Overview
Students will be introduced to the ancient water system: acequias. They will learn how they are still being utilized today in the Southwest of the United States and are recognized as official independent government entities. They will then synthesize their knowledge and apply it to their own communities as they investigate and identify if their communities have a form of sustainable shared resources.
Grade Level
8th-12th Grades
Essential questions the lesson will address:
● Is it possible to implement ancient government systems in the modern age?
● Can the acequia systems sustain themselves through the current climate crisis?
Learning Outcomes
Students will be able to:
● Identify at least three ways the ancient acequia system has been adapted in modern times.
● Articulate how acequia governance works in today’s society.
● Critically analyze how the unique aspects of independent community control of resources can support the community to flourish.
Common Core State Standards (9th Grade)
Common Core State Standards (9th grade)
Water Warriors Glossary and Concepts
● Acequia: earthen water ditch or canal.
● Acequia: organizational structure and the community that is tasked with maintaining and operating the acequia.
● Parciantes: are the members who own water rights in the acequia.
● Mayordomo: is the manager of the acequia.
International Document Reference
Formative Assessment Strategies (What will you be looking for in their work, and how?)
The teacher can make note of:
● Student engagement
● Whole-class participation and small group discussion
● Partner collaboration and discussion
Materials for Instructor
● Whiteboard, Blackboard, SmartBoard, or Flip Chart
● Water Warriors Glossary Board (Physical or Virtual)
● Projector and screen
● Video: Traveling Colorado’s oldest water system: The history of acequias and water rights
Materials for Students
● Water Warriors Journal
● Acequia Discussion Handout
LESSON PLAN
I. Discussion (10 min.)
Share with students that we have now learned that water is vital for our survival; our bodies, our food sources. Life itself for all living beings and plants depend on access to water. In the lesson “Water is a Human Right,” we learned that the world’s potable water is now at 1%. Ask students:
● With so many people on the planet, how can our limited water resources be shared?
Have students popcorn their thoughts and, if possible, write select ones on the board.
Let them know that there is an ancient system of sharing water systems called, Acequias. This ancient system is still being successfully used today.
Tell students:
Acequias are shared irrigation channels that been utilized in the American Southwest before the United States government was formed.
It was adapted from a system designed in Medieval times and brought to what is now the United States by Spaniards in the 1600’s. The word acequia comes from arabic, as-sāqiya, which has the double meaning of 'the water conduit' or 'one that bears water' and the 'barmaid' (from سَقَى saqā, 'to give water, drink'). It is theorized that the Spaniards learned about acequias through arab colonization, but it is also believed that they may have been created first during the Roman Empire.
The acequias are self-governed and considered a small-scale government that are recognized by the US government.
At the moment there are approximately 700 functioning acequias in New Mexico.
There are scientific studies that have been conducted that show many benefits of the acequias, such as recharge of underground water storage (aquifers) and the extension of hay growing season which supports more cattle grazing.
II. Video Discussion (20 min.)
Step One. (10 min.)
In order for students to have more tangible understanding of the acequias and their system of governance, the class will watch the 8 minute video: Traveling Colorado’s oldest water system: The history of acequias and water rights.
Before the video begins, remind students that in the United States, the majority of communities do not have control of their water systems. Water resources are controlled by the government. Acequia communities, however, control their own water supplies. Have students take out their Water Warriors Journals and ask them to take notes during the video that pertain to the following questions:
What makes the acequia form of governance unique?
What are the challenges of sustaining acequias?
How does the right to water support communities to maintain their acequias?
Step Two. (5 min.)
After the video begin an open discussion enabling students to share their thoughts and feelings about the video and then lead them into a discussion focusing on the three questions.
Step Three. (5 min.)
Layout the acequia government system for students:
Mayodomo: The acequia manager
Parciantes: Members who own water rights in the acequia community
In New Mexico there is the New Mexico Acequia Association. It assists acequia governance through community education, technical assistance, and legal assistance. (For more information: https://www.ose.state.nm.us/NMAC/governance.php)
III. Partner Activity (15 min.)
Have students work with a partner. Distribute the Acequia Discussion Handout.
Give the following instructions:
Part One: Choose one quote and reflect on the questions.
Part Two: Follow the directions that lead you to investigation of an example of shared resources in your community.
IV. Reflection and Closing (5 min.)
After the partner activity, have students share their reflections and responses to the Acequia Discussion Handout and the lesson plan.
Fernald, A. G.; Baker, T. T.; et al. (2007). "Hydrological, Riparian, and Agroecosystem Functions of Traditional Acequia Irrigation Systems". Journal of Sustainable Agriculture. 30 (2): 147–71.