Advocacy
Advocating for others
In March, students began studying the World Water Crisis for World Water Day. I used an integrated approach to build science, technology, engineering and math knowledge into the unit. I also made sure that lessons engaged students in their ability to identify and solve problems in their community. In this four-week unit, students were able to dive into a range of high-energy activities as they solved water-based challenges. They immersed themselves in ideas about water conservation, drought, purification, recycling, patterns of use, and products. Students studied issues that impact global water usage and developing countries lack of access to water. This unit was created to educate, engage and inspire my students to become Global Citizens. Throughout this unit, students learned that water is a precious resource that no human can live without. Students compared their water use to the water use of other around the world. They talked to people in Cape Town, South Africa, using Skype to learn how they are preparing for Day Zero. Finally, students did a literature review on stories about children who lack access to water around the world. By the end of this unit, students were passionate about advocating for others children in Sub-Saharan Africa who have to walk long distances to get water, and often must wander into the bush to relieve themselves.
See World Water Crisis Lesson Plan Here
Literature Review
Students take a deep look at the lives of people in sub-Saharan Africa. 319 million people worry about where and how they’ll get enough water. Without access to an improved water source, their days revolve around a walk for water: gathering enough to cook, clean, bathe — and of course, drink.The task of collecting water falls mainly to women and children, especially girls, who carry water an average of four miles a day.
Before my students can understand the specific problem, they need to be able to put themselves “into the shoes” of another person. Most of my student have reliable access to clean water from any tap or drinking fountain. It was hard for them to understand the problem of an African villager who needs to walk miles to the nearest drinking water supply. Before we could think about fixing someone’s problems, my students have to understand the problems. Before you can understand the problems, you have to understand their situations. My students and I read many books and videos about children in sub-Saharan Africa who had to take long walks to provide water for their families. These books helped students to practice the skill of empathy. My students imagined how someone else was feeling and then they began to respond in a caring manner.
I'm a paragraph. Click here to add your own text and edit me. It's easy.
Wells in Ethiopia
My students understand the need for clean water because like many other children around the world, water safety is an issue they have to deal with living in Baltimore. My students hate to think that people are living without a clean water supply and we began to brainstorm ideas on how we could help them. One student announced the idea of advocating for others who are unable to simply walk over to a faucet and turn on the water. Through debate and deliberation, my students came up with an action plan to hold a fundraiser to help children living without water.
The class considered Give well, Oxfam, and Charity Water as organizations we could partner with. Students researched the different organizations by looking through their webpages and voting for the one they wanted to work with the most. Fourteen students picked Charity Water. Many of students liked the stories about the people Charity Water helped and displayed on their website. Others liked that they would ensure that 100 percent of would go to building and maintaining wells in Africa.
Water Can Change Lives Campaign
After learning about water vulnerability in Ethiopia, students elected to engage in campaigning and fundraising activities to address the issue. Students wanted to help at least one person get closer to water security. They considered the potential impacts of the actions they could take. They created posters to help others understand the issue and needs of those dealing with water scarcity.
As a class, we wrote a letter to the International Club to ask them to help us host a fundraiser to collect donations for Charity Water. During the mornings one student from the International Club and two students from my class would sit at the front of the school and ask others to donate money to help bring children in Ethiopia get closer to water. All of my students had a turn fundraising over the two week period.
In the end, my students raised 114 dollars over two weeks to donate to Charity Water. These students worked hard asking everyone for spare change and educating them on an issue that other children are dealing with on a daily basis. They were very proud to bring three people access to clean water with all the donations they received during the fundraiser.
Teacher Reflection
It is crucial that students understand the types of actions that they could take to advocate for issues. Students spent weeks studying the World Water Crisis and doing literature reviews for stories about water scarcity in Ethiopia. This ensured that students approached planning for the fundraising and campaigning from an informed perspective. My students were then challenged to create campaign posters to persuade their classmates to participate in the ‘Water Can Change Lives’ campaign by bringing in change for the penny war. Students also educated parents, classmates, and staff about the effects of water scarcity around the world and the importance of activism.