Students investigate water as a natural resource in the context of sub-Saharan Africa
Students investigate water as a natural resource in the context of sub-Saharan Africa
Students read a brief introduction explaining that water is a vital natural resource and that Africa is rich in natural resources. They contribute to a word cloud by listing multiple ways they personally use water, then respond to a poll about which natural resources are found in significant quantities in sub-Saharan Africa.
Teacher MovesIntroduce the focus on water as a natural resource within the broader question of how resources should be distributed. Clarify that although Africa is resource-rich, historical and contemporary factors such as imperialism, foreign corporations, and corruption have limited benefits to many citizens. Use student responses in the word cloud and poll to surface prior knowledge and misconceptions before moving on.
Students watch Life Without Clean Water to see how limited access to clean water affects daily life in a rural Ugandan community, then read The Main Causes of Water Pollution in Africa to understand broader regional water challenges. They write a 50-word (or longer) paragraph describing how their own lives would change without access to clean water, then read and comment on at least two classmates’ responses, comparing similarities and differences in their perspectives.
Teacher MovesEnsure students understand the context of the video and article, prompting them to connect individual experiences to larger regional issues. Encourage detailed, reflective writing about life without clean water and model how to give thoughtful, respectful comments on peers’ posts. Organize students into small groups for the next scenes and confirm that each group is ready before advancing.
Students explore the Ugandan Water Project website, focusing on the “Water Solutions You Can Trust” section and its five solution pages, reading the headlines and explanatory text for each. In small groups, they discuss and rank the five solutions in order of preference, then collaboratively choose one solution and post reasons both for and against selecting it as a strategy to address water stress.
Teacher MovesGuide students in navigating the website and understanding each solution’s purpose and potential impact. Prompt groups to justify their rankings with evidence and to consider trade-offs, costs, and feasibility. Designate a note taker in each group to post the group’s reasoning on the discussion wall, and circulate to support productive collaboration and clear explanation of pros and cons.
Students read Deadly Drought in Southern Africa Leaves Millions Hungry and Heavy Rains Hit Drought-Stricken Horn of Africa to deepen their understanding of drought and water scarcity in different parts of Africa. Working in their small groups as a nonprofit’s publicity team, they draft an email to concerned American citizens that includes: a compelling subject line; three short paragraphs describing specific water problems and their effects; two paragraphs introducing solutions (drawing on earlier solutions or new ideas); and a concluding paragraph calling for donations. A group note taker posts the email. Individually, students then answer a poll about who should be responsible for managing a country’s water resources and post an explanation of their choices.
Teacher MovesHighlight key information from the articles about drought, hunger, and climate variability, and help students connect these issues to earlier learning about water access and solutions. Support groups in structuring their emails for clarity, specificity, and persuasive impact, emphasizing accurate description of problems and realistic solutions. After the poll, facilitate discussion about different actors’ responsibilities in managing water resources, prompting students to justify their views and consider multiple perspectives.
Students read a definition of water conflict and then respond individually on the discussion wall, explaining whether they think a water conflict could occur in sub-Saharan Africa and supporting their answers with reasoning.
Teacher MovesClarify the concept of water conflict and connect it to earlier examples of scarcity, pollution, and competing interests. Encourage students to draw on evidence from previous scenes and resources as they argue their positions, and use their responses to assess understanding of how water resources can shape regional tensions and cooperation.
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