Learning from Land and Story

A 7th Grade Humanities Project

May 25, 2026

By: Jen Roderick

As part of our current Humanities unit, Stories, Water, and Responsibility, seventh-grade students have been exploring the complex relationship between people, land, and water in the American West. Through history, science, storytelling, and lived experience, students are grappling with questions that remain deeply relevant today:

  • How do stories shape our relationship with the natural world?
  • What responsibilities do humans have to water?
  • Who “owns” water, and what does that even mean?
  • How do Indigenous perspectives challenge dominant views of land and resources?

Over the past several weeks, students have immersed themselves in the history and ongoing realities of the Colorado River Basin. Their work has included studying the Colorado River Compact from its creation in 1922 through present-day debates over water allocation, analyzing drought and snowpack data, reading stories connected to the river, and examining the environmental and cultural impacts of mega dams throughout the Southwest and around the globe.

This learning has extended far beyond the classroom. During our spring San Juan River trip, students learned directly from Diné/Navajo guides while hiking to culturally significant sites and reflecting on the deep connections between story, place, and stewardship. These experiences encouraged students to think critically about whose voices have historically shaped water policy, and whose voices have often been left out.

The unit will culminate in a final Socratic seminar and perspective debate in which students will step into the roles of tribal nations, farmers, cities, and environmental organizations to wrestle with questions such as: Who owns the water? and Who needs it most? Students will ultimately make recommendations for future water reallocation among Basin States and Tribal Nations, drawing upon the historical, environmental, and cultural perspectives they have studied throughout the unit.

To deepen this work, students also learned from Tyler Garrett, Chief Executive Officer of the Rocky Mountain Farmers Union, and his firsthand experience participating in conversations surrounding the future of the Colorado River Compact. His work helping establish an Indigenous Farmers chapter within the Farmers Union offers students a meaningful real-world perspective on agriculture, land stewardship, Indigenous sovereignty, and collaborative approaches to water management.

May 25, 2026

Students recently brought many of these ideas to life through a Colorado River water allocation simulation. Each student was assigned a role representing a stakeholder within the Colorado River system, including agriculture, recreation, fish and wildlife, municipalities, industry, Upper and Lower Basin states, and even drought itself. Using tokens to represent annual water allocations, students were presented with a series of increasingly difficult scenarios, including moderate drought, megadrought, and conservation measures, and tasked with negotiating how water could be relinquished or reallocated in order to keep the river system alive.

The activity quickly became both thoughtful and intensely engaging. Students defended competing needs, debated priorities, formed alliances, and wrestled with the realities of scarcity and compromise. Conversations grew loud, passionate, and at times heated, reflecting just how complex and emotional water politics can become in the real world. In the moderate drought scenario, students were ultimately able to collaborate successfully and save the river system, an accomplishment that required compromise, creativity, and a deeper understanding of shared responsibility.

At the heart of this unit is the belief that understanding water is not simply about policy or science, it is also about listening to stories, recognizing responsibility, and learning how communities can work together to care for shared resources.

The Connection