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
Measuring Growth and Setting Parameters .............................................................. 13
Collaborative for Educational Services – DDM – Grade 7 Geography
1
Introduction
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
sources.
Collaborative for Educational Services – DDM – Grade 7 Geography
2
Cognitive Complexity
Content (Standard)
Low
High
Difficulty
Easy
Moderate
Hard
%
1
25
C3 - Dimension 4, 1-grades 6-8
Construct arguments using claims
and evidence from multiple sources,
while acknowledging the strengths
and limitations of the arguments.
1
Mass Social Science Frameworks:
1
1
25
1
1
25
1
1
25
100
75
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.
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).
Common Core – History /Social
Studies - Grades 6-8 - Reading 1:
Cite specific textual evidence to
support analysis of primary and
secondary sources.
% of Total Items
25
Administration Protocol
The 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 Experience
The 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
Collaborative for Educational Services – DDM – Grade 7 Geography
3
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 Tasks
For 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 Learners
The 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 protocol
Should 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
Collaborative for Educational Services – DDM – Grade 7 Geography
4
PRE-TEST:
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 subtopical 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 subtopical 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.
Collaborative for Educational Services – DDM – Grade 7 Geography
5
Changing Waterways – Organizer One: Primary Source Analysis
Image-Based Documents
Observe
Reflect
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?
Collaborative for Educational Services – DDM – Grade 7 Geography
6
Changing Waterways – Organizer One: Primary Source Analysis
Maps, Charts, & Text-Based Documents
Observe
Reflect
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.
Collaborative for Educational Services – DDM – Grade 7 Geography
7
Changing Waterways – Organizer Two: Organizing Evidence
1. Using evidence from the sources provided, complete the graphic organizer to show the
positive and negative impacts of this dam.
Primary Source
(List)
Evidence of Positive Impacts
Explanation (Why do you say that it is
positive?)
Primary Source
(List)
Evidence of Negative Impacts
Explanation (Why do you say that it is
negative?)
Collaborative for Educational Services – DDM – Grade 7 Geography
8
Changing Waterways: Brief Essay Questions
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.
Collaborative for Educational Services – DDM – Grade 7 Geography
9
Primary Sources
Quabbin Dam and Reservoir
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-water1200.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.)
Collaborative for Educational Services – DDM – Grade 7 Geography
10
Primary Sources
Aswan Dam
●
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/energyissues/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/1988-0103/news/mn-32292_1_years-ago
●
●
●
●
Collaborative for Educational Services – DDM – Grade 7 Geography
11
Scoring Guide
The 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 wellorganized 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.
Collaborative for Educational Services – DDM – Grade 7 Geography
12
Measuring Growth and Setting Parameters
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:
Moderate growth:
High growth:
1-3 point increase
4-6 point increase
7 or more point increase
Collaborative for Educational Services – DDM – Grade 7 Geography
13
APPENDIX
Primary Sources and Contextual Material
Collaborative for Educational Services – DDM – Grade 7 Geography
14
Quabbin Dam and Reservoir
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.
Collaborative for Educational Services – DDM – Grade 7 Geography
15
Quabbin Dam and Reservoir
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 Lookout
Top image, Les Campbell, 1985.
Bottom image, Gardner, 1927.
In the collection of the Friends of the Quabbin.
Available online at: http://EmergingAmerica.org/Downloads
Collaborative for Educational Services – DDM – Grade 7 Geography
16
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
●
Source: Date and creator unknown. [1920s]. From the collections of the Friends of the
Quabbin Reservoir.
Available online at: http://EmergingAmerica.org/Downloads
Document F: Tebo Mill Being Torn Down
●
Source: Date and creator unknown. [1920s]. From the collections of the Friends of the
Quabbin Reservoir.
Available online at: http://EmergingAmerica.org/Downloads
Document G: “Leaving Home” Poem by Lillian E. Gross 1927
●
Source: Poem by Lillian E. Gross. 1927. Prescott, Massachusetts. One of the four
towns flooded by the Quabbin Reservoir.
Collaborative for Educational Services – DDM – Grade 7 Geography
17
Leaving Home
A poem written by Mrs. Lillian E. Gross,
Prescott, Massachusetts February 17, 1927
They tell us we must leave our homes
These places we hold so dear,
Though here we've lived and played, and worked
These many and many a year.
We love these rugged, tree-clad hills,
The meadows in between.
The orchards and the pleasant vales
Where 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 trees
When 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 home
As long as you should need.
Where shall we find another place
Our weary feet to rest.
Shall we go north, or south, or east
Or shall we wander west?
Collaborative for Educational Services – DDM – Grade 7 Geography
18
Aswan Dam
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 humanenvironmental interaction.
Collaborative for Educational Services – DDM – Grade 7 Geography
19
Aswan Dam
Secondary Source Maps for Context
Egypt. CIA World Fact Book. Egypt.
https://www.cia.gov/library/publications/the-world-factbook/geos/eg.html
Egypt Population Density. Food and Agriculture Organization of the United Nations. 1986.
http://www.fao.org/ag/AGP/AGPC/doc/Counprof/Egypt/figures/fig2.jpg
Egypt Land Use. Food and Agriculture Organization of the United Nations.
http://www.fao.org/ag/AGP/AGPC/doc/Counprof/Egypt/figures/fig3.jpg
Collaborative for Educational Services – DDM – Grade 7 Geography
20
Document A: Fertilizer use by crop
In 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 1968-1999
Consumption of N, P2O5 and K2O
Source: Taha, 2000 found on http://www.fao.org/docrep/008/y5863e/y5863e0a.htm
Collaborative for Educational Services – DDM – Grade 7 Geography
21
Document B: Cropped Area 1952-2003 est.
Document B: Cropped Area 1952-2003 est.
Source: MALR, 2003. found on http://www.fao.org/docrep/008/y5863e/y5863e0a.htm
Document C: Abu Simel Temple Relocation, 1960s
Collaborative for Educational Services – DDM – Grade 7 Geography
22
Document D: Electricity Production by Fuel in Egypt, 1971-2006
Global Energy Network Institute.
http://www.geni.org/globalenergy/library/energy-issues/egypt/index_chart.html
Collaborative for Educational Services – DDM – Grade 7 Geography
23
Document E: Los Angeles Times Article from 1988
Displaced by Aswan Dam 23 Years Ago: Egypt's
Nubians Dream of Home
January 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 Endangered
There 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 Bad
By 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.
Collaborative for Educational Services – DDM – Grade 7 Geography
24
'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 Hand
Many 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
Collaborative for Educational Services – DDM – Grade 7 Geography
25