Grand Coulee Dam Sarah Olson
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Grand Coulee Dam Sarah Olson Summit School
Trail Blazers 5 th /6 th grade
2-3 week Investigation During three-month Expedition
Table of Contents
Overview ---------------------------------------------------------------------------------------------------------------------------- 3 Learning Expedition Planner -------------------------------------------------------------------------------------------------- 4
Goals and Overall Objectives -------------------------------------------------------------------------------------------------- 5 Objectives (Learning Targets), Lesson Descriptions, Lesson Plan Materials
Lesson 2: Important People ---------------------------------------------------------------------------------------- 7
Lesson 3: What was good about the dam ---------------------------------------------------------------------- 8
Lesson 4: Who/What the dam hurt ------------------------------------------------------------------------------ 9
Lesson 5: Lasting Effects on the area ------------------------------------------------------------------------- 10 Final Assessment—What’s the Big Idea? CBA ------------------------------------------------------------------------- 11
Annotated Bibliography
Primary Sources ---------------------------------------------------------------------------------------------------- 12
Other Sources ------------------------------------------------------------------------------------------------------- 14
- 2 - Overview
Trail Blazers began the year learning about colonial life, the establishment of America, and its founding fathers. This study was during September through November. Then we began the We the People expedition about our country’s guiding documents and how the US government works. This leads us into the study of Grand Coulee Dam and how the government played a role in its development.
The
We The People expedition looks at the founding documents of the United States and why they are important to us. We will also be learning about important people to the beginning of our nation. These two things will follow-up very nicely with the end of our colonial American expedition. We finished this learning about the Revolutionary War and how this lead to our freedom as a nation.
end of this case study. They will be able to cite 3-4 pieces of evidence that can specifically answer the question in terms of the affect Grand Coulee Dam had on the Northwest. This will be assessed through the What’s the Big Idea? CBA.
This study will connect to our next expedition about the Spokane River. Students will need to be able to analyze local impact dams have when they are built. They will use the knowledge they have gained about dams, how they are built, what they are used for, and the local impact from learning about Grand Coulee Dam.
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L EARNING E XPEDITION P LANNER * T ITLE /T OPIC : Grand Coulee Dam A UTHOR ( S ): Sarah Olson G RADE L EVEL ( S ): 5 th /6 th T IME F RAME : January for about 2 weeks G UIDING Q UESTIONS (Open-ended question to focus long-term inquiry. Can be linked to big ideas – enduring understandings we want students to remember ten years from now) Is it so grand? I NVESTIGATION TOPIC Grand Coulee Dam and its affect the people and land around it
Technology and ideas surrounding the development of the Grand Coulee Dam
Attitudes and beliefs of people about the dam
Other perspectives about the dam
Use resources (primary and secondary) to back up facts S TANDARDS 4.2.3 Understands how technology and ideas have affected the way people live and change their values, beliefs, and attitudes. 5.4.1 Researches multiple perspectives to take a position on a public or historical issue in a paper or presentation. 5.2.1 Evaluates the relevance of facts used in forming a position on an issue or event. 5.4.2
Prepares a list of resources, including the title, author, and type of source, date published, and publisher for each source, and arranges the sources alphabetically.
I can describe the way Grand Coulee Dam affected the people and the land around it.
importance of the Grand Coulee Dam.
I can use primary and secondary resources about the Grand Coulee Dam to answer the guiding question.
Look at maps to locate area and see what it looks like now. F INAL ASSESSMENT What’s the Big Idea? CBA *This planning tool is used by Expeditionary Learning Schools, which Summit School is a part of, as a template for expeditions (units of study).
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Goals (Long-Term and Supporting Learning Targets)
I can describe the way Grand Coulee Dam affected the people and the land around it. o
I can tell 2 people who were influential in the development of the dam. (lesson 2) o
I can describe 2 groups of people who were against the building of the dam. (lesson 2) o
I can describe 2 lasting effects on the land around Grand Coulee Dam. (lesson 5) o
I can describe 2 lasting effects on the people around the Grand Coulee area. (lesson 5)
I can analyze the importance of the Grand Coulee Dam. o
I can analyze how the geologic history of the Grand Coulee area made it a good place for the dam. (lesson 1) o
o
I can describe 2 cons of the Grand Coulee Dam. (lesson 4) o
I can describe 3-4 lasting effects on the land around Grand Coulee Dam. (lesson 5) o
I can describe 3-4 lasting effects on the people around the Grand Coulee area. (lesson 5)
I can use primary and secondary resources about the Grand Coulee Dam to answer the guiding question. (final assessment)
- 5 - Lesson 1: Geologic History of Grand Coulee area (1-2 days) Learning Target: I can analyze how the geologic history of the Grand Coulee area made it a good place for the dam.
Activity: o
Watch video about how the Missoula Floods helped create the Grand Coulee area. o
Review what a coulee is o
Review a map of the Cordilleran Ice Sheet and the path of the Missoula Flood to show how it affected the Grand Coulee area and the Columbia River o
Use parts of article to talk about why the area was good for the dam o
Begin filling in a map of Washington state to show rivers, lakes, cities
Materials: o
United Streaming video segment
o Aquifer Atlas, 2004 edition p. 9-10 o
o
“Harnessing the Columbia River: The Grand Coulee Dam and Its Geographical Setting” article o
http://www.usbr.gov/pn/grandcoulee/ other historical information
- 6 - Lesson 2: Important People (2-3 days) Learning Target: I can tell 2 people who were influential in the development of the dam. I can describe a group of people who were against the building of the dam.
Activity: o
Learn about who was involved in the making of the dam and why they felt the dam would be a good thing for Washington state. o
Look at photographs about people at the dam and fill out photograph analysis forms as a whole class. Also talk about how senses are evoked when we look at pictures. Have students fill in senses recording form as they look at the pictures. o
People involved in the making of Grand Coulee Dam o
President Franklin D. Roosevelt o
Clarence C. Dill o
Rufus Woods o
Frank A. Banks: Chief Engineer o
William (Billy) M. Clapp o
farmers o
People/Groups against the building of the dam o
Small towns o
Business owners who would have to rebuild o
Colville Indian tribe o
Pick one of the people/groups of people involved with the Grand Coulee Dam. Write a letter as that person describing your point of view, how you feel about the dam, what you think the dam will to do the area in the years to come.
Materials: o
Photograph Analysis form o
Posters with each person or group on the top o
o
The 23-Year Battle for Grand Coulee Dam book excerpts o
Senses recording form o
Excerpts about towns moved from Exploring Washington’s Past o
Images of America: Grand Coulee Dam photos - 7 -
Lesson 3: What was good about the Dam (2-3 days) Learning Target: I can describe 3 pros of the Grand Coulee Dam.
Activity: o
What did the dam do for people of Washington state? o
Provide electricity o
Provide jobs during the Depression o
Create irrigation for farming Apples
Wine
o
Tourism (current day) o
Spur the local economy o
Students will use written documents and photos to analyze how the dam was promoted. o
They will do analysis forms for some of the documents in pairs or small groups. o
Write a newspaper article describing what the Grand Coulee Dam will do for the people of Washington state.
Materials: o
Life article o
o
o
o
o
o
form o
“When Dams Weren't Damned: The Public Power Crusade and Visions of the Good Life in the Pacific Northwest in the 1930s” article o
o
Excerpts about towns moved from Exploring Washington’s Past o
Historic Photos of Washington State, p. 188 and 200 o
Images of America: Grand Coulee Dam photos
- 8 - Lesson 4: Who/What was hurt by the dam (2-3 days) Learning Target: I can describe 2 cons of the Grand Coulee Dam. (lesson 4)
Activity: o
What did the dam do to hurt the people of Washington state? o
Moved towns o
People lost some of their businesses o
Colville Indians had to move their reservation Loss of history o
o
Look at the map to find what towns are being moved and where. o
Write a letter to the editor explaining who you are and why you feel the building of the dam would be a bad thing for the people of Washington state. o
After the past two lessons, students would pick a role for a town in Washington faced with being moved because of the building of the dam. Students will participate in a town meeting to discuss the merits of the dam. They will need to bring their notes
as a ticket to participate. (Breaking Away From the Textbook) o
o
What is your role in the town? o
What is your position on the building of the dam? What are your reasons for you position? o
o
After the town meeting, students will need to write up how their position might have changed or not because of what their fellow town members had to say. o
Assessment: Fill in the Venn Diagram stating what you know about the pros and the cons surrounding the building of the dam. Be sure to site where your information came from (articles, pictures, maps, class notes, etc.).
Materials: o
The 23-Year Battle for Grand Coulee Dam book excerpts o
Notes as ticket o
Venn Diagram o
Excerpts about towns moved from Exploring Washington’s Past o
Washington’s History articles: 106-107, 108-109 o
Images of America: Grand Coulee Dam photos
- 9 - Lesson 5: Lasting Effects on the area (2 days)
Learning Target: I can describe 2 lasting effects on the land around Grand Coulee Dam. I can describe 2 lasting effects on the people around the Grand Coulee area.
Activity: o
Brainstorm from past visits to the Grand Coulee Dam about what it is currently like o
What does the Grand Coulee Dam look like today? o
What does the Grand Coulee Dam provide for us today? o
Read the articles in groups to answer the questions. o
Look at websites: o
What do they suggest about the Grand Coulee Dam? o
What is the perspective offered on the site? o
Go back to map to see how the area around Grand Coulee Dam looks different today.
Materials: o
Grand Coulee Dam Now student worksheet o
“The Benefits and Costs of the Columbia Basin Project: Earlier Perspectives and Changing Perceptions” article o
o
http://www.grandcouleedam.org/ o
http://www.usbr.gov/pn/grandcoulee/
o Washington’s History articles: 106-107, 108-109 o
o
Historic Photos of Washington State, p. 188 o
Images of America: Grand Coulee Dam photos
- 10 -
Final Assessment: What’s the Big Idea? CBA (3-5 days)
Learning Target: I can use primary and secondary resources about the Grand Coulee Dam to describe the affect this technology had on the land and people around it.
Activity: Introduce steps of CBA o
o
Have students use notes and other materials from investigation to complete the graphic organizer. o
Students will develop an initial draft of their paper answering the guiding question of “Is it so grand?”. o
develop. o
Have students present their paper by sharing 2 reasons they give to answer the guiding question.
Materials: Student directions for Dig Deep
Writing checklist
Support Materials and Graphic Organizer
Teacher Scoring Guide
Primary resources used throughout the investigation
Selected secondary resources used throughout the investigation - 11 -
Annotated Bibliography Primary Sources
Bamonte, Tony and Suzanne. Pathways to History. Spokane, WA: Tornado Creek Publishing, p. 115. The photo in the book gives a personal look at what it took to move towns and people displaced by the building of the Grand Coulee Dam.
Barbour, G. B. “Harnessing the Columbia River: The Grand Coulee Dam and Its Geographical Setting.” The Geographical Journal, Vol. 96, No. 4 (Oct., 1940), pp. 233-242, found in http://www.jstor.org/stable/1787579 . (June 21, 2010)
This article is meant to give both the teacher and students a better understanding of the geologic history of the Grand Coulee area and why it was suitable for the building of a dam the size of Grand Coulee Dam.
Bottenberg, Ray. Images of America: Grand Coulee Dam. Charleston: Arcadia Publishing, 2008. This book provides many historic photos documenting the Grand Coulee Dam from the beginning dream for the dam, through the construction, and all the way up to the completed and working dam. These pictures will be used throughout the unit to help students see what it was like to be a part of the building of the dam.
Coulee Dam Section. Spokane Daily Chronicle cover page. Spokane, WA, June 18, 1934. Found at Joel E. Ferris Research Library and Archives. (September 26, 2010)
The cover page has a variety of articles showing progress on the building of the Grand Coulee Dam. It also gives a great picture to show just how big the dam would be once the construction was completed. This will give the students a good understanding of the magnitude of the whole dam.
1939, 1939 Progress Edition. Found at Joel E. Ferris Research Library and Archives, L95-16.185. (September 26, 2010)
The cover page shows one of the public opinions about the building of the dam. Many people were very much in favor of the dam and this cover was meant to show that as well as gather more support while the dam was being built.
Lacey. “Spokane Celebration.” June 1934. From Old EWSHS System (located at Joel E. Ferris Research Library and Archives), L2004-32.570. (accessed September 26, 2010)
This photograph will be used to show how relationships were attempted to be formed between the tribal elders and the people in charge of building the dam. Students will analyze the photograph to see what we can learn from it.
Libby Studio. “”FDR, Clarence D. Martin, Mrs. Roosevelt and attending crowd at Grand Coulee Dam.” August 4, 1934. From Joel E. Ferris Research Library and Archives, L87-1.4367-34. (accessed September 26, 2010)
This photograph shows the attempt that was made to draw in the president and other important figures show their interest in what was happening with the building of the dam. We will look at how media plays a role in the public’s perception. Students will analyze the photograph to see what we can learn from it.
Libby Studio. “FDR with James R. at speaker’s podium during his visit to Grand Coulee Dam.” August 4, 1934. From Joel E. Ferris Research Library and Archives, L87-1.4370-34. (accessed September 26, 2010)
This photograph shows the attempt that was made to draw in the president and show his interest in what was happening with the building of the dam. We will look at how media plays a role in the public’s perception. Students will analyze the photograph to see what we can learn from it.
No. 23. Found at Joel E. Ferris Research Library and Archives, RE SC 89 1/1. (September 26, 2010)
failing economy during this time. It talks about how the dam will help the people of Washington, the size of the dam, and gives some personal stories to accompany this project so far away for many Americans. It will be used to give students a better understanding of some of the people involved in the making of the dam and who the dam affected.
Soden, Dale E. (text and captions). Historic Photos of Washington State. Nashville: Turner Publishing Company, 2008, p. 188, and 200.
There are two pictures in this book that will give students a better perspective of the size of the dam and some of the different parts of the dam.
Woods, Rufus. The 23-Year Battle for Grand Coulee Dam. 1944. From Joel E. Ferris Research Library and Archives, 333.91, W866t. (September 26, 2010)
The book by Rufus Woods was meant to give people a better understanding of what went into gathering support for the building of the dam. He includes map, pictures, newspaper articles, and people’s opinions about who was for and against the dam. These texts and pictures will help students better understand the different views surround the building of the dam.
US Department of the Interior: Bureau of Reclamation. Grand Coulee Dam: The Columbia Basin Reclamation Project, Pamphlet, From Joel E. Ferris Research Library and Archives, Eph L85- 109.1. (September 26, 2010)
This pamphlet will be used to show how the government tried to put a positive spin on what the Grand Coulee Dam would do for people of the Northwest. It gives facts about size, building materials, how it uses the Columbia River, expenses, and how it will help the area. The students will use this pamphlet while learning about the good things about the dam, but they will also use it when looking at how the dam hurt and try to use some inferring skills. They will do a written document analysis form for it in pairs.
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Secondary Sources
Alt, David. Glacial Lake Missoula and it Humongous Floods. Missoula: Mountain Press Publishing Company, 2001.
This book provides a thorough but understandable description of what the Missoula Floods did to help create many of the lakes and landforms found in our area. It helps to give background for myself and my students about why the Grand Coulee area was a good spot for a dam of this size to be built.
Bloodworth, Gina, and James White. 2008. "The Columbia Basin Project: Seventy-Five Years Later." Yearbook of the Association of Pacific Coast Geographers 70, 96-111. America: History & Life, EBSCOhost (accessed June 21, 2010). This article provides information about the history of the Columbia Basin Project as well as what the project is doing now. It looks at the changing needs of the area and how we continue to benefit from the dam today. There is also information about some negative effects of the dam on the local area.
Cordero, Wilma, and Shelly Kintisch. Breaking Away from the Textbook: A Creative Approach to Teaching American History. 3 rd ed. New York: Rowman & Littlefield Education, 2006. I used this book to find new approaches to teach history in the elementary classroom. I used two ideas from this book in my project.
Dick, Wesley Arden. “When Dams Weren't Damned: The Public Power Crusade and Visions of the Good Life in the Pacific Northwest in the 1930s.” Environmental Review: ER, Vol. 13, No. 3/4, 1989 Conference Papers, Part One (Autumn - Winter, 1989), pp. 113-153, found in http://www.jstor.org/stable/3984393 , June 21, 2010.
Understanding what a dam can provide in the sense of electricity is a huge piece to understanding why the dam was so desired by many people who fought for the building of the dam. The author of this article helps to put a better perspective on how many people viewed the building of the dam during this hard-hit economic time.
Grand Coulee Dam Area Chamber of Commerce. Url: http://www.grandcouleedam.org/, accessed October 2, 2010.
This site is more designed to bring people to the Grand Coulee Dam area. Students will again be asked to examine the perspective to see if it might be biased toward one perspective or another. Students will also get a chance to explore the site to figure out more information about the dam.
Grand Coulee Canyon, WA: Site of the Channeled Scablands, video segment from, Earth’s Catastrophic Past. Discovery Channel School. 1999. Discovery Education. 24 September 2010, This video helps students understand the geologic history of the Grand Coulee area. It begins to give background for why this was a good site for the dam.
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Kirk, Ruth and Carmela Alexander. Exploring Washington’s Past, Seattle and London: University of Washington Press, 1990.
This book describes many of the towns in Washington that were affected by the building of the dam. The author talks about towns that had to be moved before the building of the dam as well as prior to Lake Roosevelt being filled after the dam had been completed. It also talks about the power created by the dam, the effect on the salmon, and how it is more currently affecting the area. There is also some information about the role President Roosevelt played with the dam.
Ritter, Harry. Washington’s History, Portland: West Winds Press, 2003, 106-109. This book provides short, to-the-point articles about what the Grand Coulee Dam did for Washington state, how it helped the economy, and some of the negative effects that were felt. It covers a little of what the dam did for the economy of Washington as well.
Shepherd, James F. “The Benefits and Costs of the Columbia Basin Project: Earlier Perspectives and Changing Perceptions.” Agricultural History, Vol. 76, No. 2, Water and Rural History (Spring, 2002), pp. 463-480 found in http://www.jstor.org/stable/3745017 , June 21, 2010.
This article helps illustrate what the Grand Coulee Dam did to the area, both good and bad. Then it looks at how people’s opinions on the dam have changed over the years. This article helps give better perspective on how people viewed the dam then and now.
The aquifer atlas helps to build background about the path of the Missoula Flood and what is did to the land. It shows maps of the area during the Pleistocene Ice Age and a brief description of the area.
US Department of the Interior: Bureau of Reclamation Pacific Northwest Region. Url: http://www.usbr.gov/pn/grandcoulee/, accessed October 2, 2010.
This website will be used to give facts about how the Grand Coulee Dam is used now, who it benefits, and how it is impacting the local area. Students will get a chance to explore the site to figure out more information about the dam. Students will also be asked to examine which perspective is clearest through this website.
Grand Coulee Dam Sarah Olson Trail Blazers (5th/6 th grade) Summit School Learning about the good and bad about the Grand Coulee Dam • a 2-3 week case study, part of a three month expedition, We the People about US government • other case studies are: our founding documents and people, how the US government works Guiding Question IS IT SO GRAND?
Long-Term Learning Targets • I can describe the way Grand Coulee Dam affected the people and the land around it. • I can analyze the importance of the Grand Coulee Dam. • I can use primary and secondary resources about the Grand Coulee Dam to answer the guiding question. Lesson Overview • 1: Geologic History of Grand Coulee (2 days) • 2: Important People (2-3 days) • 3: How the dam helped (2-3 days) • 4: Who/What the dam hurt (2-3 days) • 5: Lasting effects of the dam (2 days) • Final Assessment (3-5 days) Evidence Journals – Students will make their own evidence journals – Students will daily journal about people involved, pros and cons, affect on the area around the Grand Coulee Dam – Students will differentiate between fact and opinion Some Activities Notice/Wonder notes Living anchor charts Venn Diagrams Video clips
Town Meeting Breaking Away From the Textbook activity p. 166 Town Meeting: You are a part of a town that is in jeopardy of being moved because of the building of the Grand Coulee Dam. Choose a role you would play from that town. Be ready to defend how the building of the dam would affect you and whether you would be for it or against it.
Sharing our Knowledge • Students will present their observations journals to share the impacts they learned about
• What’s the Big Idea? CBA for 5 th grade
• Students will connect this learning to our study of the Spokane River to decide whether dams should be built in our area Grade 6, 7, 8 Fall Checklist for Expository Writing My paragraph will explain successfully if I include thoughtful and specific content and organize my writing well. That means I should follow the directions given in the writing prompt; narrow my topic; stay focused on the main ideas; elaborate by using reasons, well-chosen and specific details, examples, and/or anecdotes to support my ideas; include information that is interesting, thoughtful, and necessary for my audience to know;
organize my thoughts in the paragraph; use transitions to connect my ideas.
show that I care about my topic by writing in a voice appropriate for my audience and purpose; use language that is appropriate for my audience and purpose; use specific words and phrases that help the reader understand my ideas; use different types and lengths of sentences.
follow the rules of grammar and Standard English usage, spell words correctly, use correct capitalization, use correct punctuation, write complete sentences, show where new paragraphs begin.
Revised 11/06/2006 Name: ________________ Date: ________________ Grand Coulee Dam Now
You have learned about what happened in the area surrounding the Grand Coulee Dam before and during the construction. Now you will look at what has changed. Think about the people involved, the impact on the land and economy, and how people feel today about the dam. Use the notes form below to fill in as you explore different websites, pictures, and articles about the dam now.
President Franklin D. Roosevelt Clarence C. Dill Rufus Woods Frank A. Banks: Chief Engineer William (Billy) M. Clapp farmers People of small towns Colville Indian tribe
Sarah Olson October 21, 2010 Pod Cast write-up
Jonathan Alter and Alan Brinkley “FDR's First 100 Days”
Franklin D. Roosevelt was a big player in the 20 th century. This pod cast talked more about the beginning of his presidency instead of the later part that we so often hear about.
many things that are left out. I never knew that just prior to his inauguration, an attempt had been made on FDR’s life down in Miami, FL.
was a bit stuck up because of his background as a lawyer and a reputation he seemed to have built up during a time prior to his political career.
He was also seen as a lightweight because of his fight with polio and the physical disabilities that came of this. People thought that he would let others lead during his time as governor in New York, but instead surprised many by rising up to be a very strong leader with his own ideas. He changed the American view of people with polio to create an open-mindedness that people with disabilities could rise above their troubles to take on bigger issues. He also worked very hard to hide the fact that he was in a wheelchair because he didn’t want the public to see him as week. The public often viewed him as an active man because he worked hard to make them believe that he had overcome this issue. All of these attempts were made to show the public that he was not a lightweight at all!
We think about the New Deal as one of the big things that FDR did for our country, but this did not occur during the first hundred days. What leads up to this though was a feeling that the public should know about what is going on in our country. Financial transparency was the feeling that came out of this time. People wanted to take charged of the national banking system because of our failing economy, but Roosevelt did not want to do this because he felt this should still be a private practice.
The Civilian Conservation Corps was another first that helped to define the kind of president Roosevelt would be. He created the first jobs program to make clear that the government should care about people’s jobs and the effect those jobs would have on our economy. People thought the CCC wouldn’t be effective, but Roosevelt was sure that it would.
National Recovery Act was designed as a way to show that Roosevelt was taking action against the depression. He was trying to show that he would take a stand on issues that faced the nation at the time, that he was taking action to help our country.
Roosevelt may not have been everyone’s favorite, but he did many things while in office to help our country when we were in great need to raise the morale of the people. This is what makes him a memorable president. Scoring Guide
Elementary School – What’s the Big Idea? CBA
1 Scoring Guide for the Elementary School What’s the Big Idea? CBA (Recommended for 5 th Grade)
The following document outlines only some of the many ways students could reach proficiency in responding to this particular CBA. It is meant to provide abbreviated examples * of how the rubric works. It is recommended that for each criterion, you begin with Score Point 3 (“Meeting Standard): it is highlighted because the purpose of the task is to see if students can meet standard (i.e., reach proficiency).
Score
Rubric Language Sample Response 4 – Excellent (Exceeding Standard) States a position on how an idea or technology affected people’s lives AND
Makes a general statement about how technology or ideas affect our lives. The idea that “all men are created equal” led the Colonists to fight the British for their independence. It shows that if an idea is powerful enough, people will be willing to fight and die for it. 3 – Proficient (Meeting Standard) States a position on how an idea or technology affected people’s lives.
2 (and below) Partial (Not Meeting
Standard) States a position on how an idea or technology affected people’s lives that is unclear. The idea that “all men are created equal” was important to the Colonists.
Score Rubric Language Sample Credited Change in People’s Actions 4 – Excellent (Exceeding Standard) Provides reason(s) for the position supported by evidence.
The evidence includes: An explanation of how the technology or idea led to three or more changes in people’s actions.
the Declaration of Independence in 1776. When colonists read this declaration, they began to believe they were equal to the British living in England and they decided to fight in the Revolution. As a result, people joined the Continental Army because they believe in this idea (Marshall, 2003). (Note: This only explains one change. To reach proficiency, a response would need to explain TWO changes.) 3 – Proficient (Meeting Standard) Provides reason(s) for the position supported by evidence.
The evidence includes: An explanation of how the technology or idea led to two changes in people’s actions. 2 (and below) Partial (Not Meeting
Standard) Provides reason(s) for the position supported by evidence.
The evidence includes: An explanation of how the technology or
* Note: The source references and citations used in the sample credited responses are only meant to serve as illustrations of how the rubric works. They are not actual sources. Scoring Guide
Elementary School – What’s the Big Idea? CBA
2 idea led to one change in people’s actions.
Criterion C – Reasons & Evidence Score
Rubric Language Sample Credited Change in People’s Beliefs 4 – Excellent (Exceeding Standard) Provides reason(s) for the position supported by evidence.
The evidence includes: An explanation of how the technology or idea led to two changes in the values and/or beliefs of the people.
(Meeting Standard) Provides reason(s) for the position supported by evidence.
The evidence includes: An explanation of how the technology or idea led to one change in the values and/or beliefs of the people. 2 (and below) Partial (Not Meeting
Standard) Provides reason(s) for the position supported by evidence.
The evidence includes: An explanation of how the technology or idea led to changes in the values and/or beliefs of the people without any specific examples. Criterion D – Listing Sources Score
Rubric Language Sample Credited Source 4 – Excellent (Exceeding Standard) •
Lists three sources including the title, author, type of source, and date of each source.
•
Lists two sources including the title, author, type of source, and date of each source. 2 (and below) Partial (Not Meeting
Standard) •
Lists one source including the title, author, type of source, and date of the source.
Scoring Guide
Elementary School – What’s the Big Idea? CBA
3 Scored Student Samples: TO BE ADDED *
( Caleb.Perkins@k12.wa.us ). We are particularly interested in posting proficient responses in a variety of formats (e.g., essays, videotaped presentations, etc.). Your help is greatly appreciated.
* If you are interested in seeing sample responses to this CBA, please click on the link for the “Archived Anchor Sets.” However, please note that the “Archived Anchor Sets” are scored using a previous version of the CBA rubric. They are meant only to provide a basic sense of what the CBA is asking and how students could respond to this assessment. Senses
We use all of our senses when we look at photographs. As you look at the photos about the Grand Coulee Dam, think about what sense are evoked by the images.
Sound Taste Smell Sight Emotions Name: __________________ Date: __________________ Town Meeting Notes
Town Name: Who are you?
What is your role in the town?
What is your position on the building of the dam? (are you for or against it) What are your reasons for you position? (you need at least 3 solid reasons) 1.
2.
3.
What is your final say in the building of the dam?
After the town meeting, how did or didn’t your position change because of what your fellow town members had to say?
Name: ________________________ Date: ________________________ You have learned many facts about the reasons for the Grand Coulee Dam, the building of it, and the affect it had on the environmnet and people around it. Fill in the Venn Diagram below with the facts that would be considered good about the dam and bad about the dam as well as the facts that could be both. Both good and bad Who/What the dam hurt How the dam helped
What’s the Big Idea? CBA Ideas and technology have enormous impact on the values, beliefs, and/or attitudes of people. You will write an essay or develop a presentation in which you explain how an idea or technology has affected the way people live.
In a cohesive paper or presentation 2 , you will:
Explain how the technology or idea led to two or more changes in people’s actions.
Explain how the technology or idea led to one or more changes in people’s values and/or beliefs.
List two sources including the title, author, type of source, and date of each source.
1
please refer to the rubric or, if available, the graphic organizer. 2
Students may do a paper or presentation in response to the CBA provided that for either format, there is documentation of this response that someone outside their classroom could easily understand and review using the rubric (e.g., a videotaped presentation, an electronic written document). Elementary School Recommended for 5 th Grade Elementary – What’s the Big Idea? CBA Rubric (Recommended for 5 th Grade * ) ------------------------------------------------------------------------------PASSING NOT PASSING -------------------------------------------------------
GLE (EALR) 4 - Excellent 3 – Proficient 2 - Partial 1 - Minimal 5.4.1. Researches multiple perspectives to take a position on a public or historical issue in a paper or presentation. (5 th
Grade) (EALR 5.4. Creates a product…)
4.2.3 Understands how technology and ideas affected the way people lived and changed their values, beliefs, and attitudes.
States a position on how an idea or technology affected people’s lives AND Makes a general statement about how technology or ideas affect our lives. States a position on how an idea or technology affected people’s lives. States a position on how an idea or technology affected people’s lives that is unclear. Provides reasons for a possible position but does not state a position. Provides reason(s) for the position supported by evidence.
The evidence includes: •
An explanation of how the technology or idea led to three or more changes in people’s actions. Provides reason(s) for the position supported by evidence.
The evidence includes: •
An explanation of how the technology or idea led to two changes in people’s actions. Provides reason(s) for the position supported by evidence.
The evidence includes: •
An explanation of how the technology or idea led to one change in people’s actions. Provides reason(s) for the position without any supporting evidence. Provides reason(s) for the position supported by evidence.
The evidence includes: •
An explanation of how the technology or idea led to two changes in the values and/or beliefs of the people. Provides reason(s) for the position supported by evidence.
The evidence includes: •
An explanation of how the technology or idea led to one change in the values and/or beliefs of the people. Provides reason(s) for the position supported by evidence.
The evidence includes: •
An explanation of how the technology or idea led to changes in the values and/or beliefs of the people without any specific examples. Provides reason(s) for the position without any supporting evidence. 5.4.2. Prepares a list of resources including the title, author, type of source, date published, and publisher for each source and arranges the sources alphabetically. (5 th Grade) (EALR 5.4. Creates a product…)
Lists three sources including the title, author, type of source, and date of each source.
Lists two sources including the title, author, type of source, and date of each source. Lists one source including the title, author, type of source, and date of the source.
Lists source(s) but does not include the title, author, type of source, and date of the source for any of them.
* OSPI recommends that this CBA be used at a particular grade level and thus, the GLEs included in the rubric are for that grade. However, if the CBA is used at another grade level within the grade band (3-5, 6-8, or 9-12), the GLEs may need to change to match the appropriate content.
Discuss with students what the focus of the CBA is, why it is important, and how it is relevant to students’ lives.
Develop and/or share Essential Questions with students on the topics, events, issues, or questions related to the CBA. (The suggested unit outlines that accompany the GLEs may be helpful in developing essential questions or choosing topics: http://www.k12.wa.us/CurriculumInstruct/SocStudies/UnitOutlines.aspx )
Select a topic, issue, event, or question related to the CBA. Use it as a model to help students understand the key concepts related to the CBA.
*See glossary on page p. 77 of the Social Studies GLE document for definitions of key terms and concepts: http://www.k12.wa.us/CurriculumInstruct/SocStudies/pubdocs/SocialStudiesGLEs.pdf
Have a discussion about topics, issues, events, questions, and concepts related to the CBA. Inquiry
Determine the level of choice for students in selecting the topic, event, issue, or question for the assessment. It could be something related to the class or school, a school issue, something historical, or something related to a current local, state, national, or global issue, etc. Possible ways of determining the topic, event, issue, or question include having:
Students choose from a predetermined list of issues; OR Teachers select
it.
Have the students brainstorm stakeholders related to the topic, event, issue, or question.
Have the students brainstorm relevant sources.
Model how to locate information about the topic, event, issue, or question and the multiple perspectives on it using pre-selected sources (newspapers articles, websites, etc.).
stakeholder perspectives. This can be done as a whole class activity, in small groups, or individually and with pre-selected resources or student generated research. Students can be assigned stakeholder roles for in-depth research.
Model how to document the sources of information properly (see rubric).
Discussion
Hold a class discussion on the topic, event, issue, or question.
Determine a type of public forum to hold with the class. Students can keep notes (see graphic organizer provided) on stakeholder perspectives, their positions, and their reasons. Some options for the forum are:
positions represented (if relevant).
Hold a debate with students role-playing multiple perspectives. Hold a summit with discussion around the multiple perspectives.
Conduct a Socratic Seminar.
Organization, Synthesis, Position & Presentation
Introduce students to the assessment task, including the “Student Directions” page and the rubric Have students use their inquiry notes and research to complete the final product graphic organizer.
Have students develop an initial draft of a coherent paper or presentation that address all aspects of the rubric.
Allow students opportunities to receive feedback on their paper or presentation for any aspects of the paper or presentation not scored on the rubric, such as conventions.
Have students complete a final form of their paper or presentation. Score student’s final work using the rubric and/or the scoring matrix.
Consider opportunities for students to present their work to a meaningful audience. Teachers integrating writing with social studies are encouraged to use one of the WASL checklists with students. WASL Writing Checklist (Grade 4)
My writing will be very good if I have thoughtful and specific content and organize my writing. That means I should
follow the directions given in the CBA; narrow my topic; stay focused on my main ideas, elaborate by using reasons, well-chosen and specific details, examples, and/or experiences to support my ideas; include information that is interesting, thoughtful, and necessary for my audience to know; organize my writing so that there is an opening/introduction, a middle, and a conclusion; organize my writing in paragraphs; use words that help show how my ideas are connected.
show that I care about my topic, use language that fits my audience and purpose, use words and phrases that help the reader understand my ideas, use different types of sentences.
follow the rules of correct English grammar and usage (for example, correct pronoun for subject, verb endings, subject-verb agreement), spell words correctly, use correct
capitalization, use correct punctuation (periods, commas, quotation marks, question marks), write complete sentences, show where new paragraphs begin. Graphic Organizer for What’s the Big Idea? CBA
Idea or Technology
Position
Position on Idea or Technology:
How technology or ideas affect our lives (in general): Reasons for the Position 1 st effect of idea or technology on people’s actions:
Connection to Your Position:
2 nd effect of idea or technology on people’s actions:
Connection to Your Position:
3 rd effect of idea or technology on people’s actions:
Connection to Your Position:
1 st change in values or beliefs:
2 nd change in values or beliefs:
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