HOUSATONIC RIVER  RESTORATION  
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Housatonic River Unit

Introduction to the Housatonic River Unit

Focusing Questions: How can we look at the Housatonic River and the surrounding watershed and flood plains through the eyes of a settler in 1733? What do we need to know to ensure the health of the river today and for future generations?

Standards:

Social Studies: History & Geography

8. Interpret the past within its own historical context rather than in terms of present day norms and values.

9. Distinguish intended from unintended consequences.

Length of Time Needed to Complete: One 1-hour class period for auditorium presentation.

Resources/Materials: Large auditorium or other space with capacity for entire 8^th grade, Housatonic River Video by Larry Burke, packet of student materials including the journal assignment sheet, blank student journals, project assignment, and assessment rubric.

Procedure:

Gather the entire 8^th grade together for a brief introduction to the Housatonic River unit and use this opportunity for a creative “hook” to engage students from the start. This may include dressing up in period clothing and dramatizing the discovery of the beautiful Housatonic River by colonial settlers. (This year we showed a documentary style video of former Mount Everett students enjoying a morning of canoeing on the river, as well as a group of community members on another day cleaning up a section of the river. This lead-in helped to focus students on the beauty and resources of the river and planted seeds of stewardship that would, hopefully, be nurtured through this unit.)

Present the concept of viewing the river through the eyes of a colonial settler who has journeyed far, far away from their Boston home and just came upon this most pristine and bountiful river valley. Paint a visual picture for the students. “You have just walked through forest of towering white pines, sunlight filters down to the forest floor of pine needles. A group of deer are startled by your footsteps and bound away from you deeper into the magnificent forest. The land begins to slope down and you step from the shadows of the forests into bright sunlight to see a glistening river before you.”

Briefly describe the river during this time period, and then move to the concept of what has happened to this river over time. Through the centuries, it has provided great resources, transportation and recreation, but eventually the balance of taking from and giving to the river became unbalanced and the river became polluted. From here, explain that through coming to know the river more intimately and seeing through the eyes of a settler, scientist, writer and historian, the students will become better caretakers of this river in the future.

From this point, verbally walk students through the journal assignment sheet, assessment rubrics, and standard format for journal entries. Directly after this introduction, or for homework that night, assign the students the first journal prompt (#1 Introductory Writing Piece). Prompts are included below:

Journal Assignment:

Read each prompt aloud and answer all the questions or directions in complete sentences:

1. What are your initial reactions to this project?

2. What questions do you have about the unit or activities associated with unit?

3. Is there any piece of the project that remains unclear to you?

4. What prior knowledge of the Housatonic River, or any river, do you possess?

5. What do you hope to learn from this unit?

6. What are you looking forward to in this unit?

7. Any other related comments?

Assessment:

1. What are the students going to do to show you what they learned?

Students will produce a journal entry in response to the questions above. Student responses will be used to gauge prior knowledge of the Housatonic River and guide the development of the unit.

2. How will you communicate back to them how they are doing?

Written comments and numerical grade for the journal entries will be given.