District-Determined Measure Example Changing Waterways Content Area and Grade Range: Geography, Grade 7 DDM Summary: Students will construct arguments using claims and evidence from multiple sources. In order to make an argument about the positive and negative impacts of human-made waterways, students will use primary sources concerning the construction of dams, i.e., Quabbin Dam in the pre-test and Aswan Dam in the post-test. Development Team: Sue Welson, Easthampton Public Schools; Joanne Drumm, Easthampton Public Schools; Irene LaRoche, Amherst Regional Public Schools; Matt Venditti, Amherst Regional Public Schools; Alison Walters, Frontier Regional School District; Randall Furash-Stewart, Franklin County Technical School; Elyse Cann, Franklin County Technical School; Laurie Risler, Educational Consultant; Rich Cairn, Collaborative for Educational Services. Date updated: June 20, 2015 Table of Contents Introduction 2 Administration Protocol 3 Instrument 4 Scoring Guide 12 Collaborative for Educational Services – DDM – Grade 7 Geography 1
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District-Determined Measure Example Changing Waterways
Content Area and Grade Range: Geography, Grade 7DDM Summary: Students will construct arguments using claims and evidence from multiple sources. In order to make an argument about the positive and negative impacts of human-made waterways, students will use primary sources concerning the construction of dams, i.e., Quabbin Dam in the pre-test and Aswan Dam in the post-test. Development Team: Sue Welson, Easthampton Public Schools; Joanne Drumm, Easthampton Public Schools; Irene LaRoche, Amherst Regional Public Schools; Matt Venditti, Amherst Regional Public Schools; Alison Walters, Frontier Regional School District; Randall Furash-Stewart, Franklin County Technical School; Elyse Cann, Franklin County Technical School; Laurie Risler, Educational Consultant; Rich Cairn, Collaborative for Educational Services. Date updated: June 20, 2015
Table of ContentsIntroduction 2Administration Protocol 3Instrument 4Scoring Guide 12Measuring Growth and Setting Parameters 13
The team set a goal to create an assessment for 7th grade geography classrooms statewide. The team further agreed that the assessment would be: authentic, focused on the core of geography, interesting for students, manageable for teachers, and ultimately worth doing in its own right for students. We carefully considered the Massachusetts and national social studies frameworks to determine which geography standards were most vital for students to demonstrate competence. The assessment is designed for 7th grade students; world geography is most often taught in 7th grade in Massachusetts, even though the focus standard is labeled at 6th grade.
The team identified a topic – waterways–that draws upon many fundamental principles of geography education, as expressed in the National Geography Standards. These principles included use of maps and other representations of geographic data, and ways that humans impact and are affected by the physical environment. In addition, we anticipated that teachers would readily adapt the assessment to local studies, using local primary and secondary sources from canals, dams, and river management–issues that students may recognize and identify with.
The team drew upon many years of experience with best practice in the analysis and use of primary sources. Rich Cairn, the team lead, serves as the lead for the Library of Congress Teaching with Primary Sources Program at CES. We compiled a body of primary sources from local, national, and international sources. Using those sources, we created paired activities that allow students to demonstrate growth in understanding and skills in geography.
Table of Test Specifications - Direct Measure
This measure is aligned with the following standards:● 2003 Massachusetts History & Social Science Frameworks:
○ Grade 6 World Geography: Concepts & Skills:■ 1. Use map and globe skills learned in pre-kindergarten to grade five to interpret
different kinds of projections, as well as topographic, landform, political, population, and climate maps. (G)
■ 3. Interpret geographic information from a graph or chart and construct a graph or chart that conveys geographic information, e.g., about rainfall, temperature, or population size data. (G)
● 2013 College, Career, and Civic Life (C3) Framework for Social Studies State Standards (National Association for the Social Studies)
○ Dimension 4, 1-grades 6-8: ■ Construct arguments using claims and evidence from multiple sources, while
acknowledging the strengths and limitations of the arguments. ● 2011 Massachusetts Curriculum Framework for English Language Arts (ELA) and Literacy,
incorporating the Common Core State Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects
○ History/Social Studies – Grades 6-8 - Reading 1: ■ Cite specific textual evidence to support the analysis of primary and secondary
C3 - Dimension 4, 1-grades 6-8Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
1 1 25
Mass Social Science Frameworks: Grade 6 World Geography: Concepts & Skills
1. Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps.
1 1 25
Mass Social Science Frameworks: Grade 6 World Geography: Concepts & Skills
3. Interpret geographic information from a graph or chart and construct a graph or chart that conveys geographic information (e.g. about rainfall, temperature, or population size data).
1 1 25
Common Core – History /Social Studies - Grades 6-8 - Reading 1: Cite specific textual evidence to support analysis of primary and secondary sources.
1 1 25
% of Total Items 100 75 25
Administration ProtocolThe teacher will give this assessment at the beginning and near the end of a geography course. Results of the first and final administrations are used to calculate student growth. In class, all students will typically complete each of the tasks individually, at the same time.. A detailed explanation implementing the tasks and expectations of students are in the Instrument section (below). Teacher will score student work based on rubric (below). Expectations of Prior ExperienceThe assessment assumes that students have made progress toward grade level geography skills through 6th grade, as specified in the History and Social Science Frameworks. If students have no skills in map-reading or the understanding of charts and other tools for interpreting geographic data the teacher will have to provide extensive support to students in order to ensure that they understand what is asked of them in the pre-assessment. Students will need basic skills for analyzing primary sources. Again, if they have no experience of this kind, the teacher will need to provide support to help them make sense of the primary sources used in the task. Students will also need to have some experience comparing and contrasting differing viewpoints on a topic. It is not assumed that students have background in the history or events of the two case studies examined.
Administration of TasksFor each task (i.e. PRE-TEST or POST-TEST), students read a brief background document (in appendix). They analyze a set of primary sources. (Listed below. Low-resolution versions provided in the appendix. Teacher must download and project or print higher resolution versions.) In both PRE-TEST and POST-TEST, students then complete all three pages of the graphic organizers (below) in which they identify costs and benefits and cite evidence to support their choices. In the POST-TEST only, students use information from their organizer and notes to write a brief essay (questions below) in which they make and support a claim with evidence.
Accommodations for students with special needs and English Language LearnersThe rubric and task directions make expectations clear for all students. The teacher will need to make expectations clear to English Language Learners alongside their peers. The teacher will need to model use of the graphic organizers for all students.
In addition to a few key content-specific terms, including “watershed,” “dam,” and “reservoir,” learners must know how to use the general academic terms, “argument,” “source,” “document,” “explanation,” “positive,” “negative,” “impacts,” and “evidence.” The teacher should define terms, and give examples of how students can use them as they support a claim. The teacher may repeat definitions while students are working on the assessment.
Deviations from protocolShould children be absent on assessment days, they may be assessed at the next most convenient time. If a child enters the school after the start of the year, that child may be assessed upon entry and included in the measure’s student population for the year. If a child enters the course more than halfway through, they may complete the assessment with peers in the second test administration. The new student’s performance data, however, should not be included in summary data for the year.
Instrument
Focus Question: What are the positive and negative impacts of human-made waterways, including dams, canals, and land reclamation—e.g., the Quabbin Dam and Reservoir, Panama Canal, Suez Canal, Aswan Dam, Boston’s Back Bay—on the human and natural environments?
In BOTH pre- and post-test, give the students: ● Narrative description ● Primary sources and source information. Enlarge maps and images● Graphic organizer – both Step One and Step Two
Question● How do these documents (including maps, images, and text) represent positive and
negative impacts of the Quabbin Dam on the human and natural environment?Instructions for Students
● Using evidence from the sources provided, complete the graphic organizer to show the positive and negative impacts of the Quabbin Dam.
● In a brief but well-developed composition, support your argument for or against the Quabbin Dam, using evidence from each of the sources, and including any prior knowledge you may have.
○ Include answer to the question: What else you would like to know?○ Note to teacher: You may adapt the graphic organizer, such as by adding sub-
topical prompts: human health and well-being, natural environment, economy, immediate effects, permanent effects, etc.
POST-TEST: Question
● Do the benefits of the Aswan Dam outweigh its costs to humans and to the natural environment?
Instructions for Students● Using evidence from the sources provided, complete the graphic organizer to show the
positive and negative impacts of the Aswan High Dam and Quabbin Dam and Reservoir. ● In a brief but well-developed essay, support your argument for or against the Aswan
Dam, using evidence from each of the sources, and including any prior knowledge you may have.
○ Include answer to the question: What else you would like to know?○ Note to teacher: You may adapt the graphic organizer, such as by adding sub-
topical prompts: human health and well-being, natural environment, economy, immediate effects, permanent effects, etc.
Graphic Organizer Organizer One is based on the Primary Source Analysis Tool of the Library of Congress. (http://LoC.Gov/teachers). Students will complete both parts of the graphic organizer (all three pages) for both the pre-test and post-test tasks. Only students taking the post-test will also complete the brief essay questions.
For each picture, identify:a) What is the source of the document: medium (photo, drawing, etc.), title, year, author?b) What do you see?c) Describe the scene.
For each picture, identify:a) What is happening in the image?b) What positive impacts of the dam does this image show?c) What negative impacts of the dam does this image show?
For each map, chart, or text-based document, identify: a) What is the source of the document? What is it: (letter, report, article, etc.)? What is the title, year, author? b) From each document, list four facts about the impacts of the dam.
For each fact that you listed:
a) Identify which of the facts you listed show mostly positive impacts and which ones show mostly negative impacts.
2) Which is most convincing (positive or negative)? Explain the reasons for your opinion.
3) Conclude: Do the benefits of this dam outweigh its costs? Write a paragraph answering the question using evidence from the sources and any prior knowledge you may have.
Documents A, B, C, E & F available from CES: http://EmergingAmerica.org/Downloads.
● Document A: Current Quabbin Reservoir Reservation Watershed Map○ Source: Commonwealth of Massachusetts, Department of Conservation
and Recreation, Division of Water Supply Protection, Office of Watershed Management. 2015.
○ Explanation: This map shows the current boundaries of the Quabbin Reservoir with an overlay of the original town boundaries.
● Document B: Map of Proposed Swift River Reservoir 1922○ Source: Friends of the Quabbin.
○ Explanation: The original map from 1922, republished by the Friends of the Quabbin, shows the towns that were then proposed to be flooded. Four towns flooded: Enfield, Prescott, Greenwich, Dana, and additional lands were taken. The map also shows the three branches of the Swift River. The watershed is 120,000 acres, and the reservoir covers 25,000 acres.
● Document C: Quabbin Views: Swift River Valley looking north from Enfield Lookout
○ Source: Les Campbell. (1985). Gardner. (1927). Collections of the Friends of the Quabbin. Published in Quabbin Voices, Spring 1985.
● Document D: Mass Water Resources Authority (MWRA) Water System○ Source: Mass Water Resources Authority (MWRA). 2014. ○ Explanation: This map shows how the Quabbin Reservoir fits within the
statewide system that provides drinking water to most Massachusetts residents and industries. http://www.mwra.com/04water/system-maps/simple-water-1200.jpg
● Document E: Quabbin Reservoir - Photo of House on a Truck. ○ Source: Date and creator unknown. [1920s]. From the collections of the Friends
of the Quabbin Reservoir. ● Document F: Quabbin Reservoir - Photo of Tebo Mill Being Torn Down.
○ Source: Date and creator unknown. [1920s]. From the collections of the Friends of the Quabbin Reservoir.
● Document G: “Leaving Home” Poem by Lillian E. Gross. ○ Source: Poem by Lillian E. Gross. 1927. Prescott, Massachusetts, one of four
townships flooded by the Quabbin Reservoir. (See below.)
● Secondary Source Maps for Context: CIA World Fact Book. Egypt. https://www.cia.gov/library/publications/the-world-factbook/geos/eg.html
● Note regarding Documents A & B: The construction of the High Aswan Dam which reduced the quantity of suspended materials deposited on the soil during floods; it also permitted the restoration of the fertility of Egyptian soils for thousands of years.
● Document A: Fertilizer Use (1968-1999) ○ Source: Food and Agriculture Organization of the United Nations. ○ Explanation: Document A shows that the consumption of nitrogen and
phosphate fertilizers has tripled during the last 30 years. The construction of the High Aswan Dam which reduced the quantity of suspended materials deposited on the soil during floods; it also permitted the restoration of the fertility of Egyptian soils for thousands of years. Graph: Taha, 2000 found on http://www.fao.org/docrep/008/y5863e/y5863e0a.htm
● Document B: Cropped Area (1952-2003) ○ Source: Food and Agriculture Organization of the United Nations. 2003. ○ Explanation: Document B shows the increase in cropped areas in Egypt ○ Graph: MALR, found on http://www.fao.org/docrep/008/y5863e/y5863e0a.htm
● Document C: Abu Simel Temple Relocation, 1960s . ○ Explanation: Photograph of the dismantling and relocation of the ancient
Egyptian Temple of Abu Simel. Found at LookLex, URL: http://looklex.com/e.o/abu_simbel.htm
● Document D: Electricity Production by Fuel in Egypt, 1971-2006 . ○ Source: Global Energy Network Institute. 2006. ○ Explanation: This image shows the change in electricity production in Egypt
from 1971 through 2006. http://www.geni.org/globalenergy/library/energy-issues/egypt/index_chart.html
● Document E: Los Angeles Times Article. 1988. ○ Source: Los Angeles Times article. 1988. ○ Explanation: interviewing displaced Nubians 23 years after they were forced
from their homes due to the construction of the Aswan Dam. William C. Mann. Associated Press, Los Angeles Times, 1988. http://articles.latimes.com/1988-01-03/news/mn-32292_1_years-ago
Scoring GuideThe scoring rubric found below describes five levels of performance for four distinct skills. Level 4 describes a proficient performance for the end of 7th grade. Level 5 describes an exceptional performance for the end of 7th grade. Students can earn a total between 4 and 20 points.
Changing Waterways DDM Scoring Rubric
5 4 3 2 1
Demonstrates understanding of maps, charts, graphs, and images through accurate categorization of positive and negative impacts
Identifies four significant and relevant facts about each map, chart, or graph. Meaningfully describes what is happening in the images. Accurately interprets the significance of the information in each document. Accurately categorizes evidence as showing positive or negative impacts of the dam.
Identifies four facts about each map, chart, or graph. Describes what is happening in images. Accurately categorizes evidence as showing positive or negative impacts of the dam.
Identifies at least two facts about each map, chart, or graph. Describes images. Accurately categorizes most evidence of positive and negative impacts of the dam.
Identifies at least one fact about each map, chart, or graph. Offers minimal description of images. Attempts to categorize evidence of positive and negative impacts of the dam.
Does not identify facts about any of the maps, charts, or graphs. Does not describe images. Does not attempt to categorize evidence of positive or negative impacts of the dam.
Interprets and explains evidence
Provides a thorough, clear, meaningful, and accurate interpretation and explanation of all documents.
Provides a clear, accurate interpretation and explanation of all documents.
Provides an accurate if simple interpretation and explanation of all documents.
Attempts to interpret the significance of at least some of the documents.
Does not interpret or explain any of the documents.
Constructs an argument
Presents a clear, logical, thoughtful, and well-organized case. Argument is significant and relevant.
Presents a clear, logical, and well-organized case. Argument is significant and relevant.
Makes a case for a relevant argument.
Makes a limited and/or confusing case for an argument.
Does not make an argument.
Uses evidence to support an argument
Presents evidence from each of the primary sources. Evidence is relevant, significant, and strongly supports the argument.
Presents evidence from most or all of the primary sources. Evidence is relevant and supports the argument.
Presents evidence from most of the primary sources. Evidence is relevant to the argument.
Presents evidence from at least some of the primary sources.
Presents no evidence, or evidence presented is not at all relevant to the subject.
It is estimated that students typically enter 7th grade with overall scores between 8 and 12 points. Students should complete 7th grade Geography with a score of 16 or more points.
Parameters:Low growth: 1-3 point increaseModerate growth: 4-6 point increaseHigh growth: 7 or more point increase
Covering 39 square miles, the Quabbin Reservoir is one of the largest human made water sources in the United States. It was created between 1930-1939 to supply the metropolitan Boston area with an abundant, stable water supply that would meet the needs of a growing industrial city. In order to do so, four towns in Western Massachusetts were dismantled. As a result, residents of the four towns were forced to leave their homes, many of which had been in their families for generations. The decision to create the reservoir is still being analyzed and debated today in terms of human and environmental outcomes.
Document A: Current Quabbin Reservoir Reservation Watershed Map● Source: Commonwealth of Massachusetts, Department of Conservation and
Recreation, Division of Water Supply Protection, Office of Watershed Management. 2015. http://EmergingAmerica.org/Downloads
● This map shows the boundaries of the towns that were flooded, overlaid on a map of the Quabbin watershed and the reservoir itself.
Document B: Map of Proposed Swift River Reservoir 1922● Source: Friends of the Quabbin. The original map from 1922 shows the towns that were
proposed to be flooded. The map also shows the three branches of the Swift River. Four towns were flooded: Enfield, Prescott, Greenwich, Dana, and additional land. The watershed is 120,000 acres, and the reservoir covers 25,000 acres.
Available online at: http://EmergingAmerica.org/Downloads
Document C: Swift River Valley Looking North from Enfield LookoutTop image, Les Campbell, 1985. Bottom image, Gardner, 1927. In the collection of the Friends of the Quabbin.
Available online at: http://EmergingAmerica.org/Downloads
Document D: Mass Water Resources Authority (MWRA) Water System● Source: Mass Water Resources Authority (MWRA). 2014. ● Explanation: This map shows how the Quabbin Reservoir fits within the statewide
system that provides drinking water to most Massachusetts residents and industries.
A poem written by Mrs. Lillian E. Gross,Prescott, Massachusetts February 17, 1927 They tell us we must leave our homesThese places we hold so dear,Though here we've lived and played, and workedThese many and many a year. We love these rugged, tree-clad hills,The meadows in between.The orchards and the pleasant valesWhere shines the summer's green. We love the fields our father tilled,The flowers and shrubs and vines,The sound of rustling through the oaks,The whispering of the pines. 'Tis hard to transplant men and treesWhen they have come full grown.Their roots grow deep down in the soil.That they have made their own. "By right of eminent domain" —Bring forth the cherished deed.Whereby you thought to keep your homeAs long as you should need. Where shall we find another placeOur weary feet to rest.Shall we go north, or south, or eastOr shall we wander west?
The Nile River valley is one of the oldest documented areas of civilization. People have long relied upon this river as a source of water for agriculture, transportation, and consumption. The cyclical flooding of the river created a predictable, but uncontrollable, water source. In the early 1900s, a first attempt was made to dam the river and control it as a source of water. The Egyptian Government determined the Aswan Low Dam to be successful, and a new and updated dam, the Aswan High Dam, was built in the 1960s.
The second dam created the 300-mile long Lake Nasser that serves as a reservoir for surrounding populations. However, when the dam was built, the Nubian people living in the immediate area had to be relocated. There have been a number of positive and negative outcomes from the building of this dam. This document-based assessment examines evidence of the costs and benefits resulting from the existence of the Aswan High Dam. Students will analyze this evidence and draw conclusions formulating an opinion about this human-environmental interaction.
Document A: Fertilizer use by cropIn Egypt, mineral fertilizers—especially nitrogen, phosphate and potash—are being applied to an increasing extent. Figure 8 shows that the consumption of nitrogen and phosphate fertilizers has tripled during the last 30 years.This increase in consumption is due to various factors including:
● The additional cropped area (Figure 9)● The introduction of new high yielding varieties, which need higher rates of fertilizers, as, indicated
by the increases in recommended rates in Table 7● The construction of the High Aswan Dam, which reduced the quantity of suspended materials
deposited on the soil during floods, which permitted the restoration of the fertility of Egyptian soils for thousands of years.
Fertilizer Use 1968-1999Consumption of N, P2O5 and K2O
Source: Taha, 2000 found on http://www.fao.org/docrep/008/y5863e/y5863e0a.htm
Displaced by Aswan Dam 23 Years Ago: Egypt's Nubians Dream of HomeJanuary 03, 1988|WILLIAM C. MANN | Associated Press
BALLANA, Egypt — After 23 years in this alien desert world, the Nubians of Ballana still talk of going "home." But home is on the bottom of the Aswan High Dam's Lake Nasser.Lake Nasser covers 2,000 square miles, almost two-thirds of the Nubian Valley, and is one of the world's largest man-made lakes.
In late 1964, then-President Gamal Abdel Nasser's desire to harness the mighty Nile River with a project as grand as the Pyramids forced about 60,000 Nubians to arid lands north of Aswan.
The world paid little notice to the displacement of the Nubians, a proud Negroid people whose ancestors conquered and ruled Egypt 2,800 years ago.
Temples EndangeredThere was a much greater uproar over the Abu Simbel temples and other glories
of Pharaonic Egypt endangered by the dam's encroaching reservoir than over the 600 or so Nubian villages being obliterated. The temples were moved piece by piece to higher ground.On their journey north, many of the refugees brought sacks of Nubian earth, remnants of home.
One recent warm afternoon, Mohammed Ahmed Rashwan stood in a sycamore's shade with a group of friends and talked of the hurt that comes from the knowledge that, to his children, home is Ballana.
"The children don't remember how it was," said Rashwan, a businessman and father of five who was 12 years old when his Nubian family was forced from its home 225 miles to the south. "They found themselves in a new life here. They know nothing about the old life."
Life Is Not BadBy the standards of Egyptian villages, life is not bad in Ballana and the other
Nubian resettlement villages near Kom Ombo, 585 miles south of Cairo.The Nubians' houses are painted, their streets clean. Boys play soccer on a
fenced-in dirt field next to the mosque and the school. The field is maintained by a youth club that Rashwan runs.
In pre-dam Nubia, most of the people were farmers, and the Nubians of Ballana--three adjacent villages bear the same name--have made their government-supplied desert acres bloom.
The Nile, its banks now green, snakes just west of the barren ridge around which the town's market and brick houses were built.
'New Life From Nothing'"We had to start a new life from nothing," said Mohammed Maher, an engineer
who was an adult during the Nubian exodus.He said many of the very old and the very young died because they were unable
to adjust.Nasser's socialist government decided that no matter how much land a farmer
had in the Nubian Valley, nobody would receive in the new villages more than five feddans, an Egyptian measurement roughly equivalent to an acre.
"My grandfather had lots of land and lots of people working for him," Rashwan said. "When he came here, everybody was equal."
Some houses were provided, but not enough, and they were not of the typical Nubian style that features several rooms around an open courtyard or community room.
Built Homes by HandMany of the resettled Nubians have built traditional homes with their own hands.
"It's too difficult for our people to change their nature," Rashwan said. "We were put between two lives."
"Nobody wanted to come here," said Mohamoud Salem Aly, a boy of 6 in 1964. "Life was very nice at home. The land was rich. Here all the land is sand, desert. There, you did not need anything from outside. Here the land's fertility is very low."
He has a degree in history but makes a living as a social worker."The government doesn't want us to go back, but I'm thinking of doing it," said
Aly, who dreams of a house on the shore of Lake Nasser. "It won't be the same, because the high dam has stopped the river. We have sacrificed for our country."http://articles.latimes.com/1988-01-03/news/mn-32292_1_years-ago
