At Colony Ross we feel strongly about our efforts to provide you with a high quality educational program. To this end we have created several expectations that have shown, time and time again, to be worthy of a great program.

It is expected you spend a minimum of 5 weeks reviewing the basic history of the Ross Colony and prepping for this trip. We have included in this manual a twelve week curriculum plan. We are aware that may not happen for all of you. However we have witnessed the more that is understood before the employee’s come on site and the more preparation completed in the classroom, the more the students grasp the ideas of what makes history relevant - meaning they begin to understand the similarities and the differences of the people of the past we are learning about.

We expect character research and role play. It is the most meaningful resource tool to integrate into this program. When the students take on real names they take ownership. It is the ownership we are looking for. The employees start to place themselves in this colony and understand where they may have fit in. The student becomes more in depth with the person and therefore more emotional. We want that in history. It is the everyday people and the real names that make this experience meaningful and memorable.

It is expected of you, your officer’s, and your employee’s that you all come in costume. It adds so much – it allows for the Colony to come alive with color and differences. It is a visual experience that allows us to use our imagination even more. When we put on a different hat – or dress - we become more aware of the person we are portraying.

We encourage the walk from the Reef Campground. It is such a wonderful introduction to the Colony and the surroundings. It creates the atmosphere of walking back into time. We want that. It also allows for the unloading of the vehicles and allows for the parents to become ready as officers.

We encourage the use of primary sources. Primary sources tell a story only those who lived at that time could tell. They give us a true sense of events.

Age limits – This programs is designed for the California Curriculum standards for 4^th and 5^th grade. With that said – it is acceptable to bring students who might be in the third grade with a combo class of 4^th graders. Or a 5^th and 6^th grade combo class. It is not encouraged to bring students 2^nd grade and younger as the program can be to demanding on them. Nor is it encouraged to bring students 7^th grade and older – as they are too influence by peer pressure and have a very hard time wearing a costume and acting out the different roles. They look so ‘uncool’ to their peers.

All students are welcome. Please – if you have a student with special needs – just let us know as we are aware and sensitive to that child’s needs.

Please - send us an Agenda two weeks ahead of your program. The teacher, parent, and student contracts should be brought with you and handed to the interpreter by the militia. It is part of their duties.

And last - it is really important to have planned activities right up to dinner. The time right before dinner and right after dinner can be a time when parents tend to ‘let loose’ and socialize. Employees tend to start having a new surge of energy. This is a rough combo. Please monitor this. Before dinner have journal writing time, drawing time, or structured game time with the entire class. Right after dinner it is also a very good time for teachers to take the students on an evening sunset walk. This allows the parents to have some down time, time to socialize, and gives them a renewed interest as the employees come back to them.

Teacher’s Preparations Checklist

At the beginning of the school year:

____ Read the Manual from cover to cover

____ Make necessary arrangements for the field trip with your school

____ Plan out and execute the Fort Ross curriculum as soon as the school starts

____ Flag your calendar for the remaining items on this checklist

8 to 12 weeks before the program:

____ Distribute the information letters (Overnight Field Trip Letter, Parents’ Meeting Agenda)

____ Meet with the parents, discuss Role Groups and costumes. Make sure to hand out the entire
role group packet to each parent that is assigned in that group.

____ Make sure the students are assigned role-play characters and finalize the Company Roster
(Role groups)

____ Make sure the costumes are taken care of

____ Integrate Fort Ross curriculum into the classroom

4 to 8 weeks before the program:

____ Distribute the Student Contracts, Items To Bring List to the students.

____ Each role group parent should meet with their role groups several times to plan the onsite
visit such as menus, marching techniques, hunting ideas, gardening plans, and an artisan
project.

____ Start teaching troika

____ Make nametags, scarves, water bottle bags, pouches, and trade store items.

____ Integrate Fort Ross curriculum into the classroom

2 weeks before the program:

____ Make sure all permission slips and ER cards are turned in.

____ Meet with the parents in charge of role groups, have parents sign the Parent Contract,

____ Purchase all non-perishable items

____ Phone the park and discuss any special need of your class, weather etc.

____ Integrate Fort Ross curriculum into the classroom

____ Review the Student Contract with your class. Militia parent will present these at the fort.

____ Make sure you have everything on the Teacher’s List of Items to Bring

Day before the program:

____ Purchase remaining food items

____ Review the car groups and arrival scenario with your students and drivers

____ Review program schedule with your students and parents.

Morning of the program:

____ Make sure the students have snacks, lunch, and water packed

____ Double Check you have everything on the Teacher’s List of Items to Bring and packed in the
car. Take one last look around the classroom for flag, journals, plants, and other items on
your list.

Home School Instructors and Parents

The Environmental Living Program at Fort Ross State Historic Park is intended to educate in a manner that welcomes all learning styles. These ideas, coming from several successful home school programs, are to assist instructors and parents of home school students in making the most of this valuable program. All home school groups must follow the same guidelines that are set forth in the manual.

Organizer

All groups will be in costume, in character, and have a plan for role-play and an agenda for the two days. As organizer you should encourage role group participation. All participants should have parts of the manual so they may work closely with the guidelines of the Fort Ross ELP. Pages are easily copied. The process for getting everyone together in your group should start months before your on-site program. Four months ahead has been suggested. Several meetings are expected and required of any home school group participating in the program.

This is so that:

Parents know other parents who may be working with their children
Children get to know each other
The program is well planned and organized
The students are fully aware of the history of Fort Ross
The students are fully prepared and involved for the on-site visit

Parents

Parents of one family should only commit to one role-play group area. The responsibility of each group leader is very time consuming and involved. When the role-play group leader is committed to a particular group they should:

Get together many times so children and parents get to know each other.

Each group leader should:

· Know what his/her individual role and responsibility is

· Have plenty of curriculum material as well as the section in the manual that pertains to his/her group

· Be willing to work with and lead the group in research and organize the on-site visit

All parent participants:

Know the Rules and Regulations – the militia will create these and give them to you

· Make a journal

Write a “Real Character” biography from fact; if necessary expand it with appropriate historical fiction
Assist in creating costumes for their group.
Have a copy of the “Historical Overview” from the manual.
Have the name and phone number of the Interpretive Specialists so you can contact them if you have specific questions that are not answered in the manual.

The students must:

· Show up for meetings with parents

Be prepared for that meeting
Have completed the task asked of him/her before the next meeting

Advice from others:

· Younger students do have a harder time sitting and settling into the activities. Have someone with them to engage in activities if a presentation is too long

· Older children need more responsibilities so they stay engaged

· Remember to schedule a hike. Each group should explore and get some quiet time

Meeting Ideas: Please refer to the manual for further organizing ideas.

Meeting One - The Entire Group

Organizer should discuss the program, the role groups and go over the commitments of each parent and of each student

Each person should:

· Introduce self

Choose a group that he/she is interested in participating in
Establish a real character name and before next meeting research the character he/she has chosen

Meeting Two – Individual group meeting

Go over the manual.
Study Historical Overview.
Set up further explorations, trips. e.g. museums, historical sites, etc.
Write an “autobiography” of your character.
Start designing your group’s costumes.
Make a journal of some type – start using the journal.
At home – watch videos, California Gold, Russian History, Native Alaskan History, etc.
Write in journals
Keep researching character
Start visiting second hand stores for wooden bowls, ceramics, etc. for eating utensils
Meeting Three - Individual group meeting
Students show up in costume
Give an oral report on your character
Go over on-site expectations and activities
Go over rules and regulations (established by the militia group)
Go over night watch procedures
Meeting Four – Entire group meeting
Everyone show up in costume.
More oral reports from those who wish to give them.
Everyone sign Company Rules and Regulations Contracts.
Each group report their activities and accomplishments thus far.
Plan meeting time for departure and arrival at the Fort.

Regulations, Schedules, Arrival, and General Information

Please remember that you are coming to a state park. Do NOT remove any objects that are lying on the ground: rocks, shells, glass, bones etc. If you find anything that appears to be historically or environmentally important please leave it where it is found and advise the park Interpretive Specialist of the item’s location. All features of the park are protected. Remember: Take only pictures and leave only footprints.

You can and should use your own and your students creative ideas to augment the on-site program. However, any significant variation from the ideas outlined MUST be discussed with the Interpretive Specialist prior to your visit. Failure to do so can result in dismissal from the Fort Ross ELP. Also please remember that many things that have been done in the past in history are not acceptable today. Butchering of live animals on-site and bringing in weapons are not permitted. All butchered meat must be dressed before you bring it to the fort. State Park rules and regulations must be observed. If you have any questions please call the Interpretive Specialist.

Here are a few tips about how to plan for the day’s activities.

THE DAY’S SCHEDULE:

Put together a schedule that will work for your group. Use the following role-group sections to get ideas about what you and the students will be doing. Don’t forget that short winter days will require a different schedule from long fall or spring days. Try not to over or under schedule activities for the day.

Teachers shouldn’t schedule themselves to be with a particular group all day long. You will need to be able to float from group to group helping out where needed. A Fort Ross Interpretive Specialist will also be available to help where you need it. Please do not plan to have an Interpretive Specialist with any one group for any extended period of time.

ARRIVAL ON-SITE:

WALKING IN FROM THE FORT ROSS REEF CAMPGROUND:

By the time the long and winding car ride is over (you may want to supply each car with a few plastic bags in case of car sickness emergencies), the students are truly excited. It is a VERY good idea to burn off a bit of that energy before they arrive at the fort itself. There is a wonderful walk that the teacher, children and a few parents take from the Fort Ross Reef Campground to the fort. It is a short walk (only about a mile, 15-30 minutes), safe away from the edge of the cliffs, beautiful and a great way to begin the students’ historical experience. It is a wonderful visual experience to see the fort looming ever larger on the coastline as you get closer and closer. We strongly encourage this walk.

The easiest way to coordinate the hike is to have all cars rendezvous at the Fort Ross Reef Campground entrance station (there are flush toilets). The campground is about ten miles north of Jenner. It is a good idea to plan for a snack when you arrive at the Reef Campground entrance. When everybody has arrived, have the drivers take a few parent-helpers and drive to the fort to quickly unload the gear, leaving behind the teacher, children and enough adults to make the walk safely.

There is a pay phone at the Reef Campground entrance. You must monitor your students, at ALL times, to avoid misuse of this phone.

TO MAKE THE HIKE:

Walk downhill through the campground until you get to the parking area/turn-around at the bottom of the road. Look up the hill to the North for the trail to Fort Ross. The trail is marked. Follow the trail to the Sandy Cove, descend to the sand, cross the creek, and up to the fort. Don’t rush on the hike. Encourage them to ask questions. Look at the local flora and fauna on the marine terrace and out to the sea for ships or whales. Taking your time to enjoy and learn gives the drivers more time to unload. If the cars are still unloading in front of the fort then slow your walk or spend some time at the cove. Note: December 1 through March 31 the campground is closed. Please walk around the gate.

WARNING: On very rainy days or on days just after heavy rains, the creek may be impassable. If it has been raining, please call us at the fort a day or so before your program date to ask if it is possible to safely cross the creek.

TO DRIVE AND DROP OFF GEAR:

Drive from the campground a few miles north to the fort entrance. Go past the entrance kiosk (get a parking pass from the kiosk or the Interpretive Specialist at the fort) and drive to the dirt road at the end of the parking lot. Follow this road to the fort itself. The speed limit on this road is 10 mph. Please drive slowly.

UNLOADING GEAR:

Please check in with the Interpretive Specialist in the Officials’ Quarters before unloading to help give direction. It works best to take personal gear out of the cars and put it just inside the fort wall or if the ground is very damp to pile it up on the benches or the picnic tables inside the fort. If it is raining, all the personal gear will go in a storage room located in the Rotchev House for the day. Do not put gear into the buildings in which the children will be sleeping. Personal gear will be moved into sleeping quarters after the fort is closed to the public at 4:30. Food and kitchen gear can be carried to the kitchen area by the fire pits in front of the Officials’ Quarters. You will need to unload very quickly to insure that that cars are moved and drivers are back at the fort before the children arrive from their walk.

As soon as you are unloaded, drive your car back to the Visitor Center Parking lot. Cars must remain in the parking lot during your visit! The next morning when you are ready to leave Colony Ross, you may bring cars to the front gate of the fort only long enough to load supplies.

For groups who cannot walk from the campground (rain, heavy mist, creek too high) we request that you let the children off at the end of the parking area with supervision. It is best not to stop at the Visitor Center when you arrive in the morning because it can detract from the historical experience of the fort. Parents drive the cars down to the fort, unload gear, and then drive back to the parking area. When everyone has reunited, walk to the fort compound together to be greeted by the Interpretive Specialist. Only if it is raining hard should you drive directly to the Fort and unload gear.

ROTATION OF GROUPS:

Rotation of groups is no longer acceptable in this program. There are several reasons why we do not allow rotations. First, having the children go from place to place does not allow them to fully live the life of the character they have chosen to interpret. Secondly, it is a whirlwind for students and adults alike. The teacher becomes a frantic timekeeper trying to keep the various groups going to the right place at the right time. Thirdly, the students don’t usually have sufficient time to finish any of their projects. Also note that Fort Ross does not supply enough materials for everyone in the class to complete the projects available on-site. All in all, we have found that group rotation just doesn’t work well for students, teachers, parents, or the Interpretive Specialist.

SLEEPING ARRANGEMENTS:

Sleeping arrangements can be a difficult issue. It is up to you, the parents, and your administration how you divide boys and girls in the buildings at night. We have never heard of problems arising from mixing boys and girls when letting role groups stay together in the sleeping areas. However, it is something that some parents might be concerned about. It is definitely important to make sure that you have more than one adult in each sleeping area. Parents must sleep in the same area as their assigned group so they can get the crew off to night watch quickly and quietly.

Directions to the Reef Campground and the Fort

Driving north on Highway 101 there are two easy routes to the fort:

1. From Petaluma. Take the Washington Street Exit. Go west (left). Washington turns into Bodega Avenue, which, after a few more name changes, ends up in Bodega Bay. This route is a straight shot, much easier to drive than it looks on the map. At Bodega Bay, follow Highway 1 north. The Reef Campground is 10 miles north of Jenner on Highway 1. Fort Ross entrance is 2 miles north of the Reef Campground.

2. From Santa Rosa: Go past downtown exits for Santa Rosa. Just north of town take the River Road exit. Go west (left). River Road will turn into Highway 116 in Guerneville. Follow 116 west, and then follow signs to Highway 1 north towards Jenner. The Reef Campground is 10 miles north of Jenner on Highway 1. Fort Ross entrance is 2 miles north of the Reef Campground.

APPROXIMATE DRIVING TIMES

From Santa Rosa: 1 ½ hours

From San Francisco: 2 ½ hours

From Sacramento: 3 ½ hours

From Fort Bragg: 2 hours

Fort Ross Schedule - Sample

7:30 Students and parents arrive at school. Load cars/buses.

Drive to the Reef Campground, wait for arrivals, eat snack. If a car arrives late, please do not wait. Fort Ross phone is 707-847-4777.

10:00 Parents with cars- Once everyone has arrived at the Reef Campground entrance, the parents drive cars to the fort without delay and unload gear just inside the fort gate. Please let the Fort Ross Interpretive Specialist know you have arrived – they will give you direction on unloading. Return cars to upper parking lot at the west end, walk down to the fort to greet employees. Leave cell phones in cars. Do not leave cars at the Reef Campground.

Teacher, students and Parents without cars will hike along the cove to the fort.

10:30 Fort Ross Interpretive Specialist will greet the walkers and talk outside the compound for a short time. Militia checks passes at the gate, flag raising ceremony, and than all groups will tour the buildings.

11:00 Eat Lunch.

11:30 Orientation with Interpretive Specialist, retrieve gear from the ELP Company Store Room.

12:30 Work in groups at assigned tasks.

4:30 Clean up and return gear to ELP Company Store Room. Set up personal
gear in sleeping areas, wash hands, and get ready for

dinner. Write in journals, sketching, or quiet game play.

5:00 Eat dinner. All employees stay seated until the entire group is done. Scrape food remains in compost bucket. Officers get three lanterns for each group. Militia in kitchen as clean up crew.

5:30 Teacher takes all employees to bluff tops for sunset observation. Parents stay behind to continue cleanup and socialize.

6:00 Mail call. After mail call, employees write letters in sleeping areas to loved
ones.

6:30 Students share experiences and perform skits in the chapel.

7:00 Storytelling and/or Music in chapel.

8:00 Night Hike if time allows.

8:20 Get ready for bed. Use privies.

9:00 Lights out! First night watch – Cooks

11:00 Second watch – Artisans

1:00 Third watch –Hunters

3:00 Fourth watch – Gardeners

5:00 Fifth watch – Militia

6:00 If you do wake up it is quiet time at the fort. Read or write in your Journal.

7:00 Cooks start breakfast.

7:00 Entire Colony – Rise and shine.

7:30 Breakfast and clean up. Pack personal gear and stow along fence.

8:30 Morning responsibilities by all groups –please refer to your list.

9:30 Morning hike to the cemetery, beach, or orchard.

10:30 Dancing. Cannon firing.

11:30 Share experiences, eat lunch, Parents drive cars to fort to pack gear.

12:30 Head for home.

Please do not go to the Visitor Center until you are on your way home.

Fort Ross Rainy Day and/or Early Sunset Schedule - Sample

Here is another tentative schedule for your class. Note that this schedule is for an early sunset. If it is just sprinkling, we encourage you to walk from the parking lot. If it is really raining, we encourage you to drive right to the fort compound. Although some groups do brave the rain and walk from the Reef, they do so only with proper rain gear.

Try not to leave clean up for after dark. If you have a short day, you will have to lessen the time groups spend at their tasks. Plan on an hour or so for orientation. Night watch is still mandatory, even in the rain. During heavy rain night watch is abbreviated. Plan on activities inside the Officials’ Quarters.

10:30 Arrival. Drizzle: Walk in from parking lot. Raining: Drive to fort compound.

11:00 Fort Ross Interpretive Specialist will greet you, stow gear in Rotchev house, tour buildings.

11:30 Eat lunch, share impressions.

12:00 Orientation with Fort Ross Interpretive Specialist. Flag ceremony.

1:00 Work in groups at assigned tasks, indoor activities. Each group may take turns at Trade Store. Check your list. Practice skits or dances, sketch, write in journals or map the fort.

3:30 Clean up and return gear dry to ELP Company Store Room.

Set up sleeping gear. Wash, get eating utensils. Write in journals.

4:00 Dinner is served. Eat inside the Officials’ Quarters only.

4:30 Clean up. Set up wash station inside the Officials’ Quarters at east entrance. Practice skits, play board games or sketch in sleeping quarters. Quiet time. Officers must remain with their group. Officers get three lanterns for their group.

5:00 Teacher takes all employees to bluff tops for sunset observation. Parents stay behind and continue cleanup and have quiet time.

5:30 Groups share their day’s experiences in Kuskov House. Skits performed. Manager makes any announcements for the evening.

6:30 Lanterns are lit. Silent candlelight walk to chapel. Read Russian folk tales, songs or poems.

7:30 Candlelight walk to sleeping quarters. Quiet time. Preparation for bed.

8:00 Teachers watch. Set up nightwatch food and activities in Officials’ Quarters.

9:00 Lights Out. First watch in Officials’ Quarters - Cooks

11:00 Second watch in Officials’ Quarters – Artisans

1:00 Third watch in Officials’ Quarters– Hunters

3:00 Fourth watch in Officials’ Quarters– Gardeners

5:00 Fifth watch in Officials’ Quarters - Militia

6:00 Quiet time at the fort. Read or write in your Journal.

7:00 Cooks start breakfast.

7:00 Entire Colony – Rise and shine.

7:30 Breakfast, clean up. Pack personal gear, put it in Rotchev House.

8:30 Morning responsibilities.

9:30 Morning hike to the cemetery, beach, or orchard if just a drizzle. Dancing. Cannon firing.

11:30 Share experiences, eat lunch, Parents drive cars to fort to pack gear.

12:30 Head for home.

Please do not go to the Visitor Center until you are on your way home.

Night Watch

Night watch is a unique part of the ELP and it is mandatory. It becomes a time of reflection. Surrounded by the coastal night and sounds, students can imagine what it must have been like at the fort in the “old days”. An on-site night watch log is available to record any thoughts the students may have while on the night watch. Your students may also bring their own journal to write in at night watch. Parents must sleep in the same area as their assigned group so they can get the group to watch duty quickly and quietly.

Lanterns:

Each role group will have three tin candle lanterns.

Lanterns should be out when the group sleeps.

No lanterns burning without adult supervision inside buildings.

Night Watch Duties:

· Keep close eye on glass candle lanterns.

· Keep the fire going - a small fire is all that is necessary.

· Keep the teapot filled with water.

· Write in night watch log.

· Take a night hike; star gazing (weather permitting).

· Walk the perimeter of the fort as a group.

· Quietly play checkers, staves or cards to pass the time.

· Clean up your mess when your watch is over. Secure food from raccoons.

· Wake the next group as quietly and quickly as possible.

· Notify the teacher in case of any kind of problem.

Night Watch Reminders:

· Each employee will be accompanied by an officer at all night time activities.

· KEEP VOICES AND NOISE TO A MINIMUM! NO BELL RINGING!

· Block the privy doors with a piece of wood to prevent them from slamming.

· Each person gets one hot drink and a cookie or two.

· Students are not to play with candles or candle wax.

· At no time should students wander off alone.

· The First Aid Kit will be kept at the kitchen area. Emergency phone is in Interpretive Specialist’s office.

Night Watch Schedule and Sleeping Arrangements:

Night watch is important for the safety of the fort and the group. The following schedule is for an all-night watch. The sleeping arrangements described work well for waking one watch group while not disturbing others. Militia will start fires for breakfast and coffee before their watch ends.

First watch: 9:00 - 11:00 Cooks sleep in Kuskov House

Second watch: 11:00 - 1:00 Artisans: sleep in front of Rotchev House

Third watch: 1:00 - 3:00 Hunters: sleep in Northwest Blockhouse

Fourth watch: 3:00 - 5:00 Gardeners: sleep in back of Kuskov House

Fifth watch 5:00 - 7:00 Militia: sleep in Southeast Blockhouse

Wake-up for breakfast 7:00 - Cooks:

Teacher’s Morning Clean up Check List

The following checklist is for the teacher’s use. The teacher must ensure Fort Ross is ship-shape. Clean up must be complete by 9:30 AM so that you may fit in the cannon firing, a walk or whatever else you wish to do before you depart for home. Each role group has a list of their specific duties.

Teacher; ___walk grounds for litter/personal gear; ___report any damaged or broken items
: Artisans; ___clean front of Rotchev House; ___personal gear removed; ___floors well swept,; ___litter picked up; ___all tools put away; ___make sure all ELP gear is dry and put away in ELP closet; ___sweep Officials’ Quarters and tables wiped down

Militia

___Clean Eight Sided Blockhouse

___personal gear removed

___floors well swept

___litter picked up

___restack firewood

___rake around fire pit and wood pile

___inspect all buildings to insure all are swept

___pick-up any foil or non-burnable debris in fire pits

___clean off fire-pit rocks

Hunters

___Clean Seven Sided Blockhouse

___personal gear removed

___floors well swept

___litter picked up

___morning clean up in kitchen – wash pots and pans

___wash down tables

Gardeners

___Clean back of Rotchev House

___personal gear removed

___floors well swept

___litter picked up

___compost taken to the garden

___sweep Chapel

Cooks

___clean Kuskov House

___pack personal gear

___check for wax and litter

__ continue with breakfast and cleanup

Fort Ross staff will evaluate each group’s clean up.

Colony Ross Orchard

This information is useful if you plan on hiking to the orchard.

The original Russian orchard was established in 1814. Eventually it encompassed two to three acres, and contained approximately 260 trees. K. T. Khlebnikov’s Reports 1817-1832 state “. . . insofar as fruit trees are concerned . . . the first peach tree [was brought] from San Francisco. . . in 1814 . . . In 1817 grape vines . . . from Lima, and in 1818 peach trees from Monterey. In 1820 we sent 100 cuttings of apples, pears, cherries, peaches and bergamots; these were small cuttings which produced their first fruit in 1828.”

The Inventory and Bill of Sale Transferring Possession of Russia’s California Properties to John Sutter in 1841 lists “. . . 207 apple trees, 29 peach trees, 10 pear trees, 10 quince trees, 8 cherry trees, also some vines.” John Bidwell, Sutter’s manager, described the Russian orchard as: “…a small but thrifty orchard consisting of apple, peach, pear, cherry, and quince trees—the peach trees had not shed their leaves and several were in blossom; the quince and more than half of the apple trees were as green as in summer. Pear trees I am informed come to great perfection. Fig trees likewise are found in almost every orchard and grow well. The wine grape is cultivated and grows to perfection. . .”

Historically, there were two additional orchards established by the families who ranched the land after the Russian settlement. William Benitz who bought Fort Ross in 1849 added an extensive planting. George W. Call bought Fort Ross in 1873. He used both the Benitz and the old Russian orchard for commercial purposes. In 1898, for instance, 481 boxes of apples were shipped by schooner to San Francisco. The family planted a variety of fruit trees, especially prunes and plums, on the hills to the south. Some of these trees bear fruit to this day.

The young trees in this orchard, planted in the 1980s were grown from cuttings of the original parent trees, some of which may have been grown by the Russians.

San Andreas Fault

California’s major earthquake rift zone, passes through San Francisco and comes ashore two miles south of Fort Ross, then runs north and through this orchard. The fault is the result of the boundaries of the Pacific and North American plates passing by each other. On this portion of the fault the movement tends to be in sudden large events, and it is thought that this section of the San Andreas Fault moves significantly only every few hundred years. California’s 1906 earthquake was the sudden result of such motion. The fort itself lies on marine sediments to the seaward side of the fault. These sediments were deposited underwater on the Pacific plate forty to sixty million years ago, and have moved from the south about three hundred miles up the California coast. In 1906 the land at Fort Ross shifted 12.6 feet along a narrow well-defined area above the plate movement. The resulting surface features can still be seen today. Offset creeks, sag ponds (depressions along the fault which often become filled with water in winter), escarpments, shifted fences, and damaged trees are lasting evidence of the quake. Across the road from the orchard on the trail beginning at the Stanley Spyra Memorial Grove there are many visible remnants of the 1906 earthquake. Especially noticeable are the damaged giant redwoods and surface features such as sag ponds and escarpments. The ancient giant bay and redwood trees are hundreds of years old.

Marker 1

Here you will see three rows of young apple trees grown by volunteers during the ‘Save the Trees’ project of the 1980s. These trees were from cuttings of the original parent trees that may have been grown by the Russians. Beyond the daughter apple trees are two thirty five foot pear trees (Pyrus communis, var. ‘Vicar of Wakefield’) thought to be over a hundred years old, yet still producing an abundance of fruit.

Marker 2

Noteworthy is the phenomenon of the downed pear tree here, whose offshoots are growing vertically, living off the nutrients of the old tree, and which still produce fruit.

Marker 3

These bitter cherry trees produce tiny pea-sized fruit called ‘sloe cherries’ (var. of Prunus serotina). The wood of these trees is so hard that the tree remains standing a long while after it has died.

Marker 4

These four olive trees (Olea europaea) were either planted by the Russians or by the Call family.

Marker 5

The huge pear trees, including the ones outside the fence, are some of five varieties shipped from Europe (Pyrus communis var. Bartlett/Vicar) and are still very productive. There are several fruit trees located beyond the current fence of this orchard. Go back along the fence to Marker 6.

Marker 6

There were apparently about 16 varieties of apple trees grown in this orchard (all Malus spp.) At this location, there are four Black Gilliflowers, with striated round apples, and a Red Baldwin, distinguishable by its bright red and yellow fruit.

Marker 7

There are more pear and apple trees here, and on the other side of the current fence are two cherry trees.

Trail between Markers 7 and 8

The San Andreas Fault traverses the length of the Fort Ross orchard in an approximate north-south direction. The dramatic effects of the earthquake are visible between trail markers 7 and 8 where there is a sag pond. Also interesting and beautiful is the large buckeye tree whose spreading roots reach into the earthquake-formed escarpment or pressure ridge on the other side of the sag pond. Pressure ridges form when two tectonic plates collide. Nearby are damaged giant redwoods. Trunks were split and the top branches snapped off, but they continued to grow in a deformed manner.

Marker 8

In the shelter of the redwood trees is the only apple tree standing that is thought to be a Gravenstein variety. There is some controversy as to whether this is truly a Gravenstein, because even though it fits the physical description, historic records show Gravensteins as having been introduced to California after the Russians left.

The Russian Cemetery

This information is useful if you plan on hiking to the cemetery.

Across the gulch to the east, one-quarter mile above the cove, a large Russian Orthodox cross marks the site of the settlement’s cemetery. One hundred thirty-one people were buried in the cemetery during the Russian American Company’s thirty-year settlement.

In 1990 the University of Wisconsin conducted excavations intended to locate and identify the individual Orthodox burials at the Cemetery. The names of individuals associated with specific burials are not known, although researchers have identified a lengthy list of people who died at Fort Ross and were most likely buried here. The Ross settlement was a mercantile village with many families, and there are a large number of women and children buried in the cemetery. Remains have been re-interred and given last rites by priests of the Russian Orthodox Church. Artifacts, such as beads, buttons, cloth fragments, crosses and religious medallions were found in the cemetery during the restoration project.

Ioann (Ivan) (Innokentii) Veniaminov - A Russian Priest, archbishop, metropolitan and now Saint. Born in 1797 near Irkutsk on the Angora River. He grew up with an uncle who was a clergyman with the Russian Orthodox Church where he learned many crafts. After several years as a married priest, he was sent to Unalaska to continue teaching and working. Much is known about this person. He was respected by all. He wrote the alphabet for the Aleuts and other Alaskan peoples. He kept daily weather records, taught people crafts, and taught them about the church. In 1836 he sailed on the Company sloop Sitkha. He arrived at Bodega Bay on July 15th and carried on to Fort Ross by horseback. He also visited San Rafael Mission, the small town of San Francisco, the San Jose Mission, and the Santa Clara Mission. He returned to Sitka that same year. He is the only priest who ever visited Fort Ross. He continued his work with the church and eventually became Archbishop and then Metropolitan. He died March 31, 1879.

Parents: Your On-Site Officers

GETTING YOUR OFFICERS READY

One of the first things you need to do is to find the parents who will help either in planning the trip or with the on-site activities. Some parents may be able to do both. Most teachers find that parents are very willing to help and are a tremendous resource.

It is important to hand the parent who is assigned a role group the “Role Group Packet”. Make sure that the parents who sign-up to help know what they are committing to and that they will be responsible enough to carry-through on any pre-site projects you give them. Also make sure that any parents who sign-on to come to Fort Ross with the class understand that they will have an important and responsible job on-site. Parents cannot expect to “do their own thing” while they are here. Parents will be with the children constantly while they are on-site. They are responsible for the welfare of the students. A copy of the Teacher, Parent and Student contracts are included at the end of the Teacher’s Section. They must be signed as part of “entering the Fort Ross Company” and presented to the Interpretive Specialist (or Head of Militia who will then present the contracts to the Interpretive Specialist) upon arrival at the Fort gate.

Send out a letter telling parents about the program describing groups and activities and ask how their skills may be of help. If you are lucky, you will find that you have a professional seamstress, a caterer, a gardener, an avid ocean-fisherman, an historical re-enactor experienced with flintlock muskets, and a cabinetmaker right there in your classroom. OK, that line-up would be pretty lucky. Even if you find that you don’t have any parents with the skills listed above, your trip to Fort Ross will go smoothly and be lots of fun as long as everybody pitches in. The number of parents you will need for the on-site program will, of course, depend on your class size. However there should never be more than 14 adults (Officers) plus teacher (Manager) to total 15.

TEACHER’S MEETING WITH PARENTS

You will need to get all of the parents who want to be involved in the ELP together at a meeting as early as possible, a minimum of four weeks before your ELP date. At the meeting, you will need to explain what the program is about and encourage them with your enthusiasm. At Fort Ross you will need parent volunteers to help with each of the role groups: Artisans, Cooks, Hunters, Militia and Gardeners. You will need two, or more likely, three parents for the cooks’ area. It is great if one of them has some camping and/or wood fire experience. The Hunters should have two adults with them. You may also find it helpful to assign one parent to photo-duty for the day and one rover. One parent is adequate for the artisans, militia and gardeners. Together with the students, parents may be able to almost completely take over the planning for their role group’s activities. Make sure you have copies of Role Group Sections and any other sections of this Manual pertinent to their job to hand out to the parents at your first meeting. If you can’t find enough parents to help out on-site, you may need to consider dropping out of the ELP for that year. Trying to handle all of the students, projects and activities without enough help can be very difficult.

For 5 groups, up to 40 students, you will need a maximum of 14 adults, plus teacher (including rover and photographer).

For 40 students:

· 2 Parent Officers for Militia,

· 2 for Hunters,

· 3 for Cooks,

· 2 for Gardeners,

· 2 for Artisans.

· 1 rover (optional)

· 1 photographer (optional)

· 1 alternate (optional)

For 20 students:

· 2 for Militia

· 2 for Hunters

· 2 for Cooks

· 2 for Artisans

· 1 for Gardeners (optional)

· 1 photographer

(Photographer and gardener pair sleep with Gardeners' group)

One word of caution: there can be too many parents on-site. We have found that if the ratio of children to parents is too high, the students focus more on the adults than on their independent learning experience. If you are lucky enough to have a whole classroom of parents that want to get involved it can be difficult to turn down parents’ help. Please try to keep the ratio of 1 parent to 3 children with each group depending on group size and activities.

Please explain the necessity of order among the students to your parents and ask them to sign a Parent (officer) Contract, an example of which is included in the Teacher’s Section.

When groups get too large there can be a space problem. In rainy weather cooking is done in the Officials’ Quarters on camping stoves. Seating for meals is limited. Going beyond the maximum of 40 students and 14 adults can make your experience more difficult to handle. It also imposes added stress to site and to Interpretive Specialist.

The intent of this program is for students to gain historical education and a sense of independence.

Be sure to advise Parents:

v The students are the employees; the parents are the officers who supervise.

v Parents must understand their responsibilities on-site.

v Parents must keep the employees on task.

v Parents are to know where their students are at all times and therefore allow no unsupervised wandering.

v Parents' involvement in directing a quick and successful clean up is a must.

v Parents must sign the “contract”.

v Costumes: Mandatory for students and parents.

Fort Ross ELP Parents’ Meeting Agenda

Handouts for the parents:

· Role Group packets, e.g. on site parents working with hunters will be handed the ‘Hunters’ role group’ section.

· Any other section of this Manual which parents are using to assist with, e.g. costumes.

I. What is a Fort Ross Environmental Living Program (ELP) all about?

· Discuss the ELP philosophy - the value, the learning experience, etc.

· Discuss Group activities – Artisans, Cooks, Gardeners, Hunters, and Militia

· Overall schedule – Hand out sample agenda’s.

· Discuss Night time activities and night watch.

II. What do we need from parents in advance of the Fort Ross visit?

· Costumes - research and construct or purchase from a thrift store

· Share special skills - Russian language, music, folk dance, cooking

· Assign parents in role groups to work with the children planning for the day, e.g. menu planning, crafts projects, flag making, etc.

· Go over the individual role groups with the assigned parents.

III. What do we need from parents during the on-site visit?

· Go over the roles and responsibilities of parents

· transportation and logistics - arrival scenario, rainy day schedule

· help with clean up

IV. Questions and Answers

V. Schedule the next Parent Meeting

Dear Parents, Grandparents and Volunteers,

We have been invited to attend the Environmental Living Program (ELP) at Fort Ross State Historic Park. "Environmental Living" as the name implies, is an actual living, overnight experience for children that takes place at any cultural, historic, prehistoric or natural site where the interaction and interdependency of people and their environment are represented. It relies heavily on pre-site explorations and preparations, role-playing and problem solving. School children take on the characters and activities of the past in order to "live history". By acting like a character from the past and doing the activities that character would have done, children become more acutely aware of the historic environment as well as their own. In both environments, they can and will need to solve many problems. The emphasis of the program is on self-learning. By role-playing and hands-on historical activities, children learn that the characters in history books are people just like them. They can gain a personal relationship to history. The ELP is an experience that the students will remember throughout their lives.

Your enthusiasm, creative interest and pre-site planning will inspire the students' interest and give them the unforgettable learning experience that the Fort Ross ELP can provide. To make this trip a success we must have your help. Please check the areas where you might be most helpful to our program. Put an "A" for first choice and a "B: for second choice. We can only take 14 parents on the actual trip. Help is needed in the classroom as well.

____ cooking area

____ seamstress

____ fire tender

____ carpenter

____ fisherman/woman

____ Russian speaker

____ know Russian/Alaskan song and dance

____ know Russian/Alaskan Art

____ map maker

____ work in classroom for

pre-site preparations

____ compass reader

____ military commands/marching

____ Photographer/video

____ naturalist

____ gardener

____ basket maker

____ artist

____ metal worker

____ other: I have ideas to share

PLEASE RETURN THIS FORM TO THE TEACHER. THANK YOU!

Our first meeting is on _____________________________________.

Reminder of Items to Bring (For Teacher)

JOURNALS: As a class project, have students make a small blank journal so that they can write down their impressions of their big day at the fort.

A PORTABLE MUSIC PLAYER and your TROIKA MUSIC for folk dancing.

Nightwatch Activities – board games, etc.

A FLASHLIGHT: For safety it is a good idea for the teacher and parents. Students SHOULD NOT have flashlights.

parent PACKETS make sure parents bring their handout packets.

Optional: Teacher decides if class will go to Visitor Center at the end of their program. If so remind students to bring spending money.

Double check with the Officers of each Role Play Group that they have these items.

Militia: Firewood: We should have firewood available for your program. If you have wood we appreciate donations to our supply. Each group will use about ¼ cord of fire wood; this is about 8 boxes of wood. You should definitely bring some dry kindling as it is always in short supply during the wet months.

Cooks: Towels: You will need a good supply of dish-towels, towels for drying, as well as towels and soap for hand washing. You may want to bring some tablecloths. Dish soap and bleach: For clean up. Water: The tap water in the fort is safe, but it doesn’t taste very good. We highly recommend that you bring a few gallons of bottled water and have the children bring refillable water bottles one half gallon heavy cream for butter, vegetable oil, matches.

Hunters: Bait: Squid or any bait suitable for rock fishing at the ocean. Fishing License for adults only.

Artisans: paint, spoons, nails or supplies they need for their craft project.

Gardeners: plants, school sign for garden.

Use for students when they pick their group

Name: ______________________________________

Please indicate your first, second and third choices (e.g. 1 = first choice, 2= second choice, 3=third choice).

_______________ Cook

_______________ Militia

_______________ Hunter

_______________ Gardener

_______________ Artisan

……………………………………(cut here)…………………………………………………

Name: ______________________________________

Please indicate your first, second and third choices (e.g. 1 = first choice, 2= second choice, 3=third choice).

_______________ Cook

_______________ Militia

_____________ Hunter

_____________ Gardener

_______________ Artisan

Teacher Contract

This contract must be signed by all teachers and must be turned in with your parent and student contracts to militia officer before your arrival. The militia will then hand them to the Interpretive Specialist at the settlement gate.

I understand all teachers must turn in the planned itinerary before the site visit.
I understand no alcohol or drugs are allowed on-site.
I will make sure parents who smoke know to do so outside the compound.
The number of parents will not exceed 14. This does not include the teacher or coordinator. When more than 14 parents arrive on-site, those parents who are deemed extra by the teacher will be asked to leave.
I understand a list of parents and the parent contract with their signatures will be submitted before the on-site visit.
I understand I am not allowed to deviate from the program guidelines outlined in the manual or park rules. I will call if there is concern about a planned activity.
All park rules must be followed.
Cell phones are not allowed as they detract from the program. They may be kept in the car.
No gum, no candy. The only candy allowed is historically appropriate which is sold by the Company trade store, i.e. licorice, rock candy.
No inappropriate language.
I understand that only one Interpretive Specialist is assigned with the group for the day. Interpretive Specialist leaves at night and will return the following morning.
I understand volunteers, who are well trained, may be on-site and may assist the program.
When a problem or concern arises with the parents or students, Fort Ross Interpretive Specialist will ask you to handle the problem. If you are not able to do so for any reason, Fort Ross Interpretive Specialist will then step in.
Please be advised that this is NOT a camping trip. There is no camping outside the fort nor are motor homes allowed to stay overnight in the parking lot.

Teacher’s Signature___________________________________

Print ______________________________________________

Date ______________________________________________

Parent (Officer) Contract

Teacher – have these ready at your first parent meeting.

Dear Parent,

Thank you for participating in the Fort Ross Environmental Living Program. We appreciate your help and know you are dedicated to quality educational programs for your student. This list of guidelines is designed so that all participants know the rules. This contract must be signed by all parents and must be handed in to your teacher ASAP. The teacher will be giving these contracts to the Militia to present to the Park Interpretive Specialist upon entrance to the fort.

1. As a parent in this program I understand my commitment to the program. There is very little, if any, free time for parents.

2. I understand alcohol and drugs are not allowed on-site. This is a school function and all school rules will be followed.

3. If I smoke, I will do so outside the compound and safely dispose of my butts.

4. I understand the number of parents on-site may not exceed 14.

5. I am not allowed to deviate from the program

6. I understand all park rules must be followed.

7. Cell phones are not allowed.

8. No gum or candy. The only candy allowed is historically appropriate sold by the Company trade store, i.e. licorice or rock candy.

9. No inappropriate language allowed.

10. I understand only one Interpretive Specialist is assigned to the entire group for the day. Interpretive Specialist leaves at night and will return the following morning.

11. I understand that trained volunteers of Fort Ross State Historic Park may be on-site and may assist the program.

Parent Signature______________________________________

Print ______________________________________________

Date ______________________________________________

Student (Employee) Contract

Teacher – have these signed by each student.

This contract is to be signed by all employees of the Russian American Company and by such signature the employee agrees to abide by all rules herein, with the standard penalty of one year’s servitude to be enacted upon any violation of such rules and at the discretion of the officers of the Settlement.

I agree to follow standard school rules and courtesy, attention to instructors and to act with honor to the best of my ability.

I will be careful around open fires and while working around candles and hot objects.

I will not touch any of the artifacts at the fort unless Park Interpretive Specialist allows it.

I will walk while inside and outside the fort, especially on hiking trails.

I will take care when working with sharp tools.

I will not leave the fort without the permission of the teacher and supervision by the teacher or my group leader.

I will stay with my assigned group.

I will listen to all directions while on hikes and at the beach. I will not climb the cliffs.

I will stay back from the bluff.

I will not make any loud noises between 8 P.M. and 7 A.M.

I will pick up papers and keep the fort grounds clean.

I will cooperate and do my best job at all times.

I will not bring flashlights, knives, candy, gum, electronic games, radios, tape players or TVs to the fort.

I will show respect for the surrounding environment, park visitors, parents, teachers, and fellow classmates and use good language.

I will welcome others into conversation, games and activities.

I am ready to make the most of a new and unusual adventure!

Signed

Name: __________________________________

Character: __________________________________

Date: ______________________________________

Relation of Employees to Company

In the past employees were hired under an overall contract. On December 14, 1820, the Board of Directors issued this directive outlining the terms on which workers are to be accepted for hunting and other company duties in the American colonies. The terms for this directive are as follows:

· Upon entering the service this statement is to be read to the employee and by signing it, he obligates himself to fulfill it. The Company will secure for him a passport valid for seven years, and will give him the necessary money to cover the cost of his transportation.

· When they arrive in the colonies, they are under the jurisdiction of the Chief Manager or the various office administrators, and they must carry out their professional duties or other work, according to their training; they pledge to obey the administration at all times.

· An employee must promise not to engage in any trading with the savages or with foreigners, under threat of loss of his contract and his profit.

· Every new arrival must pledge to avoid the following vices: drunkenness, extravagance, quarreling and other offenses, and not to accumulate large unpaid debts.

· The terms of service is seven years; at the end of this period, if the employee has no debts and decides to return home, the Company shall not hinder this decision, and the employee shall be sent by the first available transport to Okhotsk, or around the world, at Company expense. At the time of his departure he shall receive an accurate accounting and within a month after the journey via either Okhotsk or Saint Petersburg he is completely discharged from service. Those who have debts must pay them through service, and must neither ask nor petition to be released from their contracts.

For its part, the Company promises the following to those who enter its service:

To issue salaries of 350 rubles per year from the day of boarding ship to the return to their homeland. According to the rules established by the Chief Manager the salary has been raised as follows: Master craftsmen such as smiths and metalworkers, coppersmiths, carpenters, shipbuilders and others, from 400 to 450 rubles; boatswain first class, 450, boatswain second class, 400 rubles.

The Company pledges not to deduct debts from pay before reaching the colony. In the colonies, salaries will be paid monthly, with up to one-third being deducted for payment of debts.

Parents’ Evaluation

Dear Parents,

Thank you for all of your incredible help and support during our Fort Ross experience. The students’ education was greatly enhanced by all that was done. This trip was quite an undertaking and I couldn’t have done it without the hours of work you put into it.

As with any project of this size, there were probably a few “glitches”. I would appreciate any feedback or suggestions you can give me as a guideline for future years. If you could please take a few minutes to answer the following questions, it would be a great help for future planning.

Role-played in the trip: __________________________________________

In your opinion….

What went well

before the trip? __________________________________________________________________

during the trip? __________________________________________________________________

What might I consider changing?

before the trip? __________________________________________________________________

during the trip? __________________________________________________________________

_______________________________________________________________________________

Are there any additional supplies that you would suggest bringing next time? __________________

Was the amount of activity during “work time” enough, too much or not enough? _______________

Any other helpful comments, suggestions, thoughts? ____________________________________

Please use back for further comments.