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

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interconnected systems used for monitoring the Bay. The tour contacts the buoy via a cell phone, compares the live data they receive from the buoy to the data they just collected, and learns the importance of the exercise from their tour guide. As the boat heads back to shore, the guide explains how the data and samples they collected are really a slice of Chesapeake history – the history of human settlement and environmental change that began with American Indians thousands of years ago, but accelerated dramatically once Smith explored and mapped the Bay. A Bus Tour of Heritage Sites Two senior couples sign up for an all-day bus tour with the American Heritage Bus Company operating out of Washington, D.C. The cost is reasonable and includes entrance fees, a light breakfast, and a box lunch. From a variety of offerings—a Civil War tour, a Pennsylvania Amish country tour, and a day and night in Atlantic City—they chose the America’s Beginnings tour. They meet the bus at a parking lot near the Capital Beltway at 8:00AM. The bus takes them through the countryside and small towns of Southern Maryland. At 9:00AM they arrive at the St. Clements Island Potomac River Museum. A museum interpreter encourages them to enjoy the museum and the interpretive walks outside. She tells them that the European history of this area began with Captain John Smith’s Chesapeake voyages and that St. Clements Island is the site where the first colonists in Maryland came ashore in 1634. The four visitors learn more about these stories from the exhibits and outdoor panels. The men are especially interested in the exhibits describing the history of the Potomac River and the lives of the watermen who lived here. They decide to take the optional water taxi trip to St. Clements Island State Park, the actual site of the landing. It is a beautiful day and it is a special bonus to be out on the water. At 10:30AM they board the bus for the short trip to Historic St. Mary’s City. At this 800-acre museum to Maryland’s first capital they are immersed in the early colonial period with costumed interpreters and recreated 17 th century buildings. They experience the culture of the Yaocomico Indians, observe the hard work of a colonial tobacco farmer and discover how historians and archeologists learn about the past. Here again, as at St. Clements Island, they realize how important the Potomac River and the Chesapeake Bay were as transportation routes for colonial settlers. There is a lot to see here. While they eat their box lunches they vow to return with their grandchildren. About 12:45PM the bus departs and heads toward Leonardtown where the passengers enjoy a brief stop to explore and do a little shopping. At 2:00PM they reboard the bus for their last stop. At Sotterley Plantation a docent leads a guided tour of the original 18 th century tidewater plantation house and the grounds overlooking the Patuxent River. They learn how Maryland plantation owners and enslaved African Americans lived on this colonial plantation. Once more they see authentic glimpses of a time past that has affected the way we live today. They understand how people settled beside the rivers and 40
Chesapeake Bay. They have a renewed appreciation for America’s colonial history. The bus leaves at 4:00PM for the trip back to Washington. Helping to Restore a Wetland A young, twenty-something cyclist, hiker and kayaker lives in Baltimore and is getting his start in the corporate world. He loves the outdoors, but between his work, outdoor activities and social life he hasn’t had time for conservation activities. While surfing kayaking sites on the Internet he sees a link to a conservation project at the Blackwater National Wildlife Refuge. He’s intrigued because he has cycled and kayaked at Blackwater Refuge and has found it to be a stunningly beautiful place. The web link takes him to a site where the National Aquarium of Baltimore is calling for volunteers to help restore a wetland at Blackwater Refuge by planting native marsh grasses. From his trips to Blackwater Refuge he knows that wetlands have been destroyed by erosion, sea level rise, and invasive species such as the nutria. Until learning about this project he hadn’t known there was much that could be done about it. He is intrigued by the opportunity to help. He emails his response to register as a volunteer. By the time his day to volunteer arrives he has talked a friend into joining him. They leave Baltimore early and arrive by 8:00AM at the Blackwater Refuge visitor center. Other volunteers range from seniors to kids, 14 and up, all dressed for a day in the mud. Members of the Friends of Blackwater Refuge thank them for coming, give them water bottles, and review the task for the day. It is a hard day and the work is dirty, but fun. The weather is not too hot and the mosquitoes have abated. The Friends and the Aquarium have provided sunscreen, bug spray and box lunches. As the volunteers work to plant the marsh grasses they are helped and instructed by staff and volunteers who explain the importance of wetland restoration to the health of Blackwater Refuge and the Chesapeake Bay. By the end of the afternoon the friends are tired, but not too tired for a quick bike ride before the refuge closes. It has been a fine day. The friends feel good about their contributions to the Blackwater National Wildlife Refuge and they’ve learned a lot about Bay ecology. They will look for chances to do this again. They also have been given hope. The news about the Bay is not all grim. They’ve learned that conditions can be improved and that there are opportunities to help. Now that the two friends are registered as volunteers, they will be contacted regularly with environmental news and other volunteer opportunities. They will also receive a CD-ROM on Chesapeake Bay watershed ecology produced by the Aquarium. Their “conservation link” to the Bay has been established. 41
Page 1 and 2: Captain John Smith Chesapeake Natio
Page 3 and 4: o o o o o o o A Visit to Baltimore
Page 5 and 6: Captain John Smith Chesapeake Natio
Page 7 and 8: explorers, Captain John Smith, and
Page 9 and 10: colonies, and influenced colonial a
Page 11 and 12: Currently, any adventurer can attem
Page 13 and 14: • will provide an opportunity to
Page 15 and 16: communities with other societies as
Page 17 and 18: As noted in journal entries and wri
Page 19 and 20: SECTION 3: INTERPRETIVE STRATEGY In
Page 21 and 22: connections between people and the
Page 23 and 24: • Although surveying in the 17th
Page 25 and 26: Today, the Chesapeake Bay is a nati
Page 27 and 28: Art and Culture Enthusiasts Photogr
Page 29 and 30: Urban and Suburban Audiences 5 More
Page 31 and 32: photographing natural scenery (up 1
Page 33 and 34: supply and demand for rooms, averag
Page 35 and 36: Be motivated to experience the Bay
Page 37 and 38: Chickahominy, and the concierge arr
Page 39 and 40: watermen haul in their net, describ
Page 41: this story at the park’s Trail Ce
Page 45 and 46: Gateways, land management agencies,
Page 47 and 48: National Oceanic and Atmospheric Ad
Page 49 and 50: Chesapeake Bay Indian Tribes and De
Page 51 and 52: A spectrum of commercial services -
Page 53 and 54: impacts. The Trail interpretive pro
Page 55 and 56: Notes Extended to 9/09 Project Titl
Page 57 and 58: Notes Project Title Year Initiated
Page 60 and 61: Preliminary Action Plan The followi
Page 62 and 63: On-going On-going. Develop an Webba
Page 64 and 65: On-going. On-going. Some new water
Page 66 and 67: On-going. Some programs are in plac
Page 68 and 69: National Geographic & partners are
Page 70 and 71: On-going. On-going. On-going. On-go
Page 72 and 73: Tools and Guidelines for Implementa
Page 74 and 75: potable water and food may be acqui
Page 76 and 77: Porter, Frank W. Indians in Marylan
Page 78 and 79: APPENDIX O: Template for Captain Jo
Page 80 and 81: esources of the Nation.” National
Page 82 and 83: accurately follow the historic rout
Page 84 and 85: APPENDIX C: SUMMARY REPORT, 2007-20
Page 86 and 87: *The health conscious (exercise, et
Page 88 and 89: *There is a long-term history of Am
Page 90 and 91: *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
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APPENDIX O: TEMPLATE FOR CAPTAIN JO
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and opportunities to explore their
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law. B. NPS Appropriations: Nothing
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• Education: Serving as outdoor c
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Raise Funds Develop a fundraising p
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Interviews Interview community lead
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organization. Implementing plans, r
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• Support and acknowledge their e
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Local Government Grants—Many loca
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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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