The Human Impact on the Natural Environment: The Case of the Connecticut River By Ted Levy Connecticut Now and Then Teachers Institute Funded By Yale Peabody Museum • Education Department • (203) 432-3775 peabody.education@yale.edu • www.peabody.yale.edu This publication may not be reproduced, in whole or in part, for commercial purposes in any printed, electronic or other form without the written permission of the Peabody Museum of Natural History, Yale University Limited permission is granted to reproduce portions of this work for educational use in the context of classroom instruction only © 2005 Peabody Museum of Natural History, Yale University All rights reserved GOALS As a result of these activities, students will: a) gain some knowledge of issues effecting the Connecticut River, b) be able to consider conflicting claims and take a reasoned position on a public issue, and c) consider the consequences of environmental decisions N AT I O N A L A N D S TAT E S TA N D A R D S National Council for Social Studies Standards • People, Places, and Environments: The study of people, places, and human environments interac- tions assists students as they create their spatial views and geographic perspective of the world beyond their personal locations • Civic Ideals and Practices: An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies Connecticut K-12 Content Standards Civics and government • Rights and Responsibilities of Citizens: Demonstrate knowledge of rights and responsibilities to participate and shape public policy and contribute to a democratic way of life Geography • Places and Regions: Use spatial perspective to identify and analyze physical and cultural charac- teristics of places and world regions • Human Systems: Interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and world • Human and Environmental Interaction: Use geographic tools and technology to explain interac- tions of humans and the environment, and consequences of those interactions Economics • Limited resources: Demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices OBJECTIVES The students will: Understand that the natural environment is changed with human interaction Develop research skills by conducting independent research, field study, interviews, and other activities related to the human impact on the environment Appreciate the complexity of issues involving development and protecting a sustainable environ- ment Work cooperatively to solve problems, gather and share information from a variety of sources, and strengthen communication skills by presenting information N A R R AT I V E Introduction to the Connecticut River Valley (Now) Winding its way south 410 miles from Vermont and New Hampshire to Long Island Sound, the Connecticut River is New England’s largest and most celebrated river for its scenic, historic and particularly ecological merits Its watershed encompasses over seven million acres and is home to countless species, including an estimated eight million people The Connecticut River is the largest single Page  • Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy contributor of freshwater to the estuary of Long Island Sound Since the early 1990s the river and its estuary have received no less than four designations for its outstanding biological resources Nationally, it has been recognized by the U S Fish, and Wildlife Service, which created its first refuge based on a river system(the Conte Refuge); by the (Clinton administration, which designated it as a National Heritage River (one of only 14 in the country); by the Nature Conservancy, which declared the estuary as a “Last Great Place,” one of only 40 in the Northern Hemisphere; and by the Ramsar designation, which acknowledged the international importance of the estuary on par with similar globally important wetlands such as the Florida Everglades and the Chesapeake Bay Estuary Despite the attention of multiple federal, state and local agencies, nonprofits and private citizens, the lower Connecticut River is not free from significant threats Recreational overuse, watershed development, invasive non-native plant and animal species, water pollution, and even global climate change and impending sea level rise all play a role in eroding the scenic and biologic resources of the river The scenic beauty and biological intactness that has attracted the attention of multiple agencies and organizations has also attracted increasing numbers of residents and visitors who experience and enjoy the river resource Today, pressure increases to balance public and private access such as increased boating activity, and commercial, including tourist use of the river with the need to protect scenic and biologically crucial riparian areas, beaches, dunes and marshes Similarly, increasing numbers of individuals wish to live near and within view of the river, pressuring local towns to balance preservation of scenic river vistas and the protection of vital forested upland watershed areas with economic growth and revenues Large residential homes are appearing within sight of the river, often resulting in significant openings in the wooded hillsides above and along the river In addition to the potential for added nonpoint water pollution reaching the river from septic systems and impervious surfaces, construction fragments the forest corridor along the river, diminishing an important part of its biological significance These collective threats translate into the increasing need to address sustainable growth and development of the lower Connecticut River region The recognition of this area’s significance has not diminished; neither has the resolve to protect it Source: “Protecting the Character of the Lower Connecticut River: The Gateway Commissions Mission,” Connecticut River Estuary Regional Planning Agency, 2004, p 2-5 Introduction to the Connecticut River Valley (Then) In 1614 a Dutchman, Adriaen Block, and a few companions sailed up the unexplored Connecticut river a small boat just forty-four and one-half feet long They reached the site of what is now Hartford, Connecticut, and may have gone as far north as the falls at Enfield The first whites known to have explored the river, they named it the Fresh River or Fresh Water For a number of years the Dutch were content to carry on a trade in beaver skins with Indians along the river In the 1620s plans were drawn up for fortified posts Jacob Van Curler bought the first site from the Pequots owners by conquest; it was a small piece of land where the city of Hartford is now located The Dutch moved rapidly to build a small fort, named it the House of Good Hope, and invited Indian trade The Dutch narrowly won the race for first white settlement in the Hartford area Highly encouraging reports of the fertility of the Connecticut River Valley from visiting Indians who feared the Pequot tribe had reached both the Plymouth and Boston areas by 1631 Intrigued by these glowing reports, in 1632 Edward Winslow of Plymouth explored the Connecticut River to ascertain the possibilities for fur trade and actual colonization Encouraged by Winslow’s optimistic description of the area, the Plymouth Colony sent a small expedition under William Holmes to some trading When he reached a point opposite the Dutch fort, they brusquely ordered him to stop while the Dutch investigated his intentions Unruffled, he Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy • Page  announced that he had a Plymouth commission authorizing him to proceed upstream to trade Despite Dutch threats to blow them up, Holmes and his men moved forward unharmed On September 26, 1633, the Holmes company reached a location, purchased earlier from Indians, where they set up a house frame carried from Plymouth Around it they erected a stockade to ward off possible Indian or Dutch encroachment Thus the town of Windsor was founded Source: Puritans Against the Wilderness: Connecticut History to 1763, Albert E Van Dusen Chester, CT: The Pequot Press, 1975, p 24 AC T I V I T I E S Introductory Activities A question of Values: Indicate whether you agree, disagree or are uncertain with the statement and then explain your reasons for making your decision, or explain what further information is needed A person or company who owns a piece of land should be able to develop it as he or she pleases without interference from the government A person or company that accidentally spills oil into a body of water should be required to pay for the cleanup A person or company that pollutes the air should be permitted to so if they pay a fee to the government The government (local, state or national) should have the power to control the use of land Towns and cities should have the right to prevent or control the development of some land Developing a piece of land should be prohibited if it results in serious damage to plants or ani - mals Economic development such as housing, jobs and roads is more important than protecting a plant or animal When new housing is constructed, towns profit from collecting more in taxes that it costs to pro vide services A person or company that owns land along a riverfront should be able to construct a dock or any other structure 10 A person’s freedom to as he or she wishes with a piece of land is more important than a community’s right to protect the land for others River Survey What is the world’s longest river? What is the largest river (carries the most water) in Latin America? What is the largest river in the United States? Page  • Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy What river forms the boundary between the United States and Mexico? What river flows from the Great Lakes to the Atlantic Ocean? What states have the same name as major U.S river? (Name or more.) What is the name given for a river that flows into another river? In what direction rivers always flow? What is the expression that means to be sent to a penitentiary (derived from going from NYC to Sing Sing)? 10 What is the expression derived from selling slaves into harsh conditions on the lower Mississippi River? 11 What is the name of a famous Irish dance troupe? 12 What is the name given to the place where a river begins? Ends? 13 What is the name of the channel in which a river flows? 14 What is the name for the area that drains into the main river? 15 What is the historic name for a hippopotamus? Answers Nile Amazon Mississippi Rio Grand St Lawrence Mississippi, Missouri, Connecticut, Colorado, Delaware, Tennessee, Ohio tributary downhill sent up the river 10 sold down the river 11 Riverdance 12 Source, mouth 13 river bed 14 watershed 15 river horse Connecticut River Scavenger Hunt How many of the correct answers you know or can you find? Find the answers to the questions below If necessary, use the Internet and printed sources to help Who was the first European to explore the Connecticut River? About how long is the Connecticut River? Where does the Connecticut River begin? Where does the Connecticut River end? What does the name “Connecticut” mean? What states does the Connecticut River flow through? What states have borders formed by the Connecticut River? Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy • Page  Into what body of water does the Connecticut River flow? What is the largest Connecticut city on the river? 10 What is the largest Massachusetts city on the river? 11 What is the only New England state not touched by the Connecticut River? Extra Name as many Connecticut towns as possible that have names associated with water Answer Waterbury, Beacon Falls, Gales Ferry, Westport, Brookfield, Lakeville, Southport, Broad Brook, Short Beach, Bridgeport, Centerbrook, Stafford Springs, Watertown, Deep River, Stony Creek, Waterford, Falls Village Land Development in Connecticut River Estuary and Tidal River Wetlands Areas Development includes anything built by human beings in a particular area, such as houses, shopping malls, factories, parking lots and so forth Usually, cities with larger populations have a greater amount of development Here are some facts about development in Connecticut’s largest cities and in towns at the mouth of the Connecticut River The chart below shows the percentage of developed land in Connecticut River estuary and tidal river towns over 17 years Town 1985 1990 1995 2002 Increase Chester 12.1 % 12.8 % 13.1 % 13.6% 12.2 % Cromwell 26.4% 29.7% 30.1 % 31.2% 18.4% Deep River 13.4% 14.1 % 14.9% 15.8 % 17.5% East Haddam 8.3% 8.7% 9% 9.3% 11% East Hampton 10.1% 10.7% 10.9% 11.5% 14% Essex 19.3% 21.5% 22.6% 24.6% 27.5% Haddam 9.2% 9.8 % 10% 10.4% 13.3 % Lyme 5.4% 5.7% 5.7% 6% 10.8% Middletown 21.8 % 23.5% 24% 25.2 % 15.3% Old Lyme 15.5% 16.4% 16.9% 18% 16.5% Old Saybrook 25.8 % 28.9% 29.8 % 31.3% 21 % Portland 12.1 % 12.9% 13.3% 14% 15.9% Which of these 12 towns has had the greatest percentage increase in development over the 17- year period? Which has had the least? Answers Essex, Lyme Old Saybrook, Cromwell East Haddam, Lyme Which two towns are the most highly developed? Which two towns are the least highly developed? Page  • Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy Extra Prepare a line graph showing the percentage increase in development for each town over the 17- year period Write a report explaining why development occurs more rapidly in some towns than others Explain the advantages and disadvantages of development, and explain what if anything, should be done to control development Land Development in Connecticut’s Largest Cities The chart below shows the percentage of developed land area in Connecticut’s largest cities over 17-years Town l985 1990 1995 2002 Increase Bridgeport 85% 85.5% 85.8% 86% 1.3% Hartford 73.5 % 75.8 % 76.2 % 76.5 % 4.1% New Haven 72.7% 73.6% 74.1 % 74.2% 2.1 % Stamford 46.3 % 47.2 % 47.6 % 47.8 % 3.3 % Source: All data from the University of Connecticut Center for Land Use Education and Research Values for the square mileage of each town were taken from the Connecticut Department of Environmental Protection’s GIS dataset for towns, and acreage was calculated from those figures Developed areas were calculated by dividing the area of the municipality that was classified as developed by the land area of the municipality and converting the results to a percentage Change was calculated by subtracting the 1985 developed area from the 2002 developed area and dividing the difference by the 1985 developed area The University of Connecticut Center for Land Use Education and Research has an interactive land cover map for the State of Connecticut that allows you to zoom in on changes to the landscape in any town The web address is http//clear.uconn.edu/projects/landscape/interactive.htm Which of these towns has had the greatest percentage increase in development over the 17 year period? Which has had the least? Which town appears to be the most highly developed? Answers Hartford, Bridgeport Bridgeport Stamford Which town appears to be the least highly developed? CASE STUDY Should you have the right to develop your property as you want? You have long dreamed of having a house on the Connecticut River where you can boat and fish Your dream comes true when a rich uncle leaves you a substantial sum of money and a 20-acre tract of land on the banks of the Connecticut River You hire an architect and builder and plan to construct one of the largest houses overlooking a beautiful bend in the river But it is not long before some neighbors contact state and local officials, who have some questions about your plans Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy • Page  The officials are worried about your plans and want to protect the wildlife and preserve the scenic areas along the river To preserve the natural settings they offer to buy your right to divide the property into smaller lots Since you had no plans to divide the land, it sounds like a good deal, but will prevent you from forever selling part of your land and limit the number of buildings you may erect Do you sell your right to develop your land? As the construction work progresses, some environmentalists report that there are rich marsh lands with endangered species on your land bordering the river Further, this is also the area where you planned to place a dock over the marsh reaching 100 feet into deeper waters of the river This too has caused complaints from kayakers and canoers who claim that the dock would interfere with navigation and force them into the middle of the river where they would be menaced by large powerboats The groups launch a public campaign to save the marsh and limit the length of docks While you sympathize with these views, this is the area where you planned to place your dock A member of the Department of Environmental Protection plans to inspect the site and review your plan How will you defend or change your plans? After you hire a lawyer to help understand the local and state regulations, you finally begin construction on your dream house The lawyer soon tells you that there are a number of standards that must be met Before your construction goes much further, he would like to know if you agree with each of these regulations or would like him to argue for changing them The standards include the following: No building may be erected within 50 feet of the river or wetlands A plan must be submitted showing areas where trees will be cleared and how erosion will be controlled The height of the building is limited to 50 feet from the original ground surface No timber can be cut for sale without a permit No gravel, soil or other earth material can be removed No garbage of any kind can be dumped on the property Many years have now passed and as a respected and influential member of your community you have been asked to prepare a list of recommendations for developing and protecting the Connecticut River What guidelines would you offer and why? SOURCES “Is Your Property in the Gateway Zone?” Pamphlet prepared by the Gateway Commission, Old Saybrook, CT “Protecting the Character of the Lower Connecticut River: The Gateway Commission’s Mission” Connecticut River Estuary Regional Planning Agency, 2004, 24 pages A useful overview examining various development issues and proposed guidelines for protecting the estuary area “Living Resources and Habitats of the Lower Connecticut River,” Bulletin Number 37, New London: The Connecticut College Arboretum 2001 79 pages An exceptionally informative publication that provides one of the best brief overviews of the ecological attractiveness and issues related to the river, including its geology, hydrology, human uses of aquatic resources, plants, animals and their habitats, birds, fisheries, trust species and environmental management issues on the lower Connecticut River Page  • Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy A D D I T I O N A L AC T I V I T I E S Imagine that a Student Advisory Board to the Gateway Commission has been established The Commission wants to know what young people know about the Connecticut River Develop a list of to 10 questions and gather data by asking fellow students to respond to the questions Compile all information and prepare a report on your findings River Round-Up Invite environmentalists, developers, and authorities on the Connecticut River to visit your school to discuss growth and development issues Prepare questions for them to answer Contact another school and invite them to study the Connecticut River with your class Decide study goals and objectives, data to collect, a schedule and a way to present the results of your study When both studies are complete, compare the findings for the two different sections of the river (for a list of Connecticut schools see the CT State Dept of Education website) Prepare PowerPoint® presentation or slide show illustrating the idea of protecting and developing the Connecticut River Role play a hearing conducted by a local planning or zoning commission in which a developer wants to construct a condominium project on the Connecticut River Prepare a list of organizations and individuals who wish to preserve and protect the Connecticut River and a list of those who would favor development Write to several of these groups for information or materials about the Connecticut River Find and compile newspaper articles into a scrapbook of river issues RESOURCES General There is an immense number of organizations and government agencies concerned with the environment and particularly rivers, including the Connecticut River The Connecticut River Environmental Directory website provides services and includes over 200 organizations and programs http://www ctriver.org/index.html Another useful site provides links to many Connecticut environmental organizations: http://www.ctnonprofits.org/pages/Sectors/environment.asp Among state and nongovernmental agencies concerned with the river having information or resources of value to educators are: • CT Association of Conservation and Inland Wetlands Commissions • CT Department of Environmental Protection • CT Marine Trades Association • CT Ornithological Association • CT River Committee for the Public Trust • CT River Estuary Regional Planning Agency • CT River Gateway Commission • CT River Museum • CT River Watershed Council Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy • Page  • Silvio Conte National Fish & Wildlife Refuge • The Nature Conservancy Museums Connecticut River Museum, 67 Main St., Essex 06426; (860)767-8269; http://www.ctrivermuseum.org; crm@ctrivertmuseum org Housed in an 1878 steamboat dock warehouse and located on the Essex waterfront, the Connecticut River Museum tells the river story in four galleries through paintings, models, objects and interactive exhibitions, with a working reproduction of the American Turtle America’s first submarine, Admission is Adults $6.00, children (age 6-12) $3.00 The museum also offers day and evening cruises aboard the Riverquest, departing from Steamboat Dock Call the Museum at (860)767-8269 for prices and departure times Governmental Agencies Connecticut Department of Environmental Protection http://www.dep.state.ct.us The key agency for information or issues involving the Connecticut River The Department recently made available “Environmental GIS Data for Connecticut,” a set of CDs that contain environmental Geographic Information System (GIS) data for the entire State of Connecticut It is a valuable one-of-a-kind resource for environmental data and allows the user to zoom in to any part of the state for close-ups, systematically pan along any area of interest, and print maps as needed In addition to being a compilation of important geographic information, the interactive features of this set will allow students and teachers to create their own digital maps with many layers of natural resource information The CDs are available for purchase from the CT DEP Store, 79 Elm Street, Hartford, CT 06106; (860) 9869)424-3555 http://www.dep.state.ct.us/store/index.htm Project SEARCH http://www.sciencecenterct.org/projectsearch/ This is a volunteer opportunity for high schools students Developed by the CT DEP in partnership with the Science Center of Connecticut and funded by a grant from the National Science Foundation, it is a statewide network of high schools participating in water quality monitoring Teachers from each school have completed training on standard methods for physical, chemical and biological sampling, as well as wetland evaluation and the impacts of land use on water quality The Environmental Protection Agency http://www.epa.gov United States Geological Survey: http://www.usgs.gov United States Fish and Wildlife Service: http://www.fws.gov Statistics and Information about anything relevant to sate planning: http://www.fedstats.gov Publications Living Treasures: The Plants and Animals of Long Island Sound, Lisa Wahle and Nancy Balcom Groton, CT: Connecticut Sea Grant College Program, Univ of Connecticut 2002 48 pages An informative publication with many line drawings of plants and animal species Free to teachers Living Resources and Habitats of the Lower Connecticut River, Bulletin Number 37, Glenn D Dreyer and Marcianna Caplis, eds New London: The Connecticut College Arboretum 2001 79 pages One of the most useful short publications providing a general background and specific details about the Connecticut River, its geology, plants and animals, and other useful information Page 10 • Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy Protecting the Character of the Lower Connecticut River: The Gateway Commission’s Mission Gateway Commission Old Saybrook: Connecticut River Estuary Regional Planning Agency 2004 24 pages Connecticut Coastal Access Guide July 2001, Connecticut Department of Environmental Protection Office of Long Island Sound Programs, 79 Elm St., Hartford, CT 06106; (860) 424-3034 A large, attractive and informative map with information and a town-by-town listing of facilities, environmental information, and public use of Connecticut rivers and shoreline Yale Peabody Museum/www.peabody.yale.edu/Human Impact on Natural Envoronment/Levy • Page 11 [...]... Protecting the Character of the Lower Connecticut River: The Gateway Commission’s Mission Gateway Commission Old Saybrook: Connecticut River Estuary Regional Planning Agency 2004 24 pages Connecticut Coastal Access Guide July 2001, Connecticut Department of Environmental Protection Office of Long Island Sound Programs, 79 Elm St., Hartford, CT 06106;... Programs, 79 Elm St., Hartford, CT 06106; (860) 424-3034 A large, attractive and informative map with information and a town-by-town listing of facilities, environmental information, and public use of Connecticut rivers and shoreline Yale Peabody Museum/www.peabody.yale.edu /Human Impact on Natural Envoronment/Levy • Page 11