Poison and Power: The Fight for Water

A HIGH SCHOOL CURRICULUM FROM THE MORAL COURAGE PROJECT

dear teacher, Thank you for accessing the Poison and Power curriculum designed for use with the digital materials produced by the Moral Courage Project, a program of the University of Dayton Human Rights Center in partnership with PROOF: Media for Social Justice.

When we began the Moral Courage Project our goal was to present first-hand perspectives on contemporary human rights issues in the United States. Since then, we have worked in Ferguson, Missouri on police violence and protest and in El Paso, Texas on immigrant rights. Our third effort, upon which this curriculum is based, connects multiple locations and communities struggling for access to clean and affordable water. In Flint and Detroit, Michigan, and across Appalachia, individuals take action to protect the health and well-being of their families. Through their eyes and with their voices, this curriculum teaches about the wide-ranging causes and effects of the water crisis—lessons that are likely to grow in resonance as pressures and constraints around water access become exacerbated in the years to come.

The work on Poison and Power started in early Spring 2020 and since then our world has been upended. The COVID-19 pandemic continues to force educators to rethink how we teach and the surge of protests in the wake of the killing of George Floyd in Minneapolis compels us to rethink what we teach. The design of these lessons reflects our times by providing a package that can be delivered via remote learning where necessary. Also, given the radical shift in the conversation around race and racism, the curriculum is grounded by the notion that our identities, experiences, and biases should be openly shared and discussed, since they deeply inform how we perceive the world.

We hope this curriculum is useful for you and your students. Please reach out to us at any time with feedback and questions.

Thank you, again. We wish you safety, health, strength, and good luck this school year!

- the moral courage project team 2

curriculum objectives The student will be able to identify the contributing factors to the water crises in Flint, Detroit, and Martin County and recognize how the impacted communities responded.

The student will acquire a basic understanding of the concepts of human rights, environmental justice, and civic engagement.

The student will analyze how one’s race, gender, and class can intersect and impact their experience.

The student will develop skills in critical thinking and collaboration that empower and equip them to become involved in social issues in their communities.

credits Written by Jordan McCormick and Allison Siebert Produced by Joel R. Pruce and Leora Kahn Poison and Power podcast interviews conducted by Dezanee Bluthenthal, Meg Deneen, Grace Elliott, Grace Gibson, Kelsey Kamil, Jared Marsh, Jake Neff, Jill Parker, Tess Poe-Slade, and Claire Sullivan.

Design/Layout by Claire Pawlecki and Willhemina Wahlin With support from Rochonda Nenonene, Novea McIntosh, Connie Bowman, and John White of the University of Dayton School of Education and Health Science, and Paul Morrow and Tony Talbott of the University of Dayton Human Rights Center Find and follow the Moral Courage Project across social media platforms.

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USER GUIDE The entire curriculum is designed to be easy to incorporate and flexible to a range of individual classroom needs. You may choose to utilize every lesson in the order presented here, or select lessons that fit your broader plans for class. While we designed the curriculum to meet Social Studies standards for the state of Ohio, we expect that these topics can be adapted for standards in additional subjects and from other states. Every lesson contains guidelines for in-person instruction, as well as modifications to implement in remote learning scenarios. We realize many of these topics may be new to your classroom and have provided resources for teachers, to help you prepare to be effective and confident.

This curriculum was created in consideration of the variety of high school schedules and classroom period lengths. Due to the conversational and interactive nature of our lessons, the amount of time it takes for each to be completed is contingent on student engagement. Each unique classroom will have their own experience with the dialogue they create through this curriculum. For these reasons the time each lesson can take is both flexible and unpredictable.

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TABLE OF CONTENTS Introduction Lesson 1: Health Lesson 2: Citizen Science Lesson 3A: Bias, Stereotypes, and Discrimination Lesson 3B: Exploring Race, Class, and Identity Lesson 4: Activism of Women and Mothers Lesson 5: Indigenous Perspectives on Water Lesson 6: Democracy and Civil Dialogue Appendix: Standards

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INTRO LESSON:

LAYING THE FOUNDATION teacher resources (review prior to class) 1. Overview of human rights, sustainability, civic engagement > Human Rights > Environmental Justice

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Read through the articles students will be assigned to read here and here

> Civic Engagement 2. Videos for an overview of the cases: > Flint > Detroit > Martin County 3. Water crisis timeline resources: > Flint Water Crisis Overview > Flint Timeline > Flint Lead Water Timeline > Martin County Overview

learning objectives 1. The student will be able to describe the events and causes surrounding the water crisis in Flint, Detroit, and Martin County.

2. The student will be able to define terms and concepts, such as human rights, environmental justice, and civic engagement.

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instructional modifications 1. Create a forum board where students can access videos and links so they can go back at their leisure to access the videos, links, articles, etc. utilized throughout the whole curriculum.

2. This lesson could be completed during a block schedule but, if you are short on time, break at the end of the case studies and pick up with human rights, environmental justice, civic engagement, etc. in the next class.

3. Exit slip completed on paper rather than virtually.

resources/materials/technology 1. Whiteboard/chalkboard for discussion 2. Access to Youtube, teacher computer/projector, and the internet for pre-assessment, videos, and powerpoints 3. Materials for exit slips (paper or computers/tablets)

instructional activities 1. Bell-Ringer: Reflection on Water (5-10 minutes) > As a class, invite students to reflect on these questions and share with the group their experiences of water in their life.

This should help them begin thinking about the water issues you will discuss with Flint, Detroit, and Martin County.

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What are your memories of water? Perhaps you go to a certain lake with your family every year, maybe you are on a swim team or like to surf, perhaps you are a lifeguard or have done work with water before.

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Brainstorm the ways in which you use water in a day (showering, cooking, drinking water, washing your hands, laundry, etc.). Write these on the board for the class to see.

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How would you feel if you could not do these activities due to a lack of clean water? Emphasize that almost everything we do is impacted by water even though we often don’t give a second thought to this.

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2. Introduction to Flint, Detroit, and Martin County (30 minutes) > “Unfortunately, many parts of the world have not protected people’s need for water and many, even in the United States, do not have access to clean and safe water.”

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Ask students if they are familiar with any water issues (most are probably less familiar with issues here in the states; most of us more likely think of water crises around the world).

> “Before-We-Begin” Reflection: Have students access the pre-assessment form to gauge what prior knowledge they have, if any, regarding the water crisis. Students should answer this question: What were the causes and effects of the Flint water crisis? *This should be a knowledge check rather than collected for grading > “Today we are going to look at a few of these places right here at home. In parts of both Michigan and Kentucky, people must make changes and adjustments in how they live because of a lack of safe drinking water.” > Play the P&P podcast trailer. For this portion of the curriculum, have students follow along and jot down notes and main ideas using the graphic organizer in their workbook. > Starting with Flint, watch this video (4 minutes) and discuss the following questions.

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Why were emergency managers appointed?

They were appointed because the city faced severe financial struggles and the goal was to rein in spending.

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Why did the city switch from the DWSD (Detroit Water and Sewage Dept.) source and what were the results?

Detroit notified Flint it would stop selling the city water

by April 2014. Flint switched to the Flint River as the water source but neglected to use a necssary additive that prevents corrosion. This led to toxic levels of lead in the water.

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> Watch this video on Detroit. (4 minutes)

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Why are so many citizens without access to clean water?

The city has shut off water to those who could not afford to pay for it; this especially affects the poor and people of color.

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How have these citizens needed to adjust their personal habits?

Citizens need to change how much and how often they cook and shower, choosing not to drink water but to recycle it for cooking, cleaning, etc.

> While Flint might be most well known, Martin County, Kentucky is facing a similar crisis that is not as widely discussed.

Watch this video (0:40-7:40) on what has been happening in Martin County and discuss the following questions:

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What led to the water crisis in Martin County?

A combination of toxic sludge from a coal company entering the water supply in 2000; a dilapidated water plant; neglected water infrastructure, loss of money for the county with the decline in coal and severance money, etc.

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Why are the water systems difficult to maintain?

They are built into the mountains and cross difficult terrain.

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Why do you think the business manager of the water district lied about who he was?

He most likely didn’t want to receive negative news coverage or be associated with having any responsibility for the water crisis.

> You might consider pulling up some of the timelines from the teacher resources to look at and talk about as a class.

“As we have seen, water crises take place in the U.S. for various reasons and can be similar or different from the water crises taking place in other countries.”

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3. Introduction to human rights (10-15 minutes) >“As seen in the videos, many of the individuals talk about protecting their rights, getting involved in activism, and protecting their environment.” > Ask students: “How do we define a human right?” or “What do you know about human rights?” Write their responses on the board. Visit the UN Human Rights website highlighting the first paragraph on the page (from “Human rights…” to “work, health, liberty”) comparing this description to what the students came up with. > Ask students: “Does everyone deserve rights? Can anyone ever have their rights taken away?”

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It is important to emphasize that, no matter if someone is “good” or “bad,” our human rights are inalienable. It is also worth noting, however, that our choices and actions should not infringe upon someone else’s rights.

> Ask students if they think access to clean water should be a human right. If so, why? After this mini-discussion, look at Article 25 of the Universal Declaration of Human Rights which emphasizes that everyone has the right to an adequate standard of living including access to food, clothing, housing, etc. Since water is not explicitly stated in this article, draw connections between issues surrounding water and the rights listed here and elsewhere in the document.

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For example, without clean water, food supply is affected; without water, we cannot adequately take care of our health and well-being, etc.

4. Transition into conversation on environmental justice (15 minutes) > “As we saw in the Martin County video, specifically, some of the residents talked about the environmental impact of this crisis.

We saw how certain human actions such as toxic sludge spills had tragic consequences on the environment and human health. Unfortunately, these environmental issues often disproportionately affect certain groups of people. The residents are fighting for their human rights but also for environmental justice.”

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> The U.S. Environmental Protection Agency defines environmental justice as “the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies.” >“We will read a couple of articles to understand how environmental justice plays out in our world.” Have half the class read this article and the other half read this article on their own. > After students read and take notes on their article, come back together as a class to discuss:

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Was this information new to you? Did anything surprise you?

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As referenced in the articles, how do race and socio-economic status relate to environmental inequality?

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Why do you think segregated cities have more significant environmental issues than those that are less segregated?

1. In poorer and segregated communities, individuals may have less agency or influence to get their needs met and their voices heard.

2. Less segregated communities often have more assets and, therefore, more opportunities, wealth, resources for communal growth and development, etc.

People also are more readily able to move out of the area if necessary.

>“What do we do when our rights are not upheld or

when we face injustice? What did the people of Flint, Detroit, and Martin County do?”

5. Transition into discussion on civic engagement (5 minutes)

> “The residents who were impacted by the water crisis

were not afraid to step up and take action for their rights and to fight for environmental justice through engagement with the community.”

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> Ask students if they can name any significant social

movements and make a list on the board. For example: Black Lives Matter, climate activism, etc. Discuss together as a group:

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Are there examples from your school where students got involved and used their voices regarding an issue they cared about? Was this in a classroom, sports team, a school board meeting? Emphasize that these are all examples of civic engagement.

“How do you think civic engagement is connected to human rights?”

1. As seen in the case studies, citizens have the right to get involved in activism if their rights are violated or are not upheld by the government.

6. Application (10 minutes) > How do the three elements we’ve discussed connect and work together to promote human flourishing? Draw a chart on the board, like the one below, with the three headings outlined for human rights, environmental justice, and civic engagement. Have students come up with ideas to fill in the environmental justice and civic engagement sections. The chart below features example responses for these.

Human Right(s)

Right to Water

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How does the failure to protect this right relate to environmental justice?

How will we get involved in the community and practice civic engagement to defend the right to water and uphold environmental justice?

Poor and black communities in Flint, Detroit, and Martin County are more likely to face severe health issues, lack access to clean water, and experience poor nutrition compared to more affluent communities

Speak to our representatives; get to know individuals in impacted communities; petition your local leaders to adopt the development of long-term, sustainable water sources that benefit more people, etc.

> “Now that we understand a little more about human rights, environmental justice, and civic engagement...we will continue returning to these themes as we observe the experience of those in Flint, Detroit, and Martin County throughout the rest of this curriculum.”

student evaluation exit slip (5 minutes): 1. Identify the main cause(s) of the water crisis in each community: Flint, Detroit, and Martin County. Name at least one event that contributed to the crisis.

2. In your own words, in at least a sentence for each term, give a brief definition and example of human rights, environmental justice, and civic engagement.

3. Do you have any questions? Anything you would like to discuss or go over in future lessons?

homework: 1. Have students watch the Ted-Ed video on the health impacts of water and complete the reflection questions in their workbook.

2. (OPTIONAL) personal water audit: Before class is over, introduce the water log activity (found in the student workbook). Students can begin keeping this log after this lesson.

Adapted from “Personal Water Audit,” students could use this log for a day, a week, or it can be done at other points throughout the curriculum. Ask students to complete the following: 1. Students should research the average flow rate for the activities that apply to them each day. Students should reference this source: Water Flow Calculation: What is the Average Household Flow Rate? (waterfilterspot.com) 2. Students will time how long they participate in each activity and record how many times per day they did so.

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3. Calculate the total gallons per day by multiplying the flow rate and the total time used for each activity.

4. Complete the reflection questions at the end of the audit.

optional extras 1. Water Sustainability Lesson — The Center for Global Studies (psu.edu) (extra activities for students to think about how much water they use in a day with the water calculator website, conserving water at school, etc.)

2. http://www.watercalculator.org

teacher feedback form

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LESSON

HEALTH

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teacher resources 1. Basic Information about Lead in Drinking Water | Ground Water and Drinking Water | US EPA 2. Lead and Drinking Water Fact Sheet.pdf (cleanwateraction.org) 3. How the mistrust caused by the Flint water crisis is seeping into views of the COVID-19 vaccine | Michigan Radio

prior to class > Students should watch this video on water’s benefits and impacts on our health. Reflect on these questions in their water journal:

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Did anything surprise you from this video?

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What were the most impactful benefits of water you noticed?

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Does this video change your perspective on water in any way?

learning objectives 1. The student will be able to describe the beneficial impacts of water on one’s health.

2. The student will be able to identify the health hazards of contaminated water as observed in the examples of Flint and Martin County.

3. Applying their knowledge of the water crisis, the student will infer ways in which current events, such as COVID-19, impact and exacerbate pre-existing issues.

vocabulary 1. Legionnaires’ disease: a severe form of pneumonia caused by inhaling water droplets that have been contaminated by the legionella bacteria found most often in water and soil. The disease can be fatal if left untreated (Mayo Clinic).

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2. Total Trihalomethanes (TTHM): “a group of disinfection byproducts that form when chlorine compounds that are used to disinfect water react with other naturally occurring chemicals in the water” (The Commonwealth of Massachusetts).

3. Total Dissolved Solids (TDS): TDS “represents the total concentration of dissolved substances in water.” These may be both organic and inorganic substances either naturally occurring such as minerals from a spring or as a result of human activities such as urban runoff or wastewater discharges (Safe Drinking Water Foundation).

instructional modifications 1. View the Ted-Ed video together in class rather than having students watch it for homework.

2. If short on time, skip the Down to Earth video from the intro activity. Discuss the previously assigned Ted-Ed video, and go straight to the lead infographic.

3. When listening to the podcast, students can use one computer/tablet or they could listen on their own devices with headphones in order to hear better before consulting as a group.

4. The exit slip can be completed on paper rather than digitally.

resources/materials/technology 1. Board at the front of the classroom for brainstorming/discussion 2. Internet/computer/tablets for lead infographics, access to Youtube and Netflix, and the podcast.

3. Student access to workbook and podcast 4. Materials for exit slips (paper or computers/tablets)

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instructional activities Before class: Have students watch the Ted-Ed video and complete the reflection questions in their workbook. At the beginning of class, ask students to share any thoughts they had from the video.

1. Intro Activity: What’s in our water and what does it do to our body? (15 minutes)

> Watch the first few minutes of the Netflix series Down to Earth with Zac Efron (S1:Ep.2 “France”) from 4:04-10:35, exploring a greater understanding of the mineral content and healing properties of water.

> Discuss with students: Are we intentional about the water that

we put into our bodies? Do we realize the important health components of water?

> Emphasize to students that it is important to have minerals in our water. Mineral water is a good source of nutrients and provides added benefits. These minerals may occur naturally from the source or might be added in later.

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This highlights the healing elements of water we often do not consider; we need to be more attentive to both the cleansing and harmful properties of everything we consume on a daily basis.

> “Unfortunately, harmful toxins and materials can get into

water as it makes its way into homes. Lead is one of these toxins as seen in the Flint water crisis and toxic sludge as seen in Martin County.”

> Go over this lead infographic, highlighting the reality that lead is highly poisonous and can have grave consequences if people are exposed. Main points to emphasize:

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Lead pipes, faucets, and fixtures are the most common culprits of corrosion and, therefore, contaminants of water as it courses through them.

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Lead pipes are more likely to be found in older cities and homes.

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Young children are especially vulnerable to lead as it can affect their nervous system and may lead to learning disabilities, physical impairments, etc.

2. Transition into Case Studies and discussion (20 minutes)

> Assign students to small groups where they will listen to seg-

ments of the Poison and Power podcast Episode 1 that highlights the specific health issues people have faced and measures they have taken to keep safe:

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Barbi Ann Maynard (5:43-10:02)

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Nayyirah Shariff (25:39-30:22)

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Gina Luster (12:11-15:34 AND 30:28-34:32)

> Students should follow along in their water journal, taking

note of how the citizens describe their health experiences in the graphic organizer. In their group, students can split the clips between them or listen together with a brief discussion of their observations after.

> Together as a class: Ask students if anything surprised them

from hearing these first-hand accounts. Remember that many students have never had to experience what they observe in the Flint and Martin County cases.

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Aspects to emphasize: As heard in the podcast, without clean water you can’t grow food safely, you need to modify your cooking, how often you shower, your health is diminished, your work is inhibited, etc.

Have students suggest similarities or differences they notice between the three communities. Ask them if they’ve ever experienced anything similar (boil advisory, water contamination, or shut-offs for a period of time, etc.).

Application to current events (10 minutes)

>“As we have all recently experienced a pandemic, we can

relate to many of the hardships others around the world have experienced. For those facing a water crisis prior to the pandemic, we can infer that the impact has been especially difficult for them to manage.”

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> Brainstorm with the class ways in which the COVID-19 pandemic might have exacerbated the water crisis they are observing.

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Examples: shortage of clean water and products at the grocery store, loss of lunches for kids out of school, unemployment, cannot pay for bottled water, etc.

> Introduce Dr. Mona Hanna-Attisha: She is a pediatrician, author, and activist who was one of the leading doctors in exposing and bringing attention to the health impacts of the Flint water crisis.

> Watch this interview (from 1:18-6:22) with Dr. Mona on the pandemic’s impact on Flint. Main points to emphasize:

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Distrust among citizens.

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People in Flint either did not have access to clean water to wash their hands during the pandemic or they were fearful to do so as a result of past harm the water has caused them.

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The pandemic has created further gaps in achieving good nutrition (especially if students cannot be in school), access to education, and access to mental health services.

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Many Flint residents do not have the luxury of staying home during the pandemic but must remain in the workforce, often as frontline workers.

student evaluation (5 minutes) Exit Slip: 1. Identify at least two ways water benefits us and two harmful effects of contaminated water on the body (as observed in the podcast).

2. What are three ways the COVID-19 pandemic has exacerbated the effects of the water crisis?

3. Do you have any questions? Anything you would like to discuss or go over in future lessons?

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option #2 Have students create an infographic poster/flyer either (a) highlighting why the human body needs water or (b) a poster that advocates for access to clean water in their own communities.

teacher feedback form

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LESSON

2

CITIZEN SCIENCE

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teacher resources 1. Info on lead:

> Basic Information about Lead in Drinking

Water | Ground Water and Drinking Water | US EPA

> Is There Lead In My Drinking Water? (epa.gov) 2. Background on water treatment

> Possibly utilize this resource in class for a visual component of water treatment

3. Background on Flint:

> How Lead Got into Flint’s Water

learning objectives 1. The student will be able to describe steps in the water treatment process and will demonstrate an understanding of the importance of this process in ensuring clean drinking water.

2. The student will practice citizen science through their own scientific exploration of the water treatment process.

instructional modifications 1. If short on time, have students listen to their podcast clip individually, rather than in jigsaw groups, and then share their findings in a whole class discussion. They could also complete the exit slip for homework rather than at the end of class.

2. In listening to the podcast, students can use one computer/tablet or they can listen on their own devices with headphones in order to hear better before consulting as a group.

3. Opt out of using the water test kits and only complete the filtration portion of the lab.

4. The exit slip can be completed on paper rather than digitally.

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resources/materials/technology 1. Teacher computer and internet access for Youtube video 2. Student laptop/tablet access to the workbook and podcast 3. Lab testing Materials:

> 2-liter bottles, pitcher of water and small amounts of “pollutant” materials (dirt, food coloring, detergent, etc.) for each lab group

> Containers of various filtering components: small pebbles, large pebbles, sand, coffee filters, tissues, etc.

> Small, clear cups, test tubes, or containers to collect water samples

> Optional water testing kit (example found here)

vocabulary 1. Coal slurry: “a waste fluid produced by washing coal with water and chemicals prior to shipping the coal to market” (EHS Today).

2. Water Infrastructure: This is an umbrella term for all the “man-made and natural features that move and treat water” such as water treatment, storage, and flood prevention (epa.gov).

3. Wastewater: Used water from homes, businesses, etc. that may contain substances such as human waste, food scraps, oils, soaps, and chemicals (usgs.gov).

4. Water treatment: the process by which water is cleaned and disinfected for healthy consumption. This includes various steps that involve filtering and removing particles, and sanitizing the water by killing bacteria and viruses (cdc.gov).

5. Corrosion control: Certain chemical additives are used in water to combat the “influence of acidic water treatment additives.”

These additives can also stabilize the pipe surface, reducing the rate of corrosion (cdc.gov).

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instructional activities 1. Introduction to citizen testing (10 minutes)

> Watch this video (5 minutes) about how the citizens of Flint took testing their water into their own hands.

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When citizens started noticing these health symptoms, they asked the city to test the water in their homes, but the city only conducted limited testing before saying the water was still safe to drink.

> Students should follow along with these questions in their journal. It may be helpful to discuss/go over the answers with them after the video.

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How did the city respond to LeeAnne’s request for testing?

They insisted the problem was isolated to her home and refused to acknowledge the gravity of the situation.

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How did LeeAnne go about bringing attention to the issue?

She started organizing people in the community and encouraged them to also get their water tested. She began doing her own research and contacted the EPA, subsequently working with a Virginia Tech expert who suggested citizen testing. She sought to improve testing standards by advocating for the change of the EPA’s federal lead and copper rule.

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What did the community find out after LeeAnne was in contact with the EPA? The city of Flint was breaking federal law regulationsthey weren’t using federally mandated corrosion controls.

It wasn’t until after citizens began testing that the governor declared a state of emergency and switched back to the Detroit source.

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What did the tests show?

1 in 6 homes had lead levels exceeding EPA standards.

LeeAnne’s home tested at 13,000 ppb (parts per billion).

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2. Case Study/Breakout Groups (20-25 minutes) Students should be split into 4 case study groups utilizing the “jigsaw method” to listen to segments of Ep. 2 of the Poison and Power podcast, focusing on citizen testing and water treatment. Each of the groups will be an “expert” group. Once they have listened to the clip with their original group and recorded their findings in their workbook, have them form new “jigsaw” groups with at least one student from each “expert” group so all four podcast clips are represented. In the new jigsaw group, each representative will share their findings. They should follow along and answer the corresponding questions in their workbook.

> Jack Spadero and Dr. Gail Brion (1:32-6:28 and 15:3818:24)

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What is a reservoir or “pond”?

Ponds store the waste product, or coal slurry, that results from mountaintop removal and coal processing.

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What does coal slurry consist of?

A combination of arsenic, mercury, and aluminum.

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Why did Massey Energy take shortcuts to clean up the oil spill?

The company sought to pump the slurry out because it was cheaper and alternative routes would have made them less profit.

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How did politics get involved in the Martin County crisis?

The investigation into who was responsible for the coal slurry spill was severely limited after the 2000 presidential election, and it is reported that Kentucky senator Mitch McConnell received money to cover up for the Massey Energy Company.

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> Sarah Tallman (8:40-13:51 and 19:16-21:16) •

Why is lead the most prominent issue in the Flint water crisis and how does it get in the water?

1. Many of our water pipes are made of lead; lead does not occur in the water naturally. As water travels, it goes through miles of pipe. Lead can break off, flake off, or dissolve into the water. Water corrodes metal that it passes through.

2. Much of the public water infrastructure is out-dated due to a reluctance to invest and spend money on repair and proactive protection. As infrastructure ages, so do pipes and, therefore, they are more susceptible to breakage.

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What is corrosion control treatment and why is it important?

1. Water is first treated with chemicals to prevent corrosion of the pipes that the water passes through.

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What is the Safe Drinking Water Act and who is responsible for implementing it?

1. This act is in place to protect our water from a variety of contaminants. This is enforced by the Environmental Protection Agency.

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What are the two elements of the lead and copper rule that Sarah highlights?

1. Regulations require corrosion control treatment and require systems to treat the water to minimize the amount of lead contamination.

2. Water systems are supposed to monitor and test tap water to see if they detect a problem.

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> Teri Blanton and Joanne Golden-Hill (24:24 -30:00) •

What is the mission of Kentuckians for the Commonwealth (KFTC)?

This organization seeks to”organize for a fair economy, a healthy environment, new safe energy, and an honest democracy.”

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How did they get involved in citizen testing?

Teri and Joanne were inspired to advocate for safe water by their own upbringing and family experiences with water, and prior involvement on environmental issues, like mountaintop removal and other concerns related to coal mining. They attended a KFTC workshop to learn how to test water and soon enough began testing any water they came in contact with, keeping journals and records of their work.

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Why do you think it is important that they documented their work?

This was essential to provide proof to local officials, for example, to keep a record of changes, and to raise awareness that the water was indeed toxic.

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Describe their process for testing.

They first collect a sample from the water, and place a probe into the sample. The meter shows the TDS of the water and, subsequently, how poisonous the water is.

> Dr. Mona Hanna-Attisha (30:07-34:09) •

What impact does citizen science have on the citizens and officials of a community?

Citizen science holds government authorities and officials accountable by bringing residents’ needs to the forefront and maintaining science before ideologies and public policy. It puts power and agency in the hands of the people and helps bridge the gap btween community members and their elected officials.

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How does science play a role in public policy?

Science provides the facts, data, and statistics to help bring about change. The use of the scientific method to test problems provides tangible evidence about the causes or reasons for certain phenomena, which is proof that is not easily refuted.

3. Exploring citizen testing and water treatment (20 minutes)

> “Now that we’ve heard from some of the water warriors themselves, we are going to try our own hand at citizen testing.”

> Split students into lab groups (ideally 2-4 per group). > Students should follow the steps of the water treatment activity in their journal. A similar video demonstration can be found here.

> If using the water test kit, decide what the students should test for (lead, pH, iron, etc.).

> Students should complete the reflection questions at the end of the activity.

> After students have recorded their results, check to see

if they have questions about what they learned today and if they need anything to be clarified.

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student evaluation (5 minutes) Exit slip: 1. In 2-4 sentences, use the material we discussed in class from the podcast clips and the water lab to answer this question: why are there more steps to water treatment? What steps, other than filtering, are necessary?

> As observed in the podcast, water treatment involves

other aspects such as corrosion control and adding chemicals to the water to kill bacteria, viruses, etc. Filters alone will not remove these harmful elements from water.

2. Do you have any questions? Anything you would like to discuss or go over in future lessons

option #2 Students can create a visual flowchart or diagram that depicts the steps of the water treatment process and labels the various components or methods that go into each step.

teacher feedback form

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3A

LESSON

BIAS, STEREOTYPES, & DISCRIMINATION

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teacher resources 1. Resources for dialogue in the classroom

> Review this resource for the opening activity. > Managing Difficult Classroom Discussions: Diversity and Inclusion: Teaching

> Difficult Dialogues | Center for Teaching | Vanderbilt University

> This resource has a helpful section on facilitation (pg. 55).

2. Read these articles in preparation for the lesson:

> The Lies We’re Told about Appalachia > 42 Staggering Photos Of Abandoned Detroit Today > New movement, ‘I am Flint,’ has locals defending their city and its honor - mlive.com

learning objectives 1. The student will be able to design ground rules for having difficult conversations in the classroom.

2. The student will be able to distinguish among and provide examples of bias/stereotypes, prejudice, and discrimination.

vocabulary 1. Race: “Any one of the groups that humans are often divided into based on physical traits regarded as common among people of shared ancestry” (Merriam Webster).

2. Class: “A group sharing the same economic or social status” (Merriam Webster).

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3. Bias: “A tendency to believe that some people, ideas, etc., are better than others, which often results in treating some people unfairly” (Arizona State University).

4. Implicit biases: “Attitudes and beliefs (positive or negative) about other people, ideas, issues, or institutions that occur outside of our conscious awareness and control,” sometimes affecting our opinions and behavior (Arizona State University).

5. Discrimination: “The act, practice, or an instance of discriminating categorically rather than individually” especially on the grounds of race, age, sex, etc. (Merriam Webster).

6. Racism: “Prejudice, discrimination, or antagonism directed against a person or people on the basis of their membership of a particular racial or ethnic group” (Lexico).

7. Stereotype: “A standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgement” (Merriam Webster). Stereotypes often consist of creating a broad generalization or a demeaning assumption about a person or group.

resources/materials/technology 1. Board at the front of the classroom for discussion 2. Access to Internet/Youtube for videos 3. Computers/tablets for students’ access to the workbook

instructional modifications 1. If short on time, have students fill out the census charts for homework and discuss their findings at the beginning of the next class.

2. In listening to the podcast, students can use one computer/ tablet or they could listen on their own devices with headphones in order to hear better before consulting as a group.

3. The exit slip can be completed on paper rather than digitally.

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instructional activities 1. Introduction to difficult conversations (5-10 minutes)

>“Now that we understand a bit more about the water crisis, we

are going to look more closely at the individuals who are affected, especially as we observe their identities and place in society. As we get more into discussion, we want to make sure we can do so in a productive and effective way. To do that, we are going to set some ground rules.”

> On the board, write student responses to these questions (from this resource):

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What are qualities or characteristics of good discussions?

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What ground rules or guidelines should we follow in discussions?

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What guidelines should discussion leaders follow?

> Emphasize to students that, moving forward, they should

keep these ground rules in mind to have respectful and engaging conversations. This should also help them feel more confident communicating their opinion and listening to the opinions of others.

2. Introduction to identity/stereotype/bias (25-30 minutes)

> After the students have created ground rules to abide by, watch

and discuss the first two videos here (6 minutes total) about understanding implicit bias.

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Discuss with students any reactions and questions. Ask them: How is implicit bias defined? What are some examples of how we might develop this? Media, conversations, upbringing, etc.

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As a class, list three concrete ways to address implicit biases.

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Emphasize that there is a difference between being racist and holding subconscious biases about others; implicit bias is not something we can necessarily control and we should not criticize people or view ourselves as automatically “morally bad.” Rather, we should aim to pause and identify where and why bias comes up, and aim to continually get to know people, groups, and experiences we are less familiar with.

> Play this video (3 minutes) to demonstrate the difference be-

tween prejudice, stereotypes, and discrimination. Create this chart on the board, writing student responses as they define each term.

Ask them to provide examples of how the terms work together either from the video or in other real-world examples. They might provide examples from the media, movies, etc.

Prejudice

Stereotype

Intolerance of other people or groups (Nazis showed prejudice towards the Jews through their hatred, for example)

A fixed or oversimplified idea of people or groups (stereotypes of Jews as greedy or dirty)

Discrimination

Acting on one’s prejudice (Hitler and the Nazis discriminated against the Jews in creating the concentration camps, seeking to extinguish this group of people)

> What are some common stereotypes about the people of

Detroit, Flint, and rural Appalachia? Have students discuss any stereotypes they have seen or heard in movies, books, culture, etc. Ask them to identify any of these they may hold themselves.

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Students might be afraid to admit these; you might have to suggest a stereotype first to get them talking. For example: People in Martin County are “uneducated hillbillies;” people in Detroit are always on welfare, can’t support themselves, involved in crime, etc.

> Put the students into reading/discussion groups (10 min-

utes). Within each group, students should be split evenly so each group has at least one person for each article. Have them write down in their journal any stereotypes, generalizations, assumptions, etc. that may be held towards these communities and their citizens. They should share their findings with their group mates.

1. Appalachia 2. Detroit 3. Flint

student evaluation (5 minutes) Exit slip: 1. Respond to this scenario: A man and woman who have the same qualifications interview for the same job. The woman’s name is Asha Jones and the man’s name is Daniel McCarthy. Daniel gets the job. What could this be an example of: Bias, prejudice, or discrimination? Explain your reasoning.

> It is possible that the interviewer is acting on bias. Sometimes an

interviewer may judge candidates not just on their competencies and experience, but on (usually unconscious) criteria such as gender, appearance, their name, etc. It’s possible their decision might also be driven by stereotypes they believe about men and women.

2. Do you have any questions? Anything you would like to discuss or go over in future lessons?

option #2 Have students draw a picture of or write an example for each term: prejudice, discrimination, stereotype, etc. Perhaps they can draw a symbol that they associate with each word and explain, in words, why they chose this symbol.

teacher feedback form

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3B

LESSON

EXPLORING RACE, CLASS, AND IDENTITY

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connections 1. This lesson, going more in-depth with identity, is a continuation of Lesson 3A which provided an overview of bias and stereotypes.

learning objectives 1. The student will be able to describe various elements of their identity and discuss how these shape and influence their experience in the world.

2. The student will be able to analyze how external representations and portrayals of individuals and their communities contribute to the development of stereotypes and can shape how we view the water crisis.

3. The student will be able to explain how an individual’s identities influence and shape their work and activism through exploring case studies of residents’ experiences.

instructional modifications 1. Have students complete their identity chart prior to class or individually. They could also print it off for a more accessible, paper version.

2. In listening to the podcast, students can use one computer/tablet or they could listen on their own devices with headphones in order to hear better before consulting as a group.

3. Ideally, this lesson works best during a block schedule with a class of about 80-90 minutes so students could visit each group station. If this is not feasible, students should only visit one station and they can have a discussion at the end of class where each group shares what they learned.* Alternatively, they could visit one station during this class, and finish the rest next time.

4. The exit slip can be completed on paper rather than digitally.

resources/materials/technology 1. Board at the front of the classroom for discussion 2. Access to tablets/computers for workbook, podcast, etc.

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3. (Optional) Have breakout group stations set up prior to class setup laptops/tablets with videos ready to go, print off photos if you want, etc.

instructional activities 1. Introduction to aspects of identity (15-20 minutes)

> At the beginning of class, students should complete the iden-

tity chart found in their workbook, allowing them to reflect on who they are as well as consider how others around them may perceive them. Some examples of factors they may include: race, gender, sexuality, nationality, language, religion, activities they are involved in, traditional family practices, community groups they belong to etc.

> Provide students an opportunity to share a few components

of their identity chart with a partner or a small group. Students should not be required to share all aspects of their identity, and the teacher may choose to create their own identity chart on the board to deepen classroom community and vulnerability with one another. In class discussion, ask students:

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Was it difficult to define your identity? (People may reveal different identities about themselves depending on who they are with and where they are.)

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Have you ever felt excluded or limited because of your identity or one particular aspect of it?

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What surprised you in your conversations? What, if any, commonalities or shared understandings did you encounter?

2. Transition into breakout groups/classroom stations (50-60 minutes for block schedule*)

> Split students into three groups to listen to an assigned section

of the Poison and Power podcast (Episode 3): (1) Flint, (2) Martin County, and (3) Detroit. If utilizing a block schedule, give students about 20 minutes for each station. These groups can be set up around the room prior to class with laptops up and/or resources printed for students to examine as they rotate to each case study.

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> Flint: Art Reyes III (4:51-14:11) •

After listening to the podcast and answering the questions in their journal, have this group utilize the Flint photography gallery resource and consider the following questions: 1. What do these photographs and their captions reveal about Flint?

2. What do the reactions and expressions of those photographed say about the water crisis?

3. Why do you think the photographer chose to photograph Flint and its residents in this style? What feelings or themes does this evoke for you as the viewer?

> Martin County: Nina McCoy (22:47-27:57) and Barbi Ann Maynard (Ep.1 9:03-10:45)

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After listening to the podcast and answering the questions, have this group view photos from the War on Poverty and consider the following questions: 1. What do these photos reveal about the War on Poverty?

2. How do they contribute to stereotypes or the portrayal of those who live in the Appalachian region?

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Students should also watch this video (6 minutes) discussing the book Hillbilly Elegy and Appalachian representation, discussing the questions in their journal.

1. It is important to note that some people from Appalachia view this book respectfully while others believe it only further perpetuates negative stereotypes.

Students can think about why this is.

> Detroit: Monica Lewis-Patrick (29:30-38:00) •

Students will listen to this clip and answer the corresponding questions in their journal.

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> To explore the concept of “blood memory” according to Monica, students will examine the photos here or here and answer the questions in the appendix with their group:

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How do these photos connect to Monica’s narrative on the blood memory of water?

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How does discrimination towards Black Americans seen here relate to the experience of African Americans in Flint and Detroit? How are they similar/different?

student evaluation (5 minutes) Exit Slip: 1. Choose a speaker we learned about in class and at least two of the following identities to describe how they have impacted the individual’s experience: race, ethnicity, gender, class, ability, etc. Or, you may pick another identity referenced by the speaker in their podcast clip.

2. Do you have any questions about what we learned today?

option #2 Have students create a visual identity map, similar to the one they created at the beginning of class. This time, they will choose one of the water warriors to map out the aspects of their own identity and the ways in which society and/or other people perceive them.

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optional extras 1. Storytelling and Community Engagement activity

> Have students (a) conduct an interview with a family mem-

ber to learn more about identity and the family’s involvement with and contributions to their community OR (b) conduct an interview with a community member asking them about the work they do and how they got to where they are (based upon their various identities, upbringing, background, etc.).

> This activity further explores the intersection between race,

class, and family background through a storytelling/interviewing method. It also allows the student to reflect on how their connection to home impacts their worldview and their contribution to the community.

Sample questions: 1. Do you have any influential role models? Is there anyone in particular who has had a significant impact on your family?

2. What was your family’s political/religious background?

3. What were your family’s economic circumstances?

4. Were there any particularly difficult moments for your family? What challenges in your life have made you stronger?

5. Student reflection: How has this family/community member embraced their history/upbringing to confront contemporary challenges?

teacher feedback form

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LESSON

4

ACTIVISM OF WOMEN AND MOTHERS

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teacher resources Appalachia: 1. Voices of Women in Appalachia - A history of female activism.

2. Eula Hall - considered herself a “hillbilly activist” serving various roles as social worker, counselor, psychiatrist, and doctor; driven by her own experience living in poverty and, in a way, her deep rooted call to mother and care for others.

3. Rural Organizing and Resilience Detroit: 1. Who We Are | We The People (wethepeopleofdetroit.com) - founded by 5 women with a vision to “inform, educate, and empower Detroit residents on imperative issues surrounding civil rights, land, water, education, and the democratic process.”

Flint: 1. This Woman Exposed the Flint, Michigan Water Crisis | Reader’s Digest (rd.com) - LeeAnne Walters the “self-proclaimed ‘stay-at-home mom turned water warrior’” 2. Flint Water Tied to Fetal Death and Lower Fertility Rates | NOVA | PBS

connections 1. This lesson continues the story of the water warriors in Appalachia, Detroit, and Flint focusing specifically on the different experiences of women.

2. This lesson continues to paint a portrait of how identity shapes experience and response as outlined in lesson 3B. 3. This lesson may be particularly helpful for a larger unit on women’s rights and feminism, or in discussions on female leadership, for example.

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learning objectives 1. The student will be able to define and provide examples of “gender role” and “gender stereotype.”

2. The student will be able to identify past and present female leaders who have been influential in various sectors as well as analyze how they have challenged or conformed to gender stereotypes/roles.

3. The student will interpret how women and mothers are differently impacted by water issues and how their identities impact their response.

instructional modifications 1. Allow students to complete the gender/stereotype activity individually before discussing it as a group.

2. In listening to the podcast, students can use one computer/tablet or they could listen on their own devices with headphones in order to hear better before consulting as a group.

3. Ideally, this lesson works best during a block schedule with a class of about 80-90 minutes. If this is not feasible, skip the jigsaw groups and only have students listen to one podcast clip, come back together as a class, and share. You might also skip part two on the female leaders/activists.

4. The exit slip can be completed on paper rather than digitally.

resources/materials/technology 1. Access to gender stereotypes lesson 2. Board at the front of the classroom for discussion and brainstorming 3. Internet access and tablets/computers for students to listen to podcast segments and access their workbook

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vocabulary 1. Gender: “Socially constructed roles, behaviors, activities and attributes that a given society considers appropriate for men and women” (World Health Organization).

2. Stereotype: An idea or image that is “held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment” (Merriam Webster).

instructional activities 1. Intro activity: Exploring Gender and Stereotypes (15 minutes)

> It may be helpful to introduce this lesson as continuing themes from lesson 3B on exploring how identity shapes our work.

> Complete steps 1-3 from this lesson on the whiteboard/chalkboard:

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This lesson addresses the ways in which our society can create narrow roles for people based on their gender (i.e. “Act like a Lady,” “Act like a Man”) to classify individuals, sometimes to their detriment. This activity should emphasize that there are not always clear-cut areas that we fit into regarding our looks, characteristics, and actions as will be seen with the case study on women in the water movement. These gender boxes may disadvantage people in a few ways: 1. Boys’ full social and emotional development may be restricted, promoting violent tendencies related to the concept of masculinity.

2. Girls may feel discouraged from pursuing work in STEM fields or other typically male-dominated fields.

3. Those in the LGBTQ community may feel especially excluded or out of place by these narrow classifications.

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Give a couple minutes for students to reflect on their own lives and how various gender stereotypes and roles play out.

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1. All of the students, in some way, should recognize that how they personally act and present themselves will never perfectly conform to these gender boxes in the activity. They can reflect on what activities they are involved in, what clothes they like to wear, their personality and character traits, etc.

2. Transition into discussion on female leaders/activists (10 minutes)

> Looking at the roles of women, specifically, have the class

brainstorm female activists they are familiar with or women they have learned about throughout history. These can be leaders either in environmental work specifically or women in another field of activism. Many young people today might suggest Malala Yousafzai or Greta Thunberg, for instance.

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Other influential female leaders that the teacher could suggest: 1. Rachel Carson (“Mother of the Modern Environmental Movement” who brought attention to the harmful effects of chemicals and pesticides on both the environment and on human health; she has become one of the most well-known activists for environmental protection) 2. Jane Goodall (advocate for environmental and wildlife protection) 3. Marie Curie (pioneering chemist on radioactivity) 4. Mary Jackson, Katherine Johnson, and Dorothy Vaughan (the “Hidden Figures” women behind getting John Glenn to space).

> Discuss and raise questions such as:

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How have these women challenged gender roles and stereotypes? It is important for students to keep in mind that, depending on the time period, these women served in fields that were mostly dominated by men. It may have been significantly more difficult to be recognized for their work.

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Do these women share similarities? Is there a common thread that brings their work together? For example: their passion for the movement; some may be mothers; each had courage despite opposition and obstacles.

How was their work perceived by those around them? Would they have been believed and respected, or did they face resistance/criticism?

> “Considering what we have covered on the water crisis, what

unique perspectives do you think women here bring to the conversation? Do they face any similar challenges to the female leaders we’ve discussed?” After allowing students to propose ideas, transition to the case study activity.

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Possible answers: Women are often considered to be naturally caring and nurturing, more likely to extend their care to their community; access to clean water has an impact on reproductive health and especially women who are pregnant; women have served as “citizen scientists” and activists in their communities; they may experience more discrimination than men, for example, as they share their work.

3. Jigsaw activity/breakout groups (35-40 minutes) Students should be split into case study groups utilizing the “jigsaw method” (used in lesson 2) to listen to segments of the Poison and Power podcast (Episode 4). In their expert groups (about 20-25 minutes), students should also reference the resources pertaining to the women’s backgrounds and/or their region listed below. In the jigsaw group, each representative will share their findings (about 10-15 minutes). The Flint group might be slightly larger as there is more content to go through.

> Martin County: Barbi Maynard and Karan Ireland (3:03-7:26) •

Voices of Women in Appalachia

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Eula Hall

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Rural Organizing and Resilience- highlights women’s roles as both caretakers and labor activists (these titles go hand in hand in a way)

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> Flint: Gina Luster (7:35-11:09) and Dr. Mona Hanna-Attisha (11:29-16:09)

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Gina Luster - FLINT RISING (7:17-8:32)

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Video on Dr. Mona’s work (1:11-3:21)

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Flint Water - Fertility and Pregnancy

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Black mothering and advocacy

> Detroit: Monica Lewis-Patrick (16:10-21:14) •

Our People | We The People of Detroit

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Water Warriors | Sojourners

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Black mothering and advocacy

In their expert groups, students should reflect on the following questions: How has this individual’s role as a woman and/or a mother shaped or enhanced her work and activism? Has the water crisis presented any unique challenges to her as a woman/mother? In what way?

> Looking at the history of the community and past activism in

the region, for example, how have women and stories of the past shaped these activists of the present? How are their experiences similar or different?

> What do the podcast segments and the corresponding resources reveal about mothering?

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Many of the women were motivated by the birth of their children to get involved in the water movement. This spurred them into recognizing a universal family model that acknowledges humanity’s common struggles and hardships and our need to care for our neighbor.

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Mothers provide an example of nurturing that we can all strive to emulate in our empathy and care towards others.

4. Group Discussion (10 minutes)

> As the new jigsaw groups wrap up their observations, they each

should briefly share, to the whole class, highlights from their findings and thoughts from the activity.

> After allowing each group to share, go over these last two questions to connect back to the intro activity:

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Do the experiences of these women serving as activists uproot or challenge society’s ideas of who a woman or a mother is/should be?

1. It is important to note that each of the women presented here are simultaneously mothers/caretakers and activists. This challenges ideas that suggest women as mothers, whose work often occurs in private (in the home) do not work in the same capacity as, for example, women who work in technology or business, for instance.

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How does the activism of these women conform to or support gender roles? Explain how this can be both positive and negative. How do these women expand or challenge gender roles? Emphasize: 1. The women documented here do take on the traditionally-female role as caretakers (among other roles).

However they do so in a way that emphasizes caretaking as a universal call; they not only take care of their immediate family’s needs, their work as activists allows them to be, in a sense, mothers for the broader community, protecting and advocating for healthy living for all.

2. Their motherhood gives them a unique sense of responsibility and a different lens through which to see their activism - activism that transcends blood relations.

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Mention to students they should keep thinking on this idea of mutual support and responsibility to the broader community as they will continue this conversation in the next lesson.

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student evaluation (5 minutes) Exit slip: 1. In your own words, identify and describe an example of a gender role and a gender stereotype. How do these impact our society?

2. Do you have any questions about what we learned today?

option #2 Have students interview either a woman in their life or research another influential female leader. Students should seek to understand how her identity as a woman influences her work and/or how she is impacted by gender stereotypes/roles. They can record their interview or construct it as a podcast.

homework 1. In preparation for the lesson on indigenous communities and to further explore women’s activism, have students read excerpts from Natalie Diaz’s poem “The First Water is the Body” found in their workbook, and reflect with the help of the following question prompts:

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What is the significance of water to you; how is your understanding of water different or similar from the words expressed by Diaz?

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How can her words inform and shape how we view water?

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After reading this poem, can you describe the significance of water to indigenous populations (i.e. lifegiving, water as medicine, worthy of respect)?

teacher feedback form

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LESSON

5

INDIGENOUS PERSPECTIVES ON WATER

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teacher resources 1. Background information on the Keystone XL pipeline: > Keystone XL pipeline’s impact on Canada > Impact on Indigenous communities > Indigenous Activism

> Impact on business communities 2. Indigenous women’s groups and reflections on activism

connections 1. This lesson helps students develop an understanding of water as necessary for our bodies and necessary for life particularly through a cultural lens, continuing themes from lesson 1 on health.

2. This lesson provides an opportunity for students to apply their new knowledge to a case study on the Keystone XL pipeline.

3. Teachers may choose to implement segments from lesson 5A such as the agree/disagree activity to include here.

learning objectives 1. The student will be able to articulate elements of indigenous communities’ perspective on water demonstrating skills of cross-cultural understanding.

2. The student will be able to analyze a relevant case study in light of their understanding of responsibility to the natural world as well as their new knowledge on indigenous thought.

3. The student will understand the indigenous perspective that guides an awareness and appreciation of water as an essential part of life, and how it differs from prevailing ideas about water.

instructional modifications 1. In listening to the podcast, students can use one computer/tablet or they could listen on their own devices with headphones in order to hear better before consulting as a group.

2. If short on time, have students complete the exit slip for homework.

3. The exit slip can be completed on paper rather than digitally.

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resources/materials/technology 1. Computer and projector to play videos; website(s) prepared to project art pieces.

2. Whiteboard/chalkboard for group discussion.

3. Access to laptops/tablets for students for the workbook and podcast.

instructional activities 1. Before class/homework > Have students read excerpts from Natalie Diaz’s poem “The First Water is the Body” found in their workbook, and reflect with the help of the following questions:

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What is the significance of water to you; how is your understanding of water different or similar from the words expressed by Diaz?

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How can her words inform and shape how we view water?

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After reading this poem, can you describe the significance of water to indigenous populations (i.e. lifegiving, water as medicine, worthy of respect)?

2. Intro: Bell-ringer - “Everything is connected.” (10-15 minutes) In connection with their reading of Natalie Diaz’s poem, this bell-ringer should further encourage students to reflect on the relationship between water and our bodies and, going a step further, our human responsibility to care for the world that offers us this water. You may choose to have students share their thoughts from the poem before the bell-ringer. > Begin class with a projection of one or multiple pieces of art that communicate the “web of life,” highlighting our interconnectedness with nature and with one another. Some relevant artwork:

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Adrienne Beth Jenkins’ “Web of Life”

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Wenzel Peter’s “Garden of Eden”

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Emily Kyngwarreye’s “Earth’s Creation” Emily is an artist from the Anmatyerre people of Australia.

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Another website to find aboriginal pieces

> Project a variety of these pieces or have students choose one to reflect on with these prompts:

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What does this art reveal to us about humanity’s relationship with the world and those living things around us? How does each piece reveal something unique about this relationship?

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Do we consider ourselves to be responsible for the needs of others, the needs of the world?

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Have we answered this responsibility to care for the world and other living things beyond our own needs?

> After students have done this exercise, invite them to share their thoughts or reflections as well as to share a time where they practiced taking responsibility for protecting or fulfilling the needs of others. Main points to emphasize from the bell-ringer:

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This artwork reminds us of our interconnectedness especially through our connection to nature, the Earth, etc.

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It is important to embrace our relationships and responsibilities outside of our immediate ones to our family or local community.

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It may also be helpful to discuss how Natalie Diaz’s poem sheds light on the conversation around this artwork.

3. Perspectives from the Poison and Power podcast (20-25 minutes)

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Split students into groups of four. Each student should listen to one of the following clips from Ep.5 individually and then complete and discuss the questions in their workbook.

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Shelly Corbin (1:11- 8:40)

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Guy Jones (8:53 - 12:27) and Megan Hess (20:44-23:14)

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BJ McManama (12:44 - 20:43)

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Megan Hess (23:15- 31:24)

> Workbook questions:

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How does this individual’s personal experience and background inform their activism? What motivates them to be involved in the water movement?

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What does this individual’s words reveal about the significance of water? How do they personally view water?

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From this segment, what can we infer about the relationship between indigenous perspectives we heard and water?

> As a class, discuss how we use and view water compared to the indigenous people featured in the podcast clips. How can their experience inform us? How can we adopt a more respectful and responsible approach to water, seeing it as a gift to be protected?

4. Pipeline Case Study - Application to Current Events (10 minutes) > To look at a case study on the relationship between water and indigenous communities, as a class, watch this video (3 minutes) as an introduction to understanding the Keystone XL pipeline.

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Utilize the resources at the beginning of this lesson to include a variety of sources and perspectives in your discussion.

> Discuss with the class the impact of the pipeline on indigenous communities in light of the class lesson on responsibility and care for the natural world. Engage the resources above in helping the students consider both benefits/consequences for the pipeline and the impact on the surrounding communities.

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student evaluation (5 minutes) Exit slip: 1. What are three elements that shape the indigenous communities’ view of water? Examples: connection to the land (farming, eating locally sourced foods, raising animals, etc.); understanding our call to sustain life; understanding water as a gift that we cannot reproduce ourselves; understanding our responsibility to preserve the environment for our family and future generations.

2. Do you have any questions? Anything you would like to discuss or go over in future lessons?

option #2 Have students create an infographic poster that highlights the main aspects of indigenous communities’ view of water as well as advocates for the preservation of the right to clean water.

optional extras This video provides another look at the indigenous perspective on water and the emphasis that “water is life.”

teacher feedback form

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LESSON

6

DEMOCRACY AND CIVIL DIALOGUE

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teacher resources 1. Developing an appreciation for democracy --> Read over the “Rationale” section.

2. Deep_Dem (ncdd.org) --> Look over this for an understanding of the principles of deep democracy.

3. Dialogue in the classroom (paragraphs 2-4)

connections 1. This lesson may be most pertinent to a unit on government/politics/ civics or related to the history of social movements and civic engagement.

2. The theme of civic engagement was first touched on in the intro lesson.

learning objectives 1. The student will be able to recognize and practice components of democratic values by engaging in civil dialogue.

2. The student will be able to describe how the water crisis facing the communities in Flint, Detroit, and Martin County was caused by deficiencies in our system of democracy.

3. The student will be able to utilize democratic tools and resources by participating in a select civic act.

4. The student will be able to identify and interpret the connection between human rights and the water crises as introduced throughout.

instructional modifications 1. Have students listen to the podcast individually or in groups (as done in previous lessons).

2. Depending on how discussion goes and how much time students need for the activities, another class period may be needed to finish this lesson although a majority could be completed during a block schedule class.

3. The exit slip can be completed on paper rather than digitally.

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resources/materials/technology 1. “Deep Democracy” lecture notes 2. Access to the internet/computer for the podcast and student workbook.

instructional activities 1. Civil Dialogue Exercise (25 minutes) This activity helps students appreciate how civil dialogue can be used effectively in decision-making. In the face of division and polarization, exhibited across U.S. society, students will be more prepared to navigate disagreements and seek solutions together. > As students come into class, split them into groups (around 4-5 students in each) to introduce the civil dialogue activity. You may choose a topic for students to discuss or allow them to choose from a list in their group. Express that students will be participating in a dialogue activity, sharing their thoughts/opinions on a selected topic. Emphasize that they do not need to reach an agreement, rather, they should aim to reach mutual understanding and an acknowledgement of different viewpoints. > Spend about 15 minutes on this activity and float around to each group, observing conversations. Sample topics for discussion:

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Is a college education necessary for optimal success?

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What are the benefits/disadvantages of a school uniform?

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Should the school day start later?

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Should all people become vegetarian?

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Will robots improve or harm people’s quality of life?

> Discuss the debrief questions as a class once students have

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wrapped up their discussion (5-10 minutes):

• Describe the discussion with your group. Was it easy to defend your opinion? How did you persuade others of your opinion?

• How did you respond to those who had different opinions?

Was everyone’s voice and opinion heard? Did you change your thinking on any piece of the topic after hearing someone else’s perspective?

• Were you able to find common ground in your group? As a whole, were there any arguments that were more persuasive than others?

2. Lecture: Exploring aspects of “deep democracy” (5-10 minutes).

Explain to students that what they have practiced, civil dialogue, is one element of deep democracy. Key points to bring out: > Deep democracy is an organizing principle that works to bring together people of different backgrounds to find common ground. > Rather than practicing civic engagement simply through voting, for example, deep democracy encourages us to step out of isolation and listen to and see the experience of others. > This model encourages us to recognize areas where we may need to expand our own lens/perspective to elements we had not previously considered. > Deep democracy does not seek to privilege individual interests or perspectives, nor does it expect the group adoption of collective values. Rather, deep democracy allows each individual to exercise their opinion and membership within the context of their larger group/community.

Go through these definitions with students and point out ways in which they practiced this through the activity and their discussion. It may be helpful to ask students about other groups or organizations they belong to and to think about how decisions are made there, whose voices are heard most, and how they deliberate/dialogue to come up with solutions. > Deliberation: Everyday citizens from a variety of backgrounds come

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together to look at all sides of an issue, relying not solely on emotional arguments, but looking at the facts of an issue with careful consideration. > Dialogue: Citizens seek to build mutual understanding and trust by listening to others’ personal experiences and perspective, including both those we consider to be “popular” or “unpopular.” The purpose of dialogue is not to come to an agreement, but to share and listen, laying ideas on the table. > Collaborative action: This strategy seeks to build working relationships among individuals, moving from the consideration of and dialogue around issues to proposing solutions and next steps to tackling these issues, taking into consideration the various needs of each party involved. While a 100% agreement may never be reached, collaborative action seeks to promote harmony and consent where there may previously have been discord and misunderstanding.

3. Poison and Power Case Studies (35 minutes) > “Now that we know a little more about elements of democracy, we will listen to the stories of the water warriors to understand their experience in their own communities.” > Listen to these segments of Episode 6 of the Poison and Power podcast together as a class with brief discussion, using the questions below, after each clip. Students should use the questions to guide their notes in their workbook. > Mayor Dayne Walling (3:48-8:38)

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Ask the class if they can recall what happened at the start of the Flint water crisis (i.e. switching the source to save money, citizens spoke up but were not believed, etc.)

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Ask students: What do you think about Mayor Walling’s role in the crisis? How did the emergency management plan affect him?

He was the one to formally authorize the switch to the Flint water source. He listened to and trusted the guidance of water officials and experts that the Flint source would be just as safe as Detroit’s.

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Should he have been held more accountable despite what he says about being misinformed? Have the students explain their thinking behind their answers.

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Mayor Walling spoke about how we often segregate ourselves from the needs of others or turn a blind eye to the struggles of someone else. What are some steps we can take to combat this?

For example: converse with and listen to others’ stories/experiences, attend public workshops, get involved in community meetings, etc.

> Nayyirah Shariff (22:23-25:40)

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Nayyirrah talked a bit about the emergency manager protocol used in Flint. How does she explain the role of the emergency manager from the perspective of democracy or the impact on democracy?

This role automatically zeroed out the salaries and responsibilities of elected officials; shifts the power dynamic of the communities impacted; the elected officials almost become employees of the emergency managers.

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Ask students why this emergency management policy was implemented and the consequences of it.

This policy was implemented to deal with “fiscal distress,” and to protect the state’s bond rating which measures a state’s credit quality. This plan especially impacted poor communities of color, as those they voted for were not actually given power to act.

> Nina McCoy (25:56-31:17) and (36:20-37:35)

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Who is Jim Booth?

Booth is a local businessman who owes over $2 million in taxes to the county. Some citizens support him for his contributions to the county but most demand that he be held accountable just as they are expected to be held accountable.

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What do we learn from Nina’s experience about the impact of class and the power of one’s social status?

She uses the example of the big companies and local barons who can assert a lot of influence in decision-making as well as get out of things other citizens are expected to do (such as paying taxes). This shows how private interests and corporations can often pose a threat to the democracy of other citizens with less influence.

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What happened in Martin County after the citizens got involved?

The water board officials quit. Citizens tried to get involved after the initial coal slurry spill but they didn’t get any notice from the public. When they finally got public notice, this put the officials in a bad spot; they didn’t want to deal with fallout and decided to avoid the situation altogether.

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What can civic engagement do for a community - how does it help bring about change?

Bringing awareness of issues to the wider community, bringing attention to mistakes and/or achievements of officials and calling on them to do better, holding them accountable. Civic engagement shows that citizens are aware and educated about what is going on and that they won’t be silent.

> Art Reyes III (39:47-43:14 and 46:39-48:37)

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How does Art describe divide-and-conquer politics? What are the consequences of this?

He suggests that there are narratives that shape how we view certain communities - especially black and brown communities. When we allow narratives to govern our actions rather than first learning about the issues firsthand or getting to know others in our community, we fail to work collectively and collaboratively in democracy. We begin pointing the blame at one another rather than looking at the greater challenges and barriers in place (sometimes by institutions, companies, policies, etc.).

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What are some ways Art suggests we can move away from identity politics and negative narratives?

Building collective strategy together; cultivating a community that loves one another and seeks to love humanity as a whole; seeking relationships and solidarity that work towards a “shared sense of fate” or shared goal.

> Ask students how the water warriors’ experience related to what they learned about the civil dialogue of democracy? (5-10 minutes) Highlight these points:

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Listening to the experience of the water warriors pushes us to consider perspectives unfamiliar to us or ideas we had not previously considered. Their experience reminds us of the importance of making sure every voice is heard. Unfortunately, these individuals often were not able to engage in these policy decisions as they were excluded because of their class, social status, etc.; local officials, in their case, were not always receptive to the concerns raised by these citizens.

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The podcast clips confirm the importance of coming together as a community to address issues rather than prioritizing the needs and interests of a select few.

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The water warriors’ loss of democracy pushes us to fight for our right to participation and our right to contribute to the conversation while also making sure to consider the perspectives and viewpoints of others, especially those most marginalized.

Sometimes, in doing so, we must be willing to make compromises in order to best serve the needs of all.

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Project the Universal Declaration of Human Rights on the board, emphasizing the connections between the advocacy of the water warriors and: Article 19 (right to freedom of opinion and expression), Article 20 (freedom of peaceful assembly and association), and Article 21 (right to take part in government directly or through representatives)

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4. Human Rights Recap Activity (15 minutes) > Instruct students to go to the Universal Declaration of Human Rights articles in the back of their workbook. > Reflecting on what they have learned throughout the curriculum, they should highlight or circle the articles that pertain to the experience of those affected by the water crisis. > After working on this for five minutes individually, they should discuss and compare ideas with the people near them for five minutes. > Come back together as a class and have students provide examples of how these articles relate to the water warriors and their fight for water (10 minutes).

“Through this curriculum, we’ve learned how individuals in Flint, Detroit, and Martin County have grappled with environmental injustice and we’ve seen how they’ve fought for their human rights through protest, dialogue, and organizing. Now we will look at how each of us can take steps to bring awareness to and seek solutions to issues in our communities.”

5. Developing skills in civic engagement!

The teacher can either choose one of these options to use or may allow the students to choose which one they would like to participate in. This should be explained at the end of class. Students might also utilize this resource for ideas and more resources. > Choose an issue you are passionate about or want to learn more about in your school or community. Research this issue and come up with a plan to educate others and get the word out. This may include creating a social media hashtag/post, writing a blog, creating an infographic, or creating a 5-7 minute podcast. > Research water issues in your community. Conduct an interview with local water board officials and technicians to learn more about their work and/or current issues they are navigating. Submit a typed transcript of your meeting and a reflection on what you learned.

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> Call (or write to) your representatives/senators about a prevalent issue in your community. Use this website to find your senators and this site for your representative. You may want to write down what you plan to say or make a list of bullet points you want to bring up on the call. Be sure to state your name, city, and zip code at the beginning of the call! Be clear and concise, but make sure to share why you are passionate about the issue/ your position. Submit a reflection of your experience and your process.

student evaluation Exit slip: 1. True or false: Deep democracy aims to prioritize the ideas of indigenous groups over those of the white, working class.

False. Deep democracy seeks to uphold the opinions and perspectives of all members of a community, focusing on how we can come together and work from our diversity, recognizing that everyone has something to contribute.

2. Describe some of the shortcomings of democracy as seen in the communities of Flint, Detroit, and Martin County.

Examples: the citizens’ right to elect public officials was not honored when emergency managers took over; the authority and responsibilities of elected officials were overridden; citizens were not listened to when they brought up issues they were facing; more weight is often given to the needs of those in authority or who have more influence, etc.

3. Do you have any questions from today’s lesson?

extra resources/activities (optional) 1. Encouraging student voice in the classroom 2. Compilation of civic engagement resources

teacher feedback form 71

post-curriculum assessment 1. Have students answer the question: What were the causes and effects of the Flint water crisis?

2. (Optional) Concept Map - this is a more comprehensive assessment of the student’s understanding of themes and connections.

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After finishing the curriculum, have students complete a concept map (example found here) on paper (or digitally) to demonstrate their understanding of the connections, causes, and effects of the water crisis in Flint, Detroit and Martin County. Through this activity, students will better understand the relationships between a variety of concepts.

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The focus question/topic should be the water crisis in general or should focus on the specific water crisis in one of the communities.

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Possible concepts: race, gender, class, democracy, stereotypes, health, etc.

student post survey/feedback form

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APPENDIX:

STANDARDS

grades 7 & 8 content standards

high school content standards

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content standard description Ohio Grade Seven Social Studies Standards World Studies Topic: Civic Participation and Skills (Government Strand).

16. The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues.

Ohio Grade Eight Social Studies Standards U.S. Studies Topic: Historical Thinking and Skills.

1. Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.

Topic: Human Systems.

16. Cultural biases, stereotypes, and prejudices had social, political, and economic consequences for minority groups and the population as a whole.

Topic: Civic Participation and Skills 18. Participation in social and civil groups can lead to the attainment of individual and public goods.

Topic: Economic Decision Making and Skills 22. Choices made by individuals, businesses and governments have both present and future consequences.

Ohio High School Social Studies Standards American History Topic: Historical Thinking and Skills. Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

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1. Historical events provide opportunities to examine alternative courses of action.

2. Historians develop theses and use evidence to support or refute positions.

3. Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and shortterm causal relations.

American Government Topic: Civic Involvement. Students can engage societal problems and participate in opportunities to contribute to the common good through governmental and nongovernmental channels.

1. Opportunities for civic engagement with the structures of government are made possible through political and public policy processes.

2. Political parties, interest groups, and the media provide opportunities for civic involvement through various means.

Topic: Role of the People. The government of the United States protects the freedoms of its people and provides opportunities for citizens to participate in the political process.

16. In the United States, people have rights which protect them from undue governmental interference. Rights carry responsibilities which help define how people use their rights and which require respect for the rights of others.

Contemporary World Issues Topic: Civic Participation and Skills. Individuals and groups have the capacity to engage with others to impact global issues.

6. Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.

7. Individuals can participate through non-governmental organizations to help address humanitarian needs.

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Topic: Sustainability. An increasingly global society is faced with the interdependency of ecological, social and economic systems. The functioning of these systems determines the sustainability of natural and human communities at local, regional, national and global levels.

11. Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.

12. Sustainability issues are interpreted and treated differently by people viewing them from various political, economic and cultural perspectives.

13. International associations and nongovernmental organizations offer means of collaboration to address sustainability issues on local, national and international levels.

World Geography Topic: Environment and Society. Humans adapt to and modify the environment and shape the landscape through their interaction with the land. This has both positive and negative effects on the environment.

3. Human modifications of the physical environment in one place often lead to changes in other places (e.g. construction of a dam provides downstream flood control, construction of a city by-pass reduces commercial activity in the city center, implementation of dry farming techniques in a region leads to new transportation links and hubs).

4. Human societies use a variety of strategies to adapt to the opportunities and constraints presented by the physical environment (e.g. farming in flood plains and terraced farming, building hydroelectric plants by waterfalls and constructing hydroelectric dams, using solar panels as heat source and extra insulation to retain heat).

6. There are costs and benefits of using renewable, nonrenewable, and flow resources (e.g. availability, sustainability, environmental impact, expense).

7. Human interaction with the environment is affected by cultural characteristics (e.g. plowing with oxen or with tractors, development of water resources for industry or recreation, resource conservation or development).

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