starting water at Global

I'm starting water this week over at GCHS. I'm psyched to use the WaterWars materials, but want to spend the first section establishing the concepts of water scarcity and water stress on a global scope, so I think I'll hold off on WaterWars and Ethiopia until after Winter break. Noah, did you begin the unit with Water Wars stuff, or with the Facing the Future materials (similar to those we used last year?)

Just sent an email to Water1st to arrange a visit in January. We'll be working on water for most of Junuary--might even do 2 AAS visits for this unit. We're going to our partner school once before winter break (Dec. 17 I think) to teach about water scarcity and water stress--may be doing the water carrying and the JayZ clip again like we did last year because it was so successful. My big new idea for this visit is to mandate that no one can go to AAS if they haven't proven that they understand the concepts by DOING THE WORK. It also demonstrates responsibility, to follow through with class work. Anyone who is not ready and prepared will stay behind at school to catch up while the rest of their team goes over to Bow Lake. I have an AmeriCorps teacher who can remain behind with them. The general work ethic in my class is across-the-board low, so this will be another attempt to motivate. We'll see how it goes...
--Kate H-F

Water Articles

I came across a nice article on bottled water in New Internationalist today. Here's the link.

And here's an article from the New Yorker from a a couple of years ago that takes a historical approach.

Water Update from Chief Sealth

Hey team,

I have been more or less following the curriculum for sections 1 and 2. In section 3 I used the Choices lesson plan and the Water Wars resources from Common Language Project. We focused in on water scarcity in southern Ethiopia. The kids were divided into 5 stakeholder groups: 2 ethnic groups, the Red Cross, the Ethiopian government, and the UN. Today we wrapped up our discussion by showing how all of the causes and effects of water scarcity are interconnected (climate change, poverty, agriculture-based society, erosion, drought, etc.) Then I asked the students about solutions. I've noticed that the problem of water scarcity is so big and overwhelming that many of the students feel hopeless. I reminded them of one of the themes of this class: there is no problem that cannot be solved and pushed them to think harder. We asked the questions, why don't more people know about water scarcity in the developing world? Why don't people in the United States see a connection to their lives? It was a lively discussion, although I only had about 50% participation.

Tomorrow, as a follow-up to our look at Ethiopia, someone from Water 1st International is coming to speak to the kids about their work in Ethiopia (building sustainable water infrastructure in rural communities).

Next week, I plan to look at the Colorado River (I have a PowerPoint that traces the river from its source to Mexico), which brings up privatization. I'll probably do a little mini-lesson on bottled water too. Common Language Project will most likely be coming back next Tuesday to do a workshop on the Colorado River with the kids.

By Wednesday, kids will need to be working on personal action plans and preparing for the adopt-a-school visit next Tuesday.

So, I will not get to the Ecuador simulation this time around :(

Do we have a worksheet for student action plans yet???

Update from Franklin

Thanks for the detailed posts, both Noah and Kate! It is helpful to hear about specifics regarding your GL class progress or occasional lack there-of.

Finally a week at Franklin where it felt like some real progress was made. Our first class meeting on Wednesday that addressed some "real" issues and has a generally high level of engagement from students. In particular students dialogued about the very high failure rate (1/2 the GL students are currently failing 3 or more classes)and students suggested ideas for supporting better success. I think in general they were pragmatic suggestions and at least partially in-line with some of the approached prescribed by the GL model.

Thursday was the first AAS visit to John Muir and was highly successful in terms of motivating the students. The typically least cooperative students were the most on task, leading activities and smooth transitions. I was in shock! So much for going down in ball of flames like I expected... Looking forward to a more content rich visit at the end of the water unit. In short, Obama is not the only reason to have hope at FHS.