This guide and worksheet accompanies the illustrated book We Are Water Protectors, which was written in response to protests of the Dakota Access pipeline.
With these activities, students will discover action items to protect water, draw a picture of themselves with nature, and pledge to become a water protector.
The student worksheets have nice illustrations and prompt students to consider their role in nature and protecting it in a succinct way.
This activity guide and book it pairs with are excellent resources for studying environmental justice, activism, or indigenous voices.
It is recommended to read the We are Water Protectors book before completing these activities.
Students should understand how a pipeline could affect water quality and the environment.
If water issues are not the leading environmental issue in your students' community, consider applying the principles and activities in this guide to a different issue in their community.
Students may emotionally struggle with discussions related to equity, justice, and environmental degradation. Be sensitive, open, and supportive when leading these types of discussions and do not force verbal participation. Explore other avenues of self-expression for students reluctant to participate.
Other resources covering indigenous activism include this video and this song related to pipeline construction and water resources.
Parts of the worksheet can be used even if one has not read the book, however some of the activities reference scenes in the book.
There are also book discussion questions and teacher tips related to supporting students in activism and community engagement that could be used for civics lessons.
The development of students' advocacy abilities in waste management and the conservation of water resources depends on this exercise. This resource is appropriate and is advised for usage in classroom settings.
English Language Arts
Reading: Literature (K-12)
3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters.
Speaking & Listening (K-12)
4.SL.3 Identify the reasons and evidence a speaker provides to support particular points.
7.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
ESS3: Earth and Human Activity
5.ESS3.1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.