Outdoor Self-Guided Visit: Westchester Indian Trail Walk TEACHER GUIDE Welcome to The Botanical Garden! How could natural ecologies meet your basic human needs? Conduct a field study with your students as you navigate a self-guided visit through the Thain Family Forest along centuries-old original Native American-laid footpaths. Use the informa- tion in this walking guide, the suggested activities, and accompanying reproducible student field guide to help students gain a sense of place in history as well as find and identify the natural resources that Native Americans used to survive. Recommended for use for grades 4–7

ABOUT THE NATIVE AMERICANS: migration footpaths. resources may exist throughout the The land the Garden encompasses, in- ABOUT THE RIVER: forest, but you might use a key to cluding the Forest, served as a travel- River, originally called familiarize yourself with them further. through location and temporary over- “Aquehung,” or “River of High Bluffs,” night stop between shell by the Native Americans who lived and Some Plant Resources: fisheries and weather-protected interior fished along it, begins near the Kensico land. Native Americans who travelled Reservoir in Valhalla, N.Y. (Westchester Plant Use through here were part of the Algonquin County). The river winds 23 miles south Common Spicebush Treated illness including Federation, a loose group made up of through the Bronx, eventually emptying Lindera benzoin coughs, arthritis, and measles. 40–50 sub-tribes reaching from Dela- into the East River. It is the only fresh ware to the Schoharie Valley in New water river in New York City (the Hud- Southern Arrowwood Durable wood used to Viburnum dentatum make arrow shafts. York. son and East Rivers are tidal estuaries).

Mapleleaf Viburnum Bark used medicinally The southern branch of the Westchester By the early 1600’s the river was used Viburnum acerfolium for stomach ailments. Indian trail came across Fordham Uni- for the purpose of powering mills with versity’s campus, through present day water power, and this continued into American Beech Food, compounds made Fagus grandifolia from bark and leaves Garden land and made its way to a ford the 18th century. A remnant of this in- used for burns, frostbite, across the about 150 feet dustry, the Stone Mill, built in 1840 by tuberculosis. north of the Pelham Parkway bridge. the Lorillard family, can be seen today. Sweet Birch Oil of wintergreen for There was a cross-over trail (the Aqua- ABOUT THE PLANTS AND ANIMALS: Betula lenta flavoring, medicine, hung trail) which followed the east side The natural resources Native Americans birch beer. Saplings for wigwam building. of the river and connected the south used to meet their basic human habitat and north branches of the Westchester requirements can be readily found along Sugar Maple Sweet sap for syrup. trail. Acer saccherum Saplings/bark for wig- forest trails. Some signage pointing out wams. The Siwanoy (Munsee dialect–speaking) Some Animal Resources: occupied the east side of the Bronx Shagbark Hickory Nuts consumed. Wood Animal (*Past) Use Carya ovata for construction. Sap- River and the Weckquaeskec (Renenu White-tailed Deer, Hunted for meat, lings for wigwam’s dialect–speaking) occupied the west Elk, Moose * hides, antlers. arched roofs. side, but both tribes traversed both Frogs Consumed fresh or dried. Tulip Tree Dugout canoes. Sap- sides of the property. There were no Snakes Consumed fresh or Liriodendron tulipifera lings/bark for wigwams. permanent dwellings on Garden prop- dried. Poison Ivy Used to poison arrows erty, but there was at least one further Black Bear* Hunted for fur, meat Toxicodendron radicans for hunting and warfare. south, alongside the present-day zoo. and claws. Used grease for cooking, Sweetgum Aromatic sap for gum. At least two middens (shellpiles) were emollient/makeup. Liquidambar styraciflua Bark for wigwams. Ducks, geese, rap- Eggs collected for revealed on Garden grounds: one on Common Moonseed Fruits, roots, and leaves tors, cranes, herons food, feathers for robe the hillside where the present-day Ruth Menispermum canadense for stomach ailments decoration. Howell Family Garden is located and and skin diseases. Turtles Caught and eaten; another, located at Daffodil Hill. Shells used for rattles Hillside Blueberry Gathered and eaten. or other instruments. Vaccinium plallidum ABOUT THE FOREST: The Forest, which borders the Bronx Raccoons, Beaver Hunted for fur; Grease Roundleaf Greenbrier Roots treat minor skin used as emollient. Smilax rotundifolia irritations. Shoots edible. River to the west in the Garden, is a Gargantuan Fish Caught in season and native 50-acre, old-growth forest. Much Runs* consumed or dried. White Oak Acorns consumed. Dug- of New York City was once covered by Alewife Herring Successful resurgence. Quercus alba out canoes. forest such as this. When you walk American Eel Caught in fall using Flowering Dogwood Bark to treat malaria. through, you will walk along many trails weirs mounted at Cornus florida mouths of streams. which were originally Native American Skinned/dried meat.

MORE “ABOUT” FOR THE WESTCHESTER INDIAN TRAIL WALK CONTINUES ON THE NEXT PAGE... Page 1 of 4 H OW NATIVE AMERICANS overlapping sheets of bark stripped from BEFORE YOUR VISIT: FULFILLED BASIC HUMAN NEEDS: old-growth trees. Protected bodies with An effective Garden field trip begins

fur from animals like beaver and deer. with careful planning and preparation. Food and Medicine Foraged: Generally sustaining hunters Take advantage of the free “Teacher and gatherers based on seasons and Pre-Trip Pass” to orient yourself with travel locations- Primarily ate local fresh the Thain Family Forest, Bronx River, plants (fruits, berries, leaves and nuts) and many Garden collections before and animals, fish, oysters, and w/no bringing your group. other choice, travelled to and waded in The New York Botanical Garden is a cold coastal waters to find clams and museum of plants in beautiful displays. oysters. Evidence of diet containing Wigwam at NYBG The Garden is lucky to have a river and shells, bones, and acorn caps learned by forest on its property. As a group dis- inspection of middens located outside of Childcare cussion, have students define a mu- wigwams. Children lived, played, worked and seum setting and implications of a river

learned how to provide for themselves running through a forest in a city. Dis- Horticulture: Planted maize to supple- (foraging, carrying supplies) with the cuss the types of behaviors you use ment year-round foraging. Team planted support and assistance of their parents when visiting a museum. corn, beans and squash; Stored dried and extended family. corn, and beans in grass-lined pits in Advise students that while visiting they wigwam or longhouse. Preserved Energy and Transportation will need to stay on Garden paths, not squash, saved seeds, and dried and “Wood and Muscle”; Walking was main touch or pick parts of plants, and be smoked fish. form of transportation. Had to live/camp mindful of other visitors. Please take in close proximity to resources. Walked care not to litter in the river or forest. between coastal areas to protected This is an outdoor walk of almost one inland areas seasonally (carrying sup- mile and could take approximately 45 plies). Felled trees, built and paddled minutes at a moderate pace. Encour- canoes, built fires, hoed small fields. age students to wear comfortable foot- Communicated news while travelling. wear and to dress appropriately for Sense of Meaning: Money, Barter spending time outdoors. Gathered and caught food from Midden on hillside If you bring lunch, your group can eat beaches, shores and tidal pools and at the Clay Family Picnic Pavilions traveled across harbor waters to trade Water located close to the Everett Garden for corn, pottery, and wampum Obtained water from freshwater Gate. Restrooms and water fountains (decorative beads used as money– shells streams, springs and ponds; rain, and are located close to the picnic area. on a string). snow melt. Found groundwater aquifers (Plastic bag use is discouraged in the and released water for quench. Sense of Meaning: Spirituality Garden—bags often fly away and get Had a rich spiritual life based on elabo- caught in trees and animal habitats.) Streams in forest channel water to the rate belief system which included cere- Bronx River and then the East River, Download the student Native monial dances and storytelling. Storytel- American Walk Journal. Make a eventually emptying into the Long Island ling explained world and served as re- Sound. Forest creates natural barriers copy for each student to fold in to minders for fruitful ways of living re- a booklet. Bring pencils on the day of against flooding, and filters waste (no spectfully and gratefully within earth’s sewers) through natural microbial your visit. seasons and cycles. Bronx River held process of soil. AT THE GARDEN significance and was used for annual The Bronx River provided fresh, clean ritual baths If you arrive by bus, your group will drinking water and areas alongside check in at the Everett Garden Gate served as places to camp or live. TWO VIEWS FOR LAND USE: (School Group Entrance) and walk straight along Stone Mill Road until just Shelter and Clothing Everything in life is a circle. Everything is alive— before you reach a bridge. Take the Scouted for good campsites which met the animals, the birds, the plants on Earth and trail on the right just before the bridge criteria of: proximity to coastline (for the plants of the seas, the water, the air and which leads you in through a portion of the stones—and everything must be respected. food), fresh drinking water, relatively flat All things are part of Earth, which gives us the Forest toward a paved path next to land for building, and land formations to everything we need. Native Plant Story the Bronx River. (Other Forest en- protectfrom wind. Rock shelters, big trances are marked on the map.) When trees, wigwams, and longhouses used. · The land was “as pleasant as one need tread you arrive at the River, notice that this Wigwams built by burying saplings up- upon.” Johann de Laet, Dutch Chronicler wide path extends south toward Pel- right, bending them to create an arched · ”A convenient place abounding with grass…” ham Parkway and the Bronx Zoo and roof, then lashing sapling crossbeams on · ”a land excellent and agreeable, full of noble north leading under the bridge toward forest trees and grape vines.” the structure horizontally to the ground. the Mill View Trail into the Forest. (The Structure was then covered w/ Robert Juet (Henry Hudson’s first mate) estimated walking time is 10 minutes.) Page 2 of 4 SUGGESTED STUDENT ACTIVITIES look at the river and resources around Native Americans chose this spot sea- them for a given amount of time (3–10 sonally to camp as they passed through. NYBG History and Field Guide minutes depending on the grade level Prompt students to: 1. Inform students they will perform a and interest). Prompt students to:  Discuss the resources around them field study. Sort class and explain they  List the things you see around the and explain why Native American will work together to: river. The quieter they are the better would have chosen this spot to  Observe and discuss chance to see, smell, and hear. camp. (Based on: proximity to East  Collect information, record and/or Animals in a forest are quiet because River for fishing, proximity to fresh draw their lives depend on it. (That is why drinking water from river, flat for what they see and learn about Native it may be rare to spot more than a building wigwams, sheltered from American ecologies. Distribute Native few of them.) the wind) American Walk Journals.  Based on your human habitat needs, 9. After viewing the waterfall and Human Ecology Discussion would this spot be suitable to live? midden, take Waterfall Trail south along Have students read the quotes printed the river and head back under the Hes- on the journal cover to compare human 3. Walk north toward the bridge. As you ter Bridge, toward the Goldman Stone viewpoints about land use. Then discuss: walk, prompt students to: Mill and Stone Mill Road.  Written 400 years ago what do you  Use their journal keys to identify think these quotes could describe? some of the plant and animal life 10. When you reach Stone Mill Road,  How do they compare? they pass. Discuss how these were you can turn right to head back to Human needs shape our interactions with useful resources. where you started—the Everett Garden the environment we rely on and live in. Gate and Picnic Pavilions. 4. Continue your walk north under the European explorers like Henry Hudson bridge toward the Mill View Trail. RECOMMENDED TEACHER RESOURCES: and those who followed him, took differ- bronxriver.org ent approaches to meet their needs 5. When you reach the Mill View Trail, nybg.org when reaching America’s land. Discuss allow students time to walk and explore Youtube.com: Bronx River Restoration modern day industries such as asphalt, at their own pace whilst reading the Youtube.com: Science Seminar Series- brick, and construction. informational signage throughout the 400 Years of Forest Management at  Thinking about human needs, what trail. Continue to use the Plant and Ani- NYBG with Wayne Cahilly are your basic needs? mal Key in their journals to identify De Kadt, Maarten. The Bronx River: An Groups brainstorm and list their ideas in resources they notice along the path. Environmental & Social History. Charles- the chart in their notebooks. Walk 6. The Mill View Trail connects to the ton, S.C.: The History Press, 2011. around to support, then lead, group dis- Sweetgum Trail. Turn right (north) on NYBG in Bloom iPhone App cussion: this trail and continue walking over a RECOMMENDED CHILDREN’S BOOKS: ·Food/Medicine Sense of small footbridge with more informa- Non-fiction: Meaning: tional signage. Allow time for students ·Water Cherry, Lynne. A River Ran Wild. Or- ·Shelter Traditions to read the signs and notice how the

lando, Fla.: Harcourt Brace & Company, Religion small streams meet and join the Bronx ·Childcare 1992.

Culture River. ·Transportation Oestreicher, David M. The Algonquian

Requirements Requirements Money ·Energy 7. Continue walking until you reach the of New York. New York: The Rosen

Basic Human Habitat Human Basic Order/Gov’t Hester Bridge, which spans over the Publishing Group, Inc., 2003.

river. Turn right (east) and walk over  How might these needs differ from Fiction: the bridge, allowing students time to the Native Americans’ who lived here MacGill-Callahan, Sheila. And Still the view the waterfall. 400 years ago, thousands of years Turtle Watches. New York: Dial Books  Lead a discussion about how the before? List Native American needs for Young Readers, 1991. health of a river affects plants and in the journal. (Mostly the same.) animals which can inhabit it. Alewife  Then, have students list the re- NYC Social Studies Scope and Sequence herring and beaver are two examples sources they use to meet their Grade 4 Unit 1 Native Americans: First Inhabitants of animals which have returned after of New York State needs in journal. much pollution in the Bronx River. Grade 5 Unit 1 Geography and Early Peoples of the Explain to students that during this field Western Hemisphere trip they will walk Indian footpaths to 8. Continue walking on the path and Unit 2 The find and identify resources this land pro- turn left down the hill stairs on to Grade 7 Unit 1 Early Encounters: Native Americans and Explorers vides and imagine how these resources Waterfall Trail. Head to the waterfall to NYS Common Core Learning Standards met the seasonal needs of the Native get a closer look at it and the hillside (Literacy in Social Studies/History) Americans who lived and travelled beside it. W.4-8.1 Text Types and Purposes W.4-8.2 Text Types and Purposes through before us. On the east side of the river, just below W.4-8.7 Research to Build and Present Knowledge Forest Walk/Student Investigations the Family Garden on the hillside is the W.4-8.10 Range of Writing 2. When you first arrive along the river’s site of a midden. A midden is a big de- SL.4-8.1 Comprehension and Collaboration SL.4-8.4 Presentation of Knowledge and ideas edge, provide students with a boundary posit of shells left by Native Americans. L.4-8.1 Conventions of Standard English and ask them to choose a spot to sit and Essentially a trash heap, it indicates that L.4-8.4 Vocabulary Acquisition and Use

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Points of Interest *Garden etiquette requires school 3 5 1 Bronx River’s Edge Waterfall/Midden Site Clay Family Picnic Pavilions groups to consume lunch at the Clay Family Picnic Pavilions. Thank you! 2 Hester Bridge 4 Goldman Stone Mill 6 Midden Site