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.

Health

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.

Citizen Science

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. 

Bias, Stereotypes, and Discrimination

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.

Exploring Race, Class, and Identity

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.

Activism of Women and Mothers

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.

Indigenous Perspectives on Water

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.

Democracy and Civil Dialogue

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.

Standards