Grand Coulee Dam
Sarah Olson
Summit School
Trail Blazers
5th/6th 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 1: Geologic History of Grand Coulee ------------------------------------------------------------------ 6
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
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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.
Students will be able to give evidence to answer the guiding question of “Is it so grand?” by the
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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LEARNING EXPEDITION PLANNER*
TITLE /TOPIC: Grand Coulee Dam
AUTHOR(S):
Sarah Olson
GRADE LEVEL(S): 5th/6th TIME FRAME: January for about 2 weeks
GUIDING QUESTIONS (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?
INVESTIGATION TOPIC
Grand Coulee Dam
and its affect the
people and land
around it
CONTENT
ƒ Technology and ideas
surrounding the
development of the
Grand Coulee Dam
ƒ Attitudes and beliefs of
people about the dam
ƒ Other perspectives
about the dam
ƒ Use resources (primary
and secondary) to back
up facts
STANDARDS
LONG-TERM
LEARNING TARGETS
4.2.3 Understands how
technology and ideas have
I can describe the
affected the way people live
way Grand Coulee
and change their values,
Dam affected the
beliefs, and attitudes.
people and the land
5.4.1 Researches multiple
around it.
perspectives to take a position
on a public or historical issue I can analyze the
in a paper or presentation.
importance of the
5.2.1 Evaluates the relevance Grand Coulee Dam.
of facts used in forming a
position on an issue or event.
I can use primary
5.4.2 Prepares a list of
and secondary
resources, including the title,
resources about the
author, and type of source,
Grand Coulee Dam
date published, and publisher to answer the
for each source, and arranges guiding question.
the sources alphabetically.
KICK-OFF/IMMERSION EXPERIENCES
FINAL ASSESSMENT
Look at maps to locate area and see what it looks like now.
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)
ƒ
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)
ƒ
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 I can describe 3 pros of the Grand Coulee Dam. (lesson 3)
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)
ƒ
I can use primary and secondary resources about the Grand Coulee Dam to answer the guiding
question. (final assessment)
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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 WA map outline
o “Harnessing the Columbia River: The Grand Coulee Dam and Its Geographical Setting” article
o http://www.usbr.gov/pn/grandcoulee/ other historical information
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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 Photos and articles about or by the people
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
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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
ƒ Apples
ƒ 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 Spokesman-Review cover page, January 29, 1939
o “Grand Coulee Dam” pamphlet
o Spokane Daily Chronicle cover page, June 18, 1934
o The 23-Year Battle for Grand Coulee Dam book excerpts
o Grand Coulee Dam: The Columbia Basin Reclamation Project, Pamphlet
o Written document analysis 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 Washington’s History articles: 106-107, 108-109
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
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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
ƒ Loss of history
o Salmon were hurt as an industry
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 Who are you?
o What is your role in the town?
o What is your position on the building of the dam?
ƒ What are your reasons for you position?
o What is your final say in the building of the dam?
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
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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 "The Columbia Basin Project: Seventy-Five Years Later" article
o http://www.grandcouleedam.org/
o http://www.usbr.gov/pn/grandcoulee/
o Washington’s History articles: 106-107, 108-109
o Excerpts about towns moved from Exploring Washington’s Past
o Historic Photos of Washington State, p. 188
o Images of America: Grand Coulee Dam photos
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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:
ƒ Introduce steps of CBA
o Introduce assessment task, student directions, and rubric.
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 Give feedback to students on the progress of their papers and details they might need to
develop.
o Have students present their paper by sharing 2 reasons they give to answer the guiding
question.
Materials:
ƒ Student directions for Dig Deep
ƒ Writing checklist
ƒ Support Materials and Graphic Organizer
ƒ Teacher Scoring Guide
ƒ Primary resources used throughout the investigation
ƒ Selected secondary resources used throughout the investigation
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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.
Grand Coulee: Eighth Wonder of the World. Spokesman-Review cover page. Spokane, WA, January 29,
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.
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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.
Life. America’s Future: Pacific Northwest: the story of a vision and a promised land. June 5, 1939, Vol. 6,
No. 23. Found at Joel E. Ferris Research Library and Archives, RE SC 89 1/1. (September 26,
2010)
This article was to give the nation a look at one of the large construction projects meant to help our
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 L85109.1. (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. 3rd 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,
<http://streaming.discoveryeducation.com/>)
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 Spokane Valley-Rathdrum Prairie Aquifer Atlas. 2004 ed. Spokane Valley: Aquifer Atlas Team, 2000.
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.
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Grand Coulee Dam
Sarah Olson
Trail Blazers (5th/6th 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 5th 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.
My paragraph will explain successfully if I demonstrate an effective style. That
means I should
‰ 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.
My paragraph will explain successfully if I follow conventions in writing. That
means I should
‰
‰
‰
‰
‰
‰
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
Grand Coulee Dam Now
Name: ________________
Date: ________________
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.
Source
People
Land
Economy
Feelings
President Franklin D. Roosevelt
Clarence C. Dill
Rufus Woods
Frank A. Banks: Chief Engineer
William (Billy) M. Clapp
farmers
People of small towns
Business owners who would
have to rebuild
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 20th century. This pod cast talked
more about the beginning of his presidency instead of the later part that we so often
hear about.
The presidency of FDR is something that we learn about in school, but there are
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.
Roosevelt was not seen by many as a strong candidate. Many people felt he
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 Scoring Guide for the Elementary School What’s the Big Idea? CBA (Recommended for 5th 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). Criterion A – Position
Score Rubric Language Sample Response
States a position on how an idea or 4 – Excellent The idea that “all men are created equal” led the Colonists to (Exceeding fight the British for their independence. It shows that if an technology affected people’s lives Standard) idea is powerful enough, people will be willing to fight and die for it. 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. 3 – Proficient (Meeting Standard) 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” led the Colonists to fight the British for their independence. The idea that “all men are created equal” was important to the Colonists. Criterion B – Reasons & Evidence
Rubric Language Sample Credited Change in People’s Actions Provides reason(s) for the position Thomas Jefferson wrote that “all men are created equal” in supported by evidence. 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 evidence includes: An explanation of how the technology or the Revolution. As a result, people joined the Continental Army because they believe in this idea (Marshall, 2003). idea led to three or more changes in people’s actions. (Note: This only explains one change. To reach proficiency, a response would need to explain TWO changes.) Provides reason(s) for the position Score 4 – Excellent (Exceeding Standard) 3 – Proficient (Meeting Standard) 2 (and below) Partial (Not Meeting Standard) *
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 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. 1 Scoring Guide Elementary School – What’s the Big Idea? CBA idea led to one change in people’s actions. Score 4 – Excellent (Exceeding Standard) 3 – Proficient (Meeting Standard) 2 (and below) Partial (Not Meeting Standard) Criterion C – Reasons & Evidence
Rubric Language Sample Credited Change in People’s Beliefs Provides reason(s) for the position Jefferson’s belief in equality also led some colonists to supported by evidence. question the use of slavery. As a result of this idea, some considered trying to abolish slavery in the new United States of America when writing the Constitution,. They were The evidence includes: An explanation of how the technology or unsuccessful in the 1700s but the idea that all men, including slaves, were equal would continue to grow and Americans idea led to two changes in the values would have to think about it again in the 1800s. and/or beliefs of the people. Provides reason(s) for the position supported by evidence. (Note: This only explains one change. To reach “excellent,” a response would need to explain TWO changes.) 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. Score 4 – Excellent (Exceeding Standard) 3 – Proficient (Meeting Standard) 2 (and below) Partial (Not Meeting Standard) Criterion D – Listing Sources
Rubric Language Sample Credited Source
• Lists three sources including the title, Marshall, G. (2003). The Declaration of Independence: A Living Document. Waterfront Press, Chicago. author, type of source, and date of each source. (Note: This only lists one source. To reach proficiency, a • Lists two sources including the title, response needs to list TWO sources. In addition, it is author, type of source, and date of recommended that teachers have a designated format for each source. listing sources.) • Lists one source including the title, author, type of source, and date of the source. 2 Scoring Guide Elementary School – What’s the Big Idea? CBA Scored Student Samples: TO BE ADDED* Note: If you are interested in sharing samples of student responses to this CBA, please email Caleb Perkins ([email protected]). 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. 3 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.
Touch
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.
Who/What the dam hurt
How the dam helped
Both good
and bad
Elementary
School
Recommended
for 5th Grade
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.
Directions to Students1
In a cohesive paper or presentation2, you will:
State a position on how an idea or technology affected people’s lives.
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
This directions page guides students towards the “proficient” level (level “3”) for this CBA. To help students reach “excellent” (level “4),
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 – What’s the Big Idea? CBA Rubric (Recommended for 5th Grade*)
GLE (EALR)
5.4.1. Researches multiple perspectives to
take a position on a public or historical
issue in a paper or presentation. (5th
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.
Å------------------------------------------------------------------------------PASSING
4 - Excellent
3 – Proficient
States a position on how an idea or
States a position on how an
technology affected people’s lives
idea or technology affected
AND
people’s lives.
Makes a general statement about how
technology or ideas affect our lives.
NOT PASSING -------------------------------------------------------Æ
2 - Partial
1 - Minimal
States a position on how an
Provides reasons for a
idea or technology affected
possible position but
people’s lives that is unclear.
does not state a position.
Provides reason(s) for the position
supported by evidence.
Provides reason(s) for the
position supported by evidence.
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 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 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.
The evidence includes:
•
An explanation of how the
technology or idea led to
one change in the values
and/or beliefs of the
people.
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.
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.
Lists one source including the
title, author, type of source, and
date of the source.
Provides reason(s) for the position
supported by 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. (5th Grade)
(EALR 5.4. Creates a product…)
*
Provides reason(s) for
the position without any
supporting evidence.
Provides reason(s) for
the position without any
supporting evidence.
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.
Suggested Directions for Teachers – Elementary CBA
Essential Question
ƒ Discuss with students what the focus of the CBA is, why it is important, and how it is relevant to
students’ lives.
ƒ 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)
Key Concepts, Vocabulary, & Background Knowledge
ƒ 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
ƒ Review the background for the topics, issues, events, questions, and concepts related to the CBA.
ƒ Have a discussion about topics, issues, events, questions, and concepts related to the CBA.
Inquiry
ƒ 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:
ƒ Students choose from a predetermined list of issues; OR
ƒ Teachers select it.
ƒ
Have the students brainstorm stakeholders related to the topic, event, issue, or question.
ƒ
Have the students brainstorm relevant sources.
ƒ
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.).
ƒ
Have students look at sources related to the topic, event, issue, or question and the multiple
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.
ƒ
Model how to document the sources of information properly (see rubric).
Discussion
ƒ Hold a class discussion on the topic, event, issue, or question.
ƒ
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:
ƒ
ƒ
ƒ
ƒ
A town meeting on the topic, event, issue, or question with the stakeholder
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
ƒ Introduce students to the assessment task, including the “Student Directions” page and the rubric
ƒ Have students use their inquiry notes and research to complete the final product graphic organizer.
ƒ Have students develop an initial draft of a coherent paper or presentation that address all aspects
of the rubric.
ƒ 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.
ƒ Have students complete a final form of their paper or presentation.
ƒ Score student’s final work using the rubric and/or the scoring matrix.
ƒ 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.
My writing will be very good if I have an interesting style. That means I should
‰
‰
‰
‰
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.
My writing will be very good if I follow conventions in writing. That means I should
‰ 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
1st effect of idea or technology on people’s actions:
2nd effect of idea or technology on people’s actions:
3rd effect of idea or technology on people’s actions:
Connection to Your Position:
Connection to Your Position:
Connection to Your Position:
1st change in values or beliefs:
2nd change in values or beliefs:
Connection to Your Position:
Connection to Your Position: