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Accelerated Global Studies Seminar

Curriculum

Grade 9: Unit Two

Water Management Crisis, Scarcity, Pollution, and Population

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Course Description

The international seminar series are based on an examination of contemporary social, economic, political, and environmental issues that are

examined within a global context. This course provides an opportunity to experience their learning in a cross-curricular fashion, with rigorous and

experiential processes, and life changing elements. Through extensive research and fieldwork, students are expected throughout the course of a year

to employ technological skills and analytical skills as a catalyst for advocacy, action, and public information dissemination. Topics include: Water

Management Crisis, Genetically Engineered Foods, Free Trade, Globalization, and Human Rights for All. Through a combination of content

knowledge and 21st century skills (critical thinking and problem solving, collaboration, entrepreneurialism, written or oral expression, divergent

thinking, intercultural competency, creativity, adaptability, resilience), the international studies seminar series introduces its students to problem

solving, analysis, and social justice on a global scale.

These themes enhance the interdisciplinary approach between Social Studies, Sciences, Language Arts, Instructional Technology, Mathematics, and

Applied Technology.

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Pacing Chart

Unit 1 Water for Life: Water uses, human rights,

and gender

3 Weeks

Unit 2 Water Management Crisis, Scarcity,

Pollution, and Population

7 Weeks

Unit 3 Genetically Modified Organisms the Global

Debate

10 Weeks

Unit 4 7 Weeks

Unit 5 7 Weeks

Review & Final Exam

1 Week

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Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

- Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

- Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

- Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

- Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

- Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

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Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

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Career Ready Practices

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

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Career Ready Practices

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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New Jersey Core Curriculum Content Standards 9-12

NJCCCS:

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed

decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past

interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make

informed decisions as socially and ethically responsible world citizens in the 21st century.

6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote

cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

A. Civics, Government, and Human Rights

6.2.12. A.6.a: Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

6.2.12. A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic

development, use of natural resources, and human rights.

6.2.12. A.5.e: Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.

B. Geography, People, and the Environment

6.2.12. B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources

and land use.

6.3.12. B.1: Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those

solutions to relevant national and international governmental and/or nongovernmental organizations.

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C. Economics, Innovation, and Technology

6.1.12. C.3.a: Analyze how technological developments transformed the economy, created international markets, and affected the environment in

New Jersey and the nation.

6.1.12. C.3.b: Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals.

6.2.12. C.6.b: Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on

the economy, political stability, and use of resources.

5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of

the all-encompassing system of the universe.

G. Biogeochemical Cycles

5.4.12. G.1: Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and

oxygen cycles.

5.4.12. G.2: Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay).

5.4.12. G.4: Compare over time the impact of human activity on the cycling of matter and energy through ecosystems.

English Language Arts & History/Social Studies Grades 9-10 Common Core Standards

Craft and Structure:

RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and

emphasize in their respective accounts.

Integration of Knowledge and Ideas:

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RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

English Language Arts Standards » Writing » Grade 9-10

Text Types and Purposes:

WHST.9-10.1 a-d: Write arguments focused on discipline-specific content.

Production and Distribution of Writing:

WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of

technology's capacity to link to other information and to display information flexibly and dynamically.

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Grade: Nine

Unit: Two

(7 Weeks)

Topic: Water Management Crisis, Scarcity,

Pollution, and Population

Description:

New Jersey Core Curriculum Content Standards (NJCCCS): 5.4.12.G.4, 5.4.12.G.3, 5.4.12.G.5, 6.2.12.B.6.a, 6.2.12.C.6.b, 6.2.12.A.6.a,

6.1.12.B.13.b, 6.2.12.A.6.b, 6.2.12.A.5.e.

Common Core State Standards (CCSS): RH.9-10.7, RH.9-10.4, WHST.9-10.1.C, WHST.9-10.2, WHST.9-10.2.A, WHST.9-10.1.D, WHST.9-

10.1.A, WHST.9-10.4, WHST.9-10.7 WHST.9-10.8

NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

1. Define and provide

examples of the water

management crises (In

the United States,

Central and South

America, European

Union, Africa and

Asia)

NJCCCS: 6.3.12.D.2,

WHST.9-10.1.C

How can we be better

stewards of our water

planet?

What is water

management?

How does water

management impact my

life and the global

community?

Triple Venn Diagram: Compare and contrast

the current water crisis

India, California, and

Kenya

Photo Essay Scenes

from a World Water

Crisis: Create a photo

essay highlighting the

world’s most water

scarce regions. Include

at least 20 images and a

corresponding

paragraph. Photo essays

Water in Crisis - Spotlight

on the Asian Food Crisis

http://thewaterproject.org/w

ater-in-crisis-asian-food-

crisis

NY Times Thirsty Giant:

India’s Water Crisis

http://topics.nytimes.com/to

p/news/international/series/t

hirstygiant/index.html

ELA Writing: Will

California Be Left High

and Dry? What is the long-

term impact of the worst

drought in California

history?

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

like these, when done

right, are tremendously

helpful is putting a face

to seemingly abstract

problems and giving

proper context to larger

trends. The photo must

various regions to

confront problems

unique to their

ecosystems. The goal is

to illustrate the crises

with images that are at

once beautiful and

horrific.

BBC Europe’s Water

Resources Under

Pressure: http://www.bbc.com/news/s

cience-environment-

17343034

PBS Africa’s Growing

Water Crisis: http://www.pbs.org/frontlin

eworld/stories/africa705/hist

ory/africa.html

Latin America World

Water Council: http://www.worldwatercoun

cil.org/fileadmin/wwc/News

/WWC_News/water_proble

ms_22.03.04.pdf

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

2. Analyze data gathered

on water management

crises to determine

statistical patterns

relevant to geography,

culture, and access to

clean water.

NJCCCS: RH.9-10.7

How does the data

clearly represent the

struggles regarding the

issues of water

management in a

mathematical

application?

According the recent

data, how does

geography play a role in

access to clean water?

Poster: Using the

current water

management crisis data

create a presentation the

outlines the global water

crisis and include

statistics, photos, and

distance to clean water.

Socratic Discussion: As

a class discuss the data

and statistics of water

crisis. What are the most

shocking statistics?

What areas of the world

are affected the most?

WaterAid Water Crisis

Management Statistics:

http://www.wateraid.org/us/

the-water-story/the-

crisis/statistics

Ethiopian Water Crisis by

the Numbers:

http://www.huffingtonpost.c

om/2012/03/29/ethiopian-

water-

crisis_n_1380424.html#s81

3674title=300_Million

Economics: Analyze the

best ways to manage water

from an economic

perspective. For example,

- What is a user tax?

- What if all water that

people drank had a

special tax placed on

it?

- What if there was

another special user tax

for water in plastic

bottles?

- Have students explore

this as an option to

regulating society’s use

and sharing of water

resources.

- What are the problems

with this kind of

solution?

- What are the benefits

for this solution?

- Who are the people

talking about this

approach?

- What are their interests,

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

assumptions and

biases?

3. Compare and contrast

case studies related to

the social, political,

and economic

conditions of countries

struggling with water

management crises.

NJCCCS: 6.2.12.C.6.b,

9.4.12.A.(5).3

What political factors

can contribute to water

crisis?

How has poverty

contributed to water

stress in the developing

world?

What role does

infrastructure have in

the access to water

supplies?

Blog: In groups of 4

create a Tumbler or

Glogster bringing

attention to the true cost

of water crisis. Each

group will present their

digital poster or blog to

the class.

http://www.water.cc/site

s/default/files/LWI_Wat

er_and_Poverty.pdf

Getting Involved

Service Learning: As

the poorest nation in the

western hemisphere,

Haiti has to deal with

issues of poverty and

water scarcity on a daily

basis. In groups of 4-5

working in conjunction

with The Water Project

students will organize, a

5K to raise money to

donate, create a

Global Concerns Toolkit

Water: Speak Out: http://gcc.concernusa.org/m

edia/pdf/WaterToolkit.pdf

Water Politics Iran’s

Water Crisis: http://www.waterpolitics.co

m/2014/02/27/irans-water-

crisis/

Tapped Out: World

Water Crisis:

http://www.osstf.on.ca/en-

CA/resource-

centre/curricular-materials-

and-classroom-

supports/common-

threads/projects/tapped-out-

world-water-crisis

UN International Decade

for Action 2005-2015:

Technology/ Digital

Arts/ELA:

Choose a country or region

managing a water crisis and

write an original screenplay

or film and using

moviemaker or IMovie

produce, act, and film a

movie or documentary.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

Kickstarter campaign,

and educate the

community about the

plight in Haiti.

http://www.un.org/waterforl

ifedecade/scarcity.shtml

UCSD San Diego’s Water

Crisis:

http://watereconomics.ucsd.

edu/cali_SD.html

4. Identify key agencies

and individuals that

are supporting the

issue of water

management and reach

out to them for

information.

NJCCCS: 9.1.12.A.2,

9.4.12.A.(5).1

How can the goals of the

Millennium

Development Goals

reflect some of the

corresponding

challenges of the water

management crisis?

What role does the

World Health

Organization (WHO)

play in global water

management and

conservation?

How does the United

Nations Children’s Fund

combat the struggles of

water management?

Lecture: UN

Millennium

Development Goals

PowerPoint.

Fundraiser: Create an

original work of art

reflecting the goals of

UNICEF, WHO, and the

UN to be made into

greeting cards and sold

at report card night as a

fundraiser for water

scarce regions. This

lesson can also be made

as a partnership with

one or all of the above

organizations.

WHO Water Sanitation

Health: http://www.who.int/water_s

anitation_health/dwq/92415

6251X/en/

UNICEF Water,

Sanitation and Hygiene: http://www.unicef.org/wash

/index_43106.html

ELA Essay: Pick one of

the 8 UN Millennium

Development Goals and

explain whether you think

it is achievable or not. The

article must be more than a

personal essay and must

highlight a project that has

been done, or it must

include facts and research.

Write a 900-word article on

the theme: “Are the

Millennium Development

Goals Achievable?” (Pick

ONE of the MDGs and

explain whether it is

achievable or not.)

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

http://www.un.org/millenni

umgoals/

5. Ascertain common

factors found in

countries struggling

with water

management crises

and connect some of

those factors to the

history and current

state of Paterson, New

Jersey.

NJCCCS: 6.1.12.C.3.a,

WHST.9-10.4

What are the

characteristics of a

region with water

scarcity and

management issues?

How does climate play a

role in regional water

crises?

How is culture impacted

by water crisis/water

scarcity?

How was the history of

Paterson, NJ impacted

by the access to water?

Photo Essay: Create a

photo essay illustrating

Paterson’s relationship

to water. 10-15 slides.

Be sure to include

information about the

Passaic River, pollution,

the falls and industry,

and where Paterson’s

drinking water comes

from.

Common Factors

Chart: Create a chart

that depicts the common

characteristics found in

countries in water crisis.

Include examples from

Africa, Asia, Europe,

North and South

America.

Quiz: As a do now

assignment assess

National Park Service

Paterson, NJ: http://www.nps.gov/pagr/in

dex.htm

National Geographic Can

We End the Global Water

Crisis?

http://newswatch.nationalge

ographic.com/2013/06/10/ca

n-we-end-the-global-water-

crisis/

Geography: The ways in

which water is perceived

and used differ greatly

across cultures. Culture is

also influenced strongly by

geographic location and

access to water. Water is

not perceived the same way

in Africa as it is in Asia, or

in Australia as it is in the

Amazon. The role that

water plays in shaping the

lives of people can be seen

in the huge variety of

water-related religious

practices, spiritual beliefs,

myths, legends and

management practices

throughout the world.

- What are some

different cultural rituals

or traditions involving

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

student’s knowledge of

the common factors with

a short multiple-choice

quiz.

water?

- If water is such an

important element of

life and a symbolic part

of so many cultures,

why is water also so

polluted in many

places?

- What might be done to

prevent or reverse this

pollution?

6. Analyze and test

drinking-water

“quality” and what

constitutes “quality.”

NJCCCS: 5.4.12.G.2,

6.1.12.C.3.b, RH.9-10.7

How is quality water

determined?

How does water quality

impact communities?

How are water quality

tests conducted?

Gallery Walk: The

effects of water scarcity

can be grouped into

these 4 broad areas—

Health, Hunger,

Education and Poverty.

Water Quality Testing:

Students will learn about

the factors that affect

water quality. Students

will measure the

chemical components of

various water samples.

Students will use water

quality measurement

data as evidence to

Is my tap water safe to

drink:

http://www.riverkeeper.org/

blog/docket/is-my-tap-

water-safe-to-drink/

USGS Water Quality:

http://water.usgs.gov/edu/w

aterquality.html

NY Times Tap Water:

http://www.nytimes.com/20

09/12/17/us/17water.html?p

agewanted=all&_r=0

ELA Water Quality

Picture Writing Prompt: Show students an image of

dirty bottles water and ask

them to write a micro

theme or short essay

reflecting on the fact that

over 2.9 billion people

must drink water that is of

sub-par quality.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

support an action

position.

https://www.lcmm.org/e

ducation/resource/on-

water-ecology/water-

quality-testing.html

What are the effects of

water shortage: http://www.eschooltoday.co

m/global-water-

scarcity/effects-of-water-

shortage.html

Water Commission Issues

Notice About Lead Levels

http://thealternativepress.co

m/towns/paterson/articles/w

ater-commission-issues-

notice-about-lead-levels

7. Evaluate statistical

analysis of scarcity of

water and the global

impact.

NJCCCS: RH.9-10.7,

WHST.9-10.6,

6.2.12.C.6.b

What percentage of the

world’s population is

currently experiencing

water crisis?

How many people

globally do not access to

clean water and proper

sanitation?

According to recent

statistics what areas of

the globe will

Creative Writing: Imagine it is 2050 and

the United States is

among the countries

experiencing a critical

water shortage. Write a

short story, an epic

poem, or compose a

song with music

depicting what life is

like in high school.

Make the reader be able

Water Resources and

Scarcity Stats:

http://www.siwi.org/media/f

acts-and-statistics/1-water-

resources-and-scarcity/

UN Water Facts and

Figures:

http://www.unwater.org/wat

er-cooperation-2013/water-

cooperation/facts-and-

ELA Poetry: Poetry is one

way of telling the truth; a

way often superior to

others due to the creative

and concise language. Each

student will write a poem

incorporating the water

theme and figurative

language. The goal of this

activity is for students to

realize that their worlds can

be a vehicle for

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

experience the greatest

water crisis by 2050?

to see, hear, feel, and

smell what life is like.

Timeline: Create a water

scarcity timeline 1950-

2050 that illustrates the

growing problem and

depletion of world water

resources. Include

statistics, data, and

citations.

figures/en/

communication and social

change.

8. Trace the geographical

locations of water

scarce regions around

the globe.

NJCCS: 6.2.12.B.6.a,

RH.9-10.7

Which regions get the

most rainfall?

What role does

geography play in water

scarcity?

What areas of the globe

have experienced the

most critical water

scarcity in the 21st

century?

Know the Numbers:

Who uses the most

water? To investigate this

question, use a combination

of thematic maps and raw

data to paint a full

picture. Make a list of

countries and investigate

their average

use/consumption. Use data

from the website of The

Pacific Institute. What are

The Water Project US

Connection: http://thewaterproject.org/w

ater_scarcity_in_us

Water Scarcity Map: http://www.unep.org/dewa/

vitalwater/article77.html

Growing Blue Water

Scarcity Map:

ELA Essay: How has the

geography of the Middle

East contributed to water

scarcity in the region?

5-paragraph essay.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

the implications to these

numbers? How does this

water usage compare to the

amount of water available in

each of these countries? For

this second question, go to

the Worldmapper website

http://www.worldmapper.or

g/index.html and then

search for maps related to

“water.” Display the “water

resources” and “water use”

maps and discuss the

differences that students see

between the maps.

http://growingblue.com/the-

growing-blue-tool/

9. Write an analysis of

the urban water crisis

and the role of a

growing global

population (i.e. China,

United States, India)

NJCCCS: WHST.9-10.2,

6.2.12.B.6.a, 6.2.12.C.6.b

In what ways would an

increasing world

population affect water

consumption?

What urban cities

around the global are

currently experiencing a

water crisis or shortage?

Is there a relationship

Track a Trend: One of

the greatest problems

with water use in the

world today is that the

population has grown

exponentially; as the

number of people

grows, humans are

competing for the same

water resource, which is

Population Education: http://www.populationeduca

tion.org

Rural and Urban Water

Issues in Africa: http://thewaterproject.org/w

ater-in-crisis-rural-urban-

africa

ELA Essay: By 2050 the

world population will have

ballooned to over 9 billion

people. China's government

has instituted population

control methods in order to

curb growth. Their

controversial “one-child"

policies have garnered an

uneasy reception,

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

between poverty and a

lack of clean drinkable

water?

causing water

stress. Create a chart or

graph that shows the

trends of population

growth in several

countries as compared to

the freshwater available

in those countries.

Recommended data

websites: Pacific

Institute: The World's

Water and Population

Reference Bureau

Urban Water Scarcity: http://www.nature.org/scien

ce-in-action/science-

features/1-billion-city-

dwellers-in-perpetual-water-

shortage.xml

India’s Urban Water

Crisis:

http://timesofindia.indiatime

s.com/india/22-of-Indias-

32-big-cities-face-water-

crisis/articleshow/22426076

.cms

UN Global Population and

Water Crisis:

http://www.un.org/apps/new

s/story.asp?NewsID=30167

#.U-BoRl6prwI

CNN Overpopulation

could be people, planet

problem:

http://www.cnn.com/2007/T

especially in rural

populations. Do you think

that instituting a one a child

policy is the solution to

social, political, and

environmental

consequences of

overpopulation? Write a

persuasive essay for or

against the one child

policy. 5 paragraphs and

factual evidence to support

your opinion.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

ECH/science/09/25/overpop

ulation.overview/index.html

?eref=rss_tech

10. Describe the global

distribution of clean

drinking water and

explain some of the

causes and

consequences of water

scarcity.

NJCCCS: 6.2.12.A.6.a,

5.4.12.G.6

How is the world’s fresh

and salt water

distributed?

How much of the water

on earth is potable?

What are some of the

political, social, and

health consequences of

water scarcity?

Lecture: Potable Water

PowerPoint

Map Blog: Use Google

Maps identify the

sources of fresh water in

the world, areas of

scarcity, reasons for

crisis, and consequences

of the various water

crises.

UN Water Vulnerability:

http://eponline.com/articles/

2014/08/04/water-scarcity-

increasing-populations-

vulnerability.aspx

Water Facts: Disease

http://water.org/water-

crisis/water-facts/disease/

WHO Drinking Water: http://www.who.int/topics/d

rinking_water/en/

World Water Distribution

Map:

http://ngm.nationalgeograph

ic.com/2010/04/water/water

-animation

Science Drinking

water: we take it for

granted; we need it for

basic survival. And yet,

what we drink every day is

a vehicle for bacteria,

chemicals and industrial

by-products that are a

danger to our health, if not

in the short-term, certainly

in the long term. Diseases

of all kinds can be

transmitted through

water. Investigate and

categorize the kinds of

pollutants that can be found

in drinking water. What

types of diseases do they

lead to? What types of

technologies are used to

treat drinking water so that

the water is safer? What

pollutants cannot be

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

effectively eradicated from

the drinking supply and

why?

11. Assess the impact of

industry and pollution

on global water

scarcity.

NJCCCS: 9.1.4.A.1,

6.3.12.B.1

How does the power

industry use water

supplies?

How has industry and

pollution in China

impacted the water

supply?

What types of pollutants

are threats to the global

water supply?

How do pollutants

contaminate ground

water?

What are the

consequences of ground

water aquifers?

How does fracking

impact water scarcity?

Lecture and Socratic

Discussion: Students

will be shown a photo

essay/PowerPoint

depicting the water and

air pollution in China.

We will discuss the

effects of large-scale

pollution and the

outsourcing of

American

manufacturing to China.

Lecture: Groundwater

and aquifer PowerPoint.

Journal: A city relies

on groundwater for its

drinking water. It has

always assumed that the

groundwater aquifer will

recharge itself. As the

city grows, more streets

and parking lots are

paved. What might this

World Wildlife Fund:

Threats and Water

Scarcity

http://www.worldwildlife.or

g/threats/water-scarcity

Bloomberg Business

Week Government Study

Finds 60 Percent of

China's Groundwater

Polluted

http://www.businessweek.c

om/articles/2014-04-

25/government-study-finds-

60-percent-of-china-s-

groundwater-polluted

Sierra Club Toxic Metals

in Our Water:

http://content.sierraclub.org/

coal/disposal-plant-water-

ELA and Fine Art: Poster,

Poetry and Prose Exhibit.

Student make work in

groups or individual to

write poetry, create an

original work of art, or

write a story expressing the

causes, effects, and

potential solutions to water

pollution.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

mean for the aquifer?

Chart: What are the

major categories and

sources of water

pollution? Describe the

associated problems or

harmful effects for

EACH type.

Debate: Fuel for

Debate: Examining the

Natural Gas Fracking

Controversy

http://learning.blogs.nyti

mes.com/2012/09/12/fue

l-for-debate-examining-

the-natural-gas-

fracking-

controversy/?_php=true

&_type=blogs&_r=0

New Technology

Proposal: Every year,

coal-fired power plants

dump millions of tons of

toxic metals into our

waterways. In fact,

according to the

Environmental

pollution

Worldwide Water

Shortage By 2040 Unless

There Are Changes To

The Way Power Is

Produced: http://www.ibtimes.com/wo

rldwide-water-shortage-

2040-unless-there-are-

changes-way-power-

produced-1643346

Behind Toledo’s Water

Crisis, a Long-Troubled

Lake Erie

http://www.nytimes.com/20

14/08/05/us/lifting-ban-

toledo-says-its-water-is-

safe-to-drink-

again.html?_r=0

The Guardian Aquifers:

http://www.theguardian.co

m/global-

development/2013/jul/06/w

ater-supplies-shrinking-

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

Protection Agency, 72

percent of all toxic

water pollution in the

country comes from

coal-fired power plants,

making coal plants the

number one source of

toxic water pollution in

the U.S. In groups of 3-4

using library and

internet resources

propose an alternative to

these coal powered

plants. The idea must be

cost effective and

possible using existing

technology.

threat-to-food

12. Investigate and debate

the role of climate

change in extreme

weather, drought,

famine, and water

crisis.

NJCCCS: RH.9-10.6,

5.4.12.G.1, 5.4.12.G.4

What is climate change?

What role does melting

of ice sheets and

glaciers play in global

water crisis?

How does an extreme

weather pattern attribute

to climate change

impact water supplies?

Venn Diagram and

Debate: Students will

work in pairs, small

groups, or as a class to

complete the graphic

organizer. As students

research, direct them to

note specific facts and

use the back of the sheet

to note more in- depth

UN Global Impact

Climate Change: http://www.unglobalcompac

t.org/docs/issues_doc/Envir

onment/ceo_water_mandate

/UNGC-PI_climate-

water_whitepaper_FINAL.p

df

This is Climate Change:

ELA Essay: Choose one of

the following essay

questions and answer in a

5-paragraph essay.

1) In your opinion, is

global warming an

imminent world threat?

Why or why not?

2) Based on your opinion,

what actions do you believe

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

How does climate

change play a role in

crop failure?

details and cite their

sources. This

information will be used

in a classroom debate.

Journal: Hypothesize

about how the world's

climate could change

over the next 100 years

if humans do nothing to

limit the levels of their

greenhouse gas

emissions. Have them

also make predictions

about the effects such

climate changes could

have on humans.

http://www.salon.com/2014/

08/04/this_is_climate_chan

ge_ohios_water_crisis_was

_a_manmade_disaster/

Global Warming May

Cause Water Shortages: http://news.nationalgeograp

hic.com/news/2005/11/1121

_051121_warming_water.ht

ml

PBS Climate Change

Lesson Plan: http://www-

tc.pbs.org/now/classroom/gl

obal-warming-lesson-

plan.pdf

NASA Climate Change

and Crop Failures:

http://www.nasa.gov/conten

t/goddard/climate-forecasts-

shown-to-warn-of-crop-

failures/

should be taken to address

the global warming issue?

Science: Create a concept

map or flow chart that

shows the relationship

between the Arctic

ecosystem, climate change,

Arctic sea ice, ringed seals,

and polar bears.

https://climate.agry.purdue.

edu/climate/ccc/Files/cc_ar

ctic.pdf

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

13. Research the origins of

global water conflict.

(i.e. Pakistan and

India, Jordan River

and Golan Heights,

Euphrates River,

Atatürk Dam, Volta

River Basin, Nile

River Basin, Niger

River Basin, Zambezi

Water Basin, and

Ganges River, Indus

River, and Western

United States)

NJCCCS: 6.2.12.B.5.d,

6.2.12.B.5.e

What are some

examples of the

geopolitical conflicts

that result from the

control of water access?

How has water impacted

military and political

conflict in the Middle

East?

How can water serve as

a tool to control and

limit the development of

a given country or

people?

How does drought play

a role in water conflict?

Lecture and Socratic

Discussion: Water War

PowerPoint

Journal: Imagine its

2100 and you live in a

world with rapidly

disappearing water

resources. How would

the face of global

conflict change if the

United States and other

Big 5 UN countries

were without viable

water sources?

Group Activity: Day 1:

Viewing the video

report, "Water Wars,"

students will learn how

water shortage in East

Africa affects people's

lives and consider

whether water shortage

is a local issue or a

Water Wars:

http://academic.evergreen.e

du/g/grossmaz/oforiaa/

Time Magazine: The

Golan Heights http://content.time.com/time

/world/article/0,8599,18456

38,00.html

Zambezi River Basin: http://www.internationalrive

rs.org/campaigns/zambezi-

river-of-life

Volta River Basin: http://www.gwp.org/en/WA

CDEP/IMPLEMENTATIO

N/Where/Volta/

ELA Essay: Will World

War III be a water war?

Write a 5-paragraph essay

to answer the above

question.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

global one. "Water

Wars" is a 6-minute

video produced by the

Common Language

Project and

AfrikaNews.org in

association with the

Pulitzer Center on Crisis

Reporting.

Day 2: Working in

groups, students will

take on the role of

stakeholders in the issue

of water use in southern

Ethiopia. They will

identify their

stakeholder group’s

understanding or beliefs

about the problems

faced. Students will

consider the causes and

effects, as well as

desired solutions, and

make a persuasive

presentation to the class.

NY Times Pakistan and

India:

http://www.nytimes.com/20

10/07/21/world/asia/21kash

mir.html?pagewanted=all&

_r=0

West’s Drought and

Growth Intensify Conflict

Over Water Rights

http://www.nytimes.com/20

14/03/17/us/wests-drought-

and-growth-intensify-

conflict-over-water-

rights.html

33 | P a g e

Unit Vocabulary

Flocculants

Filtration

Purification

Pathogens

Contamination

Global Warming

Point Source Pollution

Nonpoint Source Pollution

Deforestation

Conventional Pollutants

Nonconventional Pollutants

Water pollution

Global Climate Change

Fossil fuels

Water Scarcity

Water Conservation

Water Crisis

Water Stress

Unsustainable

Pollution

Contamination

Interdependence

34 | P a g e

Unit Project (Choose 1)

Project (Suggested) Project (Suggested)

Clean the Falls Blog and Service Learning: Schedule a field trip to the

Paterson Falls and as a class clean up any garbage that may be present.

Using school IPads record video and take pictures of the cleanup and

create a blog showing the progress of your conservation efforts. Was

there any evidence of pollution? Record all of the debris you found and

any objects that potentially harmful to the environment.

Does Global Warming Exist? In groups of 4 conduct research and record

your findings on the digital poster Glogster. Support your claim. You

may include video clips, music, pictures, and print.

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Field Trip Ideas:

Paterson Great Falls National Park

NYC Soil and Water Conservation District