DOCUMENT RESUME ED 469 118 SO 034 242 Quillin, Holli S. AUTHOR The Chesapeake Bay through Ebony Eyes. Curriculum Guide. TITLE 2000-00-00 PUB DATE 33p.; Published by Blacks of the Chesapeake Foundation, Inc., NOTE in cooperation with Bay Media, Inc. AVAILABLE FROM Blacks of the Chesapeake Foundation, Inc., P.O. Box 3576, Annapolis, MD 21403. Tel: 877-620-8367 (Toll Free); e-mail: [email protected]. For full text: http://www.dnr.state.md.us/ irc/boc.html. Classroom PUB TYPE Guides Teacher (052) EDRS Price MF01/PCO2 Plus Postage. EDRS PRICE DESCRIPTORS Black History; *Blacks; Curriculum Enrichment; Environmental Education; Fisheries; Heritage Education; Internet; *Natural Resources; *Physical Environment; Secondary Education; Social Studies; *State History; Student Educational Objectives *Chesapeake Bay; Fishing Industry; Marine Occupations; IDENTIFIERS *Maryland ABSTRACT This curriculum guide contains eight lessons which complement "The Chesapeake Bay through Ebony Eyes," a book that recounts the contributions blacks have made to Maryland's Chesapeake Bay's maritime and seafood industries. The guide is for use as supplemental material or as cultural enrichment. Lesson plans in the guide are: "Profile of the (1) Chesapeake Bay"; "Environmental Awareness of the Bay"; "The African- (2) (3) American Experience along the Bay"; "Sailing the Skipjacks"; (4) (5) "Harvesting Seafood from the Bay"; "The Galley: Seafood to Enjoy"; (6) (7) "Poetry of the People"; and (8) "Computer Connection: Enter the Internet." Each lesson plan gives educational objectives and subjects covered; lists materials needed; provides activities and vocabulary; gives a final assignment; and contains resources. The guide also suggests field trips related to the unit and lists annotated resources. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. BLACKS OF THE CHESAPEAKE The Chesapeake Bay Through Ebony Eyes U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement Curriculum Guide EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS pc This document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. V Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) - _ T COPY MI BLE 0 " ) Curriculum Guide Project Team UNIT AUTHOR Ho lli S. Qui llin B.S., Elementary Education, University of Maryland, College Park, Maryland Graduate Study, Elementary Salisbury State University, College of Notre Dame, Baltimore, Maryland Former Curriculum Coordinator and Faculty Member, Chesapeake Academy, Arnold, Maryland Former Faculty Member, Salisbury School, Salisbury, Maryland REVIEW TEAM Anne Benjamin B.A.,French Literature, Medieval Studies, University of Virginia MA, French Literature with minor in Education, American University, Washington,DC Former faculty member, The Country SchOol, Easton, Maryland Former faculty member, Canterbury School, New Milford, Connecticut Marjorie Bush B.S. Elementary Education, Coppin State College M.S. Media and Technology, Towson State University Former Classroom Teacher, Baltimore City Public Schools Former Media Specialist, Baltimore City Public Schools Former Curriculum Coordinator, West Baltimore Middle School, Baltimore City (31 years in system, now retired) Deborah Caudill B.S., Secondary Education - Science, Auburn University Former faculty member, Department of Defense schools, RAF Alconbury, England Vincent 0. Leggett B.S., Urban Planning and Community Development, Morgan State University M.S., Administration, Central Michigan University Doctoral Student - American Studies, University of Maryland, College Park, Maryland Former member Anne Arundel County School Board Patricia H. Troy B.S., Secondary Education - English, Auburn University M.Ed., Education Administration - Instructional Media, Auburn University, Auburn, Alabama C.A.S.E. (Certificate of Advanced Study in Education), Education Administration, Private School Management, Loyola College, Baltimore, Maryland Former Media/Administrative Director, Chesapeake Academy, Arnold, Maryland Former Media Coordinator, Wroxeter-on-Severn School, Arnold, Maryland Dennis G. Younger B.S., Secondary Education, Towson University M.Ed., Education Administration - Supervision and Curriculum, University of Maryland, College Park, Maryland Ed.D., Education Administration - Supervision and Curriculum, University of Maryland, College Park, Maryland Former Curriculum Director, Anne Arundel County Schools GRAPHIC DESIGNER Betsy Earley A.A., Visual Communications, Art Institute of Fort Lauderdale, Fort Lauderdale, Florida Published by Blacks of the Chesapeake Foundation in cooperation with Bay Media, Inc. Bay Media, Inc. Blacks of the Chesapeake Foundation, Inc. 1244 Ritchie Highway, Suite 6 P.O. Box 3576 Arnold, MD 21012-1887 Annapolis. Maryland 21403 Fax: 410-544-4640 410-647-8402 02000 Blacks of the Chesapeake Foundation, Inc. http: / /www.baymed.com Front cover. Lawrence Gross, waterman ofChurchtown, Maryland at the Annapolis City Dock. Photo courtesy ofthe Other Annapolis Collection by Philip Brown. 4 OF THE CHESAPEAKE BLACK S The Chesapeake Bay Through Ebony Eyes wants school children study- of The Chesapeake Bay Through Ebony Eyes, Mr. Vincent Leggett, author ing the Chesapeake Bay to understand the contributions Blacks have made to the Bay's maritime and seafood industries. Working through the Blacks of the Chesapeake, Mr. Leggett has created an artful and informative book. serves as a resource to he accompanied by the following The Chesapeake Bay Through Ebony Eyes related unit of study. The unit is for use as supplemental material or as cultural enrichment. The unit maybe used in its entirety or as individual lessons chosen to emphasize a particular area and/or offer a unique perspective. Blacks of the Chesapeake - A Unit of Study Lesson Plan 1 Profile of the Chesapeake Bay Lesson Plan 2 Environmental Awareness of the Bay Lesson Plan 3 The African-American Experience Along the Bay Lesson Plan 4 Sailing the Skipjacks Lesson Plan 5 Harvesting Seafood from the Bay Lesson Plan 6 The Galley: Seafood to Enjoy Lesson Plan 7 Poetry of the People Lesson Plan 8 The Computer Connection: Enter the Internet BLACKS OF TIIE CHESAPEAKE: CURRICULUM GUIDE 2 Lesson 1 Profile of the Chesapeake Bay Objectives: In this lesson, students will: Describe the formation of the Chesapeake Bay. Identify the characteristics of the Chesapeake Bay watershed. State important features of the Bay that affect the people living there. Examine the variety of uses the Bay offers to its inhabitants. Subjects: Social Studies Geography Science Language Arts Materials: Papier mache materials, drawing materials, paper Large wall map of the Chesapeake Bay watershed Smaller maps of Maryland, the Bay and the Bay's watershed A variety of resources The Bay's Vital Statistics worksheet Activities: In this lesson students will: Read about the history and formation of the Bay about 12,000 years ago at the end of the Ice 1. Age. How did the Bay form? Show how the Bay looked at the time by making a paper-mache relief map or drawing a picture. Share maps and pictures with classmates. (Materials needed: papier mache materials, paper, colored pencils or markers, books on the history and formation of the Bay) 2. Find some interesting facts about the Bay now and record them on the worksheet, The Bay's Vital Statistics Draw a colorful area chart or aerial view of the Bay and label it . with your answers from the worksheet. Share charts with the class. (Materials needed: paper, colored pencils or markers, books about the Bay today, The Bay's Vital Statistics worksheet) 3. Explain what the Chesapeake Bay's watershed is. How many square miles does it cover? Find Cooperstown, New York on the map. Starting there, carefully draw a line around all the tributaries that lead into the Bay. List all the states that are part of the Chesapeake Bay's watershed. Looking at the vastness of the Chesapeake Bay's watershed, what implication does this have for Maryland's management of the Bay? Discuss your ideas in a small group, and then list your ideas to be posted. As a class, BLACKS OF THE CHESAPEAKE: CURRICULUM GUIDE 3 6 compile each group's list and display them under the large wall map of the Bay's watershed. Make a priority list using all of the students' ideas. (Materials needed: large wall map of the Chesapeake Bay watershed, smaller maps of Maryland, the Bay, and the Bay's watershed, encyclopedias, books on the Bay's watershed) It is a relatively shallow bay in some areas. How does this Think about the Bay and its features. 4. affect the seafood population? Most of the rivers on the Eastern Shore of Maryland are shorter and narrower than those on the Western Shore. How does this affect the people who live there? Think about these things and find ocher features of the Bay that affect the way people live. Discuss this in a small group, then share your conclusions with the class. (Materials needed: large map of the Chesapeake Bay, smaller maps of the Chesapeake Bay) With a partner, brainstorm all the different ways people use the Chesapeake Bay and its tributaries. 5. Web your ideas and note which ones you and your family do. Draw a tree with branches represent- ing the various uses of the Chesapeake Bay. Compare your ideas with your classmates, realizing that all of you are connected to the Bay. (Materials needed: drawing utensils, crayons, colored pencils, paper) Vocabulary: Estuary Tributaries Watershed Brackish water Final Assignment: Chesapeake Bay Design a questionnaire that you would use to find out how the people living in the be region feel about the Bay and what it offers to them. Be sure that the questions you ask cannot answered with a 'yes' or 'no'. Interview a person outside of this class using your questionnaire. In a concise paragraph, sum up the findings of your research. Resources: Awesome Chesapeake: A Kid's Bell, David Owen and Ramsay, Mary Dunn (Illustrator). Guide to the Bay, Tidewater Publishers, Centreville, MD,1994. Blacks of the Leggett, Vincent 0. The Chesapeake Bay Through Ebony Eyes, Chesapeake Foundation, Bay Media, Inc., Arnold, MD, 1999. The Johns Hopkins University Lippson, Alice J. and Robert L. Life in the Chesapeake, Press, Baltimore, MD, 1997. Guide, Tidewater White, Christopher P. Chesapeake Bay: Nature of the Estuary: A Field Publishers, Centreville, MD 1989. BLACKS OF THE CHESAPEAKE: CURRICULUM GUIDE 4 Name Date Profile of the Chesapeake Bay Today The Bay's Vital Statistics DAL MON AVM ANYM01.0 SOY. V °VIVO. norcn fir MUMS/ Ailw Width Length Greatest depth Average depth Number of principal rivers Any other interesting fact or facts you can find: l HE CHESAPEAKE: CURRICULUM GUIDE O i B L A C K S 5 BEST COPY AVAILABLE Environmental Awareness of the Bay Lesson 2 Objectives: In this lesson students will: Realize the impact people living in the Chesapeake Bay's watershed have had on the health of the Bay. Define specific actions of people and conditions affecting the Bay. State the things that can be done to help the Bay. Describe the importance of replenishing the oyster stock in the Bay and how it will help the Bay. Discuss how the health of the Bay impacts the watermen and their livelihood. Subjects: Social Studies Environmental Science Language Arts Materials: A variety of resources Cause and Effect sheet The Bay's Health Poster board Activities: Think about the size of the Chesapeake Bay's watershed (64,000 square miles.)Think of all the 1. things that could be happening in this vast area that would affect the health of the Bay. Work Share with a partner and list all of these things on the sheet, The Bay's Health-Cause and Effect these ideas with the class. Draw a picture of the Bay if all of these things did, in fact, happen. (Materials needed: large map of the Chesapeake Bay watershed, smaller maps of the Chesapeake Bay watershed, worksheet- The Bay's Health- Cause and Effect, drawing materials, books on the Chesapeake Bay watershed). There are many things that can be done to help "Save the Bay." Use your sheer, The Bay's 2. Health-Cause and Effect, and with your partner, brainstorm the ways the Bay is being harmed and how these problems can be corrected. Design a poster that could be used to let people needed: know what they can do to help. Share your posters with the class. (Materials worksheets- The Bay's Health-Cause and Effect, poster board, markers, rulers, books on saving the Bay). Because of the Bay's poor health, oysters have been affected. Read about what citizens, 3. including students, are doing to improve the oyster population. Find out if this is a project in popula- which your school could become involved. What will happen to the Bay if the oyster tion is increased? Discuss this as a class. (Materials needed: computer with internet access and the oyster population, sample to find a class community project, books on oysters oysters to show the class). BLACKS OF THE CHESAPEAKE: CURRICULUM GUIDE. 6 The Chesapeake Bay watermen's way of life has changed dramatically since the early 1900s. Earl 4. White, named by Governor Glendening, "Admiral of the Chesapeake," gives his ideas why this has happened. Read what he and other watermen say about how things have changed for them and why. If you were a waterman would you continue to make your living on the water or leave with a partner, your home and move to another area and find different work? Discuss your ideas then write about it in a concise, well-written paragraph. In this paragraph, give reasons why you decided what you did and consider the impact of this decision on your family. (Materials needed: copies of the article by Earl White, articles by other watermen, large map of the Chesapeake Bay). Final Assignment: Write a letter to the Chesapeake Bay Foundation explaining what you have learned about the Chesa- peake Bay and its watershed and expressing your concern. Ask what they are doing as an organiza- tion to help the Bay and what your class could do to help improve the Bay. If possible, arrange a trip to travel on a skipjack piloted by Captain Earl White and learn more about the conditions of the Bay and the changing life of the Bay's watermen. As an alternative, visit one of recommended field trip sites (see end of unit). Resources: Curtis, Jennifer Keats, Oshus and Shelly Save the Bay Bay Media, Inc., Arnold, MD, 1999. Leggett, Vincent 0., The Chesapeake Bay Through Ebony Eyes, Bay Media, Inc., Arnold, MD, 1999. Warren, Marion E. and Mame, Bringing Back the Bay: The Chesapeake in the Photographs of Marion E. Warren and Voices oflts People. The Johns Hopkins University Press, Baltimore, MD, 1994. Sixty Years on the Chesapeake with Earl White, Natural Resources Magazine, Maryland Department of Resources Articles from the Internet: Maryland's Watermen,* "Where did all the Seafood go?," Maryland with Pride http://www.intandem.com/NewPrideSite/MD/Lesson4/Lesson4_5.html "Oyster Gardening in Chesapeake Bay" by Merrill Leffler, Maryland Marine Notes,* http://www.mdsg.umd.edu/MarineNotes/Jul-Aug99/side2.html "Filter it with billions and billions of oysters" by Tim Zimmcrmann, U.S.Ncws Outlook http://www.usnews.com/usenews/issue/971229/29oyst.htm "Maryland Has Far Plan to Replenish Oyster Stock" by Theresa Humphrey, Associated Press Writer* "Planting Oysters in the Chesapeake," by Jack Greer, Maryland Sea Grant, Maryland Marine Notes*, http://www.mdsg.umd.edu/MarineNotes/Sep-Oct96/side2.html "Sixty Years on the Chesapeake with Earl White," Natural Resources Magazine, Maryland Department of Resources, http://www.dnr.state.md.us/programs/nr/nrboc.html * See Annotated Resource in the back of the book for more information. 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