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

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Gateways Network Graphics Standards: All projects resulting in publications or signage must incorporate the Gateways Network graphic design standards. This flexible system is detailed in the Gateways Network Graphics Style Manual on the Gateways website at www.baygateways.net/graphicstandards.cfm. In addition, all projects involving publications, maps and exhibits must use a qualified, professionally trained graphic designer. Note that some detailed maps, such as water trail maps, may require a trained cartographer as well. Gateways Network Interpretive Themes: All projects involving any interpretation must in some way relate stories or themes to the Chesapeake Bay and/or the Bay watershed. In other words “the Chesapeake Connection” must be clear to both the grant reviewers and ultimately to visitors. The Gateways Network interpretive themes outlined in the Gateways Framework help organize these relationships. There are many ways of developing this kind of interpretation. In addition, a short basic message about the Gateways Network must be included in all publications and signage. Pre-testing for Interpretive Products: Projects that significantly impact a site's interpretive program may be required to incorporate "pre-testing" to better ensure effective interpretation. Such projects could include, but are not limited to: large interpretive exhibits, large-scale wayside exhibit projects, audio-visual media presentations, and major publications. Pre-testing draft material with sampled members of the target audience is intended to determine whether the desired interpretive messages are being successfully communicated to the audience through the proposed media. The results of pre-testing are used to make any needed revisions to the proposed media. A determination on whether pre-testing is required for a specific project will be made during the application review process. However, added weight will be given to projects that incorporate pretesting strategies within the initial proposal. Watershed-friendly Development: All projects involving any physical or structural development, ground disturbance or landscaping must apply principles of sound, low-impact site development and environmentally sensitive design, including the use of vegetation native to the project area if any plantings are involved. Gateways Staff Review: The Scope of Work – Task & Schedule List must incorporate National Park Service staff review at key developmental stages (e.g., development drafts of interpretive exhibits, design drawings, landscaping plans, planting plans, etc.). CBGN Goals, Outcomes & Measures: It is critical for the Gateways Network to measure the outcomes of 2009 Gateways grants as part of demonstrating the contributions that grant funded projects make toward CBGN goals. All proposals must indicate the measurable results that are expected to result from the project. 209
At a minimum 2009 grantees MUST collect data on measurable results of the CBGN grants, such as: • The value of funds and in kind services that have been generated or leveraged • Number of volunteer hours generated • The number of exhibits, interpretive brochures, educational programs, and other interpretive and educational opportunities generated • The number of land trails created and the total number of miles of trail • The number of water trails created and the total number of miles of water trails • The amount of CBGN information and visit planning services requested at RICs and Hubs Curriculum-Based Educational Programs: Projects can support the start-up a new curriculum-based educational program or support the revision of an established program that actively engages K-12 students in meaningful watershed education experiences at Gateways. The Gateways grant should be viewed as "seed money"—a one-time funding source to establish an educational program. The resulting educational program should not be dependent on multi-year funding from this source. Effective curriculum-based programs typically involve some level of each of the following components: • Educational Resources: Curriculum-based lesson plans, teaching guides and student hand-outs explain the significance of a Gateway and relate it to the subject(s) students are studying. These resources help teachers reinforce concepts with real-life applications. • Teacher Training: Teachers need to be active participants in the program. Workshops, seminars, or other training should enable them to integrate site lessons with their curriculum through pre- and post-visit learning activities. • Student Field Trips: On-site investigations of Gateway resources bring science, history and other concepts to life in a variety of ways. Hands-on learning fosters critical thinking and an interdisciplinary approach and reinforces concepts learned in the classroom. • Evaluation: A method for evaluating the impact of a program should be built in to the program itself. Useful evaluation assesses both numbers of students and teachers participating and some qualitative measure of educational impact. • Proposals may focus in on one component or address all or multiple components. However, it should be clear how the proposed program will accomplish all components over its planned lifespan. 210
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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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*Nanticoke Indian Association Museu
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*Feel a sense of empowerment to pro
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*Coastal Zone Management/Department
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*Publicize during 2008 celebration.
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*Create websites to communicate inf
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*From Point Lookout State Park meet
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CAPTAIN JOHN SMITH CHESAPEAKE NATIO
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*Note: For our purposes, the term
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APPENDIX D: TRAIL-RELATED RESOURCES
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Interpretation Potential Public or
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what they knew about their homeland
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closer to fresh arable land. Someti
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Pennsylvania. Like the Massawomeck,
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and essentially superior to the way
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proportion that he seemed the goodl
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coal, and rich soil were deposited
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The forests by the Bay were home to
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APPENDIX G: TEACHER/EDUCATIONAL RES
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1) Identify and describe a shallop.
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This lesson primarily covers the pe
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2) Research and classify plants and
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In this activity, students will exp
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Enforcement of Nondiscrimination on
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APPENDIX I: VISITATION DATA FROM IN
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Trap Pond State Park, Laurel, DE Mo
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Washington, DC 20230 Phone: 202- 48
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Maryland Office of Tourism Developm
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La Plata, MD 20646 Phone: 301-609-7
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8601 Georgia Avenue, Suite 612 Silv
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Virginian Eastern Shore Water Trail
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interpretive kiosk is already in pl
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APPENDIX M: SITE-SPECIFIC INTERPRET
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APPENDIX N: TEMPLATE FOR CHESAPEAKE
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explorations of Chesapeake Bay reso
Page 176 and 177: APPENDIX O: TEMPLATE FOR CAPTAIN JO
Page 178 and 179: and opportunities to explore their
Page 180 and 181: law. B. NPS Appropriations: Nothing
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
Page 190 and 191: • Support and acknowledge their e
Page 192 and 193: Local Government Grants—Many loca
Page 194 and 195: Donors generally give large gifts t
Page 196 and 197: • Existing access, parking, and m
Page 198 and 199: Inform boaters about the availabili
Page 200 and 201: nonprofit organizations. As the tra
Page 202 and 203: Liability One issue that almost all
Page 204 and 205: enhance their experience—and dire
Page 206 and 207: Wayside exhibits can heighten inter
Page 208 and 209: Map Folders or Brochure Produce a s
Page 210 and 211: On a website, provide a Resource li
Page 212 and 213: Orientation exhibits can be standar
Page 214 and 215: Maintain Facilities Clean and repai
Page 216 and 217: • Be considerate of others Paddli
Page 218 and 219: • Sierra Club Inner City Outings:
Page 220 and 221: Make sure the work crews receive tr
Page 222 and 223: What Is the CBGN Grant Program? --
Page 224 and 225: Grants projects that actively invol
Page 228 and 229: Curriculum-Based: Proposed programs
Page 230 and 231: public education of and access to t
Page 232 and 233: • Attachments must be on 8 ½" x
Page 234 and 235: are to carry out the project. You m
Page 236 and 237: Telephone: 202-442-8800 Richmond, V
Page 238 and 239: will then be required to supplement
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