Teaching Tools: History (Charles River)
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The Charles River Then
Have students read this short history (courtesy of the Charles River Watershed Association) and then answer the following questions:
The Charles River is a small, relatively short river, draining a total land area of 308 square miles. Some 80 brooks and streams, and several major aquifers feed the Charles River. The watershed contains 33 lakes and ponds - most of them manmade. The river drops about 350 feet in its unhurried journey to the sea, flowing out to the very edges of its watershed at times. Boston marathoners race 26 miles from Hopkinton the Boston, but the Charles River twists and turns on an 80 mile course between the same points. Because of its meandering nature, the river flows through 23 communities, adding many political complexities to watershed management.
Lacking speed and force, the slow-moving Charles River will always be brownish in color, no matter how clean it becomes. River water literally steeps like tea through the abundant wetlands along its path.
Prior to the last century, the Charles River was valued mostly for pragmatic purposes. Native Americans used the river for local transportation and fishing, and as a link in the route from southeastern Massachusetts to northern New England. Early European settlers harnessed the river for industrialization. As early as 1640, entrepreneurs on the Neponset River engineered a diversion of water from the Charles River to power their mills.
Over time, a total of 20 dams were built along the Charles River, mostly to generate power for industry. The dams slowed the flow of the Charles River, hampering the river's ability to cleanse itself with uninterrupted flow. They also flooded pastureland and haycutting areas, and cut off migratory fish from upstream reaches.
In some places, the dams created new stretches of shoreline, and expanded water and land habitat. The best example is the Lakes District where construction of the Moody Street Dam in 1814 to power cotton mills created a 200-acre "mill pond" with many lovely bays and inlets between Newton Lower Falls and Waltham. This scenic area drew thousands of boaters from Norumbega Park around the turn of the 20th century. The premier social and recreational spot of its time, Norumbega featured several boathouses, canoe rentals and two steamboats that made trips through the Lakes District in the summertime.
Dams and mills, however, also brought pollution. Byproducts from mill processes were dumped into the river as well as waste from houses, roads, and settlements that built up around the mills. Fish populations, which had been abundant, disappeared. In 1875 a government report listed 43 mills along the 9.5-mile tidal estuary from Watertown Dam to Boston Harbor. The Charles River was so polluted from industrial and domestic wastes that the report recommended abandoning cleanup efforts on the river from south Natick (its midpoint) to the ocean, and focusing instead on the upper half.
Fortunately, visionaries like landscape architect Charles Eliot came to the rescue. He and others convinced political leaders to move industry back from the Lower Charles River, build a dam at the mouth to keep out tides, and finally in 1908 to turn the stinking tidal estuary into the man-made Charles River Basin. Now a world-famous metropolitan water park, it has replaced the Norumbega Park stretch of the river as a recreational mecca. The basin offers one of the world's largest public sailing programs, is home to several rowing and yacht clubs, and is the setting for a world-class rowing regatta, the Head of the Charles.
Questions:
How large is the Charles River Watershed?
How many brooks and streams feed the Charles?
How many lakes and ponds are part of the River?
How many communities does the river pass through?
What year was the Charles River Dam installed?
Before the dam was installed, how far up the river did the tide reach?
Why is the Charles River always a brownish color?
How many dams are on the Charles River today?
In the early 1800's what was the most important recreational stretch of the Charles River?
How many mills were found along the 9.5-mile tidal estuary from Watertown Dam to Boston Harbor in 1875?
Which landscape architect first conceived of the Charles River Basin?
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The Charles River Today
Captain John Smith named the Charles River after Charles the First, King of England. Native Americans used the river for transportation and fishing. Soon, European settlers began to harness the river for industrialization.
Ask students to brainstorm some of the Charles River's present-day uses. Be sure to discuss industrial, recreational, and municipal use. Have students examine some of the paradoxes of Charles River use: How can some communities take their drinking water from the Charles while others dump their sewage into it? How do protections on the upper Charles hamper or encourage recreation? How do dams affect migrating fish?
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Teaching Tools: History (Lake Champlain)
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These History activities can be adapted for any grade level:
Lake Champlain History in a Bucket
This exercise helps to demonstrate how four hundred years of pollutants have affected water clarity and quality in Lake Champlain. Put a quart of water into each of two identical, clear containers. Label one container “1600” and the other “Present Day.” Have students add one-quarter cup each of sand to each container. Shake each container and then wait for them to settle.
Now add the following to the container marked “Present Day,” one tablespoon of brown food coloring (representing agricultural runoff (manure, fetilizer, pesticides, herbicides), one tablespoon of black food coloring (representing industrial discharges), one tablespoon of yellow food coloring (representing contaminated stormwater), one tablespoon of green food coloring (representing invasive plants like water chestnut and eurasian milfoil), one tablespoon of coffee grounds (representing sewage), and one tablespoon of olive or vegetable oil (representing petroleum products). Then cap and shake this “Present Day” container. As it settles, explain to the students that this represents just some of the contaminants that have entered Lake Champlain each day over the past four hundred years. Discuss which everyday activities and products (paper, electrical products, flushing of toilets, drippings and exhaust from cars, trucks and ships, etc.) contribute to the pollutant load. Brainstorm ways to reduce the load of pollutants entering Lake Champlain.
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Benedict Arnold (adapted from “This Lake Alive!” by Amy B. Demarest)
Create a handout from the information listed below on Benedict Arnold. Before handing it out, ask students to write down what word or words come to mind when they think of Benedict Arnold.
Then have students take turns reading the handout. Discuss the following questions:
What events helped Benedict Arnold be a hero?
Do you think he was a hero?
What events led to his “fall from grace?” Explain why you think this happened.
Who are our heroes today?
Do you think we have any fallen heroes?
Benedict Arnold
Benedict Arnold was born in the colony of Connecticut in 1741. At age 14, he ran away from home to join the British troops fighting in the French and Indian War. He served in the Lake Champlain area. When the glory of a soldier’s life faded, he deserted the army and returned home. He became a merchant and joined the Connecticut militia.
At the beginning of the Revolutionary War, Arnold was sent to Vermont to lead the attack on Ft. Ticonderoga with Ethan Allen. The two men argued about who was in charge. More credit went to Allen though Arnold had an official command. After the capture of the fort, Arnold set up headquarters at Crown Point and planned to attack Canada. On a schooner he renamed the Liberty, Arnold sailed to St. Johns and captured a second vessel, which he renamed the Enterprise.
Throughout Arnold’s military career, he had a great deal of problems getting along with people. He always wanted to be in charge and he made enemies easily. Some military men doubted his reliability.
Because of these conflicts, Arnold was relieved of his command at Crown Point soon after his return from St. Johns. He still wanted to serve in the Army and went to see General Washington who put him in charge of an expedition through the Maine wilderness. The plan was for General Montgomery to come up Lake Champlain to meet Arnold and capture the city of Quebec. Arnold’s expedition was wrought with difficulties. Bateaux had been hastily built of green wood and didn’t withstand the journey, men had to portage through ice-cold waters. Many of the supplies were damaged and one of Arnold’s junior officers turned back with some of the provisions. Still, Arnold proved himself as a leader. His men, bedraggled and sick, were still willing to follow him into battle against the British in Quebec.
Arnold and his troops had to wait almost a month for Montgomery and were weakened by the cold; their morale was low. By the time the attack took place in a blinding snowstorm, it was doomed to fail. Montgomery was killed and Arnold badly wounded. Arnold led a lengthy retreat to Crown Point.
Once healed, he oversaw the construction of a fleet of boats to meet a British invasion. In October, the little navy engaged a British fleet at the battle of Valcour Island. Arnold outwitted the British in a nighttime retreat and escaped down the lake. He was the hero of the day.
In 1777, Arnold was overlooked by the Continental Congress for a promotion. Arnold resigned from the Army. On the personal request of Washington, he returned and fought with great distinction against the British at Saratoga. There he was wounded, but not recognized for his brave deeds.
In 1780, after receiving the command of the American post at West Point, he made arrangements to surrender it to the British in exchange for a high rank in their army and a large sum of money. The plan was discovered before it went into action and Arnold fled to the safety of the British army. The following year he went to London and lived the rest of his life in England.
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Fill in the facts: Steamship Ticonderoga
Hi! I’m the Ticonderoga. Call me __1__ for short. I was built in __2__ Bay, Vermont, in __3__. I am about __4__ feet long and I weigh over __5__ tons. I draw __6__ to __7__ feet under way, __8__ feet standing still.
When I was built in 1906, I cost $__9__. Today, I would cost $__10__ to build. My speed was __11__ miles per hour. At full throttle, I burn __12__ tons of coal an hour. I could carry __13__ tons of coal in storage. My crew is __14__ people, but I can carry __15__ passengers. I was the last vertical-beam __16__ steamship to provide passenger and cargo service on any river or lake in the United States. In the summer of 1953, I carried __17__ people around the lake. At the Shelburne Museum, where I am now, __18__ people [figure the number] visit me. I also was a car ferry and could carry __19__ to __20__ cars. I also carried animals -- __21__, __22__, __23__ and __24__,
At Isle La Motte, I picked up __25__ and once carried __26__ barrels. In 1913, I carried an elephant named __27__. I had an accident on __28__ 17, 1919, near Isle La Motte. My most honored guest was President __29__. __30__ infantry men and __31__ horses came with him. My move to the museum took __32__ days, __33__ hours and __34__ minutes. I traveled on a __35__-mile road.
1. Ti
2. Shelburne
3. 1906
4. 220
5. 892
6. 8
7. 9
8. 6
9. 170,000
10. 2.7 million
11. 23
12. 2
13. 24
14. 28
15. 1,200
16. side-wheeler
17. 50,000
18. 100,000
19. 20
20. 30
21. horses
22. cows
23. sheep
24. goats
25. apples
26. 17,000
27. Minnie
28. August
29. Taft
30. 1,200
31. 35
32. 65
33. 20
34. 28
35. 2
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Web Quest: Champlain Valley History
Divide the class into groups and have the students do skits or reports on Champlain Valley events, persons and places.
Start with the links below and have students keep track of any other links they find helpful.
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Click here to begin gathering historical information
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Teaching Tools: History (Hudson River)
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These History activities can be adapted for every grade level:
New York Harbor History in a Bucket
This exercise helps to demonstrate how four hundred years of pollutants have affected water clarity and quality in New York harbor. Put a quart of water into each of two identical, clear containers. Label one container “1600” and the other “Present Day.” Have students add one-quarter cup each of salt and sand, to both containers. Shake each container and then wait for them to settle. Now add the following to the container marked “Present Day,” one tablespoon of brown food coloring (representing brown liquor from paper and pulp mills), one tablespoon of black food coloring (representing industrial chemical discharges), one tablespoon of yellow food coloring (representing urban runoff), one tablespoon of coffee grounds (representing sewage), and one tablespoon of olive or vegetable oil (representing petroleum products). Then cap and shake this “Present Day” container. As it settles, explain to the students that this represents just some of the contaminants that have entered New York Harbor each day over the past four hundred years. Mention that seals and porpoises once frequented the harbor, but are not seen so frequently now. Discuss which everyday activities and products (paper, electrical products, flushing of toilets, drippings and exhaust from cars, trucks and ships, etc.) contribute to the pollutant load. Brainstorm ways to reduce the load of pollutants entering New York harbor.
“Discovering the Hudson” (Melissa Whitcraft)
Henry Hudson, an English captain in the employ of the Dutch East India Company, sailed his ship the “Half Moon” into the Hudson River, on September 11, 1609. The river now bears his name. Hudson was searching for the Northwest Passage (the legendary route that would link Europe and Asia), but it wasn’t until he got to the location of present-day Albany that he realized he had found a river instead. Evidence suggests that he was not the first European to sail through the Narrows, however. The Vikings may have been on the Hudson as early as the eleventh century; Giovanni da Verrazano sailed into New York Bay in 1924, and Estvan Gomaz, a Portuguese captain, sailed through the Narrows in 1525. Ask the students to imagine what the river looked like in the 1500’s and 1600’s. Who lived along the banks? What developments were visible? Why couldn’t Hudson sail much past the location of present-day Albany? Who paid for Hudson’s voyage? Why?
More Harbor History (Melissa Whitcraft)
New York has one of the largest (650 miles of navigable waterfront) and best-protected harbors in the world. This is due in large part to the glacial activity of the last ice age, which ended ten to twelve thousand years ago. Three thousand foot thick glaciers once covered New York harbor, and when they retreated they deposited rocks and other debris that formed “The Narrows” a gap that is today spanned by the Verrazano-Narrows Bridge. This relatively small gap allows tidewater to pass but protects New York Harbor from the most of the force of the Atlantic Ocean. Discuss the advantages a large protected harbor offers a growing city and nation. What sorts of ships would have been seen in different centuries? Have students research the respective eras of the Hudson River Sloops, the steamboats, diesel-powered and nuclear-powered ships that have used this harbor. Who helps ships to enter the harbor safely? How has the harbor changed in the last three hundred years? What sorts of large ships are most common today? What sorts of shipping are we likely to see in the future?
Hudson River: Then and Now
Have students generate questions about past and present experiences of the Hudson River. Have students interview grandparents, parents, and other adults to find out how people dealt with Hudson River issues in the past. What did the river look like in their first encounter with it? What were/are the challenges? Are people concerned? Are they taking personal action? Should government leaders do more? Using the information collected, create a multimedia exhibit showcasing different views, attitudes and perceptions about the Hudson River.
Surveying the source
On September 16, 1872, Verplanck Colvin, a surveyor, first saw Lake Tear of the Clouds on the shoulder of Mt. Marcy. (Up until that time, Avalanche Lake had been generally assumed to be the source of the Hudson.) Colvin described it thus: “a minute, unpretending tear of the clouds, as it were, a lonely pool, shivering in the breezes of the mountains, and sending its limpid surplus through Feldspar Brook and to the Opalescent River, the wellspring of the Hudson.”
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| Lake Tear of the Clouds: Highest Source of the Hudson. (Click on this image to enlarge.) |
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Colvin went on to write: This pond, with its elevation of 4,293 feet, will be interesting to the physical geographer. It is, apparently, the summit water of the State, and the loftiest known and true high pond source of the Hudson.”
Discuss with the students the problems of mountain climbing and surveying in the late 1800’s. What sort of clothing did Colvin and his team use (cotton and wool)? How did they carry their equipment (in boxes and packs) what sort of instruments did they use to make their calculations of the elevation of the lake (sextant, theodolite, calculations done by hand--and how accurate they were: Colvin’s measurements have been confirmed by today’s state of the art global Positioning System Receivers). What did they eat (they brought a few basic supplies like hardtack and then they hunted and gathered)? In whose employ was Colvin (State of NY)?
Strategic Sites of the American Revolution
This lesson is based on this link:
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Topic: Chain Across the Hudson Lesson
A. Locating the Chain
Material(s):
Map showing the course of the Hudson River with Topographical Features. Map showing location of Forts along the River. Letter from Washington to General Putnam.
Teaching Resources:
Primary Document(s):
Letter from General George Washington to General Putnam requesting that he locate and identify to best location for a chain to obstruct the British advance up the Hudson River.
Books:
Diamant, Lincoln. Chaining the Hudson; The Fight for
the River in the American Revolution. New York: Citadel
Press, 1994.
Objective(s):
1. Students will use available knowledge, the course of the River, topography, and location of the Forts to determine the best place to stretch a chain across the Hudson River to stop British ships of war.
Opening:
1. Students receive a letter from General George Washington requesting them to locate and identify the best location for a chain that would cross the Hudson River and stop the forward advance of British warships.
2. Students receive a map with topographical features, course of river, location of Forts and Iron Works.
Body:
1. Students work in cooperative groups to determine best location for the chain.
2. Students prepare a justification of chosen location.
Justification should include reasons for the choice based on the course of the River, location of Forts, proximity of iron works, and topographical features other than the River.
Closure:
Each group will share its location choice and justification. Choices will be compared to the actual historic choice.
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