By Jennifer Caylen
Middle School History Teacher
Women and children in Africa spend 40 BILLION hours walking to gather water every year. Not a thousand or even a million...40 BILLION! They walk for hours to obtain water that’s not even safe for their families. Water that breeds waterborne diseases like typhoid, cholera, and dysentery. When eleven-year-olds hear these statistics, they say ‘wow, that’s a lot of time,’ and then move on with their day. There’s no connection because they can’t relate. They walk seventeen steps down the climate-controlled, flat hallway to get safe, cold water immediately out of the faucet. It’s their norm; it’s their everyday. They’re not having to climb over thorn fences, trip over rocky terrain, or dodge animal and human predators.
When I started at Detroit Country Day School six years ago, I taught my students about the difficulties of obtaining water within Africa. I showed my students many videos of women walking for water. I bombarded them with staggering statistics and involved them in dynamic discussions. I thought it was a truly monumental lesson, but I realized quite quickly that none of those things
impacted them in a meaningful way. The issue was so abstract and far away (a literal ocean away), it wasn’t even a second thought for them. Year two, I had a different plan: a plan to build empathy and understanding, a connection. I wanted to create an experience they wouldn’t likely forget, and that’s when the idea of an authentic water walk came to mind. I wanted an activity that would allow the students to have an opportunity to connect on a deep level with people and a community far away and quite different from their own.
A water walk day starts at 7 am with my teaching partner and me knee-deep in waders in the Rouge River to fill up 64 buckets. Thankfully we have Upper School student volunteers to help aid in the process, so we are not out there all morning. The buckets are full, and the villages and the rest stops established: Tanzania, Algeria, Democratic Republic of the Congo, and Nigeria. These are also the country teams the students have been placed in for the entire unit. We are ready for the journey to begin and keep our fingers crossed that the sun is shining for the day.
Students walk down in their country teams about a quarter of a mile to get to their village where they engage in discussion questions. Some discussion questions are:
- Compare your walking experience today to what they might experience in your country?
- What obstacles might they face along the way?
- What obstacles have you faced along the way so far?
After students have thoughtfully reflected on their questions as a team, they are off to continue their trek to find water. While on their journey, they have to discuss three items:
- How might your life be different if this was your everyday?
- Brainstorm an invention to help bring clean water to more people
- And my personal favorite: How can we improve the world water crisis as eleven-year-olds from the suburbs of Michigan?
Staying together in teams, the students walk about a mile to their ‘resting spot,’ where they must engage in more pointed discussions. Comments such as “This is so boring, we’re just walking!” are frequent. Yet, this is precisely the point and one that we want to drive home. The exercise builds empathy and to continue this momentum the next discussion shifts focus to how they would use water if they could only gather 10 gallons (the average American uses 100 gallons of water a day, per person).
Finally, the students are ready to gather the water from their water source. Initially, the kids are excited and anticipating the end of the journey once they get their buckets of water and can start the trek home to their "village." However, after about 500 feet, their enthusiasm fades quickly into agony and dramatic, teenage angst. Shoulders are hurting. Backs are sore. Hands are cramping. When they rest, they have to rest as a team, carefully setting their heavy buckets down so as not to lose water, which would mean less water for their ‘family.’ Some teams rest more than others and that’s ok, they’re together. Their conversations start to shift, and
that’s when empathy really sets in. The students realize how difficult this task is and how much they would hate doing this every day. This is the light bulb moment and a genuine connection is made to understanding the difficulties for many African communities. It also builds a sense of community among the teams because they are in this experience together. The buckets are about eight pounds when filled with water, and they hold one in each hand. I often get asked, “What if they can’t make it? What if they’re too heavy?” This year, we had a team take on some of their teammate’s water load by pouring her water into their own buckets to lighten her burden and increase theirs. The kids become a resilient team and embrace humility, kindness, and selflessness.
Once the students return on their journey back up the hill to their village with the water, they receive an envelope that says whether or not the water they worked so hard to gather is safe. Most of the teams receive envelopes stating their water contains bacteria and will cause waterborne illnesses such as typhoid, cholera, and dysentery. At this point, students deeply feel the frustration, and there have even been tears of extreme exasperation and helplessness.
Students can see the crisis from another person’s perspective, and this hopefully inspires them to try to come up with solutions. One of the students reflected on the water walk: “This activity was so impactful because it showed us what obstacles people have to go through to get clean water. It’s one thing to read about something, but to actually do it leaves a huge impact.” Empathy imprinted.