History of Water in the Southwest

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 Weeks
School District/Institution: Coconino County School District
Rationale:
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 schoolprogram, 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 schoolfor 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

Stage 1 – Identify Desired Results
Established 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.
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.

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)
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

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
human use of technology on the
environment? (S4 C5 PO4)
What are the traditional roles within
local governments regarding water (S3
PO9)
southwestern cities over the past
century and a half (S4 PO5)
Students will understand biotic, abiotic,
and social factors and how they have
and a half. (S4 PO6)
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
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

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)
Students will know the impact of
community members in a local
government setting (S3 PO9)
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 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 Transformation
Hard Path Population Growth Expansion Renewable
Resources
Non-Renewable
Resources
Environmental
Factors
Biotic Abiotic
Anthropogenic Climate Change Conservation Better
Management
Practices
Stage 2 – Determine Acceptable Evidence
Assessment 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 schoolactivities 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 5
Mock City
Hall
The
student
does not
show up
with
prepared
content.
The
student
does not
speak
during the
exercise
and does
not
complete
the write-
up at the
end
The student,
when given a
chance to
speak, shows
his or her
unpreparedn
ess by
limiting their
thoughts to a
few words.
The student
fails to
elaborate, on
their write-
up responses
giving
simple, non-
detailed
responses.
The student
shows very
basic
knowledge
of the topic,
and comes
with
minimal
preparation
to discuss
in the mock
debate. The
student can
touch on
some of the
topics in
reflection
paper.
The
student is
able to
put
themselve
s in
character,
showing
evidence
of
researchin
g the
issue.
The
student
shows
competen
cy by
elaboratin
g on the
process in
the
reflection
The
student
comes
very well
prepared
for the
mock
debate by
taking
good
notes, and
elaborating
on the
complicatio
n of this
issue. The
student
clearly
demonstra
te-s a
critical
knowledge
of the
subject in
the
reflection
Classroom
Discussion
s
The
student
does not
participate
in
classroom
The student
provides
basic
feedback,
such as
The student
can
recognize,
and speak
to how the
key terms
The
student
shows
independe
nt
thought
The
student
displays a
critical
knowledge
and an

discussion
s.
definitions to
key terms.
relate to
water
sustainabilit
y-y
by raising
questions
about the
topic, and
analyzing
the
content
ability to
further,
and
facilitate
more
discussion.
This
student
provokes
deeper
questions
with their
observatio
ns
Developm
ent Debate
The
student
does not
participate
in
developme
nt debate
The student
speaks
briefly with
limited
analysis
references.
The student
shows a
basic
knowledge
of
developme
nt, and can
reference
some
material,
not making
his or her
own
observation
The
student
shows the
ability to
interpret
some of
the
readings,
and come
up with a
basic
opinion
that is
shared
with the
class
The
student
elaborates
and
synthesize
s the
informatio
n from
their side
by
including
references
to their
opinions,
and
creating
dialogue
the rest of
the class
can
respond
to.
Final Essay
Question
Assessmen
t
The
student
fails to
answer
the
question
with more
than one
sentence.
The
The student
can provide
basic
definitions,
but cannot
apply the
information.
The student
can define
the terms,
but has a
limited
understandi
ng of their
significance
The
student
can define
the
terms,
and come
up with
basic
evidence
and
The
student
can
elaborate
on the
definitions,
and how
each term
is
significant

student
does not
know the
definitions
and
cannot
elaborate
on their
significanc
e
analysis
regarding
the term
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 Systems
PO 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 Systems
PO 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 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.
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 government
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 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 Experiences
WHERETO
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 Continued
WHERETO
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.
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.
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 did the government have at stake that led
to their dramatic involvement in building the
west?

What were the causes and effects of building
cities in arid regions?
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
any special knowledge. Rather, it requires
thinking, and participation. The instructor is to
look for those clues during class discussions.
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
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.
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:
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)
Complete Development Debate
(S4 C6 PO3) and (S4 C6 PO2)
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.
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.
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?
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.
Going out and seeing hard-path demonstrations,
taking advice from, and listening to guest
speakers, working with group members to
prepare for day 4 debate
Leading up to this day, there will be much
content covered. However, the entire class
period is dedicated to the debate, which is the
learning activity.

Day 5: Day 6:
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)
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)
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.
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.
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?
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.
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.
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:
Complete Mock City Hall Meeting
(S4 PO6) and (S4 PO5)
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)
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
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.
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?
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
position during the activity.
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 along a conversation will be key to their
success.
The Mock City Hall is the activity that ends a
portion of the unit about civic engagement, and
water stakeholders.
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:
Complete Unit Assessment
(All Standards)
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)
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.
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.
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.
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.

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.
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.

History of Water in the Southwest

Recommended

Recommended

More Related Content

What's hot

What's hot (13)

Viewers also liked

Viewers also liked (10)

Similar to History of Water in the Southwest

Similar to History of Water in the Southwest (20)

History of Water in the Southwest