human impact. This will become clear whether or not the students participating address environmental concerns, as every decision they make will have environmental ramifications to a varying degree. This part of the unit would be best done outside of a classroom, in a more formal setting to reflect the seriousness of what it is representing, and to give the students a different setting.

With regard to development in the SW, there are a bevy of opinions all across the spectrum. There are those that put development, both economic and infrastructural, ahead of all else. On the opposite end of the spectrum, there are those that believe almost all development is harmful to the environment, and even society. There will be a several sources covered within the unit that touch on all sides. The students in turn will be broken up into groups for a debate. They

are expected to come prepared with evidence to back up their opinions. There will be several topics from which they can speak. The instructor’s role is as a time keeper, to ensure everyone has a chance to speak, and a moderator, to ensure nobody gets punched. This can be a sensitive topic, but it is an activity that can help frame the discussion about development. Assessment will be predicated upon the preparedness of each individual. If there are students with different needs, they will be assisted with the help they need in selecting articles, or readings, and even a partner. The standard that this activity satisfies is (S4 C6 PO3) requires students to analyze how geography affects historical events, which in this case is the mass movements to the west. (PO2) in the same category requires students to analyze the changing perceptions of place and environment. This has everything to do with development. Before westward movement, there was very little in the region as far as development. Now it is the fastest growing region in the United States. The content within (S4 C5 PO3) suggests that students should analyze changes in the natural environment, and its ability to support people. In the arid southwest, that is a constant concern. This debate is designed to get to the heart of these issues.

By what criteria will student products and performances be evaluated? A rubric or specific statements of expectations needs to be included to demonstrate how each student will be assessed.

Much of the performance that will be evaluated will come in the form of their preparation. The two major activities for the unit require them to bring something to the table in the form of a debate, or mock city hall meeting. There are some basic understandings required for this course. However, much of the assessment will come from how critically the student can analyze information, and put it into perspective for the SW collectively. This rubric rewards thought-provoking questions. It is set up that students feel free to have differing opinions. There is not a lot of black and white when it comes to this subject. History can be analyzed, and picked apart depending on the author. Performance will be evaluated primarily on preparedness, willingness to listen and participate, and the ability to ask important questions for which the class will seek to answer.

1 2 3 4 5Mock City

HallThe student does not show up with prepared

The student, when given a chance to speak, shows his or her unpreparedn

The student shows very basic knowledge of the topic, and comes

The student is able to put themselves in

The student comes very well prepared for the

content. The student does not speak during the exercise and does not complete the write-up at the end

ess by limiting their thoughts to a few words. The student fails to elaborate, on their write-up responses giving simple, non-detailed responses.

with minimal preparation to discuss in the mock debate. The student can touch on some of the topics in reflection paper.

character, showing evidence of researching the issue. The student shows competency by elaborating on the process in the reflection

mock debate by taking good notes, and elaborating on the complication of this issue. The student clearly demonstrate-s a critical knowledge of the subject in the reflection

Classroom Discussion

s

The student does not participate in classroom discussions.

The student provides basic feedback, such as definitions to key terms.

The student can recognize, and speak to how the key terms relate to water sustainability-y

The student shows independent thought by raising questions about the topic, and analyzing the content

The student displays a critical knowledge and an ability to further, and facilitate more discussion. This student provokes deeper questions with their observations

Development

Debate

The student does not participate in development debate

The student speaks briefly with limited analysis references.

The student shows a basic knowledge of development, and can reference

The student shows the ability to interpret some of the readings,

The student elaborates and synthesizes the information from

some material, not making his or her own observation

and come up with a basic opinion that is shared with the class

their side by including references to their opinions, and creating dialogue the rest of the class can respond to.

Final Essay

Question Assessme

nt

The student fails to answer the question with more than one sentence. The student does not know the definitions and cannot elaborate on their significance

The student can provide basic definitions, but cannot apply the information.

The student can define the terms, but has a limited understanding of their significance

The student can define the terms, and come up with basic evidence and analysis regarding the term

The student can elaborate on the definitions, and how each term is significant to the history of water. This student also asks thought-provoking questions within their paper.

Of course this can be adjusted to fit the needs of each learner. If a person does not respond to large groups well, they can be given an opportunity to work in groups with those that can help them. Student that have a difficult time with this can be paired with students that find this activity natural. The student partner is not there to do the work for them, but help them get started. For those that may have a learning disability, the amount rubric can also be adjusted to meet their needs. All disabilities, emergencies, cultural differences, and issues can, and will be addressed.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Showing an ability to analyze the information about the history of water in the

southwest, and explaining how it affects us today is a monumental part of this unit. This unit is a smaller piece to a large topic about how a new water paradigm can be built, or if there is a necessity to recreate. A stellar student will be able to show, through research and discussion, that what happened in the past directly affects our current and future society. They can show that by asking critical questions, and doing their best to research those questions. It does not matter what their opinions are, as long as they can show in class, and in assignments that they are analyzing the information, and interpreting what scholars have written. For instance, when analyzing the word “decentralization” there could be several meanings. As long as their analysis is relevant to the topic, and the student can back it up, it doesn’t matter what they interpret it to mean.

How will students self-assess and reflect on their own work and the work of their peers? How will this assist students in advancing their own knowledge? How will they keep track of what they know and what they still need to learn? Use some format so that the student will know what they know and what they still need to learn, i.e., checklist, etc.

Self-assessment is extremely important for students. The most important thing is that there is a clear rubric students can easily follow. They know what they need to do to be successful in the class. Part of this unit has a lot to do with instructor-student interaction. During the unit the instructor should meet with students regarding their progress, and work at resolving any potential disabilities, or inabilities.

There will be ample group discussion, both as a class, and in a smaller group setting. The student will know he/she is advancing their knowledge if they are able to contribute facts to an argument. Aside from that, if the student is able to define the key terms, they have a good start. Here is a checklist of the standards, how students can track progress, and how they will self-assess:

Concept 3: Physical SystemsPO 2. Analyze different points of view on the use of renewable and non-renewable resources in Arizona.

Do I know the key terms and can explain their importance? ____Have I done the required reading and can I cite author’s big ideas? _____Do I know the difference between renewable and non-renewable resources? ___Am I able to articulate my thoughts regarding water resources in the SW? ____

Concept 4:Human SystemsPO 5. Analyze the development, growth, and changing nature of cities (e.g., urban sprawl, suburbs, city revitalization).

Do I know the key terms and can explain their importance? ______

Have I done the required reading and can I cite author’s big ideas? ____Can I put into perspective the several sides of the development debate? ___Do I see evidence today of the development decision in the early 20th century, and can I identify the hard path from the soft path?___Did I participate in the development debate by expressing my opinion, and asking critical, open-ended questions? Did I respond to other classmates in a respectful way, and prepare my statements? ___

PO 6. Analyze factors (e.g., social, biotic, abiotic) that affect human populations.

Do I know the key terms and can explain their importance? ___Did I do the required reading and can I cite author’s big ideas? ___Do I see evidence of social, biotic, and abiotic factors affecting humans today? __Can I empathize with those of differing viewpoints? ___Can I put into perspective what the region would look like without the current water infrastructure? ___

Concept 5: Environment and SocietyPO 4. Analyze the environmental effects of human use of technology (e.g., irrigation, deforestation, overgrazing, global warming, atmospheric and climate changes, energy production costs and benefits, water management) on the environment.

Do I know the key terms and can explain their importance? ____Have I done the required reading and can I cite author’s big ideas? ____Can I see the effects of untamed growth on the environment? ____Do I have the ability to balance the anthropocentric way of thinking with the environmental way of thinking? ____

Civics and Government Strand 3 PO 9. Analyze the forms, structure, powers and roles of local governmentDo I know the key terms and can explain their importance? ___Have I done the required reading, and can I cite author’s big ideas? ___Can I list several of the water stakeholders in the region? Do I know what their general points of view is concerning water resources and history in the southwest? ___Can I explain how citizens are able to get involved in local issues? ___

Most of this unit involves participation, and reading from the student. If the student can read an article, and come away with a big picture, and is able to share it with their classmates, the student will know they are in good shape. Students can use this checklist to see if they have the proper understanding. If there are some things that are not clear, they will have time in groups to help self-assess each other. One way to judge understanding is if the students can teach other students. During the unit, another class will be invited to the classroom. These students may be younger, and have not taken the unit. Students will be given a chance to explain each of the concepts to the new

students. The other students will be able to ask questions, and the students that are taking the course will know if they understand the content if they are able to explain it. Aside from that, the instructor will meet with each student and ask an important umbrella question for the unit. Students will be able to respond, and get a sense of their own understanding.

Please attach any rubric or checklist, etc. at the end of the unit.

Stage 3 – Plan Learning ExperiencesWHERETO

What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements. There should be at least three weeks of learning experiences listed that are aligned with the desired results from stage 1 and the evidence of assessments from stage 2.

W- The students will be exploring the history of the 20th century water paradigm in the SW. They will be analyzing the infrastructures, and attitudes of citizens, and government entities alike. They will be interpreting some of the decisions to create large water infrastructure. Students will explore the social impacts of large development, and how entities came to the decision to build out west. Students will be doing this to further understand where their water comes from. This unit is but a portion of a much larger subject, but it is crucial to know the origins of their water resources, and the steps that were taken to make things the way they are today. It is expected that students gain a critical understanding of what scholars have written regarding this subject. There should be no pressure for students to form any particular opinion regarding development, hard and soft path infrastructure, and political norms of the region. What is expected is that students ask thoughtful, and provocative questions. They are expected to begin to see water resources in a holistic sense. That means exploring where it comes from, why we consume and harvest a certain way, how sustainable the system is, and what, if anything, can be done to improve the way we relate to water.

H- Holding student interest for the unit can be a challenge. To ensure students will get the most out of this unit, there are a variety of activities planned that will force students to step outside of their shells. Because there are so many different learning style preferences for students, there are a variety of plans. Primarily, there are two major activities. One each week. The first is an organized debate about development. Students will begin to form opinions, if they have not already begun to do so. Teamwork, and research is required to be successful. The other activity is the mock city hall, where students learn more about the democratic process of making tough decisions about water. Aside from the major activities, students will be doing a portion of their lessons outdoors where they can see models of some different technologies. This provides a more hands-on approach. There will be guest speakers as well, to make certain the instructor maintains objectivity. Students will be given an opportunity to speak in front of the class about their reflections. A variety of activities keeps everyone on their toes, and should hook the students.

E- The very notion of teaching about the history of water in the region prepares students to do more. Once they can understand the basics, they can begin to see the world even slightly differently. Once they understand where water comes from, they can start thinking about it in different ways. Learning the foundation can help breed change. Students will be given the opportunity to touch, see, and hear about how water is consumed and managed. They will learn what is like to be involved in a local issue through the activities. This helps create an informed citizenry. The model we are using will also equip them with analytical, and interpretive skills. Things are not always as they seem, and the management of water resources is a perfect example of that. The curriculum is set up so the students have room to question everything they read and see. It helps them be more independent in their thought, which will equip them well for the future.

R-It is easy to take water for granted. For many people, it comes out of the faucet freely as long as a small bill is paid. This unit challenges the faucet. The faucet is good at hiding a complex, controversial history. Students will rethink what they know about water. They will explore the writings of water, and development scholars as they discover a new lens through which they see water resources.

Because this class has such a discussion based format, students will be give several opportunities to rethink, refine, and revise their work. This unit is mostly about gaining a better understanding about water, and where it comes from. Much of the information present is not something students are in contact with on a daily basis. Much of the history of water in the region is not covered in basic curriculum. Therefore, there are bound to be several chances for students to be able to rethink. Revision is important, as there will be new information presented. Students will not be expected to have any particular opinion. Students will have the freedom to revise their opinion. Overall, this curriculum is not going to present any agenda. It is an opening for students to change their relationship with water.

E- Within the rubric there are several ways the student can evaluate their progress. If students familiarize themselves with vocabulary terms they already have an advantage in the class. If a student can use each vocabulary term in a paragraph that is focused on the history of water in the region, they have a foundation for the rest of the unit. Additionally, students that read the material, and are able to ask significant questions about the material they will do well in the class. Time will be provided for students to meet with the instructor for students to self-evaluate.

T- Not all students learn the same. The unit is set up to provide for the various styles of learning. Of course there are cultural, and personal differences. Some students may have trouble reading all of the required material. Those students can be paired with a student that does well in that particular area to assist with reading comprehension. Some students need different scenery, or a change of pace. As the unit goes on, it will become clear which students have different needs. The curriculum is designed to be flexible. If something is not working, then steps will be taken to fix it. For instance, if there are students that have trouble with working in their groups, the instructor can create a group where he/she works with those students. If the reading is a problem, there can be a focus on visual learning. All areas of the curriculum can be changed to meet the needs of the students.

O- There will be little time to breathe in this unit. Each day of the unit will be dedicated to working toward the next activity. Engagement will be necessary because of the activities proposed. The activities are a large part of the grade. This was designed so the activities can be fun, and effective. Students have to study for one exam, but the rest of the unit is activity based. The curriculum is set up so students are not in the classroom every day of the week. It is also set up so students hear from other voices other than the primary instructor. Students will be on their toes, as the unit covers several vital topics in a rapid manner. Even though it is a quick unit, the curriculum is set up for personal understanding. Students get what they put into the unit, and there is room to slow, or speed up the flow of the unit, depending on student needs.

Stage 3 – Plan Learning Experiences ContinuedWHERETO

Take the sequence of events on the previous pages (Stage 1 and Stage 2 and WHERETO) and put each one into one of the days below to develop your lessons for the unit. Code each entry with the appropriate initials of the WHERETO elements.

Day1: Day 2: Standard Objective(s): Introduction to unit, begin to view development, how the early 20th century in the SW became a hotbed for new infrastructure. The other objective is to view westward expansion, the pros and cons of development in the west, and all parties it affected (native populations, miners, and government leaders). (S4 PO5)-Students will analyze the complicated past of development in the west.

Standard Objective(s): The examination, and analysis of specific infrastructures that shaped the west will be explored. The hard-path will be introduced. Students will interpret, and create a holistic definition of “hard-path”.

Students will understand the effects of human use of technology on the environment (S4 C5 PO4)

Knowledge and Skills: Students will learn about westward expansion and how it affected the entire region. They will gain a holistic perspective of all people affected. For instance, Native American Tribes were removed from their homes, and government leaders had new pressure to create plans for growing population. They will be able to explore the need for more development in the SW.

Knowledge and Skills: The skills of interpretation will be key within this section of the unit. When scholars say “hard-path” and “soft-path” there is much more to it than can be seen on the surface. The same goes for the decisions that were made in the early 20th

century in the region. Students will examine the fruit of that period of time, and dig deeper to find meaning. This requires the asking of tough questions. For instance, the federal government stepped in and played a huge role in the development of the region. What was at stake? Much can be accomplished by asking critical questions.

Lesson Essential Questions: How did population growth in the Southwest affect existing populations?

What were the causes and effects of building cities in arid regions?

Lesson Essential Questions: What did the government have at stake that led to their dramatic involvement in building the west?

What were some of the major players in the hard-path game, and what were their impacts?

Vocabulary Terms:

Hard Path, Anthropogenic, Expansion, Industrialization, Development

Vocabulary Terms:

Development, Hard Path, Infrastructure

Assessment: Being the first day of the unit, the assessment will be more informal. This day will be a basic assessment of listening, and common sense. For instance, if the instructor asks the question: “what are some downfalls of building cities in arid locations?” This answer does not require

Assessment: In this section, on the surface, there could be plenty of room to simply discuss technology of the time period. While that is important, the instructor should look for the students that reach beyond the easy conversation. The assessment is informal, but it will help the instructor gain

any special knowledge. Rather, it requires thinking, and participation. The instructor is to look for those clues during class discussions.

more insight in how some students learn.

Learning Activities:Breaking out into groups allows students to familiarize themselves with each other, and gives them allies in the classroom. Students will break into groups to discuss basic questions appropriate for the first day of a unit.

Learning Activities: This sort of lesson is one that can be done outside of the classroom. The instructor can use props to demonstrate the structures of which we speak. Links to learning activities will be in the next section. The dam building exercise allows students to see, on a small scale, the sorts of impacts large infrastructure can have, including home displacement, environmental degradation and more. It can also show positives, like how millions of people have water in a desert.

Day 3: Day 4: Standard Objective(s): Social and Environmental concerns regarding the “hard-path” will be analyzed. Pros and cons of development will be discussed through a variety of readings. Students will be split into groups for the development debate.

Students will know the effects of human use of technology on the environment, by examining how a region changes over time. (S4 C5 PO4) (S4 C6 PO2)

Standard Objective(s):

Complete Development Debate(S4 C6 PO3) and (S4 C6 PO2)

Knowledge and Skills: Students will continue to develop their ideas regarding development. They will be able to prepare in teams for their debate on Day 4. As they bounce ideas off of one another, they will begin to form opinions about development. The hope is that there will be a wide variety of opinions on the topic. Students will learn the environmental perspective, as well as the more capitalistic perspective. The hope is that two professionals with differing opinions on the matter will be able to speak regarding their perspective.

Knowledge and Skills: Ability to be involved in constructive discourse, working in teams, research and preparation, public speaking, analysis.

They will also gain a greater knowledge of social discourse, and public speaking.

Lesson Essential Questions: What are the environmental concerns regarding the hard path?

What is the more pro-development argument, and why is it so different?

Is there room for compromise, or are we bound to have serious disagreements?

What is each student’s immediate perspective, and are they open to change or compromise?

Lesson Essential Questions: Should environmental concerns be prioritized over economic concerns, why?

Can southwestern states afford more population growth in a climate with limited water resources, why or why not?

Vocabulary Terms: Environmentalism, Capitalism, Development

Vocabulary Terms: Development, renewable, non-renewable, Better management practices, city plans

Assessment: There is an expectation that students will have some sort of opinion regarding their stance. It does not need to be solid, nor should it be extreme at this juncture. However, students should pick a stance and research it. Within their groups, they will be provided with materials presenting several sides to development. The time they spend on their defenses, and questions will be reflected in the debate on day 4.

Assessment: The students will prepare for this debate with a variety of readings. Their level of participation will be measured both by the content of their words, and their reflection paper.

Day 5: Day 6: Standard Objective(s): This is the beginning of the civics portion of the lesson. How decisions are made will be explored. The stakeholders of an issue are key to unlocking the depth and complicated matter of water sustainability in the SW. (S3 PO9)

Standard Objective(s): Diversity of needs within the southwest will be examined. With great development comes great cost. What civic responsibilities to regular citizens have in ensuring their needs are met, and they are represented. Who does development affect, and how has it affected people in the region?

(S3 PO9) (S4 C3 PO2)Knowledge and Skills: It is easy to have an opinion, and talk in a classroom setting about what should be done about water issues. However, unless a person can actually experience what it is like to be a part of a civic process, it is difficult to understand fully. This portion of the unit will be about exploring practical solutions, and real life scenarios. Students will learn about how decisions are made, and gain valuable civic engagement skills.

Knowledge and Skills: Often, it is easy to get stuck in a bubble when it comes to development, and government decisions. If it does not directly affect individuals, it is hard to see the bigger picture. The skill in this unit will help students put the issues of many into perspective. Students will be able to analyze the social impacts of development in the region, whether positive or negative. Students will also learn about their civic duties and the impact involvement can have on a community.

Lesson Essential Questions: What does it take to be a part of the civic process?

Do all citizens have the same access to lawmakers, and are our voices heard equally?

Is it feasible to satisfy the needs of all people, or will there always be people left behind?

Lesson Essential Questions: Who was affected the most when large water infrastructure was established in the region?

How has progress created a better quality of life for some? Has the quality of life lessened for others?

How does this affect local flora and fauna?

Vocabulary Terms:

Civic Engagement, Better Management Practices

Vocabulary Terms:

Expansion, Transformation, Anthropogenic, Environmentalism

Assessment:

Students will begin preparing for their own mock city hall meeting. This day is a lot about listening, and preparing themselves for day 7. Students who listened and prepared well will do better on the town hall. Students will be given town hall assignments, and given access to readings to prepare.

Assessment:

Student ability to put into perspective the entire context of this topic will be assessed by their participation in class and group discussions. Students will break into groups to begin preparing for the mock city hall. Students will be assessed on their ability to frame important questions within their groups, and to provide meaningful dialogue.

Learning Activities:

Students will be given their assignments for the mock city hall. Listening, and asking critical questions will be key. This day is set apart as a day of lecture and insightful conversation.

Learning Activities: Students will be given the opportunity to get into small groups to continue to discuss civic engagement issues. Small, and large group discussions about important processes, such as citizen involvement, representative democracy, and the role of government in the region will all be discussed through the answering of important questions.

Day 7: Day 8: Standard Objective(s):

Complete Mock City Hall Meeting(S4 PO6) and (S4 PO5)

Standard Objective(s): Water in the southwest will be put into a larger picture. Why is it important to study water in this region? Students will analyze whether or not our current paradigm is sustainable. What factors are biotic, and what are abiotic. Are things beyond control? Deeper issues regarding water will be analyzed in this portion of the unit.

(S4 PO2) (S4 PO6) Knowledge and Skills: Students will get a taste of a process within the realm of civic engagement. They will be given ample opportunity to evaluate all of the water stakeholders within the region, and how complicated matters of water rights can be. They will also gain valuable skills in public discourse

Knowledge and Skills: Students will put into perspective the issues of the past compared to the issues of the present. Students will analyze the decisions surrounding water that took place in the time period. This is where students can branch out and talk about their opinions. They can use what they learned during the past two activities to now frame their knowledge.

Lesson Essential Questions: How can citizens work together to resolve their issues regarding water? With a plethora of opinions, what steps can be taken to assure that equal representation is achieved with regard to water sustainability?

Lesson Essential Questions: Why is it important to study water in the southwestern United States?

What problems stem from humans, and which are natural?

Do humans have a more responsibility to conserve this precious resource?

Should humans conserve because it is within our best interest? Or should we conserve because nature has intrinsic value?

Have humans been able to transform with the times? Why or why not?

Vocabulary Terms: Civic Engagement, Better Management Practices,

Vocabulary Terms: Biotic, Abiotic, Sustainability

Assessment: Preparedness will once again be assessed. That will be judged by quality of response, note-taking, and a reflection paper afterward. Students will be assessed on how well they can elaborate on the issues, regardless of their

Assessment: On this day students will be able to analyze their thoughts on the mock city hall. There will be a number of questions (listed above) that student will be asked to answer in groups. Their ability to work as a team, sort out differences, and move

position during the activity. along a conversation will be key to their success.

Learning Activities: The Mock City Hall is the activity that ends a portion of the unit about civic engagement, and water stakeholders.

Learning Activities: Students will be given the opportunity to get up in front of the class and present what they learned from the activity from the prior day. Each student is to prepare a single minute rundown of their reflections, which can be based on their assignment from the previous day. Questions from the class will be expected to lead to discussion.

Day 9: Day 10: Standard Objective(s):

Complete Unit Assessment

(All Standards)

Standard Objective(s): Moving forward from the history to the present, an introduction to the next unit: “Consumption and Commoditization” This day will also be somewhat of a debrief day where students can self-assess, and reflect on what they have learned.

(All Standards)Knowledge and Skills: The overall responsiveness of the students to the unit will be examined here via written assessment. This will be an ample opportunity for students to work on their critical analysis skills.

Knowledge and Skills: Analyzing the history of water in the SW, and interpreting scholarly works. Gaining a perspective about the importance of knowing the history of water in the southwest. Students will learn about what it takes to create a new paradigm and achieve a more sustainable community.

Lesson Essential Questions: Define development, and explain the crossroads many southwestern cities face when it comes to development.

What is the difference between the hard, and soft path of water?

In what time frame did westward expansion force the government to build large water structures? Name two of them, and explain why it is crucial to understand the history of water in the SW.

Lesson Essential Questions: Why is learning about the history of water in the southwest crucial to our understanding of how water is managed and consumed today?

Is there a need to transform the way we consume, why or why not?

What has changed (socially, politically, and environmentally) since the implementation of large water infrastructure, such as the hoover dam, or larger pipelines, and Central Arizona Project?

Vocabulary Terms: All vocabulary terms will be utilized.

Vocabulary Terms: Soft Path, Hard Path, Infrastructure, consumption, commoditization.

Assessment: Day nine is the day where students will be formally assessed on their knowledge of the unit. Their success will not be contingent upon them perfectly defining a word. Instead, it will be contingent upon them being able to understand the bigger picture. The assessment is designed for them to think critically about big questions.

Assessment: The assessment for this portion of the unit will be in the form of self-assessment, and group discussion assessment. The opportunity will be provided to the students to meet with the instructor to gauge their proficiency in this subject before moving on. Their ability to analyze information, and to put into perspective the significance of the material consumed will be a major part of their assessment.

Learning Activities: The learning activity will be a general assessment of what the students were able to flesh out of this unit. Creativity, and critical thinking are key with this activity.

Learning Activities: A large group discussion about moving on to present water concerns will take place. The students will be given a chance to meet with the instructor personally if they choose, or if they are struggling with any part of the content, or class.

Attachments:http://www.ehow.com/how_6234206_build-dam-school-project.html (Day 2 activity)

Text Book: There is no formal textbook. However, there are several scholarly articles utilized in this section.

Required: Gleick, P. H. (2003). Global freshwater resources: soft-path solutions for the 21st century. Science, 302(5650), 1524-1528.

Wolff, G., & Gleick, P. H. (2002). The soft path for water (pp. 1-32). Washington, DC: Island Press.

Excerpts from: Wendy Nelson Espeland. (1998). The struggle for water: Politics, rationality, and identity in the American Southwest. University of Chicago Press.

Chant, S. H., & McIlwaine, C. (2009). Geographies of development in the 21st century: an introduction to the global South. Edward Elgar Publishing.

Supplemental Reading:

Biemans, H., Haddeland, I., Kabat, P., Ludwig, F., Hutjes, R. W. A., Heinke, J. & Gerten, D. (2011). Impact of reservoirs on river discharge and irrigation water supply during the 20th century. Water Resources Research, 47(3).

Grey, D., & Sadoff, C. W. (2007). Sink or swim? Water security for growth and development. Water Policy, 9(6), 545.

DeBuys, W. E. (2011). great aridness. Oxford University Press.

Van Griethuysen, P. (2010). Why are we growth-addicted? The hard way towards degrowth in the involutionary western development path. Journal of Cleaner Production, 18(6), 590-595.

Rueschemeyer, D., Stephens, E. H., & Stephens, J. D. (1992). Capitalist development and democracy. Cambridge, UK.

Colby, B. G., & Jacobs, K. L. (2007). Arizona water policy: management innovations in an urbanizing, arid region. Routledge.

Sitarz, D. (1993). Agenda 21: The earth summit strategy to save our planet.

Self-Assessment rubric and explanation:

The rubric provided above was created to act as a self-assessment rubric as well. The goals are clear. There is not a heavy reliance in this unit on memorization. Key terms are vital to the students’ success in the classroom. However, they will be assessed by their ability to frame define the key terms through the lens of water sustainability and history of the SW.

Reading the material is vital. The actual reading of material will not be graded, but it will be imperative to the rest of the class. Without reading, the main points of several scholars will be lost. Additionally, classroom discussions will be assessed by the students’ knowledge of material, and how they can expound upon it.

The only portion of the unit that will be formally assessed is the unit exam, where students need to know key words. They will be asked a series of discussion questions that will require them to produce their knowledge of key terms and frame it into a larger discussion.

Participation, and critical questioning are vital to success in this unit. There is no requirement for students to memorize facts. This unit is to see who can think critically about water issues in the region. There will be several mediums through which students will be able to display their understanding. If a student reads the material, comes to class prepared to share their insights, and can further the conversation regarding water, then the student will have reached the goals set within the unit rubric.