Learning Standards and Practices
Social Studies
8.8 DEMOGRAPHIC CHANGE: After World War II, the population of the United States rose sharply as a result of both natural increases and immigration. Population movements have resulted in changes to the American landscape and shifting political power. An aging population is affecting the economy and straining public resources. (Standards: 1, 3, 4, 5; Themes: ID, GEO, SOC, GOV, ECO)
8.8c Pollution, population growth, the consumption of natural resources, clearing of land for human sustenance, and large-scale industrialization have put added stress on the global environment.
Ø Students will explore the effects of pollution, industrialization, and population growth on the environment, including urban areas (Love Canal), plant and animal life (Adirondack Park) and energy sources (Three Mile Island).
Science – 8th Grade Earth Science (Human Impact)
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process could include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts could include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence could include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts could include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
Social Studies
8.8 DEMOGRAPHIC CHANGE: After World War II, the population of the United States rose sharply as a result of both natural increases and immigration. Population movements have resulted in changes to the American landscape and shifting political power. An aging population is affecting the economy and straining public resources. (Standards: 1, 3, 4, 5; Themes: ID, GEO, SOC, GOV, ECO)
8.8c Pollution, population growth, the consumption of natural resources, clearing of land for human sustenance, and large-scale industrialization have put added stress on the global environment.
Ø Students will explore the effects of pollution, industrialization, and population growth on the environment, including urban areas (Love Canal), plant and animal life (Adirondack Park) and energy sources (Three Mile Island).
Science – 8th Grade Earth Science (Human Impact)
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process could include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts could include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence could include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts could include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
Setting the Stage
Introduce the New York City water system using this video from PBS Learning Media so students will understand the current system for New York City’s water supply. Discuss the current system and possible impacts on surrounding areas.
Liquid Assets: A Water System
Introduce the New York City water system using this video from PBS Learning Media so students will understand the current system for New York City’s water supply. Discuss the current system and possible impacts on surrounding areas.
Liquid Assets: A Water System
Supporting Question 1: How did New York City get water in the early 20th century and what impact did this system have on the surrounding environment?
Formative Assessment: Using evidence from the documents, describe the impact of New York City's water system on the environment.
Formative Assessment: Using evidence from the documents, describe the impact of New York City's water system on the environment.
High Bridge in New York City Built to Accommodate the Croton Aqueduct
Courtesy: New York State Archives Ashokan Reservoir
Courtesy: New York State Archives Map of the Northern Section of New York City's Water System
Courtesy: New York State Archives |
Croton Dam from Above, Showing Spillways, Gates, and Bridges
Courtesy: New York State Archives Catskill Aqueduct
Courtesy: New York State Archives Map of the Southern Section of New York City's Water System
Courtesy: New York State Archives |
Croton Damn at End of Reservoir
Westchester County Courtesy: New York State Archives Gilboa Reservoir, Looking South
Courtesy: New York State Archives |
Supporting Question 2: What issues related to water supply did New York City face in the mid-20th century and what solutions were proposed?
Formative Assessment: List the water issues faced by New York City in the early 1960s and describe the proposed solutions.
Developing and Managing the Water Resources of New York State, 1967 Pages 11, 15, 17, 23, 24, 33-35
Formative Assessment: List the water issues faced by New York City in the early 1960s and describe the proposed solutions.
Developing and Managing the Water Resources of New York State, 1967 Pages 11, 15, 17, 23, 24, 33-35
Supporting Question 3: What impact would the proposed solutions have had on the environment and how did the public react to the proposal?
Formative Assessment: List the effects of the proposed solution discussed in the article The Upper Hudson: Time for a Decision and summarize the reaction expressed in the letters.
Formative Assessment: List the effects of the proposed solution discussed in the article The Upper Hudson: Time for a Decision and summarize the reaction expressed in the letters.
Supporting Question 4: How did state lawmakers respond to the public reaction regarding the proposed water plan?
Formative Assessment: Summarize the action taken by lawmakers regarding the proposed water plan.
Formative Assessment: Summarize the action taken by lawmakers regarding the proposed water plan.
Argument: Using the case study from the 1960s as an example, explain the impact of a growing human population on water resources and discuss ways to ensure the sustainability of the water supply.
Extension: Research New York City and New York State water consumption today. How does it compare to the predictions of the 1967 report?
New York City Water Consumption Today
Taking Informed Action: Research water consumption in your local community. Is the information easily accessible? If not, find out who you could contact to make that information available to the public. Are there concerns about water supply and sustainability in your community? Does your community have a water conservation program?
Extension: Research New York City and New York State water consumption today. How does it compare to the predictions of the 1967 report?
New York City Water Consumption Today
Taking Informed Action: Research water consumption in your local community. Is the information easily accessible? If not, find out who you could contact to make that information available to the public. Are there concerns about water supply and sustainability in your community? Does your community have a water conservation program?