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Climate Change, Water and Traditional Ecological Knowledge in the Southwest

Teresa Newberry; Contributing Author: Octaviana Trujillo

Initial Publication Date: April 29, 2016

Summary

This module bridges Western Science and Traditional Ecological Knowledge in the area of climate change—specifically climate change impacts on water resources in the Southwest. Students will be introduced to the concept of traditional ecological knowledge and indigenous perspectives on water. Students will learn about the traditional and modern uses of water by the Tohono O'odham Nation including Traditional Ecological Knowledge of water, climate and the natural world. They will also learn about predicted climate change impacts on water resources of the region and apply that knowledge to identifying potential impacts on water use of the O'odham. Using a model that incorporates elder, water policy, climate change science, students will develop water policy scenarios, adaptation plans and tribal resolutions addressing climate change impacts on the water resources on southwestern tribal lands.

Also see teaching materials.


Learning Goals

⇒ Students will be able to describe O'odham traditional ecological knowledge of water.

⇒ Students will be able to articulate indigenous perspectives and worldview of water.

⇒ Students will be able to apply their knowledge of O'odham water use and climate change to predict impacts on both traditional and modern water availability for the O'odham.

⇒ Students will be able to develop water policy scenarios that include Native Americans as stakeholders and incorporate indigenous values.

⇒ Students will be able to discuss water policy scenarios that account for climate change impacts on indigenous lifeways.

Context for Use

See Teaching Notes.

Description and Teaching Materials

PowerPoint with Student Activities >> CC_Water_TEK_April 29a.pdf (Acrobat (PDF) 3.7MB Nov27 15)

Teaching Notes and Tips

This is an interdisciplinary module appropriate for students studying environmental science, policy or American Indian Studies. Our goals for this teaching module include encouraging dialogue across disciplines and generations, legitimizing traditional knowledge and addressing issues of climate justice in the area of water resources.

Assessment

⇒ In-class discussion comparing Traditional Ecological Knowledge with Western Science.

⇒ Individual written assignment predicting potential impacts of climate change on traditional and modern water uses.

⇒ Individual written assignment analyzing of stakeholder input in the Gila River Indian Community Case Study.

⇒ Small group project developing an adaptation plan for meeting the future water needs of the Tohono O'odham Nation.

⇒ Large group project drafting a tribal resolution addressing climate change impacts on water resources and food systems of the O'odham.

References and Resources

o Indigenous Water Forum Statement (Acrobat (PDF) 117kB Nov27 15)

o Tsilhoqot`n Nation World Water Forum Statement (Acrobat (PDF) 32kB Nov27 15)

o Gila River Indian Community Settlement (Lewis and Hestand 2006) (Acrobat (PDF) 569kB Nov27 15)

o Gila River Indian Community Case Study (Acrobat (PDF) 734kB Nov27 15)

o Primer on Western Water Law and CAP (PowerPoint 2007 (.pptx) 160kB Nov27 15)

o Sample Trial Resolution - http://www.ienearth.org/docs/pops-res.html (link offline)

o Adaptation Planning for Climate Change (Acrobat (PDF) 542kB Nov27 15)

o Tribes and Climate Change Website

o Overview of Federal Indian Policy (PowerPoint 2007 (.pptx) 6.4MB Nov27 15)

o Introduction to Indian Nations in the U.S. (Acrobat (PDF) 2.8MB Nov27 15)

o Indians' Water Rights Give Hope for Better Health (GRIC and CAP)

o First Nations Executive Summary (Acrobat (PDF) 3.3MB Nov27 15)

Citation

Newberry, T. (2014). Climate Change, Water and Traditional Ecological Knowledge in the Southwest.