Draft Interpretive Plan Join the adventure! - Captain John Smith ...

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This lesson primarily covers the period from the early 1600s to the present. Students explore how colonial settlement and the establishment of the United States affected the Native Americans of the Chesapeake region, especially the Powhatan, Nanticoke, and Piscataway peoples. Students will learn about the forces that resulted in the eradication of some tribes and how others survived. Students will also participate in small group projects to understand issues of critical importance to Chesapeake Native communities today. The lesson includes five sections. http://www.nmai.si.edu/education/files/chesapeake.pdf • The Chesapeake Bay Bay Facts and Figures • NOAA’s Chesapeake Bay Office provides an array of teacher and student resources at: http://noaa.chesapeakebay.net/educationmain.aspx • NOAA has developed educational programs utilizing data from Chesapeake Bay Interpretive Buoy System (CBIBS) for classrooms (http://www.buoybay.org/site/public/classroom/) and through field experience on the Captain John Smith Chesapeake National Historic Trail. • Lessons from the Bay Organization: Virginia Department of Education The purpose of Lessons from the Bay is to help Virginia school teachers incorporate into their classrooms a variety of activities and projects related to protecting and restoring the Chesapeake Bay watershed, in keeping with the state’s commitment in the Chesapeake 2000 Agreement. To accomplish this purpose, Lessons from the Bay offers five sections of instructional resources. http://www.doe.virginia.gov/VDOE/LFB/lessonplans/index.html • Eyes on the Bay Organization: Maryland Department of Education These resources and lesson plans were developed to support science and environmental studies and to aid educators in integrating these topics within the regular curriculum when studying Maryland's Chesapeake Bay and Coastal Bays. The goal is to integrate student learning of science concepts with the use of technology and current scientific data. The aim is to facilitate the involvement of teachers and students in authentic science and environmental investigations. In this lesson series, the Eyes on the Bay website is used to gather information and interpret data. Educators are encouraged to visit local streams and use probes and other water quality testing kits to enhance their use of technology. http://mddnr.chesapeakebay.net/eyesonthebay/lesson_plans.cfm 129
Bay Formation • Chesapeake Bay Fossils/Geology Organization: Bay Link Grade(s): 5 - 10 Students will be able to: 1) Define and investigate paleontology. 2) Research geological history of the Chesapeake Bay. 3) Review a geological time line. 4) Identify fossils of the Chesapeake Bay. http://www.baylink.org/lessons/3fr_fossil.html Habitats The Maryland Association for Environmental and Outdoor Education (MAEOE) has a variety of resources available – http://maeoe.org • The Chesapeake Bay in Captain John Smith's Time Organization: John Smith 400 Grade(s): 4 - 6 Students will analyze primary sources in order to assess the presence of various animals and the quality of the Chesapeake Bay habitats in the 1600s. Students will compare the Chesapeake Bay of the 1600s with that of today. http://www.johnsmith400.org/The_Chesapeake_Bay_in_1608.pdf • Aquatic Habitats Organization: Discovery Education Grade(s): 6 - 8 Students will learn: 1) The concept that the way a community disposes of its wastewater may negatively affect local aquatic habitats. 2) It is possible to find wastewater-disposal methods that do not pollute local aquatic habitats. 3) Governments and citizens can take action to ensure that waste water will be disposed of in a way that is not destructive to aquatic habitat. http://school.discoveryeducation.com/lessonplans/programs/aquatichabitats/ • Educational programs and curricula at Pickering Creek Audubon Center – http://www.pickeringcreek.org/edprograms/index.html • Bay and Pond Food Webs Organization: Virginia Department of Education Students will be able to: 1) Compare and contrast two water habitats 130
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Captain John Smith Chesapeake Natio
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o o o o o o o A Visit to Baltimore
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Captain John Smith Chesapeake Natio
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explorers, Captain John Smith, and
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colonies, and influenced colonial a
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Currently, any adventurer can attem
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• will provide an opportunity to
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communities with other societies as
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As noted in journal entries and wri
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SECTION 3: INTERPRETIVE STRATEGY In
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connections between people and the
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• Although surveying in the 17th
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Today, the Chesapeake Bay is a nati
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Art and Culture Enthusiasts Photogr
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Urban and Suburban Audiences 5 More
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photographing natural scenery (up 1
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supply and demand for rooms, averag
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Be motivated to experience the Bay
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Chickahominy, and the concierge arr
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watermen haul in their net, describ
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this story at the park’s Trail Ce
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Chesapeake Bay. They have a renewed
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Gateways, land management agencies,
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National Oceanic and Atmospheric Ad
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Chesapeake Bay Indian Tribes and De
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A spectrum of commercial services -
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impacts. The Trail interpretive pro
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Notes Extended to 9/09 Project Titl
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Notes Project Title Year Initiated
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Preliminary Action Plan The followi
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On-going On-going. Develop an Webba
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On-going. On-going. Some new water
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On-going. Some programs are in plac
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National Geographic & partners are
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On-going. On-going. On-going. On-go
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Tools and Guidelines for Implementa
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potable water and food may be acqui
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Porter, Frank W. Indians in Marylan
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APPENDIX O: Template for Captain Jo
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esources of the Nation.” National
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accurately follow the historic rout
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APPENDIX C: SUMMARY REPORT, 2007-20
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*The health conscious (exercise, et
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*There is a long-term history of Am
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*Weather and the seasons affect the
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through the environment. An example
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*Patuxent River Park *Jug Bay *Park
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Page 104 and 105: *Create websites to communicate inf
Page 106 and 107: *From Point Lookout State Park meet
Page 108 and 109: CAPTAIN JOHN SMITH CHESAPEAKE NATIO
Page 110 and 111: *Note: For our purposes, the term
Page 112 and 113: APPENDIX D: TRAIL-RELATED RESOURCES
Page 114 and 115: Interpretation Potential Public or
Page 128 and 129: what they knew about their homeland
Page 130 and 131: closer to fresh arable land. Someti
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Page 140 and 141: The forests by the Bay were home to
Page 142 and 143: APPENDIX G: TEACHER/EDUCATIONAL RES
Page 144 and 145: 1) Identify and describe a shallop.
Page 148 and 149: 2) Research and classify plants and
Page 150 and 151: In this activity, students will exp
Page 152 and 153: Enforcement of Nondiscrimination on
Page 154 and 155: APPENDIX I: VISITATION DATA FROM IN
Page 156 and 157: Trap Pond State Park, Laurel, DE Mo
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Page 162 and 163: La Plata, MD 20646 Phone: 301-609-7
Page 164 and 165: 8601 Georgia Avenue, Suite 612 Silv
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Page 168 and 169: interpretive kiosk is already in pl
Page 170 and 171: APPENDIX M: SITE-SPECIFIC INTERPRET
Page 172 and 173: APPENDIX N: TEMPLATE FOR CHESAPEAKE
Page 174 and 175: explorations of Chesapeake Bay reso
Page 176 and 177: APPENDIX O: TEMPLATE FOR CAPTAIN JO
Page 178 and 179: and opportunities to explore their
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Page 182 and 183: • Education: Serving as outdoor c
Page 184 and 185: Raise Funds Develop a fundraising p
Page 186 and 187: Interviews Interview community lead
Page 188 and 189: organization. Implementing plans, r
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Page 192 and 193: Local Government Grants—Many loca
Page 194 and 195: Donors generally give large gifts t
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• Existing access, parking, and m
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Inform boaters about the availabili
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nonprofit organizations. As the tra
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Liability One issue that almost all
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enhance their experience—and dire
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Wayside exhibits can heighten inter
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Map Folders or Brochure Produce a s
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On a website, provide a Resource li
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Orientation exhibits can be standar
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Maintain Facilities Clean and repai
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• Be considerate of others Paddli
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• Sierra Club Inner City Outings:
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Make sure the work crews receive tr
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What Is the CBGN Grant Program? --
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Grants projects that actively invol
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Gateways Network Graphics Standards
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Curriculum-Based: Proposed programs
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public education of and access to t
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• Attachments must be on 8 ½" x
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are to carry out the project. You m
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Telephone: 202-442-8800 Richmond, V
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will then be required to supplement
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