Learners will study the impact of humans on the environment of a river valley over time and recognize stewardship and the common good in a real life example.

The learner will:

• describe the impact of humans on the Nashua River Valley environment at different points in time.
  
• place events related to the Nashua River Valley in chronological order on a timeline.
  
• discuss how the Native Americans and Marion Stoddart modeled stewardship and belief in the common good.

Anticipatory Set:
Ask the learners to recall the story, A River Ran Wild (From Lesson One: Rivers for the Common Good). Generate and post a class list of the changes that took place over time to the river valley in the story.

• Divide the class into four groups. Give each group an index card or sheet of paper, preferably lined, with a place for their group name to be entered, as well as a place for each group member's name to be entered, and dates, events and questions. (See Attachment One: Group Names.)
  
  
• Place a five-foot long sheet of paper on a wall or board. Learners will use this to compile a composite timeline at the end of the activity.
  
  
• Have each group meet and read the cards. Assign the task of answering the questions orally and by illustration. Tell the class that at the end of the group work assignment all groups are to share their group answers with the class. Each group is to also present the events on their card to be added to the timeline on the wall or board.
  
  
• Learners will fill in events from the history of the area studied in chronological order on the class timeline. Each group will present its information and add it to the timeline.
  
  
• In a class discussion, compare the human interaction with the environment of the different groups.
  
  
• Introduce the terms:
  stewardship (n) A process whereby an organization seeks to be worthy of continued philanthropic support, including the acknowledgement of gifts, donor recognition, the honoring of donor intent, prudent investment of gifts, and the effective and efficient use of funds to further the mission of the organization. The position or work of a steward
  common good (n) Resources shared for the collective benefit of the whole group of people.  Ask the class: "How did your groups demonstrate stewardship or work for the common good?"
  
• Ask the class to recall Marion Stoddart from A River Ran Wild. The teacher gives the dates for Marion's actions to add to the timeline. The class completes the timeline.
  
  
• Ask the class if Marion demonstrated stewardship or worked for the common good.
  
  
• Closure: Have each student turn to another and share two things they learned from this lesson. Have each student share one thing with the class that someone else shared.

To reinforce the skill of compiling a timeline, the learner is to develop a timeline with significant events in his/her life thus far. The timeline should be done in year intervals from birth to the week before this assignment is due. Allow the learner three days to complete his/her own timeline with help from family members or caregivers at home.

Cherry, Lynne. A River Ran Wild. San Diego: Harcourt Brace & Company, 1992. ISBN: 0-15-200542-6