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TRANSCRIPT
The Canoe Is The PeopleTEACHER’S MANUAL
Local and IndigenousKnowledge Systems
United NationsEducational, Scientific and
Cultural Organization
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teacher’s manual
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The Canoe Is the People educational Resource Pack: Teacher’s Manual The Resource Pack also includes: Learner’s Text, CD–ROM and Poster.
Produced by the Local and Indigenous Knowledge Systems (LINKS) Programme, UNESCO www.unesco.org/links
Published in 2013 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France
©2013 UNESCO All rights reserved
The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.
The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.
Coordinated by Douglas Nakashima, Head, LINKS Programme, UNESCO
Author Gillian O’Connell
Printed by UNESCO
Printed in France
Contact:Douglas Nakashima LINKS Programme UNESCO [email protected]
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Teacher’s manual
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The Canoe Is the People: Indigenous Navigation in the Pacific
Acknowledgements
The Canoe Is the People Resource Pack has benefited from the collaborative efforts of a large number of people and institutions who have each contributed to shaping the final product.
The author, Gillian O’Connell, wrote and composed the resource based on her experience as a curriculum developer in Tonga.
A first review was provided by a team from the University of Auckland, New Zealand, that also contributed the initial lay-out of the materials: University of Auckland team Dr Airini, Fa’amalua Tipi, To’aiga Sua-Huirua, Dr Meaola Amituanai-Toloa, George Mubayiwa
A second review was provided by the Cook Islands Ministry of Education who re-tailored the materials for a wider audience: Cook Islands Ministry of Education team Ian George (Manager Learner’s Support; Visual Arts Advisor) Gail Townsend (Executive Director), Danielle Cochrane (Social Science Advisor) Jane Taurarii (Manager Language and Culture, Science Advisor) Teresa Tararo (NZQA/IOAG Coordinator), Matthew Easterbrook (Learning and Teaching Advisor)
An enthusiastic group of teachers from the Cook Islands piloted the draft materials and helped fine tune them for classroom use: Cook Islands Teachers Tereapii Napa (Tereora College), Anna Roumanu (Titikaveka College) Michael Papatua (Avarua School), Metua Teariki (Avatea), Piriangaoa Puna (Nikao School) Josephine Ivirangi (Mauke School), Maora Murare (Mitiaro School) Moekapiti Tangatakino (Mangaia School), Maryanne Solomona (Araura College)
Finally, a number of dedicated individuals at UNESCO helped the project through its many ups and downs: UNESCO support team Peter Bates, Julia Cheftel, Fathimath Ghina, Ilona Ignatova, Stephanie Ledauphin, Anne Meldau, Kaori Okabe, Tatiana Rinke, Hans Thulstrup, Michael Tran
Special thanks to Nathalie Vialars for her lovely poster whose design elements embellish the covers of each of the Resource Pack components. We are also grateful to Stephane Rebillion for advising us in the early days of the project and for introducing us to Nathalie and her work.
We would like to acknowledge the use of the Tauhunu, vaka (canoe) image which appears on the header of every page of the Teacher’s Manual and Learner’s Text.
It is from Manihiki, Northern Cook Islands. Made of wood, coconut fibre, pearl shell. 430 x 8860 mm. Purchased 1907.
Source: Icons from Te Papa Pacific pp.106–107
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contentsContents
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The Canoe Is the People: Indigenous Navigation in the Pacific
Acknowledgements ..................................................................................................................4
Introduction ....................................................................................................................................7
The rationale ..................................................................................................................................9
Aims and objectives ..............................................................................................................10
Organisation and teaching ............................................................................................12
The teaching resources ......................................................................................................14
Curriculum framework .......................................................................................................15
Marking schemes ....................................................................................................................16
Lesson plans .................................................................................................................................18
Further activities .......................................................................................................................19
Evaluation ......................................................................................................................................20
Curriculum support materials ......................................................................................21
Using the interactive resource ..........................................................................22
What helps Pacific students learn ..................................................................28
How teachers can link community knowledge with the curriculum ...................................................................................................33
Teaching & learning methods in this resource .................................37
Glossary ...........................................................................................................................................41
STRAND A: Beginnings and origins ........................................................................45
STRAND B: Canoe building and sailing .............................................................71
STRAND C: Becoming a navigator and navigation .............................. 107
STRAND D: Voyages and revival ......................................................................... 149
References and resources ............................................................................................ 163
Poster and map..................................................................................................................... 171
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‘I thInk,’ says navIgator tua PIttman, ‘our chIldren need to know
who they are and where they come from.
so when they grow uP, they can talk about
karIka and tangIIa fIrst and then columbus later.
and that a lot of them when they do grow uP,
hoPefully wIll look back at us and what we do
and say thank you. thank you very much
for lettIng us know who we are. that’s why we’re here.’
Wayfinders: A Pacific Odyssey, 1998.
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Assignment
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Indigenous navigation in the Pacific, or wayfinding as it is sometimes known today, is an ancient craft, which has come very close to being lost forever in parts of the Pacific.
The educational Resource Pack called The Canoe Is the People: Indigenous Navigation in the Pacific has been developed by UNESCO’s Local and Indigenous Knowledge Systems (LINKS) Programme as a voluntary addition to the timetables of schools, colleges and other learning institutions in the Pacific. It contributes to one of the main goals of the LINKS Programme, which is to bring indigenous knowledge into the formal education system.
This educational Resource Pack includes:
an interactive multimedia resource called The Canoe Is the People: Indigenous Navigation in the Pacific, which is available as a CD-ROM (enclosed) as well as via the Internet at www.canoeisthepeople.org;
a Teacher’s Manual with suggested curriculum frameworks, marking schemes, lesson plans and evaluation forms;
a Poster and Map; and
a Learner’s Text.
The interactive resource (via CD-ROM or the website) provides a large amount of information in the form of texts, maps, videos and animations, and features master canoe builders and navigators from across the Pacific. However, if the technology to use this resource is not available, a teacher or a facilitator can still teach the curriculum using materials provided in this Resource Pack. The additional assistance and contribution of local members of Pacific communities who are knowledgeable about traditional non-instrument navigation, and who are willing to pass this on to younger people, will make it possible to provide an exciting and stimulating addition to the timetables of schools and colleges throughout the Pacific Region.
A review by UNESCO’s LINKS Programme of the curriculum of secondary schools in the Pacific revealed that indigenous knowledge of navigation is consistent with, and complementary to, many of the objectives of existing subjects. Social studies, cultural studies and social science all have objectives focusing on traditional culture and knowledge, but have few, if any, direct reference to the seafaring history of the Pacific Island Peoples. The teaching of science also provides many opportunities to compare and contrast traditional indigenous knowledge of seafaring and non-instrument navigation with Western theories and ideas about how the natural world works.
Introduction
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The review also identified many other areas of possible integration, particularly with English, but also with maths, geography, history and industrial arts. Many of the objectives of these subjects can be achieved through the delivery of the curriculum frameworks outlined in The Canoe Is the People Resource Pack. These frameworks have been designed to ensure that, wherever possible, learning objectives are referenced to curriculum entry points in these subject areas. This will allow teachers to reinforce learning and develop skills that are relevant to subjects that are already being taught.
The content of this educational Resource Pack therefore provides many practical examples and real life applications that will enrich and complement the existing curriculum and therefore assist and reinforce learning in these other subject areas.
The introduction of the educational Resource Pack on The Canoe Is the People into schools and colleges will mean that the subject might sit alongside and be integrated with other subjects concerned with indigenous knowledge, including:
Agriculture and horticulture
Architecture and construction
Arts and crafts
Celebrations and special occasions
Food and diet
Health and medicine
History and cultural achievements
Law
Literature
Natural phenomena
Politics and systems of governance
Religion, spiritual beliefs and rituals
Social relationships and social obligations
Sports
It is believed that the best way to approach the teaching of indigenous knowledge is one which is practical, participatory and empowering. Such teaching involves the learner and members of the community who have knowledge and experience of the subject matter in a way that engages their mutual interest and ongoing involvement and curiosity. The learning activities in this resource are examples of approaches to learning that are likely to stimulate the interest of learners and to develop a lifelong interest in indigenous knowledge and its place in contemporary society.
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The rationale
The Canoe Is the People educational Resource Pack aspires to trigger a process of learning and discovery. It aims to encourage young people to seek out knowledgeable individuals in their own communities and to create opportunities for sharing this knowledge between elders and youth. It is hoped that in this manner, indigenous knowledge of voyaging and navigation will remain a dynamic, creative and productive resource that continues to be highly valued throughout the Pacific Region.
This educational resource does not claim nor aspire to produce trained indigenous navigators. It takes many years of observation, memorisation and very hard work, under the guidance of a recognised master, to train a navigator. In addition to the complex technical knowledge about the natural world and, for example, the movement of the stars, wind and ocean currents which must be memorised and put into practice during long voyages at sea, there is also a strong spiritual component which must be experienced, felt and followed.
Much of what is taught in Pacific Island schools and colleges has been developed within a Western pedagogical framework with employment and higher education as the main aims or outcomes of education. The introduction of a subject such as indigenous knowledge of navigation will allow learners and teachers throughout the Pacific to gain an in-depth understanding of the complexity of indigenous knowledge of voyaging and navigation and to become aware of an intellectual tradition that predates and arguably surpasses many Western scientific models and assumptions about the art of navigating.
The teaching of indigenous knowledge about canoe building and non-instrument navigation will also enable elders and others in the community who are repositories of this knowledge to have their knowledge recognised and valued, and where they see it as appropriate, to have knowledge passed on by them directly, in the classroom, and other learning environments.
Furthermore, the increase in the number of canoe building and voyaging initiatives in recent years in the Pacific helps to ensure that a study of Pacific navigation is relevant and significant to modern day projects and initiatives involved with cultural revival and the perpetuation of indigenous knowledge and practice. Indeed, studying indigenous knowledge of navigation in the Pacific may be a gateway to participating, contributing and even gaining employment in such projects.
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Aims and objectives
Aims
To enable the teaching and learning of indigenous knowledge of navigation within Pacific secondary schools and colleges and the wider learning environment.
To enable young people to recognize that the seafaring knowledge of Pacific peoples is a sophisticated and comprehensive intellectual tradition.
To contribute to the preservation and development of indigenous knowledge of non-instrument navigation, canoe building and open-ocean voyaging in the Pacific.
Objectives
Students will be able to demonstrate:
Knowledge and understanding
Acquire and demonstrate concepts and principles that are relevant to the knowledge and understanding of indigenous non-instrument navigation and canoe-building, and of the ocean world in general.
Acquire and demonstrate the concepts, principles and abilities needed to compare and contrast traditional Pacific non-instrument navigation with Western instrument-based navigation.
Application and problem solving
Analyse and solve simulated navigational problems.
Apply problem solving skills in a wide range of real life contexts.
Understand the effect of culture, environment and learning on the development of problem-solving skills.
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Practical skills
Observe, measure and record accurately.
Construct scale models of different types of canoe and their component parts e.g. sails and ropes.
Construct simple indigenous navigational tools and artefacts.
Attitudes
Demonstrate an awareness of, and respect for, Pacific Islander seafaring and navigational knowledge and skills.
Develop and express a curiosity about their own seafaring heritage and an interest and enjoyment in studying indigenous knowledge of navigation.
Value their own historical and cultural seafaring and navigational heritage.
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The organisation and teaching of the The Canoe Is the People educational Resource Pack
This curriculum is divided into four major strands:
Beginnings and Origins
Canoe Building and Sailing
Becoming a Navigator and Navigation
Voyages and Revival
The order of the four strands presented here is a suggestion designed to allow each learning experience to build on the previous section and link thematically to the next. However, the order is not fixed, and strands may be taught independently and in accordance with existing curricula.
Organisation and teaching
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Level of entryThe curriculum has been designed to start at upper elementary/primary level, and to progress in stages to middle secondary level. It may also be used by adults re-entering learning. It is suggested, therefore that the strands be introduced as follows:
strAnd educAtiOnAL LeveL
Beginnings and Origins Form 2/Year7/Grade 9
Canoe Building and Sailing Form 3/Year 8/Grade 10
Becoming a Navigator and Navigation Form 4/Year 9/Grade 11
Voyages and Revival Form 5/Year 10/Grade 12
However, the curriculum is very flexible, and it could be covered over one, two, three or four years depending on timetabling considerations and time constraints.
Among the subject areas with the broadest scope for integration and linkage are social/cultural studies, as well as geography, history and science. However, there are many other possible curriculum entry points, particularly in English and industrial arts. In order to be applicable to the great variety of Pacific countries’ school curricula, this section has been kept broad so that it can be easily adapted to national learning objectives. Additionally, the list of curriculum entry points should not be considered as obligatory and exhaustive. Rather, curriculum developers and teachers should decide where lessons from The Canoe Is the People educational Resource Pack can best be integrated into the teaching.
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The Teacher’s Manual includes the following resource materials for each of the four strands:
Curriculum Framework
Marking Scheme
Lesson Plans with Blackline Masters
Further Activities
Evaluation Form
A teacher with an interest in the subject and access to The Canoe Is the People interactive resource (CD-ROM or website) and the educational Resource Pack will be well placed to be able to teach the contents of all four strands. Other references and sources of information are given at the end of the Teacher’s Manual. Wherever possible, learning should be supplemented by the learner’s own research and the involvement of knowledgeable people from the local community. Additionally, community centres, libraries and tourist offices can be valuable sources of information.
The teaching resources
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The aim of the curriculum framework is to guide educators in the introduction of the four strands of study. Each strand is prefaced by an overview table summarising the topics, sub topics and suggested points of entry in the curriculum.
Curriculum framework
The Canoe Is the People Curriculum Framework
Lesson ObjectivesStudents will be able to:
Suggestions for Curriculum Entry Points:Topic Sub topic
1.X 1.1 X [...]
[...]
[...]
[...]
[...]
[...]
strAnd X: TITLE OF STRAND
TEMPLATE
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OverviewThe marking schemes are one example of how learning might be assessed. Schools and individual teachers may have their own formats for assessing learning, to complement school and national assessment expectations. Teachers are welcome to apply or adapt the following scheme, to record learning and provide the most effective feedback to their students.
An explanation of the scheme is provided, along with the tables for completion. The tables comprise:
The learning objectives for each objective as identified in the Curriculum Framework;
A space for feedback on individual student or group learning in relation to the objective; and
A column for a summary achievement mark. This grade could be transferred to class lists of achievement grades.
The scheme has been designed to be as flexible as possible so that the teacher can design the order in which the tasks are completed.
In some cases the teacher may wish the student or student group to complete the assessment template. This too can be a useful form of recording, learning, providing feedback and self-assessment.
Marking schemes
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LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement
1.1.1. Describe the origins of the Pacific Islands
Example: This objective was demonstrated in Assignment A1.1, Task X (name the task).
In that task some/all students were able to describe the origins of the Pacific Islands through the following task: (provide details of the task completed and if by some only, name the students who demonstrated the learning objective).
There is a range of ways of summarising achievement of a learning objective, including:
• Notachieve/Achieve/Merit/ Excellence; or
• Numericalorlettergrade.
•Taskundertaken •Studentperformance •Studentschallenged •Nextsteps by the task
Explanation of marking scheme
Some students were challenged by this task and did not demonstrate the learning objective. Feedback provided included: (provide details of what action has been taken to reduce barriers).
Next steps: To advance learning further the student(s) (name(s)) could explore the following: (provide details of learning activities that would extend knowledge, or outcomes in affective or psychomotor skills).
This summary of achievement can be transferred directly into class assessment tables.
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The lesson plan section of each strand shows how the broad curriculum framework might be developed into lessons. In addition to the objectives of the lessons and the suggestions for curriculum entry points, they include ideas for learning experiences. These should be understood as suggestions for classroom activities and neither as compulsory nor as exhaustive. Some activities might not be feasible in a particular context, while in other situations, teachers might have ideas for other activities that may be more suitable for their students. This is encouraged by this Teacher’s Manual. References to learning resources that can be used by teachers and students are also given in the lesson plans. As a complement to the lesson plan table, a study guide is provided for each lesson, with ideas on how to introduce the topic, spur discussion or facilitate the choice of teaching methods to improve learning.
Additionally, for some activities, blackline masters are provided after the respective lesson plan to be copied by the teacher and filled out by the students. The blackline masters should be considered as an offer to facilitate teaching and lesson preparation – teachers are not obliged to make use of them.
Lesson plans
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Further activities
The Further Activities section lists other teaching methods and learning experiences that could be used in the teaching of each Strand.
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This is a new subject that will be a challenge to teachers and learners. The developers of this educational Resource Pack believe that there is always room for improvement, and we welcome all comments and suggestions as to how it can be improved and developed. To this end, an evaluation form is included for each strand.
Please complete and return to the UNESCO Office in Apia as soon as possible after the completion of the first teaching of any of the topics.
UNESCO Office in Apia SC/LINKS Programme P.O. Box 615 Matautu-Uta Samoa
You can also scan the evaluation form and send by email to: [email protected]
Evaluation
Source: Haddon, A. C., & Hornell J. (1975). p.363
Marshall Islands sailing canoe
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currIculum supporT
maTerIals
Using The Canoe Is the People interactive resource
What helps Pacific students learn
How teachers can link community knowledge with the curriculum.
Teaching and learning methods in this resource
Further activities
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usIng the InteractIve resource
This section examines how you might work with the interactive multimedia resource called The Canoe Is the People: Indigenous Navigation in the Pacific. This resource can be accessed using the enclosed CD-ROM or, if you have access to Internet, from the website at www.canoeisthepeople.org.
You will find two sections here – the first contains information about CD-ROM care and usage, as well as an example lesson plan to show how the interactive resource might be used in regular teaching. The second section provides information about E-Learning and pedagogy to transform classrooms. The latter closes with some suggested sites and references should you wish to learn more about e-learning and teaching approaches.
Section 1: The CD-ROM as a teaching and learning tool
What does a CD-ROM do?A CD-ROM holds a large amount of digital information and can be used by teachers and students for storing information. You will find that the information on The Canoe Is the People has been saved permanently and cannot be adjusted or changed. The information on the CD-ROM can be copied onto as many computers as you like, so that many students can have access to the interactive resource at the same time.
The Canoe Is the People interactive resource has a variety of QuickTime video footage. This means you can use selected videos from the CD-ROM or the website to get a better understanding of how Pacific people travelled from island to island. The CD-ROM and the website are important resource tools for independent learning coupled with quality teaching.
How to care for the CD-ROMCaring for The Canoe Is the People CD-ROM is the same as caring for a new music CD that you have just brought from the music store. Keep the underside (with no label) clear of scratches and finger prints. The oil from fingers and scratches are likely to damage the information that has been stored on the disc.
How to use The Canoe Is the People interactive resource in classroom practiceTo assist in planning the use of the interactive resource, we have prepared a sample lesson plan. This plan assumes that the teacher has some experience in using Information Technology (IT) and has the appropriate facilities in the classroom or school (computer access, web access, DVD player, a projector, etc.). In addition, prior to this lesson, the students would have had lessons on using the computer. Tasks in previous lessons such as small group discussions, group debates, and small teamwork activities will have readied the students for this sample lesson. They would have also been working individually on activities to enable them to work independently when they need to.
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The focus here is on how to enable teachers to use The Canoe Is the People interactive resource, incorporating other digital and online resources as well as to help students learn about indigenous navigation in the Pacific.
It is important to remember that The Canoe Is the People interactive resource is one tool among many available to you as a teacher. In effect the CD-ROM and the website are ‘digital books of information’. Quality curriculum development and implementation, including the use of this interactive resource, will help increase knowledge and understanding about indigenous navigation in the Pacific.
Example lesson template
Level: Form 4/Year 9/Grade 11The student will be able to demonstrate knowledge and understanding of one of the topic areas from The Canoe Is the People interactive resource and
will be able to share their learning through a group presentation to the class.
Learning Outcomes (LOs)LO1. Identify skills relevant to indigenous
navigation in the Pacific.
LO2. Demonstrate communication skills incorporating IT capabilities by presenting their findings to the rest of the class.
LO3. Demonstrate the ability to work with others in group activities.
LO4. Demonstrate the ability to use PowerPoint presentation software to present to class.
Duration3–4 hours (if your class runs for only 1 hour then you may wish to use 3 to 4 class lessons).
TIME DESCRIpTION LEARNING OUTCOME RESOURCE
5 minutes Warm Up LO3 Warm Up activity that encourages group interaction and cooperation – e.g. collaborative solving of a riddle as a group; using the people in their group to spell out a word associated with indigenous navigation in the Pacific.
8-10 minutes LO1
Direct Instruction The teacher has set up the class so that students will be able to start their group tasks immediately after the teacher has given direct instructions. Computer/s is set up with CD-ROM and/or website ready to use. The teacher gives instructions about the work to be done. The instructions are also available in writing on the board or posters:
Instructions Each group is to prepare a PowerPoint presentation to share information about one of the following tasks. Your group assessment will not focus on information copied from your resources but what the group can explain without reading word for word, and communicate about the value of indigenous navigation in the Pacific:
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TIME DESCRIpTION LEARNING OUTCOME RESOURCE
2 hours
LO3
Computers
interactive resource (from the CD-ROM or the website www.canoeisthepeople.org)
Computers
interactive resource (from the CD-ROM or the website www.canoeisthepeople.org)
Group 1: Using the interactive resource, along with online research and articles and contact with community members, identify and discuss the navigation skills and knowledge that have traditionally been of great value to Pacific Islanders.
Group 2:
Using the The Canoe Is the People as a resource, along with online research and articles and contact with community members, gather and analyse information about the value of traditional methods of becoming a navigator.
Group 3: Using The Canoe Is the People as a resource, along with online research and articles and contact with community members, gather and analyse information about the value of traditional methods of navigation.
Group 4: Using The Canoe Is the People as a resource, along with online research and articles and contact with community members, describe initiatives in their own countries and around the Pacific to revive and preserve traditional navigation.
Group 5: Using The Canoe Is the People as a resource, along with online research and articles and contact with community members, compare and contrast Micronesian and Polynesian non-instrument navigation.
Group work activity
In 5 groups where the teacher has given them instructions.
Set fundamental ground rules so that students know the procedure when working in groups e.g. take turns speaking, ensure everyone has a role and has a say, be respectful towards each other.
Each group must have a fono (meeting). The reason for a fono is to establish what everyone is doing in his or her group. It sets up structure and gives everyone an idea of what he or she is doing.
Teaching Point: Make sure that as a teacher you will be guiding the students towards learning. This means that you will have strategies for groups to work towards their goals e.g. give each student in their group a role, such as CD-ROM or website information gatherer, library researcher, and community information seeker. Remember that you as the teacher should have a clear idea of what you expect the students to have learned by the end of this lesson. You are the glue that helps hold the lesson’s curriculum together.
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What is e-learning? E-learning is another form of learning that has reshaped ideas about learning in a classroom. E-learning can be defined as learning through an electronic/digital medium whereby delivery of information is done through websites, intranet, CD-ROM and DVDs (Smaldino et al., 2005).
E-learning allows you to learn anywhere and usually at any time, as long as you have the right tools to access this medium and can include text,
video, audio, animation and virtual environments. E-learning can be done individually or in groups, and is often self-paced, hands-on learning. The emergence of E-learning shows that classroom practices have evolved from the 19th Century classroom setting towards a digital era whereby the classroom literally loses its walls and you engage your learning through cyberspace. Digital capability is changing the way teachers can teach within a classroom setting.
TIME DESCRIpTION LEARNING OUTCOME RESOURCE
LO3
LO2
LO1
LO2
Set small timeframes for groups to master. Every half an hour the groups can meet and discuss what they have got in terms of research.
Teacher will coordinate and do check-ups on each group to encourage work.
Quality learning happens in the group discussions. Teachers need to be having dialogue with students getting them to share their findings with each other in their groups.
Assessment Information that has been gathered should now be transferred to a PowerPoint presentation.
The emphasis is not about information copied from their given resources but more about what they have learnt and understood and can communicate without reading word for word.
Computer PowerPoint
1 hour
AssessmentIn this lesson plan, assessment will be done through the means of presentations. This provides an excellent opportunity for feedback – peer-to-peer, student-to-teacher, and teacher-to-students. It is important to let students
know from the beginning that their group work investigation will be assessed through presentations at the conclusion of the class. This means that each group will be presenting their work to the rest of the class.
Section 2: E-learning and pedagogy to transform classrooms
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Yet, the importance of good teaching remains essential to high quality learning through digital technologies. Although E-learning offers a new generation of approaches to teaching and learning, it still has the same shortfalls as traditional classroom learning, such as boring slides, monotonous digital speech and also little interaction between learners. The reality for all teachers is that digital hardware is only a tool. E-learning is just another tool for teaching and learning. It is how you apply this tool in your teaching that will make the difference.
What do you need to be ‘E-learning’ capable?If you have the following IT equipment available then you are already becoming entrenched in the technology wave. If you have at least four of the IT tools listed below then you are technically in the digital era and can use these tools to increase your discourse in teaching in the classroom using ICTs:
1. Computer
2. Internet access
3. CD-ROM
4. Memory stick
5. Cell phone
6. Digital still camera
7. Digital movie camera
8. DVD player
9. Television
ComputerThis is the main hub that helps join all other IT equipment. Computers have rapidly become one of the key instructional hardware technologies in education. It can be used for a number of tasks related to teaching and learning. Computers have the ability to integrate and control a variety of IT equipment.
Internet AccessElectronic information that is accessible through computers. Internet connects networks of computers together right across the world. The Canoe Is the People website is on the Internet and can be accessed by anyone who has Internet access.
CD-ROMDigital information that is stored on a disk that is specific to the topic. For example, The Canoe Is the People CD-ROM has specific information that allows the user to gain knowledge about indigenous navigation in the Pacific.
Cell phoneThe cell phone can be used in a number of ways within a classroom environment. For example, as a warm up activity to promote in-group communication and cooperation: using cell phones to communicate answers via text messages only, create a treasure hunt around the school; group members use the cell phone camera as evidence that they were at a given location. Further activities include using the cell phone calendar for group project planning, plus internet searching.
Memory stickA memory stick stores and carries digitised information, such as photographs, PowerPoint presentations, video footage, music and interviews. The memory stick is like an electronic filing cabinet of information that can be integrated into lessons about indigenous navigation in the Pacific. Information can be uploaded and downloaded.
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Digital still cameraDigital photos can help tell a story about navigation, promote in-depth analysis of navigation tools, or record a group’s journey in
learning about indigenous navigation in the Pacific. With certain programmes, the pictures can be enhanced. Many digital cameras have video capability.
Video movieUsing digital video movies it is possible to capture and record footage that will help evaluate the students’ learning about indigenous navigation in the Pacific (e.g. community interviews, role playing important historical events in indigenous navigation). The video movie gives students the capability to communicate with others across international boundaries via the internet.
Some useful papers/referencesE-Learning pedagogy programme
www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy.aspx
Effective practice case studies for e-Learning www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_casestudies.aspx
Innovative e-Learning practice case studies www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_innov_casestudies.aspx
Paper: ‘e-Learning pedogogy in the third mellinnium the need for combing social and cognitive constructivist approaches’ http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=305554
eLearning the hype and the reality. http://www-jime.open.ac.uk/article/2004-12/212
Smaldino, Sharon E., Russell, J. D., Henich, R. and Molenda, M. (2005). Instructional technology and media for learning, New Jersey: Pearson.
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Pacific canoe builders test the merits of their work by the buoyancy of the vaka (canoe) when it is in the water. Buoyancy depends on the builder’s selection of wood and how they hollow-out the canoe. In many ways this is the task of the teacher – to choose their teaching materials wisely and with care; and then to craft each lesson with a desire to help learning grow and be ‘buoyant’.
As teachers, we have many ideas about what makes a difference in helping students learn. Sometimes our conviction that a certain approach works is based on our teaching experience; other times it is based on research evidence. While it is difficult to generalise, we can look to syntheses and meta-analyses of education research to tell us about how students learn best. This information can help promote good linkages between teaching and learning with The Canoe Is the People resource.
This section draws on findings from the Best Evidence Iterative Synthesis (Ministry of Education, New Zealand, Dr Adrienne Alton-Lee) and possibly the most comprehensive analytical education overview, completed by Professor John Hattie. This latter work draws on over 750 meta-analyses of 50,000 studies, involving more than 200 million students.
Our hope is that you will find information here that will help you design effective, challenging learning activities for your students, using The Canoe Is the People Resource Pack.
Best evidence of what helps student learnQuality Teaching for Diverse Students in Schooling: Best Evidence Synthesis (Alton-Lee, 2003) contains ten characteristics generated out of a synthesis of research into what helps students from diverse backgrounds to learn and succeed in school education. The report1 is one of a series of Best Evidence Syntheses commissioned by the Ministry of Education, New Zealand, drawing upon a world-wide search of research into student learning. It draws together in a systematic way the available evidence about what works to improve education outcomes, how to make a momentous difference in the education of children and young people.
what helPs PacIfIc students learn
Quality teaching helps students learn during The Canoe Is the People lessonsThe quality of our teaching will be a key influence on outcomes for students learning during The Canoe Is the People lessons. Research evidence reveals that up to 59% of variance in student performance is attributable to differences among teachers and classes, while only 21%, but generally less, is attributable to school level variables, such as school location, school size or principal. Evidence shows teaching that is responsive to student diversity can have very positive impacts on low and high achievers at the same time. The following section describes ten characteristics of teaching that could be used when teaching The Canoe Is the People lessons, to maximise learning.
Ten research-based characteristics of quality teachingThe ten research-based characteristics of quality teaching derived from the research are generic in that they reflect principles derived from research across the curriculum and for students across the range of schooling years (age five to eighteen). How the principles apply in practice is, however, dependent on the curriculum area, and the experience, prior knowledge and needs of the learners in any particular context.
If you are thinking about how to create the most interesting stimulating experiences from The Canoe Is the People resource, the Alton-Lee synthesis suggests that good teaching would do the following:
1. Focus on student achievement (including social outcomes) and help each student achieve high levels of learning outcomes (e.g. choose from the full range of learning objectives in the curriculum frameworks and lesson plans of The Canoe Is the People Resource Pack.
2. Use teaching practices that help students to work as members of caring, inclusive, and cohesive learning communities (for example, establish protocols for group work such as ensuring every group member gets to be heard, promoting and sharing responsibility, (such as group leader), focusing on problems and tasks that can be solved together (not as individual personalities), and valuing questioning and investigation).
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3. Make links between school and other contexts in which students live and learn, for example, to help support learning in schools (e.g. hold class meeting with parents, encourage use of e-mail or newsletters, inform parents and community members about the upcoming study of indigenous navigation in the Pacific. Seek their involvement in collaborative sessions, negotiate opportunities for supervised outings to view artefacts, relevant historical sites, or contemporary waka. Share The Canoe Is the People CD-ROM and interactive resource with the parents and keep them informed about progress with the lessons. Invite parents to a final session where students share their learnings from studies of indigenous navigation in the Pacific. You can find more information about how to link school and home in the section Aligning community knowledge with curriculum.
4. Be attentive to how students learn and process information (i.e. consider the different ways in which the information in The Canoe Is the People might be presented in written, oral, aural, or kinaesthetic formats).
5. Provide opportunities to learn that are meaningful to the students and meet their needs as learners (e.g. relate stories and history to real events and places that are known to the students).
6. Support learning cycles by using a variety of tasks (such as small group work, independent study, role play, the Arts).
7. Ensure that curriculum goals, resources (including ICT usage), tasks, and school practices operate from the same values base and with the shared objective to support student learning about indigenous navigation in the Pacific.
8. Use teaching techniques that help your students to be independent, thoughtful learners. For example, as part of The Canoe Is the People lessons hold a debate into the relevance of indigenous navigation in the modern world. Ask the team members to
allocate responsibility for different aspects of the debate, research their aspect and present it to the class. Establish a judging panel from the class who must develop evaluation criteria for judging each team member’s case.
9. Help your students to take part in assessment that is goal-oriented. For instance, state the lesson’s objectives at the beginning of a lesson, as well as the planned assessment task. Ask the students at the end of the lesson to assess how well they have met the lesson’s objectives.
10. Use teaching approaches that encourage ‘cognitive stretch’ and challenge for the students, and provide useful feedback to each student. Why ‘feedback’ is important and how it might take place has been a key finding of the Hattie meta-analysis. Read on, if you are interested in how you as a great teacher might incorporate feedback into your Canoe Is the People lessons.
So what practices should teachers use, to help students learn during The Canoe Is the People lessons? The Hattie meta-analysis provides some useful insights.
What a meta-analysis doesMeta-analysis is a statistical technique for reviewing existing quantitative research or studies on a particular issue, and combining them to get an overall result. An effect size of ‘1’ indicates that a particular approach to teaching advanced the learning of the students in a study by one standard deviation above the mean. What this means is that a teaching practice with an effect size of ‘1’ is very good. Anything above is well worth considerable effort to achieve. An effect size less than ‘1’ deserves less effort, and is of marginal benefit to students’ learning.
As you can see in the following table, feedback and instructional quality are two very good teaching techniques, worthy of integration into The Canoe Is the People lessons. You may be surprised at some of those listed at ‘0.38’ effect size or lower, which research suggests are significantly less effective teaching methods.
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A few things for the teacher and the learner to focus on when teaching The Canoe Is the PeopleHattie’s analyses show that 30% of what makes a difference to students learning is in the hands of teachers. Hattie emphasises that teachers do make a difference. Based on the analyses, Hattie (2007)
suggests that an ‘expert teacher’ using The Canoe Is the People would do the following things well and often when helping their students to learn:
Provide clear learning intentions
Provide challenging success criteria
Table 1: What has the greatest effect on student’s learning: Summary of Hattie’s findings (2009).
INFLUENCE EFFECT SIzE SOURCE OF INFLUENCE
Feedback 1.13 Teacher
Students’ prior cognitive ability 1.04 Student
Instructional quality 1.00 Teacher
Direct instruction 0.82 Teacher
Remediation/feedback 0.65 Teacher
Students’ disposition to learn 0.61 Student
Class environment 0.56 Teacher
Challenge of Goals 0.52 Teacher
Peer tutoring 0.50 Teacher
Mastery learning 0.50 Teacher
Homework 0.43 Teacher
Teacher Style 0.42 Teacher
Questioning 0.41 Teacher
Peer effects 0.38 Peers
Advance organisers 0.37 Teacher
Simulation & games 0.34 Teacher
Computer-assisted instruction 0.31 Teacher
Testing 0.30 Teacher
Instructional media 0.30 Teacher
Affective attributes of students 0.24 Student
Physical attributes of students 0.21 Student
Programmed instruction 0.18 Teacher
Audio-visual aids 0.16 Teacher
Individualisation 0.14 Teacher
Finances/money 0.12 School
Behavioural objectives 0.12 Teacher
Team teaching 0.06 Teacher
Physical attributes (e.g., class size) 0.05 School
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Teach for a range of learning strategies
Know when students are not progressing
Provide feedback
Visibly learn themselves
In turn, active learners in The Canoe Is the People lessons will:
Understand learning intentions
Are challenged by success criteria
Develop a range of learning strategies
Know when they are not progressing
Seek feedback
Visibly teach themselves
But the teaching approach that will have the highest effect size when teaching The Canoe Is the People will be feedback. Feedback from teachers to students has almost three times the average effect size. This is an essential, but also diverse teaching approach:
... the most powerful single moderator that enhances achievement is feedback. The most simple prescription for improving education must be ‘dollops of feedback’. The effect-sizes for reinforcement is 1.13, remediation and feedback .65, mastery learning (which is based on feedback) .50; more specifically, homework with feedback is much more effective than homework without feedback, and recent reviews point to the power of feedback as a discriminator between more and less effective uses of computers in classrooms. This does not mean using many tests and providing over-prescriptive directions, it means providing information how and why the child understands and misunderstands, and what directions the student must take to improve. (Hattie, 1992:4)
While as teachers we may think that feedback is simply about the conversation a teacher has with the student, Hattie’s analysis shows that the priority is to maximise feedback to the teacher. Including feedback in The Canoe Is the People lessons will help the you as the teacher to know:
Whether your teaching methods have been successful or not
Whether your learning intentions are worthwhile and challenging
Whether your students are attaining their desired success criteria
Which students have learnt or not learnt
Where you can capitalize on student strengths and minimize gaps
Where students are on the learning ladder
Whether you as the teacher and your student(s) have a shared conception of progress
What is optimal for you to teach next
Hattie (2007) proposed five key characteristics that should compromise quality, highly effective feedback: provide correct feedback; about previous attempts; related to more difficult goals; that does not discourage; or threaten the learner’s self-esteem. High quality feedback then, between the teacher and student is a dynamic, learner- and learning-centred process that helps answer the learner’s questions about: Where am I going? How am I going? Where to next?
ConclusionTeaching lessons from The Canoe Is the People is complex and creative. Every day, you will be working with groups of students from different backgrounds and cultures. If you are an expert teacher you will focus on the needs of individual students and make sure that the others in the class continue to be engaged in their learning. Effective teaching in The Canoe Is the People lessons is based on you continually asking and answering these questions in relation to students’ learning:
Where are my students at now, and where do I want them to go? You use available information to find out what is known about your students and what they need to learn about indigenous navigation in the Pacific. You then use this information, your knowledge of what the community expects, and curricula goals to choose the outcomes most worth pursuing, within the time available.
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What might I try? You pull together all the evidence you have from formal and informal research (from your own practice and the experience of colleagues) to design and carry out a course of action based on the outcomes.
What happened for my students as a result? You look at the impact of your teaching on the students’ learning about indigenous navigation in the Pacific, measured against the outcomes. You think about what you might need to do differently, if necessary.
How do students learn best?
TEACHERS NEED TO: STUDENTS NEED TO:
Create a supportive learning Accept one another and form positive relationships with environment for all students. students and teachers.
Deliver effective instruction based Individual learning goals and monitor their on the student needs and feedback. help to set progress.
Encourage reflective thought action. Stand back from the information or ideas and action. that they have engaged with, think about these objectively and translate thought into action.
Enhance the relevance of new learning. Understand what they are learning, why they of are it, and how they will be able to use their new learning.
Facilitate shared learning (including Take part in shared activities and conversations with other that of the teacher-as-learner). people, including family members and people in the wider community.
Make connections. Integrate new learning with what they already understand.
Provide enough opportunities to Have enough time and opportunity to engage with, learn (including through direct teaching). practise, and transfer new learning.
References
Alton-Lee, Adrienne. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES). Wellington: New Zealand Ministry of Education.
Hattie, J. (1992). Towards a model of schooling: a synthesis of meta-analyses. Australian Journal of Education, 36, 5–13.
Hattie, J. and Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112
Hattie, John, (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge.
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how teachers can lInk communIty knowledge wIth the currIculum
One of the areas identified as being crucial to achieving the long-term goals of education across the Pacific is increased effective communication between teachers and Pacific families and communities. This section provides advice on how teachers might align community knowledge with the curriculum in The Canoe Is the People educational resource. We begin with some general principles before looking at how to link community and curriculum.
Some general principles
IT IS IMpORTANT TO THINk CAREFULLY ABOUT THE pEOpLE OF THE pACIFIC
Pacific peoples, families and communities are not a homogeneous group. There are inter- and intra-ethnic variations in the cultures of the peoples from the different Pacific Nations. Pacific statistical data and research needs to be disaggregated into ethnic specific and intra-ethnic specificities. This means there is no generic ‘Pacific community’ but rather peoples of the Pacific who align themselves variously, and at different times, along ethnic, geographic, church, family, school, age/gender-based, youth/elders, occupational lines, or a mix of these. Therefore, it is important that these various contexts of ‘Pacific communities’ are clearly defined and demarcated when developing curriculum that is relevant and responsive to local populations.
IT IS IMpORTANT TO THINk CAREFULLY ABOUT THE ROLE OF CURRICULUM IN THE pACIFIC
The role of curriculum in the Pacific has at least two important purposes. In the first instance it is to identify and promote Pacific nation worldviews, which should begin by identifying Pacific nation values, and the way in which Pacific nation societies create meaning, structure and construct reality. Secondly, and in a complementary way, the purpose of curriculum in the Pacific is to claim, reclaim, and acclaim Pacific nation knowledges and values for the peoples of Pacific nations; in ways that help meet indigenous aspirations and needs – both local and international. In this way, The Canoe Is the People curriculum is enabling and empowering, educative and practical, holistic and specific, responsive and inclusive to changing Pacific contexts.
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IT IS IMpORTANT TO THINk AND ACT CAREFULLY IN RELATION TO THE WAYS OF THE pEOpLES OF THE pACIFIC
While it is problematic to generalise across such a diverse demographic and geographic region, some recurring themes about being from the Pacific have been documented. Teachers can align curriculum with community knowledge by integrating features of the ‘Pacific Way’ (Crocombe, 1975) when seeking community knowledge about indigenous navigation, and when teaching. General features of the ‘Pacific Way’, when adapted to teacher-community interaction would include:
talking things over rather than taking rigid stands,
being prepared to negotiate, being flexible,
adaptation and compromise,
oratory and verbal negotiation in ways that complement deep traditional roots in Pacific cultures. Therefore the Pacific way can be spoken rather than written,
connecting with kinship networks, which can be very wide allowing literally thousands of people to claim kinship or affinity,
demonstrating universal Pacific notions of generosity with time, labour and property,
working with Pacific perceptions of ‘time’, leisure, dress, food, dancing,
respecting the inseparable dynamics of church and culture, and indigenisation of Christianity.
More specifically, as Anae et al (2001) have suggested it is generally felt that there may exist some common Pacific values such as:
respect reciprocity
communalism collective responsibility
gerontocracy humility
love service
spirituality
However it should be recognised that these values may be practised differently amongst the different Pacific groups, as well as within these groups.
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ALIGNING COMMUNITY kNOWLEDGE WITH ThE CANOE IS ThE PEOPLE CURRICULUM THROUGH COMMUNITY-TEACHER pARTNERSHIpS
Effective partnerships between teachers and their communities can help lift student achievement and learning outcomes from The Canoe Is the People. When based on principles of cultural inclusion and partnership in schools, community-teacher partnerships can lead to the development of curriculum directly linked to better learning experiences and outcomes:
‘Positive synergies between the home and school environments is an area where schools can make a difference. Therefore it is important that schools work with parents in order to facilitate their interaction with their children and their schools in ways that may enhance their children’s learning.’ (PISA (Programme for International Student Assessment) 2000).
If you are interested in using Community-Teacher Partnerships as part of your teaching with The Canoe Is the People you could anticipate the following kinds of outcomes:
reinforcement of the role of parents, families and communities as the greatest influences on children’s learning and development, essential to their success at school;
endorsement of what families and teachers are already doing for children’s learning;
creating ways for families and teachers to work together to make an even greater impact on student’s learning, including cultural identity, history, literacy and languages development;
increasing parents’ and families’ understanding of practical ways of helping children learn;
increasing the integration of community knowledge into curriculum design and delivery, including inviting community members to be speakers, interviewed, reviewers of student assignments about indigenous navigation in the Pacific;
establishing a caring, working partnership between teachers and the community.
Your community-teacher partnership could take many forms. These might include: informal and regular networking between community and yourself as the teacher, a series of workshops aimed at increasing understanding of the importance of teacher-home linkages for studying indigenous navigation in the Pacific, ways in which community knowledge, waiata, dances, artefacts about navigation and canoe building can be so important for children’s learning, new technologies being used to help children learn (e.g. The Canoe Is the People
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CD-ROM and website, web-based learning communities), regular school-community meetings in which performances by children and upcoming curriculum themes are shared, web-based communications between the teacher and community, sharing student work and current study themes; and exchanging ways in which parents and communities might help with children’s learning about indigenous navigation in the Pacific.
You may already feel well connected to your community and have these links as part of your personal and professional practices. Our hope is that you will continue to look for ways to use and grow these links when leading lessons from The Canoe Is the People.
ReferencesAnae, M., Coxon, E., Mara, D., Wendt-Samu, T., Finau, C. (2001).
Pasifika education research guidelines. Wellington, New Zealand, Ministry of Education.
Crocombe, R. 1975. The Pacific Way: An emerging identity. Suva: Lotu Pasifika Productions.
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The lesson plans in this resource encourage students to be actively involved with their learning and to take part in group and cooperative learning. The following list of possible learning activities describes methods used in the lesson plans.
Exposition/short lecturesAlthough most of the approaches to learning recommended by this Teacher’s Manual are learner centered and cooperative, the new, unfamiliar and sometimes technical content will at times require direct input and explanation by the teacher. It is suggested that these micro lectures are short, 10-15 mins, and come at the beginning and end of a class or when the need arrives and that good use is made of questions and answers.
QuestioningAlmost every lesson plan includes questioning. Good, clear, well focused questions are a very good way of establishing what learners already know and where the gaps in their knowledge are.
Below are some guidelines to help you to ask effective questions
Encourage your students to ask questions. Tell them that we learn from asking good questions
Always use simple, easy to understand language, and only ask one question at a time
Make sure that the questions are consistent with the lesson topic and objectives
Vary the degree of difficulty of the questions. Make some easy, especially at the start of the class and some more difficult especially at the end. This will make your learners think about and process the answers
Try to ensure that most of the questions can not be answered with only one word or ‘Yes’ or ‘No’
Make sure that all class members have a chance to answer, don’t direct all of your questions to the same learners.
Give your students time to think about the answer to the question, do not be afraid of a few seconds silence, ask the question again and if necessary rephrase and repeat it.
Listen carefully to the answer, ask if anyone else in the class would like to add to the answer.
teachIng & learnIng methods In thIs resource
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If you are asked a question that you do not know the answer to, just say, ‘I don’t know, how we can find out?’. Do not give an inaccurate answer. You are not an expert on Non Instrument Navigation.
Group workSmall group work is an excellent way of actively involving students in their learning and many of the learning objectives can be achieved by students working on projects together in small groups, but the learning process has to be well planned and well managed.
Keep the groups small, ideally no more than 3 or 4 in a group
Make sure that the groups know what they have to do and how much time they have to do it
Monitor and supervise the groups closely to ensure that all members are engaged with and participate fully in the task
Try to mix the groups up so that there are boys and girls and mixed ability levels. The more able will learn by explaining to their colleagues.
Get the group to evaluate their performance. Did they achieve their objectives? How well did the group work together? Was the quality of their work good? Could it have been improved? How could it have been improved?
Guest speakersGuest speakers are a rich source of information, especially for this subject. Involving people who have specialist knowledge about non instrument navigation, especially community elders, is an excellent way of ensuring that their knowledge is recognized, valued and passed on. However, you will need to make the time and effort to find out who these people are and to contact them well in advance. The speaker and the class must be well prepared in order to ensure a successful class.
Make sure that you give the speaker enough notice and that the speaker knows exactly why they are being asked to talk to your class and what you would like them to talk about. If possible you should spend some time with them before the class explaining what you have already covered and how their input fits in.
Prepare your students by telling them about the visit and helping them to prepare some relevant questions
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Research projectsEncourage your students to carry out their own research into the subject area, as individuals or in small groups. Your more able students may particularly enjoy doing their own research and have their own ideas about how their research could be extended, encourage them to do this, it will help them to learn more from the activity. This research may involve them interviewing members of their family and community.
The research will need to be directed by the teacher, so make sure that the students have written guidelines about how to conduct the research and that they write a research plan.
Ensure that you discuss the research plan with your students and that you are aware of and approve all research activities
Ensure that you give the students guidance as to how to write a research report
Encourage them to reflect and evaluate their research and to identify how it could be improved.
Class trips Taking your class on a trip or visit to a place or site of interest can be a stimulating and exciting experience for students. But, it needs careful planning in order to ensure that it is conducted safely and that it is a learning activity and not just a day off school or college.
If you are unfamiliar with the site yourself, make sure that you visit it ahead of time to check location, safety and relevance and ensure that you obtain any necessary permission
See if an outside speaker who is more knowledgeable than you about the site could join you there
Make sure that the students have a note book with them to record their learning and observations
Have a follow up discussion as soon as possible in the class room about the trip and what was learnt from it
Ensure that each learner has a written record of the field trip and what was learnt from it.
Debates Debates can be informal or formal and are an excellent way of developing communication and critical thinking skills.
Randomly assign students to one side of the debate
Give some time for students to think about their positions and what they are going to argue
Give each side the same amount to time to put forward their case and to offer a rebuttal
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Finish the debate by taking a poll of the class
Ask the class what they thought were the most convincing arguments and why?
Ethnomathematics
The study of indigenous navigation of the Pacific involves the use of ethnomathematics and also ethnoscience.
First referred to in 1977, ethnomathematics is the study of the relationship between mathematics and culture. It refers to a broad cluster of ideas ranging from distinct numerical and mathematical systems to multicultural mathematics education. Ethnomathematics aims to help understand and appreciate links between culture and mathematics. The Canoe Is the People has many examples of ethnomathematics – from both the Western world (e.g. the size of an angle, the names for numbers, counting systems) and the Pacific nation worlds (the charting of wind and currents on stick charts, number groupings, addition, subtraction). A key principle is that mathematics systems of different cultures have inherent logic and importance.
As students work through the learning activities in this resource the teacher may wish to consider the following aspects that profile the presence and relevance of ethnomathematics:
How is maths used in western and Pacific systems to teach how to sail a boat? What are the similarities and the differences?
Analyse the design features and community explanations of traditional canoe design and decoration.
How do maths concepts feature in traditional stories about indigenous navigation in the Pacific?
‘Ethnoscience’ has a range of meanings, but for our purposes we’re thinking of ethnoscience as being a culture’s system of classifying knowledge. Classification might be in files, microchips, English, Samoan, Tongan, Cook Island Maori, Fijian; it might be classified in chants, on charts, in designs on rock walls, or the carvings on a boat. A key principle is that understanding of cultural knowledge is only possible when seeing the world from the perspective of that culture. Observation is insufficient. True and actual understanding is necessary. This means that in studying navigation the following elements of ethnoscience could consider:
What is the science of canoe building, sailing and navigation from the perspective of this culture?
How do culture and fact combine usefully to help good navigation happen?
What are the similarities and differences, benefits and losses of western and Pacific science systems?
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Assignment
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Archaeology: The study of ancient living places and artifacts.
Aruruwow: A secret method from the Caroline Islands of remembering star paths.
Backsighting: Using a landmark such as an island, stone or fire as a reference point when starting out.
Ballast: Heavy weights such as rocks or sand which is placed in the hull of a boat to stop it capsizing.
Bow: The front of the canoe.
Course made good: The course that the canoe actually travels.
Currents: The movement of water in a horizontal direction. Ocean currents vary in their speed and depth and may be temporary, and caused by winds and tides, or more permanent, such as the equatorial currents.
Dead reckoning: Estimated position of the canoe.
Deep phosphorescence: Light seen in the ocean at night which is caused by glowing organisms.
Diffract: The bending of waves around obstacles in their path.
Estimate: A rough guess.
Etak system: A traditional belief from the Caroline Islands that the canoe remains stationary and that stars and islands move past it.
Dugouts: Canoes made by digging out the centre of a log using fire or an adze.
Geology: The study of study of how the planet Earth and its land and oceans were formed.
GPS: Global Positioning System: A hand held computer that uses a satellite to identify the position at sea of a boat or ship.
Heading: The direction the canoe is sailing in.
Indigenous peoples: The first people to inhabit a continent or country.
Instinctual navigation: Guiding the direction and estimating the position of a boat or canoe by using the senses of sight, smell, sound and touch.
Glossary
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Instrument navigation: Guiding the direction and estimating the position of a boat or ship by using mechanical equipment such as a magnetic compass.
Intellectual navigation: Guiding the direction and estimating the position of a boat or canoe by using observation, knowledge and memory.
Interrupted swells: Waves affected by reflection off and refraction around islands.
Knot: The speed at which a vessel travels at sea. 1 knot = 1.15 miles per hour.
Landfall: Arriving at the destination.
Latitude: The distance north or south of the equator measured in degrees. One degree is equal to 60 nautical miles.
Leeway: The sideways movement of a canoe caused by the wind.
Line of position: An imaginary line along which a canoe can be located based on the location of a sky or land based object.
Longitude: The distance east or west of the prime meridian, expressed in degrees or time.
Ocean swells: Waves caused by wind.
Outrigger: A side float to balance or stabilize a canoe. Can be single (on one side) or double (on both sides).
Navigation stones: Large stones used for back sighting and land fall.
Nautical mile: The standard unit for a nautical mile is 6,080 feet or 1.15 statute miles (statute mile = 5,280 feet. There are 60 nautical miles in each degree of latitude).
Non-instrument navigation: Traditional navigation which relied on observation, memory and the senses of sight, hearing, touch and smell.
Ofanuw: A Caroline Islands method of remembering star paths.
Pole chart: A mental image of a bamboo pole which lists reefs, islands and other reference points.
Pwo ceremony: A four day initiation ceremony for navigators recently reintroduced in the Caroline Islands.
Rafts: Floating Platforms made from logs tied together.
Reference course: An imaginary line heading generally in the direction of the navigator’s destination that helps him to keep a mental track of his daily progress. It is a line to remember not a course to be sailed.
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The Canoe Is the People: Indigenous Navigation in the Pacific
43
Reflection: The action of waves when they are bounced back off on an island to create a swell.
Rigging: Ropes used to raise and set sails.
Satellite: Electronic machines that orbit the Earth.
Sawei voyages: Special religious and trading voyages between the Caroline Islands.
Sea life inventories: Secret knowledge about the position of sea life such a sharks, whales and octopus.
Seaworthy: A well built canoe that is safe and reliable at sea.
Sensory navigation: Using the senses of sight, hearing, touch and smell to navigate a canoe.
Sidereal compass: The horizon points where stars rise and set.
Shunting: Changing the direction of the canoe by moving the steering oar or rudder to the front or back of the canoe.
Star compass: A mental map of the night sky held in the navigator’s memory showing star positions.
Star path: A succession of stars which the bow and stern of a canoe are lined up with to steer a course.
Star pit: The clear night sky immediately below the last star to rise above the horizon.
Steering stars: See Star path.
Stern: The back of the canoe.
Stick chart: A form of ocean map made out of sticks and shells that could show islands and ocean swells.
Trade winds: Well known and relatively predictable winds with a regular annual cycle.
Tacking: Changing the direction of the canoe when sailing into the wind by changing the side of the sails.
Wayfinding: A term used to describe non instrument navigation which uses natural phenomena such as the stars, wind, ocean swells and sea life and the senses of sight, sound, smell and touch to determine direction in which to sail in order to find land.
Wind compass: The names of up to 32 wind directions known to Pacific Island Navigators and used as a secondary indicator of position.
Zenith star: A star which passes directly over the destination island.
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The Canoe Is the People: Indigenous Navigation in the Pacific
44
Source: Icons from Te Papa: Pacific p.38
Outrigger canoe (camakau) from Fiji
Teachers Manual 2013.indd 44 14/11/2013 01:45
Assignment
The Canoe Is the People: Indigenous Navigation in the PacificThe Canoe Is the People: Indigenous Navigation in the Pacific
45
Strand A Beginnings and Origins
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The Canoe Is the People: Indigenous Navigation in the Pacific
46
Lesson ObjectivesLearners will be able to:
Suggestions for curriculum entry pointsTopic Sub topic
1. Beginnings 1.1. Island Stories 1.1.1. Describe the origins of the Pacific Islands as told in myths and legends.
Social/Cultural Studies
History
1.1.2. Remember and tell at least one myth or legend which explains the origin of their country/island.
Social/Cultural Studies
English
1.1.3 Remember and tell at least one myth or legend which explains the origin of one other Pacific Island country.
Social/Cultural Studies
English
1.2. Archaeological Stories
1.2.1. Name and describe at least three significant archaeological sites in their country.
Social/Cultural Studies
History
1.2.2. Name and describe at least one significant archaeological site in one other Pacific Island country.
Social/Cultural Studies
History
English
1.3. Traditional Seafaring Knowledge and Beliefs
1.3.1. Identify and list the core knowledge, beliefs and skills about seafaring which have traditionally been of great value in their culture and other Pacific Island countries.
Social/Cultural Studies
English
strAnd A: beginnings And Origins – curricuLum FrAmeWOrk
2. The Origins of Pacific Island Peoples
2.1. Early Migrations 2.1.1. Identify and explain the likely origins of Pacific Island peoples.
Social/Cultural Studies
History
Geography
2.1.2. Identify the likely point of origin of their ancestors.
Social/Cultural Studies
History
Geography
2.1.3. List three reasons for early migration in the Pacific.
English
Social/Cultural Studies
History
Geography
2.2. Pre-European Voyages
2.2.1. Identify the most likely route taken by their ancestors.
Geography
History
Maths/Geometry
2.2.2. Describe the likely conditions on board the canoe.
English
2.2.3 Describe the difference between intentional and drift voyages.
English
Geography
History
Teachers Manual 2013.indd 46 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
47
strAnd A: beginnings And Origins – mArking scheme
1.1.1. Describe the origins of the Pacific Islands as told in myths and legends.
1.1.2. Remember and tell at least one myth or legend which explains the origin of their country/island.
1.1.3. Remember and tell at least one myth or legend which explains the origin of one other Pacific Island country.
1.2.1. Name and describe at least three significant archaeological sites in their country.
1.2.2. Name and describe at least one significant archaeological site in one other Pacific Island country.
1.3.1. Identify and list the core knowledge, beliefs and skills about seafaring which have traditionally been of great value in their culture and other Pacific Island countries.
LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement•Taskundertaken •Studentperformance •Studentschallenged •Nextsteps by the task
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The Canoe Is the People: Indigenous Navigation in the Pacific
48
2.1.1. Identify and explain the likely origins of Pacific Island peoples.
2.1.2. Identify the likely point of origin of their ancestors.
2.1.3. List three reasons for early migration in the Pacific.
2.2.1. Identify the most likely route taken by their ancestors.
2.2.2. Describe the likely conditions on board the canoe.
2.2.3. Describe the difference between intentional and drift voyages.
LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement
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49The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r
Cur
ricu
lum
Ent
ry P
oint
s
Soci
al/C
ultu
ral S
tudi
es
His
tory
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
Exp
erie
nces
Verb
al e
xpla
natio
n
Que
stio
ns &
ans
wer
s
Verb
al e
xpos
ition
: tel
ling
of m
yths
and
lege
nds
whi
ch
expl
ain
the
orig
ins
of th
e Pa
cific
Isla
nds
Que
stio
ns &
ans
wer
s
Verb
al e
xpos
ition
: tw
o lo
cal m
yths
and
lege
nds
Que
stio
ns &
ans
wer
s
Gro
up w
ork:
read
and
disc
uss
exam
ples
of l
ocal
myt
hs
and
lege
nds,
rete
ll su
mm
ary
of o
ne to
who
le c
lass
Indi
vidu
al w
ork:
Ass
ignm
ent A
1.1:
writ
e a
shor
t su
mm
ary
on a
loca
l myt
h or
lege
nd
Verb
al e
xpos
ition
: myt
hs a
nd le
gend
s fro
m th
ree
diffe
rent
cou
ntrie
s
Que
stio
ns &
ans
wer
s
Sum
mar
y of
con
tent
Que
stio
ns &
ans
wer
s
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.7–1
0)
Inte
ract
ive
reso
urce
(The
Can
oe
Is th
e Pe
ople
CD
-RO
M o
r w
ebsit
e): B
egin
ning
s
Lear
ner’s
Tex
t (pp
.10–
12)
Inte
ract
ive
reso
urce
: Beg
inni
ngs
– Is
land
er A
ccou
nts
Inte
ract
ive
reso
urce
: Beg
inni
ngs
– Is
land
er A
ccou
nts
Han
dout
pre
pare
d by
the
teac
her
Myt
hs a
nd le
gend
s w
ritte
n on
bo
ard
Blac
klin
e M
aste
r Ass
ignm
ent A
1.1
Lear
ner’s
Tex
t (pp
.10–
12)
Inte
ract
ive
reso
urce
: Beg
inni
ngs
– Is
land
er A
ccou
nts
Obj
ectiv
es
Lear
ners
will
be
able
to:
Und
erst
and
the
reas
ons
for
stud
ying
the
subj
ect a
rea
and
Stra
nd A
.
1.1.
1. D
escr
ibe
the
orig
ins
of th
e Pa
cific
Isla
nds
as to
ld in
myt
hs
and
lege
nds.
1.1.
2. R
emem
ber a
nd te
ll at
le
ast o
ne m
yth
or le
gend
whi
ch
expl
ains
the
orig
in o
f the
ir co
untry
/isla
nd.
1.1.
3. R
emem
ber a
nd te
ll at
le
ast o
ne m
yth
or le
gend
whi
ch
expl
ains
the
orig
in o
f one
oth
er
Paci
fic Is
land
cou
ntry
.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
Less
on 1
.1. B
egin
ning
s: Is
land
Sto
ries
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50The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on a
ims
to g
row
aw
aren
ess
of tr
aditi
onal
sto
ries
abou
t hist
oric
al a
nd c
ultu
ral b
egin
ning
s.
Stud
ents
are
sup
porte
d to
val
ue th
eir a
nces
try, a
nd
stor
y-te
lling
.
Som
e st
uden
ts m
ay fi
nd th
ere
are
diffe
renc
es in
sto
ries
abou
t the
sam
e th
ings
& w
ill h
ave
to th
ink
abou
t ‘tru
th’.
A fu
rther
cha
lleng
e is
over
wes
tern
way
s of
thin
king
of
orig
ins
stor
ies
as ‘l
egen
ds’ o
r ‘m
yths
’.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Hel
p th
e st
uden
ts to
reac
h fu
rther
& fu
rther
bac
k in
to
thei
r hist
ory.
Ask
them
wha
t the
ir ea
rlies
t mem
ory
is. If
w
e w
ere
to te
ll a
stor
y ab
out t
he e
arlie
st ti
mes
for t
his
islan
d, w
hat d
o yo
u th
ink
wou
ld b
e in
that
sto
ry?
Use
th
is tim
e to
intro
duce
the
wor
d ‘o
rigin
s’ (a
nd ‘o
rigin
al’).
Ther
e ar
e tra
ditio
nal s
torie
s th
at te
ll us
abo
ut th
e or
igin
s of
our
isla
nds
here
in th
e Pa
cific
. Use
this
time
to in
trodu
ce th
e w
ords
‘tao
nga’
(Mao
ri. M
eani
ng:
‘trea
sure
’), ‘i
ndig
enou
s’, ‘
mig
ratio
n’, ‘
pre-
hist
oric
’, an
cest
ors’
and
‘leg
ends
’.
Can
you
tell
me
a st
ory
abou
t the
ver
y ea
rlies
t tim
es, a
st
ory
abou
t our
orig
ins?
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Wha
t que
stio
ns d
o yo
u th
ink
stud
ents
you
r age
nee
d to
be
able
to a
nsw
er a
bout
the
orig
ins
of th
e Pa
cific
Is
land
s?
Wha
t was
life
like
in th
e ea
rly d
ays
in th
e Pa
cific
?
Wha
t do
you
thin
k w
as th
e m
ost l
ikel
y ro
ute,
can
oe
and
cond
ition
s ex
perie
nced
by
ance
stor
s cr
ossin
g th
e Pa
cific
? W
hy?
Why
are
ther
e di
ffere
nt p
ersp
ectiv
es o
n lif
e, m
igra
tion,
an
d se
ttlem
ent i
n pr
e-hi
stor
ic P
acifi
c tim
es?
Is it
im
porta
nt?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Ask
the
stud
ents
to w
rite
dow
n ‘T
he T
hree
Som
ethi
ngs’
: So
met
hing
new
that
I le
arne
d fro
m th
is le
sson
. So
met
hing
mor
e I w
ould
like
to k
now
. Som
ethi
ng e
lse
I wou
ld li
ke to
tell
you
abou
t thi
s le
sson
. Fee
dbac
k is
anon
ymou
s, s
umm
arise
d an
d sh
ared
with
the
stud
ents
at
the
next
less
on. I
f it i
s ab
out t
each
ing
tech
niqu
es
(‘Som
etim
es y
ou ta
lk &
writ
e on
the
blac
kboa
rd a
t the
sa
me
time.
I ca
n’t h
ear y
ou’)
then
let t
he s
tude
nts
know
w
hat w
ill b
e do
ne to
impr
ove
mat
ters
. If i
t is
abou
t co
nten
t, th
en s
hare
sol
utio
ns to
thes
e re
ques
ts a
lso.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Afte
r see
king
sup
port
from
you
r Prin
cipa
l mee
t with
co
mm
unity
lead
ers
to b
rief t
hem
abo
ut th
e pu
rpos
es
of th
is st
udy
and
this
less
on. S
eek
thei
r adv
ice
on
com
mun
ity k
now
ledg
e th
at c
an b
e lin
ked
with
this
part
of th
e sc
hool
cur
ricul
um.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Gen
erat
e a
rang
e of
sol
utio
ns to
hel
p gr
oups
live
to
geth
er w
hile
sai
ling
for a
long
per
iod,
mig
ratin
g ac
ross
th
e Pa
cific
.
Col
lect
info
rmat
ion
from
a ra
nge
of s
ourc
es a
bout
life
in
pre-
Euro
pean
Pac
ific.
Furt
her
reso
urce
s
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e)
Stu
dy G
uide
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
– L
es
sO
n 1
.1. b
eg
inn
ing
s: i
sLA
nd
stO
rie
s
Teachers Manual 2013.indd 50 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
51
Write a short summary of one well-known myth or legend that explains the origins of your country and your ancestors.
Who is the main character in the story?
Why are they important to your country’s history and culture?
strAnd A: beginnings And Origins – LessOn 1.1. beginnings: isLAnd stOries
Assignment A1.1
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The Canoe Is the People: Indigenous Navigation in the Pacific
52
Teachers Manual 2013.indd 52 14/11/2013 01:45
53The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
His
tory
Soci
al/C
ultu
ral S
tudi
esH
isto
ryEn
glis
h
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
Exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Brai
nsto
rmin
g of
kno
wn
arch
aeol
ogic
al s
ites
Gue
st s
peak
er fr
om V
isito
rs’ B
urea
u or
tour
com
pany
C
reat
ion
of a
cla
ssro
om d
ispla
y us
ing
broc
hure
s an
d le
afle
ts
Gro
up w
ork:
Ass
ignm
ent A
1.2:
pro
duce
a p
oste
r abo
ut a
n ar
chae
olog
ical
site
in o
wn
coun
try w
hich
has
a c
onne
ctio
n w
ith s
eafa
ring
(ex
whe
re c
anoe
s w
ere
built
or w
here
vo
yage
s st
arte
d)
Fiel
d tri
p to
an
arch
aeol
ogic
al s
ite
Que
stio
ns &
ans
wer
s
Brai
nsto
rmin
g Ex
posit
ion
Indi
vidu
al w
ork:
writ
e a
100
wor
d de
scrip
tion
of o
ne
signi
fican
t arc
haeo
logi
cal s
ite, e
xpla
inin
g th
e cu
ltura
l sig
nific
ance
for t
he c
ount
ry c
hose
n Q
uest
ions
& a
nsw
ers
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Book
s an
d ar
ticle
s on
loca
l ar
chae
olog
y
Tour
ist in
form
atio
n bo
okle
ts,
broc
hure
s an
d po
ster
s
Gue
st S
peak
er
Blac
klin
e M
aste
r Ass
ignm
ent
A1.2
Book
s an
d ar
ticle
s on
Pac
ific
arch
aeol
ogy
Tour
ist in
form
atio
n bo
okle
ts,
broc
hure
s an
d po
ster
s if
avai
labl
e
Obj
ectiv
es
Lear
ners
will
be
able
to:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s.
1.2.
1. N
ame
and
desc
ribe
at le
ast
thre
e sig
nific
ant a
rcha
eolo
gica
l site
s in
th
eir c
ount
ry.
1.2.
2. N
ame
and
desc
ribe
at le
ast o
ne
signi
fican
t arc
haeo
logi
cal s
ite in
one
ot
her P
acifi
c Is
land
cou
ntry
.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
Less
on 1
.2. B
egin
ning
s: A
rcha
eolo
gica
l Sto
ries
Teachers Manual 2013.indd 53 14/11/2013 01:45
54The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
The
purp
ose
of th
is le
sson
is to
intro
duce
stu
dent
s to
ar
chae
olog
ical
evi
denc
e an
d sit
es o
f hist
oric
al a
nd
cultu
ral s
igni
fican
ce in
rela
tion
to in
dige
nous
na
viga
tion
in th
e Pa
cific
.
This
is an
opp
ortu
nity
to h
elp
stud
ents
app
reci
ate
th
eir l
ocal
env
ironm
ent.
Inte
llect
ual a
nd in
dige
nous
pro
perty
, res
pect
for
othe
rs, a
nd re
spec
t for
cul
ture
may
be
chal
leng
ing
mat
ters
for s
tude
nts.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: a
rcha
eolo
gy, s
ite.
Intro
duce
the
term
‘arc
haeo
logy
’ and
ask
the
stud
ents
w
rite
dow
n fiv
e th
ings
to c
ome
to m
ind
abou
t ‘a
rcha
eolo
gy’.
Col
lect
thes
e lis
ts. A
sk th
e st
uden
ts
to id
entif
y kn
own
arch
aeol
ogic
al s
ites.
Dist
ingu
ish
betw
een
priv
ate
and
publ
ic a
cces
s; s
acre
d an
d co
mm
on k
now
ledg
e, p
lace
s an
d ite
ms.
List
en to
a
spea
ker a
bout
loca
l arc
haeo
logy
. Ann
ounc
e th
e up
com
ing
visit
to a
n ar
chae
olog
ical
site
. Inv
ite th
e st
uden
ts to
pre
pare
a li
st o
f wha
t the
y ex
pect
to s
ee
and
do; h
ow th
ey s
houl
d be
have
whe
n th
ere;
wha
t w
ill b
e ne
eded
to ta
ke.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
How
do
you
thin
k ar
chae
olog
ists
shou
ld b
ehav
e ar
ound
an
cien
t mat
eria
ls an
d pl
aces
? W
hy?
How
sho
uld
we
beha
ve a
roun
d an
cien
t mat
eria
ls an
d pl
aces
?
How
can
arc
haeo
logy
hel
p us
und
erst
and
indi
geno
us
navi
gatio
n in
the
Paci
fic?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Hav
ing
set a
side
the
orig
inal
list
s of
five
thin
gs th
at
com
e to
min
d ab
out a
rcha
eolo
gy, a
t the
end
of t
his
less
on, a
sk th
e st
uden
ts to
repe
at th
is ta
sk, R
etur
n th
e or
igin
al re
spon
ses
to th
e st
uden
ts. A
sk th
em to
co
mm
ent o
n di
ffere
nces
, if a
ny, b
etw
een
the
first
and
se
cond
list
s.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Afte
r see
king
sup
port
from
you
r Prin
cipa
l mee
t with
co
mm
unity
lead
ers
to b
rief t
hem
abo
ut th
e pu
rpos
es
of th
is st
udy
and
this
less
on. S
eek
thei
r adv
ice
on
com
mun
ity k
now
ledg
e th
at c
an b
e lin
ked
with
this
less
on. S
eek
com
mun
ity m
embe
r ass
istan
ce w
ith th
e sit
e vi
sit –
to s
uppo
rt le
arni
ng a
nd c
ultu
ral s
ensit
ivity
.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Proc
ess
info
rmat
ion,
usin
g ap
prop
riate
con
vent
ions
(c
omm
unity
and
wes
tern
) and
est
ablis
hing
the
rele
vanc
e an
d ac
cruc
ay o
f the
info
rmat
ion.
Furt
her
reso
urce
s
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e)
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
– L
es
sO
n 1
.2. b
eg
inn
ing
s: A
rc
hA
eO
LOg
icA
L s
tOr
ies
Stu
dy G
uide
Teachers Manual 2013.indd 54 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
55
strAnd A: beginnings And Origins – LessOn 1.2. beginnings: ArchAeLOgicAL stOries
Assignment A1.2
Name of the archaeological site:
Date when it was built:
Location of the site:
Builders of the site:
Reason why it was built:
Connection of this site to seafaring and navigation:
Reason why it is important to our culture and history:
This is what it looks like:
Poster made by:
Teachers Manual 2013.indd 55 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
56
Teachers Manual 2013.indd 56 14/11/2013 01:45
57The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
Exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Invi
tatio
n of
gue
st s
peak
er w
ith a
ppro
pria
te
know
ledg
e Re
cap
and
sum
mar
y of
gue
st s
peak
er’s
talk
: list
as
man
y ex
ampl
es o
f you
r cou
ntry
’s/is
land
’s tr
aditi
onal
kn
owle
dge,
bel
iefs
and
ski
lls a
s yo
u ca
n th
ink
of
Que
stio
n &
ans
wer
s G
roup
wor
k: p
rodu
ctio
n of
a p
oste
r for
cla
ssro
om
disp
lay
prov
idin
g vi
sual
info
rmat
ion
abou
t eith
er th
e co
re k
now
ledg
e, b
elie
fs o
r ski
lls a
bout
sea
farin
g in
yo
ur c
ultu
re
Hom
ewor
k: w
rite
a 15
0 w
ord
sum
mar
y of
the
talk
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Disp
lay
post
ers
Lear
ning
Res
ourc
es
Gue
st s
peak
er
Obj
ectiv
es
Lear
ners
will
be
able
to:
Reca
ll an
d re
view
lear
ning
in
prev
ious
cla
ss.
1.3.
1. Id
entif
y an
d lis
t the
cor
e kn
owle
dge,
bel
iefs
and
ski
lls a
bout
se
afar
ing
whi
ch h
ave
tradi
tiona
lly
been
of g
reat
val
ue in
thei
r cul
ture
an
d in
oth
er P
acifi
c Is
land
cou
ntrie
s.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
Less
on 1
.3. B
egin
ning
s: T
radi
tiona
l Sea
fari
ng K
now
ledg
e an
d Be
liefs
Teachers Manual 2013.indd 57 14/11/2013 01:45
58The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Thro
ugh
this
less
on s
tude
nts
will
hav
e in
crea
sed
awar
enes
s of
and
val
ue fo
r loc
al a
nd re
gion
al s
eafa
ring
cultu
re a
nd tr
aditi
ons.
This
less
on m
ay h
elp
deve
lop
prid
e in
one
’s c
ultu
re,
herit
age,
cre
ativ
e ar
ts a
nd la
ngua
ges;
and
com
mitm
ent
to th
eir c
ontin
uatio
n. T
here
may
be
som
e he
sitat
ion
to a
sk q
uest
ions
how
ever
of v
isitin
g el
ders
, as
a sig
n of
re
spec
t.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: h
erita
ge, c
ultu
re, s
eafa
ring,
trad
ition
s,
regi
onal
, bel
iefs
, kno
wle
dge,
ski
lls.
Tell
a st
ory
from
you
r chi
ldho
od th
at il
lust
rate
s ho
w a
nd
wha
t you
hav
e le
arne
d ab
out s
eafa
ring
– be
liefs
, ski
lls,
tradi
tions
. Ask
the
child
ren
to s
hare
sto
ries
whe
re th
ey
have
lear
ned
a cu
ltura
l and
/ or p
ract
ical
ski
ll as
soci
ated
w
ith s
eafa
ring.
Afte
r pre
parin
g th
e st
uden
ts fo
r re
spec
tful b
ehav
iour
and
reci
proc
ity, w
elco
me
a gu
est
spea
ker o
n th
e to
pic
of c
ore
know
ledg
e, b
elie
fs a
nd
skill
s fo
r sea
farin
g in
the
Paci
fic. A
rran
ge fo
r a s
tude
nt
to th
ank
the
spea
ker.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Wha
t are
the
thre
e m
ost i
mpo
rtant
ski
lls fo
r you
to h
ave
to s
ail i
n tra
ditio
nal t
imes
?
Wha
t tra
ditio
ns re
mai
n im
porta
nt to
toda
y fo
r Pac
ific
seaf
arin
g?
How
hav
e lo
cal k
now
ledg
e, s
kill
and
belie
f tra
ditio
nally
be
en o
f gre
at v
alue
in y
our o
wn
cultu
re a
nd in
oth
er
Paci
fic n
atio
ns?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Afte
r the
cla
ss h
as id
entif
ied
esse
ntia
l ski
lls, b
elie
fs
and
know
ledg
e, c
reat
e an
inve
ntor
y of
thes
e. A
sk th
e st
uden
ts to
rate
them
selv
es a
gain
st e
ach
of th
e ite
ms
on th
e in
vent
ory,
usin
g a
scal
e of
1-5
(1=
nov
ice,
5=
expe
rt). A
sk th
em th
en to
reco
rd w
hat t
hey
coul
d to
do
eith
er im
prov
e th
eir s
elf-r
atin
g (if
less
than
3) o
r m
aint
ain
it.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Afte
r see
king
sup
port
from
you
r Prin
cipa
l mee
t with
co
mm
unity
lead
ers
to b
rief t
hem
abo
ut th
e pu
rpos
es
of th
is st
udy
and
this
less
on. S
eek
thei
r adv
ice
on
com
mun
ity k
now
ledg
e th
at c
an b
e lin
ked
with
this
part
of th
e sc
hool
cur
ricul
um.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Gen
erat
e a
rang
e of
sol
utio
ns to
hel
p gr
oups
live
to
geth
er w
hile
sai
ling
for a
long
per
iod,
mig
ratin
g ac
ross
th
e Pa
cific
.
Col
lect
info
rmat
ion
from
a ra
nge
of s
ourc
es a
bout
life
in
pre-
hist
oric
Pac
ific.
Furt
her
reso
urce
s
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
– L
es
sO
n 1
.3. b
ein
nin
gs
: tr
Ad
itiO
nA
L s
eA
FAr
ing
kn
OW
Led
ge
& b
eLi
eFs
Stu
dy G
uide
Teachers Manual 2013.indd 58 14/11/2013 01:45
59The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Thro
ugh
this
less
on s
tude
nts
will
hav
e in
crea
sed
awar
enes
s of
and
val
ue fo
r loc
al a
nd re
gion
al s
eafa
ring
cultu
re a
nd tr
aditi
ons.
This
less
on m
ay h
elp
deve
lop
prid
e in
one
’s c
ultu
re,
herit
age,
cre
ativ
e ar
ts a
nd la
ngua
ges;
and
com
mitm
ent
to th
eir c
ontin
uatio
n. T
here
may
be
som
e he
sitat
ion
to a
sk q
uest
ions
how
ever
of v
isitin
g el
ders
, as
a sig
n of
re
spec
t.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: h
erita
ge, c
ultu
re, s
eafa
ring,
trad
ition
s,
regi
onal
, bel
iefs
, kno
wle
dge,
ski
lls.
Tell
a st
ory
from
you
r chi
ldho
od th
at il
lust
rate
s ho
w a
nd
wha
t you
hav
e le
arne
d ab
out s
eafa
ring
– be
liefs
, ski
lls,
tradi
tions
. Ask
the
child
ren
to s
hare
sto
ries
whe
re th
ey
have
lear
ned
a cu
ltura
l and
/ or p
ract
ical
ski
ll as
soci
ated
w
ith s
eafa
ring.
Afte
r pre
parin
g th
e st
uden
ts fo
r re
spec
tful b
ehav
iour
and
reci
proc
ity, w
elco
me
a gu
est
spea
ker o
n th
e to
pic
of c
ore
know
ledg
e, b
elie
fs a
nd
skill
s fo
r sea
farin
g in
the
Paci
fic. A
rran
ge fo
r a s
tude
nt
to th
ank
the
spea
ker.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Wha
t are
the
thre
e m
ost i
mpo
rtant
ski
lls fo
r you
to h
ave
to s
ail i
n tra
ditio
nal t
imes
?
Wha
t tra
ditio
ns re
mai
n im
porta
nt to
toda
y fo
r Pac
ific
seaf
arin
g?
How
hav
e lo
cal k
now
ledg
e, s
kill
and
belie
f tra
ditio
nally
be
en o
f gre
at v
alue
in y
our o
wn
cultu
re a
nd in
oth
er
Paci
fic n
atio
ns?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Afte
r the
cla
ss h
as id
entif
ied
esse
ntia
l ski
lls, b
elie
fs
and
know
ledg
e, c
reat
e an
inve
ntor
y of
thes
e. A
sk th
e st
uden
ts to
rate
them
selv
es a
gain
st e
ach
of th
e ite
ms
on th
e in
vent
ory,
usin
g a
scal
e of
1-5
(1=
nov
ice,
5=
expe
rt). A
sk th
em th
en to
reco
rd w
hat t
hey
coul
d to
do
eith
er im
prov
e th
eir s
elf-r
atin
g (if
less
than
3) o
r m
aint
ain
it.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Afte
r see
king
sup
port
from
you
r Prin
cipa
l mee
t with
co
mm
unity
lead
ers
to b
rief t
hem
abo
ut th
e pu
rpos
es
of th
is st
udy
and
this
less
on. S
eek
thei
r adv
ice
on
com
mun
ity k
now
ledg
e th
at c
an b
e lin
ked
with
this
part
of th
e sc
hool
cur
ricul
um.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Gen
erat
e a
rang
e of
sol
utio
ns to
hel
p gr
oups
live
to
geth
er w
hile
sai
ling
for a
long
per
iod,
mig
ratin
g ac
ross
th
e Pa
cific
.
Col
lect
info
rmat
ion
from
a ra
nge
of s
ourc
es a
bout
life
in
pre-
hist
oric
Pac
ific.
Furt
her
reso
urce
s
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
Sugg
estio
ns fo
r
Cur
ricu
lum
Ent
ry P
oint
s
Soci
al/C
ultu
ral S
tudi
esH
isto
ryG
eogr
aphy
Soci
al/C
ultu
ral S
tudi
esH
isto
ryG
eogr
aphy
Engl
ish
Soci
al/C
ultu
ral S
tudi
esH
isto
ryG
eogr
aphy
Revi
ew a
nd c
onso
lidat
e le
arni
ng.
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Expo
sitio
n Ex
plan
atio
n an
d di
scus
sion
of a
map
Q
uest
ions
& a
nsw
ers
Pair
wor
k: A
ssig
nmen
t A2.
1: w
ork
on a
map
to s
how
the
orig
in o
f loc
al
indi
geno
us p
eopl
es
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Indi
vidu
al w
ork:
writ
e a
250
wor
d su
mm
ary
of th
e re
ason
s fo
r ear
ly
mig
ratio
n in
the
Paci
fic
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.12–
13)
Map
In
tera
ctiv
e re
sour
ce (T
he C
anoe
Is
the
Peop
le C
D-R
OM
or w
ebsit
e):
Begi
nnin
gs –
Arc
haeo
logi
cal
Acco
unt
Lear
ner’s
Tex
t (pp
.12–
13)
Inte
ract
ive
reso
urce
: Beg
inni
ngs
– Ar
chae
olog
ical
Acc
ount
Bl
ackl
ine
Mas
ter A
ssig
nmen
t A2.
1
Lear
ner’s
Tex
t (pp
.14–
15)
Inte
ract
ive
reso
urce
: Beg
inni
ngs
– Ar
chae
olog
ical
Acc
ount
Obj
ectiv
es
Lear
ners
will
be
able
to:
Reca
ll an
d re
view
lear
ning
in
prev
ious
cla
ss.
2.1.
1. Id
entif
y an
d ex
plai
n th
e lik
ely
orig
ins
of P
acifi
c Is
land
peo
ples
.
2.1.
2. Id
entif
y th
e lik
ely
poin
t of
orig
in o
f the
ir an
cest
ors.
2.1.
3. L
ist th
ree
reas
ons
for e
arly
m
igra
tion
in th
e Pa
cific
.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
Less
on 2
.1. T
he O
rigi
ns o
f Pac
ific
Isla
nd P
eopl
es: E
arly
Mig
ratio
ns
Teachers Manual 2013.indd 59 14/11/2013 01:45
60The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on a
ims
to h
elp
stud
ents
to d
escr
ibe
mig
ratio
n,
settl
emen
t, lif
e an
d in
tera
ctio
n in
var
ious
are
as o
f the
Pa
cific
ove
rtim
e. S
tude
nts
will
dev
elop
regi
onal
map
-re
adin
g sk
ills.
The
y m
ay a
lso b
e in
trodu
ced
to a
ccou
nts
of h
istor
ical
enc
ount
ers
betw
een
natio
ns a
nd w
ithin
na
tions
, res
ultin
g in
con
ques
t.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: m
igra
tions
, set
tlem
ent,
voya
ge, a
nces
tors
, ca
noe.
Usin
g th
e in
tera
ctiv
e re
sour
ce (C
D-R
OM
or o
nlin
e)
intro
duce
the
stud
ents
to s
torie
s ab
out t
he o
rigin
s of
Pa
cific
Isla
nd p
eopl
es, a
nd th
e jo
urne
ys a
cros
s th
e Pa
cific
by
ance
stor
s. H
elp
the
stud
ents
to im
agin
e th
e le
ngth
of t
he jo
urne
ys, c
ondi
tions
, cha
lleng
es, c
oura
ge
and
exce
ptio
nal s
kill
to u
nder
take
suc
h vo
yage
s. S
ome
in th
e cl
ass
will
map
the
likel
y jo
urne
ys o
f the
anc
esto
rs;
som
e w
ill p
repa
re a
sho
rt po
ster
and
text
des
crib
ing
the
orig
ins
of th
eir a
nces
tors
. A th
ird g
roup
will
in
vest
igat
e an
d pr
epar
e in
form
atio
n ab
out t
he li
kely
life
ex
perie
nces
whi
le o
n th
e ca
noe
and
afte
r lan
ding
.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
(At t
he b
egin
ning
of t
he le
sson
, bef
ore
spec
ific
cont
ent)
Can
you
list
thre
e re
ason
s fo
r the
se e
arly
mig
ratio
ns?
Can
you
des
crib
e th
e ty
pe p
ossib
ly u
sed?
Base
d on
wha
t you
kno
w a
nd h
ave
been
told
thro
ugh
tradi
tions
and
oth
er s
ourc
es, w
here
is th
e m
ost l
ikel
y pl
ace
of o
rigin
for P
acifi
c pe
ople
s?
Wha
t typ
e of
can
oe a
nd v
oyag
ing
tech
niqu
es d
o yo
u th
ink
wer
e us
ed fo
r mig
ratio
ns?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fee
dbac
k
Ask
the
stud
ents
to ta
lk w
ith fa
mily
mem
bers
abo
ut
the
orig
ins
of th
eir o
wn
ance
stor
s. T
he s
tude
nt re
cord
s th
ese
acco
unts
and
sha
res
them
with
oth
er s
tude
nts.
In
add
ition
, the
stu
dent
pre
pare
s a
refle
ctiv
e st
atem
ent
in w
hich
they
des
crib
e w
hat i
t mea
nt to
them
to b
e ab
le to
find
out
som
ethi
ng m
ore
abou
t the
ir or
igin
s. In
sh
arin
g tim
es n
ote
leve
l of u
nder
stan
ding
and
use
of
soci
al s
tudi
es c
once
pts,
mat
hs s
kills
, Eng
lish
and
scie
nce
in re
latio
n to
ear
ly m
igra
tions
.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Usin
g th
e in
tera
ctiv
e re
sour
ce, o
nlin
e re
sour
ces,
an
d ot
her c
omm
unity
info
rmat
ion
sour
ces,
gat
her
info
rmat
ion
and
prep
are
map
s w
hich
sho
w th
e lik
ely
rout
e of
trav
el. S
hare
thes
e w
ith c
omm
unity
mem
bers
an
d pe
ers.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Com
mun
icat
e fin
ding
s ab
out m
igra
tion,
set
tlem
ent a
nd
inte
ract
ion
in P
acifi
c ar
eas,
from
a ra
nge
of s
ourc
es,
usin
g co
mm
unity
and
sch
olar
ly c
onve
ntio
ns.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: V
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Sale
sa, D
. (20
04).
Disc
over
ing
Our
Anc
esto
rs’ H
awai
ki.
Wel
lingt
on, N
ew Z
eala
nd: L
earn
ing
Med
ia L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
– L
es
sO
n 2
.1. t
he
Or
igin
s O
F P
Ac
iFic
isLA
nd
Pe
OP
Les
: eA
rLY
mig
rA
tiO
ns
Stu
dy G
uide
Teachers Manual 2013.indd 60 14/11/2013 01:45
61The Canoe Is the People: Indigenous Navigation in the Pacific
Identify and mark with an X the most likely point of origin for the indigenous people who live in your country. Indigenous people are the first people who found and settled a country or an island.
Mark on the map the most likely route that they would have taken to get to your country.
On the map, mark two other countries that your ancestors may also have reached.
What is the name of the point of origin of the indigenous people?
Why do you think that they came from this place? What is the evidence for this belief?
Give three reasons why your ancestors may have left this place.
1.
2.
3.
Using the scale of the map, estimate approximately how far your ancestors travelled to get to your island.
Estimate how long it would have taken them to get to your island.
How far away from your country are the places they may also have reached?
strAnd A: beginnings And Origins – LessOn 2.1. the Origins OF PAciFic isLAnd PeOPLes: eArLY migrAtiOns
Assignement A2.1
Teachers Manual 2013.indd 61 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
62
Teachers Manual 2013.indd 62 14/11/2013 01:45
63The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Geo
grap
hy
His
tory
Mat
hs/G
eom
etry
(cal
cula
ting
dist
ance
)
Engl
ish
Engl
ish
Geo
grap
hy
His
tory
Revi
ew a
nd c
onso
lidat
e le
arni
ng.
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Who
le c
lass
: exp
ositi
on, e
xpla
natio
n an
d de
mon
stra
tion
Que
stio
ns &
ans
wer
s C
ompl
ete
Assig
nmen
t A2.
1
Gro
up w
ork:
bra
inst
orm
ing
on c
ondi
tions
ab
oard
a v
oyag
ing
cano
e
Indi
vidu
al w
ork:
Ass
ignm
ent A
2.2:
writ
e a
desc
riptio
n of
one
day
on
the
cano
e O
rgan
ize
a fie
ld tr
ip to
see
a tr
aditi
onal
vo
yagi
ng c
anoe
and
talk
to c
rew
mem
bers
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Gro
up w
ork:
Ass
ignm
ent A
2.3:
pre
pare
an
d re
ad a
loud
a p
aper
whi
ch e
xpla
ins
the
diffe
renc
e be
twee
n in
tent
iona
l and
drif
t vo
yagi
ng
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.12–
13)
Inte
ract
ive
reso
urce
(The
Can
oe Is
th
e Pe
ople
CD
-RO
M o
r web
site)
: Be
ginn
ings
– A
rcha
eolo
gica
l Acc
ount
M
ap
Blac
klin
e M
aste
r Ass
ignm
ent A
2.1
Blac
klin
e M
aste
r Ass
ignm
ent A
2.2
Lo
cal n
avig
ator
or p
erso
n w
ith
know
ledg
e of
trad
ition
al n
avig
atio
n Fi
eld
Trip
Lear
ner’s
Tex
t (pp
.14–
15)
Blac
klin
e M
aste
r Ass
ignm
ent A
2.3
Obj
ectiv
es
Lear
ners
will
be
able
to:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s.
2.2.
1. Id
entif
y th
e m
ost l
ikel
y ro
ute
take
n by
thei
r anc
esto
rs.
2.2.
2. D
escr
ibe
the
likel
y co
nditi
ons
on b
oard
the
cano
e.
2.2.
3. D
escr
ibe
the
diffe
renc
e be
twee
n in
tent
iona
l and
drif
t voy
ages
.
Reca
p an
d su
mm
ary
of S
trand
A.
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
Less
on 2
.2. T
he O
rigi
ns o
f Pac
ific
Isla
nd P
eopl
es: P
re-E
urop
ean
Voya
ges
Teachers Manual 2013.indd 63 14/11/2013 01:45
64The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on w
ill h
elp
stud
ents
diff
eren
tiate
bet
wee
n ca
noe
type
s, id
entif
y th
ose
attri
bute
s of
a c
anoe
bes
t su
ited
to v
oyag
ing,
imag
ine
life
on b
oard
a v
oyag
ing
cano
e, a
nd id
entif
y th
e be
nefit
s of
inte
ntio
nal v
oyag
ing.
A
key
chal
leng
e in
this
less
on is
to in
tegr
ate
Wes
tern
an
d tra
ditio
nal i
nfor
mat
ion
sour
ces
(e.g
. spe
ed,
dist
ance
, tra
vel m
ode)
.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: i
nten
tiona
l, dr
ift, e
stim
ate,
cal
cula
te,
spee
d, n
avig
ator
, cre
w.
Ask
the
stud
ents
to e
stim
ate
the
dist
ance
from
one
en
d of
the
clas
sroo
m to
the
othe
r, fro
m o
ne e
nd o
f the
sc
hool
to th
e ot
her,
from
hom
e to
sch
ool.
Show
the
stud
ents
how
to e
stim
ate
the
voya
ging
dist
ance
s fo
r jo
urne
ys d
escr
ibed
in th
e pr
evio
us le
sson
. Def
ine
and
calc
ulat
e sp
eed
estim
ates
for v
oyag
ing
cano
es.
Ask
the
stud
ents
to w
ork
in g
roup
s to
com
e up
with
a
job
desc
riptio
n fo
r a n
avig
ator
, and
cre
w m
embe
r, ba
sed
on w
hat t
hey
belie
ve to
be
the
likel
y co
nditi
ons
for v
oyag
ing
and
the
skill
s, k
now
ledg
e an
d pe
rson
al
and
cultu
ral a
ttrib
utes
requ
ired
to u
nder
take
thes
e ro
les.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Can
you
des
crib
e th
e fe
atur
es o
f a c
anoe
that
is b
uilt
for
voya
ging
. Com
pare
this
with
a c
anoe
for l
agoo
n tra
vels
and
loca
l fish
ing.
If yo
u co
uld
inte
rvie
w a
cre
w m
embe
r on
a vo
yagi
ng
cano
e, w
hat d
o yo
u th
ink
they
wou
ld s
ay h
appe
ns in
an
aver
age
day
and
nigh
t?
Wha
t are
the
impo
rtant
feat
ures
of i
nten
tiona
l vo
yagi
ng?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Ask
the
stud
ents
to p
ictu
re th
emse
lves
in a
tim
e w
here
th
eir a
nces
tors
live
d, a
nd to
imag
ine
they
are
abo
ut to
ta
ke a
long
voy
age
to m
igra
te to
ano
ther
isla
nd.
Wha
t fiv
e th
ings
wou
ld th
ey a
s an
indi
vidu
al ta
ke w
ith
them
and
why
?
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le, v
isit p
lace
s w
ith d
iffer
ent c
anoe
type
s an
d w
ith s
peak
ers
to d
escr
ibe
thei
r use
s, li
mita
tions
and
st
reng
ths.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Gen
erat
e a
rang
e of
pos
sible
sol
utio
ns to
pro
blem
s th
at
coul
d ar
ise fo
r gro
ups
saili
ng fo
r a lo
ng p
erio
d m
igra
ting
acro
ss th
e Pa
cific
.
Mak
e a
choi
ce a
bout
a p
refe
rred
act
ion
and
just
ify th
at
choi
ce.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Sale
sa, D
. (20
04).
Haw
aiki
-nui
. Wel
lingt
on, N
ew
Zeal
and:
Lea
rnin
g M
edia
Lim
ited
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d A
: be
gin
nin
gs
An
d O
rig
ins
– L
es
sO
n 2
.2. t
he
Or
igin
s O
F P
Ac
iFic
isLA
nd
Pe
OP
Les
: Pr
e-e
ur
OP
eA
n v
OY
Ag
es
Stu
dy G
uide
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The Canoe Is the People: Indigenous Navigation in the Pacific
65
Imagine you were a member of the crew on board a canoe, travelling to your island
• Describeindetailoneday(24hours)onthecanoe.Describewhatyoucanseeinsideand outside the canoe. How do you spend your time? What do the other crew members do?
• Whatistheroleofthenavigatorandwhatdoeshedo?
strAnd A: beginnings And Origins – LessOn 2.2. the Origins OF PAciFic isLAnd PeOPLes: Pre-eurOPeAn vOYAges
Assignement A2.2
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The Canoe Is the People: Indigenous Navigation in the Pacific
66
strAnd A: beginnings And Origins – LessOn 2.2. the Origins OF PAciFic isLAnd PeOPLes: Pre-eurOPeAn vOYAges
Assignement A2.3
Prepare a 5 minute talk to explain the difference between intentional and drift voyaging
• Whatisintentionalvoyaging?
• Whatisdriftvoyaging?
• Whatkindofvoyagingdidyourancestorsdo?Whydoyoubelievethis?Whatsourcesof information and/or evidence is there to support your belief?
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The Canoe Is the People: Indigenous Navigation in the Pacific
67
strAnd A: beginning And Origins
further actIvItIes
Further learning activities
Write a short story to describe life in Pre- European Pacific. In groups of four, write and perform a short drama based on a myth or legend. In pairs, rewrite and retell a myth or legend in their own words to the class.
As a whole class, use leaflets, brochures and photographs to make a classroom display.
In groups of four, produce a poster for display in the classroom.
As a whole class, use leaflets, brochures and photographs to make a classroom display.
In groups of four, produce a poster for display in the classroom.
Invite Guest Speaker
In groups of four, produce a classroom display.
Identify places of origin on a map.
Write a short text to explain origins.
Write a short text to explain the origins of their own ancestors.
Following input from their teacher write a list
Describe and plot on a map the likely route taken by their ancestors.
Label an example of the most likely canoe used to undertake these voyages. Identify places of origin on a map.
Write a short text to explain origins.
Write a short text to explain the origins of their own ancestors.
Following input from their teacher write a list.
Sub topic
1.1. Island Stories
1.2. Archaeological Stories
1.3. Traditional Seafaring Knowledge and Beliefs
2.1. Early Migrations
2.2. Pre-European Voyages
topic
1. Beginnings and Origins
2. The Origins of Pacific Island Peoples
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The Canoe Is the People: Indigenous Navigation in the Pacific
68
Further learning activities
Describe and plot on a map the likely route taken by their ancestors.
Label an example of the most likely canoe used to undertake these voyages.
Write a diary page entry for a member of the crew.
Listen, question & answer.In groups of 3, prepare and take turns to read aloud a paper which takes a positive stance on intentional voyaging.
Sub topictopic
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69The Canoe Is the People: Indigenous Navigation in the Pacific
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strAnd A: beginnings And Origins
The Canoe Is the People: Indigenous Navigation in the Pacific
UNESCO LINKS PROGRAMME Evaluation form
FOcus AreA strengths OF the resOurce suggestiOns FOr imPrOving the resOurce
Teacher’s Manual: Aims and objectives, curriculum framework
Teacher’s Manual: Curriculum support materials
Teacher’s Manual: Lesson plans
Teacher’s Manual: Marking schemes
Teacher’s Manual: Poster
Learner’s Text pp.10–15: Content & learning activities
Any other comments:
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The Canoe Is the People: Indigenous Navigation in the Pacific
70
Teachers Manual 2013.indd 70 14/11/2013 01:45
Assignment
The Canoe Is the People: Indigenous Navigation in the PacificThe Canoe Is the People: Indigenous Navigation in the Pacific
71
Strand B Canoe Building and Sailing
Source: Icons from Te Papa: Pacific p.40
Canoe figure from the Marquesas Islands
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The Canoe Is the People: Indigenous Navigation in the Pacific
72
Lesson ObjectivesLearners will be able to:
Suggestions for curriculum entry pointsTopic Sub topic
1. Boats and Canoes
1.1 Types 1.1.1. Describe a simple raft construction.
English
Industrial Arts
Maths
1.1.2. Describe a simple dugout construction.
English
Industrial Arts
1.1.3. Describe single and double outrigger canoe construction.
English
Industrial Arts
1.2. Pacific Island Canoes
1.2.1. Recognise and describe at least one type of voyaging canoe from their country/island.
Social/Cultural Studies
English
1.2.2. Recognise and describe a voyaging canoe from at least one other Pacific Island country.
Social/Cultural Studies
English
1.2.3. Understand the concepts of speed, velocity, time and weight.
Maths
2. Building a Canoe
2.1. Canoe Materials and Parts
2.1.1. Describe the materials and construction methods of different types of hulls.
Social/Cultural Studies
English
2.1.2. Describe the materials and construction methods used in sail making.
Social/Cultural Studies
Industrial Arts
2.1.3. Describe the materials and construction methods used in rope making.
Social/Cultural Studies
Industrial Arts
2.2. Preparations for Canoe Building
2.2.1. Describe the practical and ritual preparations and procedures for the construction of a canoe.
Social/Cultural Studies
English
3. Sailing a Canoe
3.1. Tacking and Shunting
3.1.1. Describe the reasons and procedures for tacking.
Maths
Science
3.1.2. Describe the reasons and procedures for shunting.
Science
3.2. Balance 3.2.1. Explain the importance of balancing a canoe in order to equalise forces.
Science
3.3. Canoes of the Pacific
3.3.1. Describe the main differences in the design, construction and sailing of Pacific Island canoes and Western ship design.
Social/Cultural Studies
English
strAnd b: cAnOe buiLding And sAiLing – curricuLum FrAmeWOrk
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The Canoe Is the People: Indigenous Navigation in the Pacific
73
strAnd b: cAnOe buiLding And sAiLing – mArking scheme
LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement
•Taskundertaken •Studentperformance •Studentschallenged •Nextsteps by the task
1.1.1. Describe a simple raft construction.
1.1.2. Describe a simple dugout construction.
1.1.3. Describe single and double outrigger canoe construction.
1.2.1. Recognise and describe at least one type of voyaging canoe from their country/island.
1.2.2. Recognise and describe a voyaging canoe from at least one other Pacific Island country.
1.2.3. Understand the concepts of speed, velocity, time and weight.
2.1.1. Describe the materials and construction methods of different types of hulls.
2.2.2. Describe the materials and construction methods used in sail making.
2.1.3. Describe the materials and construction methods used in rope making.
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The Canoe Is the People: Indigenous Navigation in the Pacific
74
2.2.1. Describe the practical and ritual preparations and procedures for the construction of a canoe.
3.1.1. Describe the reasons and procedures for tacking.
3.1.2. Describe the reasons and procedures for shunting.
3.2.1. Explain the importance of balancing a canoe in order to equalise forces.
3.3.1. Describe the main differences in the design, construction and sailing of Pacific Island canoes and Western ship design.
LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement
strAnd b: cAnOe buiLding And sAiLing – mArking scheme
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75The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Engl
ish
Indu
stri
al A
rts
Mat
hs
(Und
erst
andi
ng s
cale
mod
els)
Engl
ish
Indu
stri
al A
rts
Engl
ish
Indu
stri
al A
rts
Revi
ew a
nd c
onso
lidat
e le
arni
ng.
Lear
ning
exp
erie
nces
Verb
al e
xpla
natio
n Q
uest
ions
& a
nsw
ers
Assig
nmen
t B1.
1: la
bel f
igur
e on
di
ffere
nt ty
pes
of b
oats
and
can
oes
Expl
anat
ion
and
dem
onst
ratio
n
Cla
ssro
om d
ispla
y: p
air w
ork:
bui
ld
a sim
ple
scal
e m
odel
of a
raft
Expl
anat
ion
and
dem
onst
ratio
n
Cla
ssro
om d
ispla
y: p
air w
ork:
bui
ld
a sim
ple
scal
e m
odel
of a
dug
out
Expl
anat
ion
and
dem
onst
ratio
n
Cla
ssro
om d
ispla
y: p
air w
ork:
bu
ild a
sim
ple
scal
e m
odel
of a
n ou
trigg
er c
anoe
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.7–9
and
p.1
6)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le
CD
-RO
M o
r web
site)
: Can
oes
and
Saili
ng
Blac
klin
e M
aste
r Ass
ignm
ent B
1.1
Lear
ner’s
Tex
t (pp
.16–
17)
Inte
ract
ive
reso
urce
: Can
oes
and
Saili
ng –
Pa
cific
Can
oes
Build
ing
mat
eria
ls br
ough
t fro
m h
ome
Lear
ner’s
Tex
t (pp
.16–
17)
Inte
ract
ive
reso
urce
: Can
oes
and
Saili
ng –
Pa
cific
Can
oes
Build
ing
mat
eria
ls br
ough
t fro
m h
ome
Lear
ner’s
Tex
t (pp
.16–
17)
Inte
ract
ive
reso
urce
: Can
oes
and
Saili
ng –
Pa
cific
Can
oes
Build
ing
mat
eria
ls br
ough
t fro
m h
ome
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Und
erst
and
the
reas
ons
for s
tudy
ing
the
subj
ect a
rea
and
Stra
nd B
.
1.1.
1. D
escr
ibe
a sim
ple
raft
cons
truct
ion
1.1.
2. D
escr
ibe
a sim
ple
du
gout
con
stru
ctio
n
1.2.
3. D
escr
ibe
singl
e an
d do
uble
ou
trigg
er c
anoe
con
stru
ctio
n
Reca
p an
d su
mm
ary
of s
ub to
pics
.
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g
Less
on 1
.1. B
oats
and
Can
oes:
Typ
es
Teachers Manual 2013.indd 75 14/11/2013 01:45
76The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Purp
ose,
sup
ports
and
cha
lleng
es in
the
less
on
This
less
on s
tarts
off
the
wid
er s
tudy
into
can
oe b
uild
ing
and
saili
ng b
y ex
plor
ing
type
s of
can
oes.
Stu
dent
s w
ill b
e ab
le to
des
crib
e co
nstru
ctio
n of
raft,
dug
out
, ou
trigg
er c
anoe
. Som
e st
uden
ts m
ay fi
nd th
e pr
oces
s of
con
stru
ctin
g m
odel
s to
sca
le c
halle
ngin
g. T
his
is an
op
portu
nity
to d
evel
op c
ompe
tenc
ies
of p
ersis
tenc
e,
atte
ntio
n to
det
ail a
nd p
ride
in e
fforts
.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: r
aft,
dugo
ut, s
ingl
e/do
uble
out
rigge
r.
Det
erm
ine
the
stud
ents
’ exi
stin
g id
eas
abou
t can
oe
type
s th
roug
h m
ind
pict
ures
and
con
cept
dra
win
gs.
Use
the
idea
s fro
m th
e Le
arne
r’s T
ext a
nd in
tera
ctiv
e re
sour
ce o
f The
Can
oe Is
the
Peop
le (s
ectio
n: ‘W
hat
did
the
first
can
oes
look
like
?’) f
or e
xplo
rato
ry s
tudi
es,
lead
ing
to c
orre
ctly
labe
led
draw
ings
of a
t fou
r diff
eren
t ty
pes
of c
anoe
s. U
sing
build
ing
mat
eria
ls br
ough
t fro
m
hom
e en
able
the
stud
ents
to b
uild
a m
odel
of e
ach
cano
e ty
pe in
sca
le to
the
draw
ings
. Est
ablis
h an
d cl
osel
y m
onito
r saf
ety
stan
dard
s fo
r mak
ing
the
mod
els.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
•Whatdidthefirstcanoeslooklike?
•What werethecanoesmadeoutof?
•Howdidthecanoedevelopandchangeoverthe
last
thre
e or
four
thou
sand
yea
rs?
•Whatdoyouthinkarethethreemostimportant
feat
ures
of a
long
dist
ance
can
oe?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Seve
ral o
ppor
tuni
ties
are
avai
labl
e fo
r fee
dbac
k to
hel
p st
uden
t lea
rnin
g:
•Atthestartofthelesson,gatherinformation
abou
t stu
dent
s’ pr
ior k
now
ledg
e ab
out c
anoe
s
•Duringtheinformationsearch,which
stud
ents
hav
e le
arnt
or n
ot le
arnt
•Whilemakingthescalemodelswhere
stud
ents
are
on
the
lear
ning
ladd
er
•Afterfinishingthemodelcanoes,whatis
optim
al to
teac
h ne
xt.
In th
is w
ay fe
edba
ck is
bot
h fo
rmat
ive
(dur
ing
the
less
on) a
nd s
umm
ativ
e (b
y w
ay o
f eva
luat
ion
at th
e en
d of
the
less
on).
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Mee
t with
par
ents
and
com
mun
ity m
embe
rs p
rior
to th
e st
art o
f thi
s un
it, to
pro
vide
info
rmat
ion
abou
t up
com
ing
stud
ies
into
can
oe b
uild
ing
and
saili
ng. S
eek
idea
s ab
out h
ow th
e co
mm
unity
mig
ht b
e in
volv
ed.
Seek
sup
port
to p
rovi
de re
sour
ce m
ater
ials
from
hom
e.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
To m
ove
a st
uden
t to
the
next
lear
ning
ste
p th
e te
ache
r co
uld
help
them
focu
s on
:
•convincingothersoftherelativemerits
of d
iffer
ent c
anoe
type
s (c
olle
ct &
reco
rd
info
rmat
ion,
com
mun
icat
ing
findi
ngs)
.
The
teac
her c
ould
:
•encouragestudentstosuggestandexplorethe
mer
its o
f a v
arie
ty o
f way
s of b
uild
ing
cano
es.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
anc
esto
rs.
Auck
land
, New
Zea
land
: Dav
id B
atem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M o
r onl
ine)
.
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g –
Le
ss
On
1.1
. bO
Ats
An
d c
An
Oe
s: t
YP
es
Stu
dy G
uide
Teachers Manual 2013.indd 76 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
77
strAnd b: cAnOe buiLding And sAiLing – LessOn 1.1. bOAts And cAnOes: tYPes
Assignement b1.1
Look at the drawings in Figure 1. What kind of boat or canoe is each one? Put the correct label in the box underneath the drawing.
A single hull with sail?
A double hull outrigger canoe with sail?
A single hull dugout?
A raft?
Figure 1. Types of boats and canoes
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78
Teachers Manual 2013.indd 78 14/11/2013 01:45
79The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Soci
al/C
ultu
ral S
tudi
es
Mat
hs
Revi
ew a
nd c
onso
lidat
e le
arni
ng.
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Cla
ss tr
ip to
voy
agin
g ca
noe,
vill
age,
w
harf,
mus
eum
, cul
tura
l cen
tre o
r lib
rary
an
d/or
W
ork
with
pho
togr
aphs
, dra
win
gs o
r di
agra
ms
of lo
cal c
raft
Que
stio
ns &
ans
wer
s
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Que
stio
ns &
ans
wer
s Pa
ir w
ork:
Ass
ignm
ent B
1.2:
cal
cula
ting
spee
d, ti
me,
wei
ght
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Assig
nmen
t B1.
3 an
d B1
.4: t
radi
tiona
l na
mes
and
dra
win
gs o
f voy
agin
g ca
noes
Lear
ning
res
ourc
es
Fiel
d Tr
ip
Phot
ogra
phs,
dra
win
gs o
r dia
gram
s of
lo
cal c
raft
Lear
ner’s
Tex
t (pp
.19–
21)
Lear
ner’s
Tex
t (pp
.16–
21)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le C
D-R
OM
or w
ebsit
e): C
anoe
s an
d Sa
iling
– P
acifi
c C
anoe
s Bl
ackl
ine
Mas
ter A
ssig
nmen
t B1.
2
Blac
klin
e M
aste
r Ass
ignm
ents
B1.
3 an
d B1
.4
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s.
1.2.
1. R
ecog
nise
and
des
crib
e at
leas
t on
e ty
pe o
f voy
agin
g ca
noe
from
thei
r co
untry
/isla
nd.
1.2.
2. R
ecog
nise
and
des
crib
e a
voya
ging
can
oe fr
om a
t lea
st o
ne
othe
r Pac
ific
Isla
nd c
ount
ry.
1.2.
3. U
nder
stan
d th
e co
ncep
ts o
f sp
eed,
vel
ocity
, tim
e an
d w
eigh
t.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g
Less
on 1
.2. B
oats
and
Can
oes:
Pac
ific
Isla
nd C
anoe
s
Teachers Manual 2013.indd 79 14/11/2013 01:45
80The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
In th
is le
sson
stu
dent
s w
ill re
cogn
ise ty
pes
of c
anoe
us
ed fo
r voy
agin
g fro
m th
eir o
wn
coun
try.
A ke
y be
nefit
is th
at s
tude
nts
will
incr
ease
aw
aren
ess
of
trad
ition
al m
eans
of t
rans
port
and
thei
r effe
ctiv
enes
s.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: v
oyag
ing
cano
e.
Intro
duce
the
stud
ents
to th
e pi
ctur
es o
f Pac
ific
Isla
nd
cano
es in
the
Lear
ner’s
Res
ourc
e Pa
ck, u
sing
the
disc
ussio
n qu
estio
ns to
ass
ist le
arni
ng.
With
com
mun
ity m
embe
rs h
old
a cl
ass
trip
to th
e vi
llage
, wha
rf, m
useu
m o
r cul
tura
l cen
tre to
lear
n ab
out
voya
ging
can
oes
from
thei
r ow
n co
untry
. Pre
pare
st
uden
ts to
ask
que
stio
ns re
spec
tfully
abo
ut tr
aditi
onal
m
eans
of t
rans
port
and
thei
r effe
ctiv
enes
s. P
rovi
de
clea
r lea
rnin
g in
tent
ions
by
setti
ng th
e ta
sk o
f dra
win
g a
diag
ram
of a
voy
agin
g ca
noe
with
cor
rect
.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
1.
(a) C
an y
ou d
escr
ibe
the
feat
ures
of a
can
oe th
at
is bu
ilt fo
r voy
agin
g.
(b) C
ompa
re th
e fe
atur
es o
f voy
agin
g ca
noes
fro
m d
iffer
ent n
atio
ns. W
hat f
eatu
res
do th
ey
have
in c
omm
on, o
r uni
que
feat
ures
?
(c) H
ow fa
r cou
ld th
e vo
yagi
ng c
anoe
s tra
vel?
Wha
t pla
ce is
that
dist
ance
aw
ay fr
om y
our
coun
try?
2.
Who
are
the
mas
ter c
anoe
bui
lder
s in
you
r co
untry
? W
hat i
s th
e na
me
for m
aste
r can
oe
build
er in
the
lang
uage
of y
our c
ount
ry?
Teac
hing
to h
elp
stud
ents
lear
n
Hel
p st
uden
ts to
teac
h th
emse
lves
& to
sel
f-ass
ess
by u
sing
stud
y re
adin
g –
SQR3
. The
inst
ruct
ions
to
stud
ents
are
as
follo
ws:
To re
ad e
ffect
ivel
y yo
u ne
ed to
read
act
ivel
y. S
QR3
is
anot
her m
etho
d to
hel
p yo
u do
this:
Sur
vey
Que
stio
n Re
ad R
ecal
l Rev
iew
.
Surv
ey: L
ook
quic
kly
thro
ugh
the
read
ing
to s
ee w
hat i
t is
abou
t. U
se h
eadi
ngs
and
first
sen
tenc
e of
par
agra
phs
to h
elp
you.
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le, v
isit p
lace
s w
ith d
iffer
ent c
anoe
ty
pes
and
with
spe
aker
s w
ho c
an d
escr
ibe
thei
r use
s,
limita
tions
and
stre
ngth
s.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Gen
erat
e a
rang
e of
pos
sible
sol
utio
ns to
pro
blem
s th
at
coul
d ar
ise fo
r gro
ups
saili
ng fo
r a lo
ng p
erio
d m
igra
ting
acro
ss th
e Pa
cific
.
Mak
e a
choi
ce a
bout
a p
refe
rred
act
ion
and
just
ify th
at
choi
ce.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: V
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
Con
tinue
d ...
Con
tinue
d ...
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g –
Le
ss
On
1.2
. bO
Ats
An
d c
An
Oe
s: P
Ac
iFic
isLA
nd
cA
nO
es
Stu
dy G
uide
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81The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
onC
onne
ctin
g w
ith th
e co
mm
unity
Te
achi
ng to
hel
p st
uden
ts le
arn
(... c
ontin
ued
from
pre
viou
s pa
ge).
Que
stio
n: W
rite
dow
n th
e qu
estio
ns y
ou w
ant t
o an
swer
.
Read
: Rea
d an
d fin
d w
here
the
answ
ers
to y
our
ques
tions
are
. Mak
e so
me
note
s. O
nce
you
have
fo
und
your
ans
wer
s, s
top
read
ing.
Reca
ll: L
ook
agai
n at
you
r que
stio
ns a
nd y
our n
otes
. D
o yo
u ha
ve fu
ll an
swer
s?
Revi
ew: I
f nee
d be
tter a
nsw
ers,
you
may
nee
d to
re-
read
the
artic
le/ p
ages
aga
in.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g –
Le
ss
On
1.2
. bO
Ats
An
d c
An
Oe
s: P
Ac
iFic
isLA
nd
cA
nO
es
Stu
dy G
uide
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82
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The Canoe Is the People: Indigenous Navigation in the Pacific
83
strAnd b: cAnOe buiLding And sAiLing – LessOn 1.2. bOAts And cAnOes: PAciFic isLAnd cAnOes
Assignement b1.2
A nautical mile is a unit of length. It corresponds approximately to one minute of latitude along any meridian. One nautical mile converts to
• 1,852metres
• 1.15miles
A ‘knot’ is a unit of speed, equal to one nautical mile per hour (that is, 1.15 miles per hour).
If a canoe travels an average speed of 1 knot, how many nautical miles would it travel in one 24-hour day?
If a canoe took 3 days to travel 750 nautical miles, what was its average speed in knots?
If a canoe needs to travel a distance of 2500 miles to an island, and expects to be sailing at an average speed of 12 knots, approximately how many days would it take for the canoe to reach its destination?
There are 4 men on board this canoe. Roughly estimate how much food (in kilos) and water (in litres) would they have needed to take with them for each of the 24 hour days?
If they are sailing for 4 days, what sort of food would they have on board the canoe?
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The Canoe Is the People: Indigenous Navigation in the Pacific
84
strAnd b: cAnOe buiLding And sAiLing – LessOn 1.2. bOAts And cAnOes: PAciFic isLAnd cAnOes
Assignement b1.3
In Figure 1 there is a drawing of the replica (copy) of a Hawaiian voyaging canoe. The name of this canoe is the Hokule’a. The Hokule’a was built by the Polynesian Voyaging Society in 1975 and was the first voyaging canoe to be built in Hawaii for more than 600 years.
What is the traditional name of voyaging canoes from your country?
Give the traditional names of voyaging canoes from two other Pacific Island countries.
Figure 1: The Hokule’a. Drawing by Star-Bulletin artist David Swann from the site Hawaiian Voyaging Tradition http://pvs.kcc.hawaii.edu/ike/kalai_waa/hokulea_photo_gallery.html
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The Canoe Is the People: Indigenous Navigation in the Pacific
85
strAnd b: cAnOe buiLding And sAiLing – LessOn 1.2. bOAts And cAnOes: PAciFic isLAnd cAnOes
Assignement b1.4
Draw and label one of the voyaging canoes from your country
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86
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87The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Indu
stri
al A
rts
Soci
al/C
ultu
ral S
tudi
es
Indu
stri
al A
rts
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Expo
sitio
n an
d ex
plan
atio
n G
uest
spe
aker
(cou
ld b
e co
mbi
ned
with
less
on s
ub to
pic
2.2.
) Q
uest
ions
& a
nsw
ers
Writ
ing
up a
sho
rt ac
coun
t of t
he ta
lk
Expo
sitio
n an
d ex
plan
atio
n C
lass
room
disp
lay:
col
lect
mat
eria
ls an
d w
eave
a s
mal
l sec
tion
of s
ail
Expo
sitio
n an
d ex
plan
atio
n C
lass
room
disp
lay:
col
lect
mat
eria
ls an
d m
ake
a sm
all s
ectio
n of
rope
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Assig
nmen
t B2.
1: re
view
que
stio
ns o
n bu
ildin
g a
cano
e
Lear
ning
res
ourc
es
Gue
st S
peak
er
Lear
ner’s
Tex
t (p.
18)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le
CD
-RO
M o
r web
site)
: Can
oes
and
Saili
ng –
Bu
ildin
g a
Can
oe
Mat
-mak
ing
mat
eria
ls br
ough
t fro
m h
ome
Lear
ner’s
Tex
t (p.
18)
Inte
ract
ive
reso
urce
: Can
oes
and
Saili
ng –
Bu
ildin
g a
Can
oe
Rope
-mak
ing
mat
eria
ls br
ough
t fro
m h
ome
Lear
ner’s
Tex
t (p.
18)
Inte
ract
ive
reso
urce
: Can
oes
and
Saili
ng –
Bu
ildin
g a
Can
oe
Blac
klin
e M
aste
r Ass
ignm
ent B
2.1
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s.
2.1.
1. D
escr
ibe
the
mat
eria
ls an
d co
nstru
ctio
n m
etho
ds o
f diff
eren
t ty
pes
of h
ulls.
2.1.
2. D
escr
ibe
the
mat
eria
ls an
d co
nstru
ctio
n m
etho
ds u
sed
in s
ail
mak
ing.
2.1.
3. D
escr
ibe
the
mat
eria
ls an
d co
nstru
ctio
n m
etho
ds u
sed
in ro
pe
mak
ing.
Reca
p an
d su
mm
ary
of s
ub to
pics
.
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g
Less
on 2
.1. B
uild
ing
a C
anoe
: Can
oe M
ater
ials
and
Par
ts
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88The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
To fu
rther
dev
elop
und
erst
andi
ng o
f typ
es o
f can
oes,
th
is le
sson
exp
lore
s th
e hu
ll, s
ail a
nd ro
pe fe
atur
es o
f Pa
cific
Isla
nds
cano
es.
Stud
ents
will
incr
ease
und
erst
andi
ng a
nd a
war
enes
s of
ch
alle
nges
thei
r anc
esto
rs fa
ce b
y at
tem
ptin
g to
mak
e sa
il m
attin
g an
d ro
pe.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: h
ull,
sail,
rope
.
With
com
mun
ity m
embe
rs a
nd th
e in
tera
ctiv
e re
sour
ce
mat
eria
l, as
k th
e st
uden
ts to
gat
her i
nfor
mat
ion
abou
t th
e co
nstru
ctio
n of
diff
eren
t typ
es o
f hul
ls; th
e re
ason
s fo
r diff
eren
t typ
es o
f hul
ls; a
nd m
ater
ials
used
for s
ail
and
rope
mak
ing.
Refe
r stu
dent
s to
the
Lear
ner’s
Tex
t (‘W
hat w
ere
cano
es
mad
e ou
t of?
’) an
d a
set o
f com
preh
ensio
n qu
estio
ns
such
as:
- ho
w w
as re
spec
t sho
wn
for t
he e
nviro
nmen
t w
hen
colle
ctin
g m
ater
ials?
- W
hat t
ypes
woo
d w
ere
used
for c
anoe
s?
- W
here
was
the
woo
d so
urce
d?
- W
hat w
ere
the
feat
ures
of s
ails?
- W
hy w
ere
rope
s im
porta
nt fo
r can
oe b
uild
ing?
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Can
you
des
crib
e th
e fe
atur
es o
f a s
alis
used
for
voya
ging
can
oes?
Wha
t is
a lo
cal n
ame
for t
he ro
pe m
akin
g m
ater
ial
‘coc
onut
hus
k’?
Are
ther
e an
y tre
es in
you
r cou
ntry
that
hav
e w
ood
hard
eno
ugh
to m
ake
the
hulls
of a
larg
e ca
noe?
Wha
t is
the
nam
e of
the
tree
and
whe
re d
oes
it gr
ow?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
At th
e be
ginn
ing
of th
e le
sson
mak
e ex
plic
it th
e le
arni
ng
goal
s: u
nder
stan
ding
and
exp
ertis
e in
trad
ition
al w
avin
g (s
ailm
akin
g) a
nd ro
pe te
chni
ques
; and
the
abili
ty to
de
scrib
e th
e co
nstru
ctio
n di
ffere
nt h
ull t
ypes
, and
co
mpo
sitio
n.
The
clas
sroo
m d
ispla
y of
sai
l mat
s an
d ro
pes
prep
ared
by
the
stud
ents
will
pro
vide
opp
ortu
nitie
s fo
r su
mm
ativ
e fe
edba
ck.
Dur
ing
the
less
on p
rovi
de fe
edba
ck to
the
stud
ents
th
roug
h ac
know
ledg
ing
wha
t tha
t hav
e do
ne w
ell,
and
desc
ribin
g ho
w to
impr
ove.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le, i
nvol
ve s
peak
ers
and
com
mun
ity
mem
bers
with
hul
l-mak
ing,
wea
ving
and
rope
mak
ing
skill
s sp
eake
rs; a
s w
ell a
s op
portu
nitie
s to
exa
min
e ex
ampl
es o
f eac
h.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
The
stud
ents
use
a ra
nge
of in
form
atio
n so
urce
s to
ex
plor
e ot
her n
atio
ns’ a
ppro
ache
s to
hul
ls, s
ails
and
rope
s.
The
teac
her c
an p
rovi
de s
tude
nts
with
the
oppo
rtuni
ty
to e
xpla
in w
hat t
hey
have
lear
ned
to c
omm
unity
m
embe
rs.
Furth
er e
xam
ples
of p
rogr
essiv
e le
arni
ng o
bjec
tives
ca
n be
foun
d in
the
sect
ion
Prog
ress
ive
achi
evem
ent
obje
ctiv
es.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g –
Le
ss
On
2.1
. bu
iLd
ing
A c
An
Oe
: cA
nO
e m
Ate
riA
Ls A
nd
PA
rts
Stu
dy G
uide
Teachers Manual 2013.indd 88 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
89
strAnd b: cAnOe buiLding And sAiLing – LessOn 2.1. buiLding A cAnOe: cAnOe mAteriALs And PArts
Assignement b2.1
What are the best materials for making:
Hulls?
Sails?
Ropes?
Why are these the best materials for outrigger canoe construction?
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90
Teachers Manual 2013.indd 90 14/11/2013 01:45
91The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
Exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Gue
st s
peak
er (c
ould
be
com
bine
d w
ith
less
on s
ub to
pic
2.1.
and
/or
Wor
k w
ith in
tera
ctiv
e re
sour
ce
Assig
nmen
t B2.
2: s
umm
ary
of tr
aditi
onal
rit
uals
befo
re b
uild
ing
a ca
noe
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Gue
st S
peak
er
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le C
D-R
OM
or w
ebsit
e): C
anoe
s an
d Sa
iling
– B
uild
ing
a C
anoe
Bl
ackl
ine
Mas
ter A
ssig
nmen
t B2.
2
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s.
2.2.
1. D
escr
ibe
the
prac
tical
and
ritu
al
prep
arat
ions
and
pro
cedu
res
for t
he
cons
truct
ion
of a
can
oe.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g
Less
on 2
.2. B
uild
ing
a C
anoe
: Pre
para
tions
for
Can
oe B
uild
ing
Teachers Manual 2013.indd 91 14/11/2013 01:45
92The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on in
trodu
ces
the
ritua
l and
pra
ctic
al
prep
arat
ions
invo
lved
in th
e co
nstru
ctio
n of
a c
anoe
. Th
roug
h th
eir i
nves
tigat
ions
with
com
mun
ity m
embe
rs,
writ
ten
and
on-li
ne re
sour
ces,
the
stud
ents
sho
uld
be
able
to p
rese
nt a
sho
rt ac
coun
t of t
hese
pra
ctic
al a
nd
ritua
l pre
para
tions
.
Stud
ents
may
be
chal
leng
ed b
y th
e ne
ed to
dist
ingu
ish
betw
een
wha
t kno
wle
dge
can
be s
hare
d in
a s
choo
l se
tting
and
wha
t rem
ains
with
in th
e co
mm
unity
.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: r
itual
, spi
ritua
lity,
trad
ition
s.
With
com
mun
ity m
embe
rs, t
he L
earn
er’s
Tex
t (‘W
hat
are
cano
es m
ade
out o
f?’),
and
inte
ract
ive
reso
urce
, the
st
uden
ts a
re le
arni
ng e
noug
h ab
out r
itual
and
pra
ctic
al
prep
arat
ions
that
they
can
pre
sent
a s
hort
acco
unt o
f th
ese
aspe
cts.
Hel
p th
e st
uden
ts to
focu
s on
the
lear
ning
they
are
m
eant
to g
ain
thro
ugh
this
less
on:
- to
des
crib
e rit
uals
and
prac
tical
pre
para
tions
.
In a
dditi
on, s
ome
stud
ents
may
con
sider
the
role
of
mal
es a
nd fe
mal
es in
thes
e pr
epar
atio
ns a
nd c
ompa
re
actio
ns in
one
cou
ntry
with
ano
ther
.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
How
wer
e rit
uals
and
spiri
tual
ity in
corp
orat
ed in
to
cano
e m
akin
g?
Wha
t pra
ctic
al p
repa
ratio
ns a
nd p
roce
dure
s w
ere
unde
rtake
n fo
r the
con
stru
ctio
n of
the
cano
e?
Are
ritua
ls pa
rt of
the
prac
tical
pre
para
tions
? C
ould
you
co
mpl
ete
prac
tical
pre
para
tions
with
out t
he ri
tual
s?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
As th
e te
ache
r you
are
see
king
to d
evel
op a
n ap
prec
iatio
n of
and
inte
rcon
nect
ions
bet
wee
n rit
ual
and
prac
tical
pre
para
tions
; bot
h ar
e va
lued
.
In c
onve
rsat
ions
with
stu
dent
s, e
ncou
rage
them
to
expl
ain
the
ritua
ls an
d pr
actic
al p
repa
ratio
ns. A
sk th
em
to e
xpla
in th
e lin
k be
twee
n th
e tw
o; a
nd if
rele
vant
th
e lin
k be
twee
n w
hat w
as d
one
in e
arlie
r tim
es a
nd
mod
ern
life.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Seek
the
advi
ce fr
om c
omm
unity
mem
bers
on
wha
t m
ight
be
shar
ed a
bout
ritu
al a
nd p
ract
ical
pre
para
tions
; an
d in
volv
e th
em in
the
less
on.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Dev
elop
a s
et o
f pro
toco
ls fo
r see
king
and
sha
ring
info
rmat
ion
abou
t ritu
als
for c
anoe
bui
ldin
g. T
hrou
gh
colle
ctin
g an
d re
cord
ing
info
rmat
ion
from
a ra
nge
of s
ourc
es, p
repa
re a
pre
sent
atio
n ab
out r
itual
and
pr
actic
al p
rese
ntat
ions
, com
parin
g an
d an
alys
ing
appr
oach
es.
Expl
ain
reas
ons
for a
nd c
onse
quen
ces
of ri
tual
s.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g –
Le
ss
On
2.2
. bu
iLd
ing
A c
An
Oe
: Pr
eP
Ar
Ati
On
s F
Or
cA
nO
e b
uiL
din
g
Stu
dy G
uide
Teachers Manual 2013.indd 92 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
93
strAnd b: cAnOe buiLding And sAiLing – LessOn 2.2. buiLding A cAnOe: PrePArAtiOns FOr cAnOe buiLding
Assignement b2.2
What are the traditional rituals in your culture that canoe builders must do before they start to build a canoe?
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The Canoe Is the People: Indigenous Navigation in the Pacific
94
Teachers Manual 2013.indd 94 14/11/2013 01:45
95The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Mat
hs
(spe
ed, v
eloc
ity, d
istan
ce a
nd
time/
tabl
es a
nd g
raph
s)
Scie
nce
(for
ces)
Scie
nce
(for
ces)
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Expo
sitio
n an
d de
mon
stra
tion
Expo
sitio
n an
d de
mon
stra
tion
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Begi
n w
orki
ng o
n As
signm
ent
B3.1
: rev
iew
que
stio
ns o
n ta
ckin
g an
d sh
untin
g (to
be
finish
ed in
less
on o
n Ba
lanc
e)
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (p.
22)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le
CD
-RO
M o
r web
site)
: Can
oes
and
Saili
ng –
Sa
iling
Lear
ner’s
Tex
t (p.
23)
Inte
ract
ive
reso
urce
: Can
oes
and
Saili
ng –
Sa
iling
Blac
klin
e M
aste
r Ass
ignm
ent B
3.1
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s.
3.1.
1. D
escr
ibe
the
reas
ons
and
proc
edur
es fo
r tac
king
.
3.1.
2. D
escr
ibe
the
reas
ons
and
proc
edur
es fo
r shu
ntin
g.
Reca
p an
d su
mm
ary
of s
ub to
pics
.
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g
Less
on 3
.1. S
ailin
g a
Can
oe: T
acki
ng a
nd S
hunt
ing
Teachers Manual 2013.indd 95 14/11/2013 01:45
96The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on m
oves
the
stud
ents
into
sai
ling
tech
niqu
e.
As
a re
sult
of th
is le
sson
stu
dent
s w
ill b
e ab
le
unde
rsta
nd a
nd d
emon
stra
te tw
o sa
iling
met
hods
–
tack
ing
and
shun
ting.
A c
halle
nge
for s
tude
nts
may
be
to in
tegr
ate
indi
geno
us la
ngua
ge in
to th
e de
scrip
tions
, na
mes
, and
ratio
nale
. Thi
s co
uld
also
be
seen
as
a le
arni
ng o
ppor
tuni
ty.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: t
acki
ng, s
hunt
ing.
Revi
se th
e pr
inci
ple
of w
ind-
fille
d sa
ils c
reat
ing
forw
ard
mom
entu
m fo
r the
can
oes.
Thr
ough
a s
erie
s of
que
stio
ns o
n w
ind
and
sail
angl
e he
lp th
e st
uden
ts
to id
entif
y th
e ‘n
o go
zon
e’ fo
r sai
ling,
i.e.
whe
n at
tem
ptin
g to
sai
l dire
ctly
into
the
win
d. In
trodu
ce th
e st
uden
ts to
the
met
hods
of t
acki
ng a
nd s
hunt
ing.
Sig
nal
that
und
erst
andi
ng a
nd d
emon
stra
ting
thes
e co
ncep
ts
are
the
lear
ning
goa
ls fo
r thi
s le
sson
. Int
rodu
ce th
e st
uden
ts to
the
mat
eria
l in
the
Lear
ner’s
Tex
t (‘H
ow
wer
e th
e ca
noes
sai
led?
’) an
d in
tera
ctiv
e re
sour
ce.
Prov
ide
the
stud
ents
with
tim
e to
stu
dy th
e m
ater
ial a
nd
prep
are
a de
mon
stra
tion
of h
ow e
ach
met
hod
wor
ked.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Whe
n w
as it
nec
essa
ry to
sai
l by
tack
ing
or s
hunt
ing?
D
escr
ibe
each
met
hod.
Wha
t wer
e th
e di
fficu
lties
ass
ocia
ted
with
shu
ntin
g an
d pa
rticu
lar c
ondi
tions
nee
ded
to m
ake
it a
succ
essf
ul s
ailin
g m
etho
d?
Expl
ain
the
diffe
renc
e be
twee
n ta
ckin
g an
d sh
untin
g w
ithou
t usin
g th
e w
ords
, and
as
if yo
u ar
e ta
lkin
g to
so
meo
ne w
ho h
as n
ever
bee
n sa
iling
.
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Usin
g a
chec
klist
, tha
t pro
vide
s sp
ace
for s
tude
nt s
elf-
asse
ssm
ent a
nd te
ache
r com
men
t, as
k th
e st
uden
ts to
sel
f-as
sess
lear
ning
from
this
less
on:
- D
id I
stud
yrea
d (S
QR3
) the
Lea
rner
’s T
ext f
or
info
rmat
ion
on s
hunt
ing
and
tack
ing?
- D
id I
reco
rd th
e in
form
atio
n ac
cura
tely
?
- D
id I
view
the
inte
ract
ive
reso
urce
usin
g th
e SQ
R3
appr
oach
?
- D
id I
prep
are
an e
ffect
ive
dem
onst
ratio
n of
tack
ing
and
shun
ting?
The
teac
her’s
ass
essm
ent s
houl
d pr
ovid
e in
form
ativ
e fe
edba
ck th
at e
ncou
rage
s de
ep le
arni
ng (‘
Imag
ine
you
had
to s
ail d
irect
ly in
to th
e w
ind
in a
sto
rm. W
ould
you
cha
nge
anyt
hing
abo
ut th
is m
etho
d?) a
nd le
arne
r res
ourc
eful
ness
(W
here
cou
ld y
ou g
o to
lear
n m
ore
abou
t the
se?)
.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le, i
nclu
de s
peak
ers
who
can
des
crib
e di
ffere
nt s
ailin
g m
etho
ds, i
nclu
ding
thei
r use
s,
limita
tions
and
stre
ngth
s; a
nd n
ames
and
exp
lana
tions
in
indi
geno
us la
ngua
ges.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Col
lect
and
reco
rd (d
igita
lly o
r in
hard
copy
) inf
orm
atio
n fro
m a
rang
e of
sou
rces
abo
ut th
e sa
iling
of c
anoe
s in
th
e Pa
cific
; inc
ludi
ng tr
aditi
onal
nam
es fo
r diff
eren
t sa
iling
met
hods
use
d by
the
voya
ging
can
oes,
and
m
athe
mat
ical
exp
lana
tions
for a
ngle
s of
‘go’
and
‘no
go’
zone
s.
Furth
er e
xam
ples
of p
rogr
essiv
e le
arni
ng o
bjec
tives
ca
n be
foun
d in
the
Prog
ress
ive
achi
evem
ent o
bjec
tives
se
ctio
n.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g –
Le
ss
On
3.1
. sA
iLin
g A
cA
nO
e: t
Ac
kin
g A
nd
sh
un
tin
g
Stu
dy G
uide
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The Canoe Is the People: Indigenous Navigation in the Pacific
97
strAnd b: cAnOe buiLding And sAiLing – LessOn 3.1. sAiLing A cAnOe: tAcking And shunting
Assignement b3.1
What is the difference between ‘tacking’ and ‘shunting’ a canoe?
What is meant by the ‘no go zone’?
What is meant by balance?
How does the construction of outrigger Pacific Island canoes ensure that they are balanced?
Teachers Manual 2013.indd 97 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
98
strAnd b: cAnOe buiLding And sAiLing – LessOn 3.1. sAiLing A cAnOe: tAcking And shunting
Assignement b3.1 (contd)
What is meant by ‘force’?
What effect does the force of the wind have on the canoe?
What is the difference between how Western boats and Pacific canoes balance the forces of wind and water?
Teachers Manual 2013.indd 98 14/11/2013 01:45
99The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Scie
nce
(forc
es, b
alan
ce)
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Expo
sitio
n an
d de
mon
stra
tion
Con
tinue
wor
king
on
Assig
nmen
t B3.
1:
revi
ew q
uest
ions
on
bala
nce
and
forc
es
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (p.
24)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le
CD
-RO
M o
r web
site)
: Can
oes
and
Saili
ng –
Sa
iling
Bl
ackl
ine
Mas
ter A
ssig
nmen
t B3.
1
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s.
3.2.
1. E
xpla
in th
e im
porta
nce
of
bala
ncin
g a
cano
e in
ord
er to
equ
alise
fo
rces
.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g
Less
on 3
.2. S
ailin
g a
Can
oe: B
alan
ce
Teachers Manual 2013.indd 99 14/11/2013 01:45
100The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Thro
ugh
cont
ent i
n th
e Le
arne
r’s T
ext a
nd in
tera
ctiv
e re
sour
ce th
e st
uden
ts w
ill b
e ab
le to
exp
lain
the
impo
rtanc
e of
bal
anci
ng a
can
oe in
ord
er to
equ
alise
fo
rces
. Thi
s le
sson
has
a s
cien
ce fo
cus.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: b
alan
ce, f
orce
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on –
to e
xpla
in th
e im
porta
nce
of b
alan
cing
a c
anoe
in
ord
er to
equ
alise
forc
es; t
o de
fine
forc
es a
nd li
st
diffe
rent
type
s of
forc
e; to
des
crib
e th
e ef
fect
of f
orce
on
a s
ail,
and
the
effe
ct o
f a c
hang
e in
win
d di
rect
ion
in
term
s of
the
forc
e ex
erte
d on
the
sail.
Intro
duce
the
mat
eria
l in
the
Lear
ner’s
Tex
t (‘W
hat i
s m
eant
by
‘bal
ance
’? W
hat i
s m
eant
by
‘forc
e’?)
and
in
tera
ctiv
e re
sour
ce.
Faci
litat
e ex
plor
atio
n of
thes
e m
ater
ials
for 1
5 m
inut
es
and
shar
ing
of fi
ndin
gs th
roug
h de
mon
stra
tion
in
grou
ps.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Nam
e fo
ur th
ings
that
mig
ht h
appe
n to
a c
anoe
if it
is
unba
lanc
ed?
If th
e fo
rces
of t
he w
ind
and
ocea
n cu
rren
ts o
n a
cano
e ar
e ba
lanc
ed th
ey w
ill c
ance
l eac
h ot
her o
ut a
nd h
ave
no e
ffect
on
its m
ovem
ent.
Com
plet
e th
ese
sent
ence
s:
(a)
If th
e ca
noe
is st
atio
nary
it w
ill…
(b)
If th
e ca
noe
is m
ovin
g, th
e di
rect
ion
and
spee
d w
ill…
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Usin
g a
chec
klist
, tha
t pro
vide
s sp
ace
for p
eer s
elf-
asse
ssm
ent a
nd te
ache
r com
men
t, as
k th
e st
uden
ts to
pe
er-a
sses
s le
arni
ng fr
om th
is le
sson
:
- D
id m
y pe
er g
athe
r use
ful i
nfor
mat
ion
from
the
Lear
ner’s
Tex
t and
the
inte
ract
ive
reso
urce
usin
g th
e SQ
R3 a
ppro
ach?
- D
id m
y pe
er w
ork
wel
l in
our g
roup
to
prep
are
an e
ffect
ive
dem
onst
ratio
n of
tack
ing
and
shun
ting?
The
teac
her’s
ass
essm
ent s
houl
d pr
ovid
e in
form
ativ
e fe
edba
ck th
at e
ncou
rage
s de
ep le
arni
ng, p
ositi
ve g
roup
in
tera
ctio
n, a
nd le
arne
r res
ourc
eful
ness
for i
nfor
mat
ion
gath
erin
g an
d gr
oup
parti
cipa
tion.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal c
anoe
sai
ling
expe
rts in
th
e sh
arin
g of
sto
ries
invo
lvin
g ba
lanc
e an
d fo
rce.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Gen
erat
e a
rang
e of
pos
sible
sol
utio
ns to
the
bala
ncin
g of
a c
anoe
, sui
ng tr
aditi
onal
and
/or c
onte
mpo
rary
ap
proa
ches
. Com
pare
and
disc
uss
the
rela
tive
mer
its o
f ea
ch n
ew a
ppro
ach.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g –
Le
ss
On
3.2
. sA
iLin
g A
cA
nO
e: b
ALA
nc
e
Stu
dy G
uide
Teachers Manual 2013.indd 100 14/11/2013 01:45
101The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng.
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (p2
5)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le C
D-R
OM
or w
ebsit
e): C
anoe
s
and
Saili
ng
Blac
klin
e M
aste
r Ass
ignm
ent B
3.1
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in
prev
ious
cla
ss.
3.3.
1. D
escr
ibe
the
mai
n di
ffere
nces
in th
e de
sign,
co
nstru
ctio
n an
d sa
iling
of
Paci
fic Is
land
can
oes
and
Wes
tern
shi
p de
sign.
Reca
p an
d su
mm
ary
of S
trand
B.
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g
Lear
ning
Exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Expo
sitio
n an
d de
mon
stra
tion
Fini
sh w
orki
ng o
n As
signm
ent B
3.1:
revi
ew
ques
tions
on
diffe
renc
es
Gro
up w
ork:
pro
duce
an
info
rmat
ion
leaf
let w
ith
draw
ings
and
dia
gram
s to
sho
w th
e di
ffere
nces
in
the
desig
n an
d co
nstru
ctio
n of
Pac
ific
Isla
nd
voya
ging
can
oes
and
Wes
tern
shi
ps a
nd b
oats
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Less
on 3
.3. S
ailin
g a
Can
oe: C
anoe
s of
the
Paci
fic
Teachers Manual 2013.indd 101 14/11/2013 01:45
102The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on c
oncl
udes
the
topi
c st
udy
on c
anoe
bui
ldin
g an
d sa
iling
. Thr
ough
this
less
on s
tude
nts
will
dev
elop
a
prid
e in
thei
r ow
n he
ritag
e, c
ultu
re, l
angu
age;
tra
ditio
nal m
eans
of t
rans
port
and
asso
ciat
ed s
kills
and
kn
owle
dge.
A c
halle
nge
may
be
abou
t how
to v
alue
cu
lture
and
trad
ition
s in
con
tem
pora
ry s
ettin
gs,
with
out s
eein
g ea
ch a
s m
utua
lly e
xclu
sive.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: w
este
rn s
hip
desig
n, h
erita
ge, t
radi
tiona
l, tra
nspo
rt.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on (a
s de
scrib
ed in
the
less
on s
umm
ary)
and
that
th
e le
arni
ng is
to b
e sh
ared
thro
ugh
the
prod
uctio
n of
an
info
rmat
ion
leaf
let t
hat e
xpla
ins
the
diffe
renc
es
betw
een
wes
tern
and
pac
ific
appr
oach
es to
des
ign,
co
nstru
ctio
n, a
nd s
ailin
g.
Revi
ew th
e m
ater
ial i
n th
e Le
arne
r’s T
ext a
nd
inte
ract
ive
reso
urce
. Disc
uss
and
list s
ourc
es o
f in
form
atio
n ab
out w
este
rn s
hip
desig
n.
Faci
litat
e ex
plor
atio
n of
thes
e m
ater
ials
for a
nd
shar
ing
of fi
ndin
gs th
roug
h th
e le
afle
ts p
rodu
ced.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Nam
e fo
ur th
ings
that
diff
er b
etw
een
wes
tern
and
Pa
cific
app
roac
hes
to b
oat d
esig
n, c
onst
ruct
ion
and
saili
ng. I
dent
ify fo
ur th
ings
in c
omm
on.
How
doe
s kn
owle
dge
of P
acifi
c in
dige
nous
app
roac
hes
to b
oat d
esig
n, c
onst
ruct
ion
and
saili
ng b
uild
prid
e in
on
e’s
herit
age,
cul
ture
, lan
guag
e an
d ar
tistic
exp
ress
ion?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
At th
e be
ginn
ing
of th
e le
sson
ask
eac
h st
uden
t to
iden
tify
in w
ritin
g th
eir o
wn
lear
ning
goa
ls fo
r thi
s le
sson
. The
y m
ay in
clud
e th
ose
stat
ed b
y th
e te
ache
r, as
wel
l as
othe
rs (s
uch
as s
elf-m
anag
emen
t, pe
er
inte
ract
ion,
com
pete
nt u
se o
f onl
ine
and
book
-bas
ed
info
rmat
ion
sour
ces)
. Dur
ing
the
less
on c
heck
in w
ith
stud
ent s
on h
ow th
ey a
re p
rogr
essin
g w
ith th
eir l
ist
of le
arni
ng g
oals.
At t
he e
nd o
f the
less
on c
heck
in
agai
n. P
rovi
de fe
edba
ck th
at s
tate
s w
hat t
he g
oal w
as,
perfo
rman
ce in
rela
tion
to th
e go
al a
nd n
ext l
earn
ing
chal
leng
es.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
le
arn
(p.2
8)
Con
nect
ing
with
the
com
mun
ity
Invo
lve
loca
l can
oe s
ailin
g ex
perts
in th
e sh
arin
g of
sto
ries
abou
t sai
ling
cano
es, t
hat e
ncou
rage
pr
ide
in o
ne’s
her
itage
, exp
ansio
n of
lang
uage
, and
un
ders
tand
ing
of h
ow th
ese
tradi
tiona
l app
roac
hes
have
re
al v
alue
in a
mod
ern
wor
ld.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Usin
g a
rang
e of
sou
rces
, exp
lore
oth
er c
usto
ms
and
tradi
tions
ass
ocia
ted
with
boa
t des
ign,
con
stru
ctio
n, a
nd
saili
ng. D
escr
ibe
the
diffe
ring
pers
pect
ives
abo
ut w
hat
mat
ters
mos
t?
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d b
: cA
nO
e b
uiL
din
g A
nd
sA
iLin
g –
Le
ss
On
3.3
. sA
iLin
g A
cA
nO
e: c
An
Oe
s O
F th
e P
Ac
iFic
Stu
dy G
uide
Teachers Manual 2013.indd 102 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
103
further actIvItIes
Further learning activities
Correctly label drawings, diagrams or photographs.
Correctly label drawings, diagrams or photographs.
Draw diagrams and construct a poster for classroom display
Invite a local canoe builder to give a talk about the selection of materials
Collect materials and weave a small section of sail
Collect materials and make a short section of rope
Write an article for a newspaper
Listen to an explanation given by the teacher.
Produce an information leaflet. Demonstrate using models made in industrial arts.
Sub topic
1.1. Types
1.2. Pacific Island Canoes
2.1. Canoe Materials and parts
2.2. Preparations for Canoe Building
3.1. Tacking and Shunting
3.2. Balance
3.3. Canoes of the Pacific
topic
1. Boats and Canoes
2. Canoe Building
3. Sailing a Canoe
strAnd b: cAnOe buiLding And sAiLing
Teachers Manual 2013.indd 103 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
104
Teachers Manual 2013.indd 104 14/11/2013 01:45
105The Canoe Is the People: Indigenous Navigation in the Pacific
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strAnd b: cAnOe buiLding And sAiLing
The Canoe Is the People: Indigenous Navigation in the Pacific
UNESCO LINKS PROGRAMME Evaluation form
FOcus AreA strengths OF the resOurce suggestiOns FOr imPrOving the resOurce
Teacher’s Manual: Aims and objectives, curriculum framework
Teacher’s Manual: Curriculum support materials
Teacher’s Manual: Lesson plans
Teacher’s Manual: Marking schemes
Teacher’s Manual: Poster
Learner’s Text pp.16–26: Content & learning activities
Any other comments:
Teachers Manual 2013.indd 105 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
106
Teachers Manual 2013.indd 106 14/11/2013 01:45
Assignment
The Canoe Is the People: Indigenous Navigation in the PacificThe Canoe Is the People: Indigenous Navigation in the Pacific
107
Strand C: Becoming a Navigator and Navigation
Source: Oliver, D. L. (1989). p.367
A sailing raft (Lakatoi) from the Gulf of Papua
Teachers Manual 2013.indd 107 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
108
Lesson ObjectivesLearners will be able to:
Suggestions for curriculum entry pointsTopic Sub topic
1. Introduction to Pacific Navigation
1.1. Non-Instrument Navigation or Wayfinding.
1.1.1. Explain the main differences between Pacific Island and Western methods of navigation.
Social/Cultural Studies
English
1.1.2. Explain the similarities and differences between Polynesian and Micronesian methods of navigation.
Social/Cultural Studies
1.1.3. Explain the significance of ritual, spiritual and secret knowledge such as Aruruwow.
Social/Cultural Studies
2. Becoming a Navigator
2.1. Ways of Learning and Remembering.
2.1.1. Describe and explain the experiences and procedures for becoming a navigator in their country/island.
Social/Cultural Studies
English
2.1.2. Explain the significance of poetry, songs and chants in memorizing and recording knowledge about navigation.
Social/Cultural Studies
English
2.1.3. Demonstrate expertise at performing traditional songs and chants.
Social/Cultural Studies
English
2.1.4. Explain the procedure for becoming a navigator in at least one other Pacific Island country.
Social/Cultural Studies
English
2.2. Initiation and Rank
2.2.1. Explain the importance of initiation and rank in becoming a navigator in their country.
Social/Cultural Studies
English
2.2.2. Describe and explain the pwo ceremony in the Caroline Islands.
Social/Cultural Studies
English
2.3. The Role of the Navigator
2.3.1. Explain the significance of knowledge, respect, patience and modesty in becoming a navigator.
Social/Cultural Studies
English
2.3.2. Explain the part played by women in traditional navigation.
Social/Cultural Studies
English
2.4. Indigenous Navigators and Master Canoe Builders
2.4.1. Name and discuss historical and contemporary navigators and canoe builders.
Social/Cultural Studies
History
English
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – curricuLum FrAmeWOrk
Teachers Manual 2013.indd 108 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
109
Lesson ObjectivesLearners will be able to:
Suggestions for curriculum entry pointsTopic Sub topic
3. Navigation 3.1. Preparing and Starting Out
3.1.1. Explain examples of rituals and procedures which must be carried out before a voyage.
Social/Cultural Studies
English
3.1.2. Describe the different types of traditional foods used on voyages.
Social/Cultural Studies
Maths
3.1.3. Estimate the amount of provisions needed for a voyaging canoe and its crew.
Social/Cultural Studies
Science
3.1.4. Explain the important part played by knowledge of: weather and cloud formations, seasons, time of day, back sighting.
Science
3.2. Steering by the Stars
3.2.1. Describe and explain the use of: star compass, sidereal compass, star paths, star pits, zenith star, pole charts, navigation stones, stone canoe.
Science
Social/Cultural Studies
3.3. Steering by the Sea
3.3.1. Describe and explain the use of: ocean swells, ocean currents, depth and colour of the ocean, stick charts, sea marks.
Science
Social/Cultural Studies
3.4. Steering by the Sun and Wind
3.4.1. Describe and explain the limitations of using the sun for course setting and checking.
Science
Social/Cultural Studies
3.4.2. Describe and explain the use of: trade winds, wind compass.
Science/Geography
Social/Cultural Studies
3.5. Knowing and Adjusting Position
3.5.1. Describe and explain procedures for dead reckoning, estimating position, estimating speed, estimating leeway, reading currents.
Maths /Geography
Social/Cultural Studies
3.5.2. Describe and explain an example of using stars to estimate position: the etak system.
Science
Social/Cultural Studies
3.5.3. Compare and contrast the etak system with other non-instrument methods of estimating position.
Science
Social/Cultural Studies
3.6. Finding Land 3.6.1. Describe and explain the use of sealife inventories, birds, interrupted swells, clouds, deep phosphorescence, sounds and smells, temperature variations.
Science
Social/Cultural Studies
Teachers Manual 2013.indd 109 14/11/2013 01:45
task
The Canoe Is the People: Indigenous Navigation in the PacificThe Canoe Is the People: Indigenous Navigation in the Pacific
110
LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – mArking scheme
•Taskundertaken •Studentperformance •Studentschallenged •Nextsteps by the task
1.1.1 Explain the main differences between Pacific Island and Western methods of navigation.
1.1.2 Explain the similarities and differences between Polynesian and Micronesian methods of navigation.
1.1.3 Explain the significance of ritual, spiritual and secret knowledge such as Aruruwow.
2.1.1. Describe and explain the experiences and procedures for becoming a navigator in their country/island.
2.1.2. Explain the significance of poetry, songs and chants in memorizing and recording knowledge about navigation.
2.1.3. Demonstrate expertise at performing traditional songs and chants.
2.1.4. Explain the procedure for becoming a navigator in at least one other Pacific Island country.
Teachers Manual 2013.indd 110 14/11/2013 01:45
Assignment
The Canoe Is the People: Indigenous Navigation in the PacificThe Canoe Is the People: Indigenous Navigation in the Pacific
111
LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement
2.2.1. Explain the importance of initiation and rank in becoming a Navigator in their own country.
2.2.2. Describe and explain the pwo ceremony in the Caroline Islands.
2.3.1. Explain the significance of knowledge, respect, patience and modesty in becoming a navigator.
2.3.2. Explain the part played by women in traditional navigation.
2.4.1. Name and discuss historical and contemporary navigators and canoe builders.
3.1.1. Explain the rituals and procedures which must be carried out before a voyage.
3.1.2 Estimate the amount of provisions needed for a voyaging canoe and its crew.
3.1.3 Explain the important part played by knowledge of: weather and cloud formations, seasons, time of day, back sighting.
3.1.4. Explain the important part played by knowledge of: weather and cloud formations, seasons, time of day, back sighting.
Teachers Manual 2013.indd 111 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
112
3.2.1. Describe and explain the use of: star compass, sidereal compass, star paths, star pits, zenith star, pole charts, navigation stones, stone canoe.
3.3.1. Describe and explain the use of: ocean swell, ocean currents, depth and colour of the ocean, stick charts.
3.4.1. Describe and explain the limitations of using the sun for course setting and checking.
3.4.2. Describe and explain the use of: trade winds, wind compass
3.5.1. Describe and explain procedures for: dead reckoning, estimating position, speed and leeway, reading currents.
3.5.2. Describe and explain an example of using stars to estimate position: the etak system.
3.5.3 Compare and contrast the etak system with other non-instrument methods of estimating position.
3.6.1. Describe and explain the use of: sealift, sealift inventories, birds, interrupted swells, clouds, deep phosphorescence, sounds and smells, temperature variations.
LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – mArking scheme (cOntd.)
•Taskundertaken •Studentperformance •Studentschallenged •Nextsteps by the task
Teachers Manual 2013.indd 112 14/11/2013 01:45
113The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Soci
al/C
ultu
ral S
tudi
es
Soci
al/C
ultu
ral S
tudi
es
Revi
ew a
nd c
onso
lidat
e le
arni
ng.
Lear
ning
exp
erie
nces
Verb
al e
xpla
natio
n Q
uest
ions
& a
nsw
ers
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Gue
st s
peak
er
Wor
king
with
Lea
rner
’s T
ext
Cla
ss a
ctiv
ity: c
ompi
le a
list
of t
he m
ain
diffe
renc
es b
etw
een
inst
rum
ent a
nd n
on-
inst
rum
ent n
avig
atio
n As
signm
ent C
1.1:
writ
e a
200-
wor
d es
say
desc
ribin
g th
e m
ain
diffe
renc
es
or
Rese
arch
pro
ject
– g
roup
wor
k: in
gro
ups
of th
ree,
co
mpl
ete
a re
sear
ch p
roje
ct o
n ‘T
he m
etho
ds o
f tra
ditio
nal n
avig
atio
n in
the
Paci
fic: A
com
paris
on
with
mod
ern
inst
rum
ent-b
ased
met
hods
’
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Gue
st s
peak
er
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.7–8
and
p.2
7)
Inte
ract
ive
reso
urce
(The
Can
oe Is
th
e Pe
ople
CD
-RO
M o
r web
site)
: N
avig
atin
g Le
arne
r’s T
ext (
p.27
) In
tera
ctiv
e re
sour
ce: N
avig
atin
g
Lear
ner’s
Tex
t (pp
.27–
29)
Inte
ract
ive
reso
urce
: Nav
igat
ing
Blac
klin
e M
aste
r Ass
ignm
ent C
1.1
Lear
ner’s
Tex
t (p.
29–3
0)
Inte
ract
ive
reso
urce
: Nav
igat
ing
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Und
erst
andi
ng th
e re
ason
s fo
r stu
dyin
g th
e su
bjec
t are
a an
d St
rand
C.
1.1.
1. E
xpla
in th
e m
ain
diffe
renc
es
betw
een
Paci
fic Is
land
and
Wes
tern
m
etho
ds o
f nav
igat
ion.
1.1.
2. E
xpla
in th
e sim
ilarit
ies
and
diffe
renc
es b
etw
een
Poly
nesia
n an
d M
icro
nesia
n m
etho
ds o
f nav
igat
ion.
1.1.
3. E
xpla
in th
e sig
nific
ance
of r
itual
, sp
iritu
al a
nd s
ecre
t kno
wle
dge
such
as
Arur
uwow
.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 1
.1. I
ntro
duct
ion
to P
acifi
c N
avig
atio
n: N
on-I
nstr
umen
t Nav
igat
ion
or W
ayfin
ding
Teachers Manual 2013.indd 113 14/11/2013 01:45
114The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on in
trodu
ces
an 1
1-le
sson
stu
dy o
f Pac
ific
Nav
igat
ion.
In L
esso
n 1,
stu
dent
s lo
ok a
t sim
ilarit
ies
betw
een
Paci
fic a
nd o
ther
met
hods
of n
avig
atio
n.
Stud
ents
will
ben
efit
from
incr
ease
d aw
aren
ess
and
appr
ecia
tion
of lo
cal a
nd re
gion
al s
yste
ms.
Som
e m
ay
be c
halle
nged
by
the
need
to c
ompa
re a
nd c
ontra
st
Paci
fic s
yste
ms
with
oth
ers
and
find
rela
tive
valu
e in
all.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge,
and
voc
abul
ary
Voca
bula
ry: n
avig
atio
n, te
chno
logy
, ski
lls, k
now
ledg
e.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on
– to
be
able
to e
xpla
in th
e m
ain
diffe
renc
es b
etw
een
Paci
fic a
nd W
este
rn, P
olyn
esia
n an
d M
icro
nesia
n m
etho
ds o
f nav
igat
ion;
and
to b
e ab
le to
exp
lain
the
rele
vanc
e of
ritu
al a
nd s
ecre
t kno
wle
dge
to P
acifi
c na
viga
tion.
Def
ine
key
voca
bula
ry. I
ncre
ase
awar
enes
s of
und
erst
andi
ngs
of ‘s
kills
’ and
‘kno
wle
dge’
, and
the
abili
ty to
iden
tify
tech
nolo
gy in
nav
igat
ion
met
hods
. H
elp
the
stud
ents
to li
nk th
ese
conc
epts
to p
ast
expe
rienc
es o
f the
ir ow
n. In
trodu
ce th
e m
ater
ial i
n th
e Le
arne
r’s T
ext (
‘Wha
t is
indi
geno
us n
avig
atio
n?)
and
inte
ract
ive
reso
urce
. Fac
ilita
te e
xplo
ratio
n of
thes
e m
ater
ials
to d
evel
op q
uest
ions
to a
sk a
gue
st s
peak
er.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Wha
t are
the
diffe
renc
es b
etw
een
Paci
fic a
nd W
este
rn
navi
gatio
n m
etho
ds?
And
Poly
nesia
n an
d M
icro
nesia
n m
etho
ds?
Wha
t nat
ural
sig
ns a
re u
sed
by tr
aditi
onal
Pac
ific
navi
gato
rs?
Whe
n an
d ho
w d
o yo
u th
ink
thes
e sig
ns w
ere
used
?
Wha
t nav
igat
iona
l ski
lls a
nd k
now
ledg
e ha
ve tr
aditi
onal
ly
been
of g
reat
val
ue to
Pac
ific
peop
les?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
To h
elp
the
stud
ents
sel
f-ass
ess
thei
r lea
rnin
g pr
ogre
ss
a ch
eckl
ist o
f all
lear
ning
obj
ectiv
es fo
r Stra
nd C
: Be
com
ing
a N
avig
ator
and
Nav
igat
ion
coul
d be
pr
epar
ed. A
long
side
each
obj
ectiv
e in
sert
a ra
ting
scal
e (0
: I h
ave
no u
nder
stan
ding
of t
his
area
; 3: I
hav
e so
me
unde
rsta
ndin
g of
this
area
; 5: I
und
erst
and
this
area
ve
ry w
ell).
At t
he s
tart
of th
e se
ries
of S
trand
C le
sson
s st
uden
ts c
ould
com
plet
e th
e ra
ting
scal
es. A
ltern
ativ
ely
they
mig
ht c
ompl
ete
ratin
g sc
ales
pro
gres
sivel
y as
the
serie
s co
ntin
ues.
At t
he c
oncl
usio
n of
eith
er th
e le
sson
or
the
serie
s th
e st
uden
ts c
ompl
ete
a ne
w c
opy
of th
e sa
me
chec
klist
, the
n co
mpa
re th
eir r
espo
nses
. A fi
nal s
elf-
asse
ssm
ent o
f lea
rnin
g ca
n th
en b
e m
ade.
Stud
ents
cou
ld a
lso c
ircle
an
obje
ctiv
e th
at e
spec
ially
in
tere
sts
them
, to
signa
l int
eres
t and
mot
ivat
ion
to th
e te
ache
r.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal t
radi
tiona
l nav
igat
ion
expe
rts in
the
shar
ing
of s
torie
s ab
out n
avig
atio
n, a
nd
resp
ondi
ng to
the
stud
ents
’ que
stio
ns.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Usin
g a
rang
e of
sou
rces
(onl
ine,
har
dcop
y, c
omm
unity
) ga
ther
info
rmat
ion
abou
t oce
an s
wel
ls, c
urre
nts,
win
ds,
reef
s, p
hosp
here
senc
e, s
tars
in th
e lo
cal a
rea.
Sha
re th
is in
form
atio
n w
ith th
e cl
ass.
Usin
g ev
iden
ce fr
om a
rang
e of
sou
rces
exp
lain
way
s in
w
hich
tech
nolo
gica
l cha
nges
hav
e af
fect
ed th
e w
ays
in
whi
ch p
eopl
e m
aint
ain
and
pass
on
thei
r her
itage
.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 1
.1. i
ntr
Od
uc
tiO
n t
O P
Ac
iFic
nA
vig
Ati
On
: nO
n-i
ns
tru
me
nt
nA
vig
Ati
On
Or
WA
YFi
nd
ing
Stu
dy G
uide
Teachers Manual 2013.indd 114 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
115
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 1.1. intrOductiOn tO PAciFic nAvigAtiOn: nOn-instrument nAvigAtiOn Or WAYFinding
Assignment c1.1
Write a 200 word essay to describe the main differences between instrument and non-instrument navigation.
Teachers Manual 2013.indd 115 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
116
Teachers Manual 2013.indd 116 14/11/2013 01:45
117The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish/
Dra
ma
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Gue
st s
peak
er (c
ould
be
com
bine
d w
ith
less
on s
ub to
pic
2.2)
G
roup
wor
k: in
gro
ups
of fo
ur, p
repa
re a
nd
pres
ent t
o th
e cl
ass
a 10
min
ute
dram
a or
sk
it to
dem
onst
rate
the
proc
edur
es
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Expo
sitio
n Pa
ir w
ork:
Ass
ignm
ent C
2.1:
find
or c
ompo
se
and
reci
te a
poe
m, s
ong
or c
hant
to th
e cl
ass
Opt
iona
l: ba
sed
on th
e pa
ir w
ork,
org
anise
a
com
petit
ion
with
in o
r bet
wee
n cl
asse
s Ex
posit
ion
and
expl
anat
ion
Que
stio
ns &
ans
wer
s
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.28–
29)
Lear
ner’s
ow
n re
sear
ch in
fam
ily a
nd
com
mun
ity
Loca
l poe
try, s
ongs
and
cha
nts
Blac
klin
e M
aste
r Ass
ignm
ent C
2.1
Lear
ner’s
Tex
t (pp
.28–
29)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le
CD
-RO
M o
r web
site)
: Bec
omin
g a
Nav
igat
or
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in
prev
ious
cla
ss.
2.1.
1. D
escr
ibe
and
expl
ain
the
expe
rienc
es a
nd p
roce
dure
s fo
r be
com
ing
a na
viga
tor i
n th
eir
coun
try/is
land
.
2.1.
2. E
xpla
in th
e sig
nific
ance
of
poe
try, s
ongs
and
cha
nts
in m
emor
izin
g an
d re
cord
ing
know
ledg
e ab
out n
avig
atio
n.
2.1.
3. D
emon
stra
te e
xper
tise
at
perfo
rmin
g tra
ditio
nal p
oetry
, son
gs
and
chan
ts.
2.1.
4. E
xpla
in th
e pr
oced
ure
for
beco
min
g a
navi
gato
r in
at le
ast o
ne
othe
r Pac
ific
Isla
nd c
ount
ry.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 2
.1. B
ecom
ing
a N
avig
ator
: Way
s of
Lea
rnin
g an
d Re
mem
beri
ng
Teachers Manual 2013.indd 117 14/11/2013 01:45
118The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Thro
ugh
this
less
on s
tude
nts
will
be
able
to d
emon
stra
te
som
e un
ders
tand
ing
of w
hat i
s in
volv
ed in
bec
omin
g a
navi
gato
r; u
sing
role
pla
y, c
hant
s, s
ong,
exp
ositi
on.
A w
ider
obj
ectiv
e is
that
stu
dent
s w
ill d
evel
op p
ride
in th
eir o
wn
herit
age,
cul
ture
, lan
guag
e an
d ar
tistic
ex
pres
sion
and
a be
lief i
n th
eir p
rese
rvat
ion,
pro
mot
ion
and
mai
nten
ance
. A n
eces
sary
cha
lleng
e is
that
the
dept
h of
kno
wle
dge
expl
ored
in th
e sc
hool
set
ting
abou
t the
pro
cedu
res
may
be
limite
d ou
t of r
espe
ct to
lo
cal c
omm
unity
wish
es.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: o
bser
vatio
n, m
emor
y, m
ana.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on –
to d
escr
ibe
and
expl
ain
the
expe
rienc
es a
nd
proc
edur
es fo
r bec
omin
g a
navi
gato
r in
thei
r ow
n co
untry
and
at l
east
one
oth
er P
acifi
c co
untry
.
Ask
the
stud
ents
abo
ut e
xper
ienc
es th
ey h
ave
had
usin
g a
cano
e an
d fin
ding
thei
r way
from
one
pla
ce to
an
othe
r. Id
entif
y th
e na
viga
tiona
l ski
lls th
ey h
ave
used
. In
trodu
ce th
e m
ater
ial i
n th
e Le
arne
r’s T
ext (
‘’Bec
omin
g a
navi
gato
r’) a
nd in
tera
ctiv
e re
sour
ce. F
acili
tate
ex
plor
atio
n of
thes
e m
ater
ials
and
shar
ing
of fi
ndin
gs
in g
roup
s.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
- H
ow d
id y
oung
peo
ple
lear
n ab
out n
avig
atio
n?
- H
ow d
o th
ey le
arn
abou
t nav
igat
ion
toda
y?
- W
hat t
radi
tiona
l poe
try, s
ongs
and
cha
nts
are
used
to re
cord
info
rmat
ion
abou
t nav
igat
ion?
- H
ow is
trad
ition
al n
avig
atio
n kn
owle
dge
prot
ecte
d? W
hy a
re th
e rit
uals
impo
rtant
?
- W
hat w
as a
nd is
the
role
of w
omen
and
girl
s in
na
viga
tion?
Teac
hing
to h
elp
stud
ents
lear
n
Opp
ortu
nitie
s fo
r fe
edba
ck
Hav
ing
com
plet
ed d
iffer
ent t
asks
usin
g a
rang
e of
mod
es
to d
emon
stra
te u
nder
stan
ding
wor
k w
ith in
divi
dual
st
uden
ts to
gat
her a
nd g
ive
feed
back
:
One
to o
ne w
ith a
stu
dent
:
- St
uden
t cho
oses
‘bes
t’ pi
eces
and
say
s w
hat
s/he
like
s m
ost a
nd le
ast.
- Te
ache
r doe
s th
e sa
me,
cho
osin
g ke
y cr
iteria
, ac
cord
ing
to th
e su
bsta
nce
of th
e w
ork.
- D
iscus
s di
ffere
nces
in te
ache
rs’ a
nd s
tude
nt’s
pe
rcep
tion
(met
acog
nitiv
e re
flect
ion)
ge
nera
lisat
ion
of k
now
ledg
e an
d sk
ills
to o
ther
ac
tiviti
es.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Seek
the
invo
lvem
ent o
f mas
ter n
avig
ator
s an
d co
mm
unity
lead
ers
abou
t the
sco
pe o
f thi
s se
ries
of
less
ons
and
wha
t bes
t bel
ongs
in c
omm
unity
lear
ning
se
tting
s or
sch
ool s
ettin
gs. W
here
pos
sible
invo
lve
loca
l ex
perts
in th
e sh
arin
g of
info
rmat
ion
and
enab
ling
stud
ents
to le
arn
how
to re
ceiv
e kn
owle
dge
resp
ectfu
lly
as a
taon
ga (t
e re
o M
aori:
trea
sure
).
Whe
re to
nex
t?
Usin
g a
rang
e of
sou
rces
, exp
lore
the
role
of
obse
rvat
ion
and
mem
ory
to e
nhan
ce le
arni
ng. S
hare
fin
ding
s w
ith th
e cl
ass
thro
ugh
a po
ster
.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 2
.1. b
ec
Om
ing
A n
Av
igA
tOr
: WA
Ys
OF
LeA
rn
ing
An
d r
em
em
be
rin
g
Stu
dy G
uide
Teachers Manual 2013.indd 118 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
119
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 2.1. becOming A nAvigAtOr: WAYs OF LeArning And remembering
Assignement c2.1
Find or compose a poem, chant or song about navigating a canoe and recite or sing it to your teachers and classmates.
Teachers Manual 2013.indd 119 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
120
Teachers Manual 2013.indd 120 14/11/2013 01:45
121The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Gue
st s
peak
er (c
ould
be
com
bine
d w
ith
less
on s
ub to
pic
2.1)
an
d/or
Ex
posit
ion
and
expl
anat
ion
by th
e te
ache
r G
roup
wor
k: c
ompo
se a
lette
r to
than
k th
e gu
est s
peak
er
Expo
sitio
n an
d ex
plan
atio
n In
divi
dual
wor
k: w
rite
a sh
ort s
umm
ary
of
the
pwo
cere
mon
y
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (p.
30)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le
CD-R
OM
or w
ebsit
e): B
ecom
ing
a N
avig
ator
–
Initi
atio
n an
d Ra
nk
Inte
ract
ive
reso
urce
: Bec
omin
g a
Nav
igat
or
– In
itiat
ion
and
Rank
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s.
2.2.
1. E
xpla
in th
e im
porta
nce
of
initi
atio
n an
d ra
nk in
bec
omin
g a
navi
gato
r in
thei
r cou
ntry
.
2.2.
2. D
escr
ibe
and
expl
ain
the
pwo
cere
mon
y in
the
Car
olin
e Is
land
s.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 2
.2. B
ecom
ing
a N
avig
ator
: Ini
tiatio
n an
d Ra
nk
Teachers Manual 2013.indd 121 14/11/2013 01:45
122The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Thro
ugh
this
less
on s
tude
nts
will
furth
er d
evel
op
unde
rsta
ndin
g of
wha
t is
invo
lved
in b
ecom
ing
a na
viga
tor.
A w
ider
obj
ectiv
e is
that
stu
dent
s w
ill
unde
rsta
nd a
nd v
alue
trad
ition
al m
etho
ds o
f bec
omin
g a
navi
gato
r.
A n
eces
sary
cha
lleng
e re
mai
ns th
at o
f how
muc
h kn
owle
dge
will
be
able
to b
e ex
plor
ed in
the
scho
ol
setti
ng a
bout
the
proc
edur
es.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: p
wo
cere
mon
y, C
arol
ine
Isla
nds.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on
– to
be
able
to e
xpla
in th
e im
porta
nt o
f ini
tiatio
n an
d ra
nk in
bec
omin
g a
navi
gato
r in
thei
r ow
n co
untry
; and
to
be
able
to d
escr
ibe
and
expl
ain
the
pwo
cere
mon
y in
the
Car
olin
e Is
land
s. H
elp
the
stud
ents
to id
entif
y de
man
ding
exp
erie
nces
they
hav
e ha
d w
hich
hav
e he
lped
them
mee
t a g
oal.
Link
this
with
the
chal
leng
es
of le
arni
ng to
be
a na
viga
tor.
Intro
duce
the
mat
eria
l in
the
Lear
ner’s
Tex
t (‘B
ecom
ing
a na
viga
tor’)
and
in
tera
ctiv
e re
sour
ce. F
acili
tate
exp
lora
tion
of th
ese
mat
eria
ls fo
r 15
min
utes
and
pre
para
tion
of q
uest
ions
fo
r a g
uest
spe
aker
.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
How
was
kno
wle
dge
pass
ed d
own?
How
and
why
was
it
prot
ecte
d?
How
wer
e st
uden
ts o
f nav
igat
ion
help
ed to
rem
embe
r th
eir l
esso
ns?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
At t
his
stag
e in
the
serie
s of
less
ons
chec
k in
with
you
r ow
n te
achi
ng s
kills
to s
ee if
you
are
usin
g fe
edba
ck in
a
form
ativ
e w
ay to
enh
ance
stu
dent
lear
ning
:
•Howwelldoyou:
- Sh
are
lear
ning
goa
ls w
ith s
tude
nts?
- In
volv
e st
uden
ts in
sel
f ass
essm
ent?
- Pr
ovid
e tim
ely
focu
sed
feed
back
?
•Doyouhaveconfidencethateverystudentinyour
clas
s ca
n im
prov
e?
Take
tim
e to
thin
k ab
out s
ome
of th
e th
ings
that
pre
vent
us
from
ass
essin
g in
a fo
rmat
ive
man
ner;
and
cha
nges
we
coul
d m
ake
to o
ur p
ract
ices
so
that
feed
back
is u
sed
in a
dy
nam
ic, o
ngoi
ng m
anne
r.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal t
radi
tiona
l nav
igat
ion
expe
rts in
the
shar
ing
of s
torie
s ab
out b
ecom
ing
a na
viga
tor.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Con
sider
the
chal
leng
es o
f lea
rnin
g to
bec
ome
a na
viga
tor a
nd h
ow d
iffer
ent p
eopl
e re
act t
o su
cces
s or
fa
ilure
in th
is ch
alle
nge.
Hav
ing
rese
arch
ed a
ccou
nts
of s
ucce
ss a
nd fa
ilure
in re
achi
ng g
oals,
wha
t adv
ice
can
you
prov
ide
abou
t how
to c
ope
with
cha
lleng
ing
lear
ning
situ
atio
ns.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 2
.2. b
ec
Om
ing
A n
Av
igA
tOr
: in
itiA
tiO
n A
nd
rA
nk
Stu
dy G
uide
Teachers Manual 2013.indd 122 14/11/2013 01:45
123The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Pair
wor
k/in
divi
dual
hom
ewor
k: s
tart
wor
king
on
a tw
o-pa
ge le
afle
t for
visi
tors
to y
our c
ount
ry e
xpla
inin
g (to
be
cont
inue
d an
d co
mpl
emen
ted
in s
ectio
n 2.
3.2)
•therole,rankandstatusofnavigatorsinyourcountry
•theimportanceofknowledge,respect,patienceand
mod
esty
in b
ecom
ing
a na
viga
tor
Expo
sitio
n
Que
stio
ns &
ans
wer
s Pa
ir w
ork/
indi
vidu
al h
omew
ork:
fini
sh w
orki
ng o
n a
two-
page
leaf
let f
or v
isito
rs to
you
r cou
ntry
exp
lain
ing
•thepartplayedbywomenintraditionalnavigationin
yo
ur c
ount
ry
Sum
mar
y of
con
tent
Que
stio
ns &
ans
wer
s
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.28–
29)
Inte
ract
ive
reso
urce
(The
C
anoe
Is th
e Pe
ople
CD
-RO
M
or w
ebsit
e): B
ecom
ing
a N
avig
ator
Lear
ner’s
Tex
t (pp
.30–
33)
Inte
ract
ive
reso
urce
: Bec
omin
g a
Nav
igat
or –
Rol
e of
Wom
en
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in
prev
ious
cla
ss.
2.3.
1. E
xpla
in th
e sig
nific
ance
of
know
ledg
e, re
spec
t, pa
tienc
e an
d m
odes
ty in
bec
omin
g a
navi
gato
r.
2.3.
2. E
xpla
in th
e pa
rt pl
ayed
by
wom
en in
trad
ition
al n
avig
atio
n.
Reca
p an
d su
mm
ary
of s
ub to
pics
.
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 2
.3. B
ecom
ing
a N
avig
ator
: The
Rol
e of
the
Nav
igat
or
Teachers Manual 2013.indd 123 14/11/2013 01:45
124The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Thro
ugh
this
less
on s
tude
nts
will
furth
er d
evel
op
unde
rsta
ndin
g of
wha
t is
invo
lved
in b
ecom
ing
a na
viga
tor.
A w
ider
obj
ectiv
e is
that
stu
dent
s w
ill
unde
rsta
nd a
nd v
alue
trad
ition
al m
etho
ds o
f bec
omin
g a
Nav
igat
or.
Cha
lleng
es in
this
less
on in
clud
e le
arni
ng to
sho
w
patie
nce,
mod
esty
and
resp
ect;
as w
ell a
s op
en
disc
ussio
n ab
out t
he d
iffer
ent a
nd s
hare
d ro
les
of m
ales
an
d fe
mal
es in
soc
iety
.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge,
and
voc
abul
ary
Voca
bula
ry: r
espe
ct, p
atie
nce,
mod
esty
, rol
es.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on
– to
be
able
to e
xpla
in;
(a) s
igni
fican
ce o
f kno
wle
dge,
resp
ect,
patie
nce
and
mod
esty
in b
ecom
ing
a na
viga
tor;
and
(b) t
he p
art p
laye
d by
wom
en in
trad
ition
al n
avig
atio
n.
Hel
p th
e st
uden
ts to
iden
tify
expe
rienc
es th
ey h
ave
had
whe
re re
spec
tful b
ehav
iour
has
bee
n im
porta
nt,
and
why
. Also
con
sider
tim
es w
hen
mal
es a
nd
fem
ales
hav
e ha
d di
ffere
nt ro
les
and
why
. Con
sider
th
e im
pact
of t
hose
diff
eren
ces
and
the
outc
omes
. In
trodu
ce th
e m
ater
ial i
n th
e Le
arne
r’s T
ext
(Bec
omin
g a
navi
gato
r) an
d In
tera
ctiv
e re
sour
ce.
Faci
litat
e ex
plor
atio
n of
thes
e m
ater
ials
and
sh
arin
g of
find
ings
in g
roup
s.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
How
do
we
show
resp
ect,
patie
nce
and
mod
esty
, and
w
hen?
How
are
wom
en a
nd m
en v
alue
d in
trad
ition
al m
etho
ds
of b
ecom
ing
a na
viga
tor?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
Usin
g th
e fo
llow
ing
coop
erat
ive
lear
ning
tech
niqu
e ga
ther
info
rmat
ion
and
give
feed
back
to s
tude
nts
on th
eir
achi
evem
ent o
f the
less
on’s
obj
ectiv
es:
Insi
de /
Out
side
Cir
cle:
Tw
o ci
rcle
s fa
cing
eac
h ot
her,
talk
in p
airs
, rot
ate
one
circ
le. C
an b
e us
ed a
s a
stru
ctur
e fo
r:
- in
trodu
ctio
ns, c
lass
bui
ldin
g;
- pe
rson
al n
ews,
sha
ring
expe
rienc
es re
view
ing
wor
k (q
uest
ions
on
card
s or
teac
her c
alls
out).
The
teac
her a
sks
ques
tions
rela
ting
to th
e le
sson
’s
obje
ctiv
es, i
nclu
ding
the
ques
tions
in th
e D
iscus
sion
sect
ion
abov
e, a
nd a
skin
g th
e st
uden
ts to
sha
re w
hat
are
thei
r rem
aini
ng q
uest
ions
at t
he e
nd o
f thi
s le
sson
. In
form
atio
n fro
m th
is fe
edba
ck c
an b
e us
ed to
gui
de
futu
re le
sson
pla
nnin
g .
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal n
avig
atio
n ex
perts
in th
e sh
arin
g of
sto
ries
invo
lvin
g vi
rtues
, and
also
abo
ut th
e ro
le o
f wom
en in
trad
ition
al n
avig
atio
n.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Usin
g a
rang
e of
sou
rces
, exp
lore
the
role
of w
omen
an
d gi
rls in
nav
igat
ion,
and
reas
ons
for a
ny d
iffer
ence
s fro
m th
e ro
le o
f men
and
boy
s. S
hare
the
findi
ngs
thro
ugh
a pr
esen
tatio
n to
the
clas
s.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 2
.3. b
ec
Om
ing
A n
Av
igA
tOr
: th
e r
OLe
OF
the
nA
vig
AtO
r
Stu
dy G
uide
Teachers Manual 2013.indd 124 14/11/2013 01:45
125The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
His
tory
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ioni
ng a
nd a
nsw
ers
Expo
sitio
n Q
uest
ions
& a
nsw
ers
Assig
nmen
t C2.
2: w
rite
a bi
ogra
phy
of a
w
ell-k
now
n na
viga
tor o
r can
oe b
uild
er fr
om
thei
r ow
n co
untry
(to
be c
ompi
led
in a
cla
ss
book
)
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Pe
ople
CD
-RO
M o
r web
site)
: Be
com
ing
a N
avig
ator
& N
avig
atin
g
Blac
klin
e M
aste
r Ass
ignm
ent C
.2.2
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in
prev
ious
cla
ss.
2.4.
1. N
ame
and
disc
uss
hist
oric
al a
nd c
onte
mpo
rary
na
viga
tors
and
can
oe b
uild
ers.
Reca
p an
d su
mm
ary
of s
ub to
pic.
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 2
.4. B
ecom
ing
a N
avig
ator
: Ind
igen
ous
Nav
igat
ors
and
Mas
ter
Can
oe B
uild
ers
Teachers Manual 2013.indd 125 14/11/2013 01:45
126The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Thro
ugh
the
grou
p an
d in
divi
dual
act
iviti
es in
this
less
on
stud
ents
will
com
pile
a c
lass
boo
k of
sho
rt bi
ogra
phic
al
prof
iles
abou
t not
ed h
istor
ical
and
con
tem
pora
ry
navi
gato
rs a
nd c
anoe
bui
lder
s.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge,
and
voc
abul
ary
Voca
bula
ry: h
istor
ical
, con
tem
pora
ry, n
avig
ator
s.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on –
to b
e ab
le to
nam
e an
d di
scus
s hi
stor
ical
and
co
ntem
pora
ry n
avig
ator
s an
d ca
noe
build
ers.
Exp
lain
th
at th
is w
ill in
volv
e in
divi
dual
and
gro
up w
ork;
the
outc
ome
bein
g a
clas
s bo
ok. W
ork
with
the
clas
s to
id
entif
y ke
y fe
atur
es o
f a u
sefu
l bio
grap
hy. A
gree
on
thes
e as
the
stru
ctur
e to
gui
de re
sear
ch a
nd w
ritin
g.
Poss
ibili
ties
incl
ude:
- na
me,
pla
ce a
nd d
ate
of b
irth,
trib
al
affil
iatio
ns, f
amily
tree
.
- Ex
perie
nces
in b
ecom
ing
a na
viga
tor (
maj
or
lear
ning
eve
nts,
key
teac
hers
, maj
or v
oyag
es).
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Nam
e on
e hi
stor
ical
and
one
con
tem
pora
ry in
dige
nous
na
viga
tor f
rom
you
r ow
n co
untry
.
Wha
t can
be
cove
red
in a
sho
rt bi
ogra
phy
so th
at th
e cl
ass
can
lear
n ab
out t
hese
impo
rtant
nav
igat
ors?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
Usin
g a
chec
klist
, tha
t pro
vide
s sp
ace
for p
eer s
elf-
asse
ssm
ent a
nd te
ache
r com
men
t, as
k th
e st
uden
ts to
pe
er-a
sses
s le
arni
ng fr
om th
is le
sson
:
- D
id m
y gr
oup
mem
bers
gat
her u
sefu
l in
form
atio
n?
- D
id I
appl
y m
ysel
f wel
l to
the
writ
ing
of a
sho
rt bi
ogra
phic
al o
utlin
e of
one
wel
l kno
w n
avig
ator
fro
m th
eir o
wn
coun
try?
Wha
t did
I fin
d ch
alle
ngin
g? W
hat m
ore
wou
ld I
like
to k
now
?
The
teac
her’s
ass
essm
ent s
houl
d pr
ovid
e in
form
ativ
e fe
edba
ck th
at e
ncou
rage
s de
ep le
arni
ng, p
ositi
ve g
roup
in
tera
ctio
n, a
nd le
arne
r res
ourc
eful
ness
for i
nfor
mat
ion
gath
erin
g an
d gr
oup
parti
cipa
tion.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal c
anoe
sai
ling
expe
rts in
th
e sh
arin
g of
sto
ries
invo
lvin
g ba
lanc
e an
d fo
rce.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Usin
g a
rang
e of
sou
rces
, exp
lore
the
role
of w
omen
. U
sing
a ra
nge
of s
ourc
es d
evel
op a
set
of s
hort
biog
raph
ies
abou
t nav
igat
ors
from
nat
ions
oth
er th
an
you
own.
Iden
tify
com
mon
cha
ract
erist
ics
and
uniq
ue
ones
acr
oss
natio
ns. D
evel
op e
xpla
natio
ns a
s to
why
th
ese
diffe
renc
e an
d co
mm
onal
ities
mig
ht e
xist
.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 2
.4. b
ec
Om
ing
A n
Av
igA
tOr
: in
dig
en
Ou
s n
Av
igA
tOr
s A
nd
mA
ste
r c
An
Oe
bu
iLd
er
s
Stu
dy G
uide
Teachers Manual 2013.indd 126 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
127
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn LessOn 2.4. becOming A nAvigAtOr: indigenOus nAvigAtOrs And mAster cAnOe buiLders
Assignement c2.2
NAME:
Add a picture of the navigator/canoe builder!
Biography written by:
Teachers Manual 2013.indd 127 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
128
Teachers Manual 2013.indd 128 14/11/2013 01:45
129The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Scie
nce
(p
rese
rvat
ion,
ferm
enta
tion)
Soci
al/C
ultu
ral S
tudi
es
Mat
hs (c
alcu
latio
ns)
Scie
nce
(w
eath
er, s
easo
ns, c
limat
e)
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ioni
ng a
nd a
nsw
ers
Que
stio
ns &
ans
wer
s G
roup
wor
k: in
gro
ups
of fo
ur, d
iscus
s an
d pl
an
prep
arat
ions
for a
voy
age
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Brin
g fo
od fr
om h
ome
or p
repa
re to
geth
er
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Gro
up w
ork:
in g
roup
s of
four
, disc
uss
and
plan
pr
epar
atio
ns fo
r a v
oyag
e an
d w
ork
on A
ssig
nmen
t C
3.1:
cal
cula
ting
prov
ision
s fo
r a v
oyag
e
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Obs
erve
and
disc
uss
wea
ther
, clo
ud fo
rmat
ions
etc
. ou
tsid
e th
e sc
hool
bui
ldin
g
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.34–
36)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le C
D-R
OM
or w
ebsit
e): N
avig
atin
g –
Prep
arin
g an
d St
artin
g O
ut
Lear
ner’s
Tex
t (pp
.34–
35)
Inte
ract
ive
reso
urce
: Nav
igat
ing
– Pr
epar
ing
and
Star
ting
Out
Fo
od/in
gred
ient
s br
ough
t fro
m h
ome
Blac
klin
e M
aste
r Ass
ignm
ent C
3.1
Lear
ner’s
Tex
t (pp
.35–
36)
Inte
ract
ive
reso
urce
: Nav
igat
ing
– Pr
epar
ing
and
Star
ting
Out
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in
prev
ious
cla
ss
3.1.
1. E
xpla
in e
xam
ples
of r
itual
s an
d pr
oced
ures
whi
ch m
ust b
e ca
rrie
d ou
t bef
ore
a vo
yage
.
3.1.
2. D
escr
ibe
the
diffe
rent
type
s of
trad
ition
al fo
ods
used
on
voya
ges.
3.1.
3. E
stim
ate
the
amou
nt o
f pr
ovisi
ons
need
ed fo
r a v
oyag
ing
cano
e an
d its
cre
w.
3.1.
4. E
xpla
in th
e im
porta
nt p
art
play
ed b
y kn
owle
dge
of: w
eath
er
and
clou
d fo
rmat
ions
, sea
sons
, tim
e of
day
, bac
k sig
htin
g.
Reca
p an
d su
mm
ary
of
sub
topi
c
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 3
.1. N
avig
atio
n: P
repa
ring
and
Sta
rtin
g O
ut
Teachers Manual 2013.indd 129 14/11/2013 01:45
130The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Usin
g so
cial
and
cul
tura
l stu
dies
and
mat
hem
atic
s du
ring
this
less
on s
tude
nts
will
dev
elop
und
erst
andi
ng
of w
hat m
ust b
e do
ne in
ord
er to
pre
pare
for a
long
ca
noe
jour
ney
in th
e Pa
cific
. Thi
s le
sson
is a
pos
itive
ex
ampl
e of
the
inte
grat
ion
of c
urric
ulum
are
as fo
r a
singl
e th
emat
ic s
tudy
.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: s
pirit
ual c
lean
sing,
kno
t div
inat
ion,
pr
ovisi
ons,
wea
ther
, clo
ud fo
rmat
ion,
sea
sons
, tim
e of
da
y, b
ack
sight
ing.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on
– to
be
able
to:
(a) E
xpla
in th
e rit
uals
and
proc
edur
es w
hich
mus
t be
carr
ied
out b
efor
e a
voya
ge;
(b) E
stim
ate
the
amou
nt o
f pro
visio
ns n
eede
d fo
r a
voya
ging
can
oe a
nd it
s cr
ew; a
nd
(c) e
xpla
in th
e im
porta
nt p
art p
laye
d by
kno
wle
dge
of:
wea
ther
and
clo
ud fo
rmat
ions
, sea
sons
, tim
e of
day
, ba
ck si
ghtin
g. H
elp
the
stud
ents
reca
ll pr
epar
atio
ns
they
and
thei
r fam
ily h
ave
unde
rtake
n be
fore
a lo
ng
trip
and
how
they
dec
ide
wha
t is n
eces
sary
to ta
ke.
Intro
duce
the
mat
eria
l in
the
Lear
ner’s
Tex
t (‘S
tarti
ng
out o
n a
voya
ge’)
and
inte
ract
ive
reso
urce
. Fac
ilita
te
expl
orat
ion
of th
ese
mat
eria
ls an
d th
e de
velo
pmen
t of
que
stio
ns fo
r the
spea
ker.
Shar
e fin
ding
s in
grou
ps.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Wha
t ritu
als
and
proc
edur
es m
ust b
e ca
rrie
d ou
t bef
ore
a vo
yage
?
Wha
t pro
visio
ns a
re n
eede
d fo
r a v
oyag
ing
cano
e an
d its
cr
ew?
How
do
seas
onal
and
met
erol
ogic
al fe
atur
es a
ffect
whe
n a
cano
e tri
p co
mm
ence
s?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
Usin
g a
Thre
e-st
ep in
terv
iew
pro
vide
stu
dent
s w
ith th
e op
portu
nitie
s to
pro
vide
feed
back
, and
for t
he te
ache
r to
give
feed
back
in re
latio
n to
this
less
on’s
obj
ectiv
es.
Met
hod:
Gro
ups
of fo
ur, t
wo
pairs
. Ind
ivid
uals
in p
airs
in
terv
iew
eac
h ot
her a
bout
eac
h of
the
thre
e le
arni
ng
goal
s fo
r thi
s le
sson
. Fou
r stu
dent
s sh
are
info
rmat
ion
in
roun
d ro
bin.
Thi
s m
etho
d ca
n be
use
d as
stru
ctur
e fo
r:
- Sh
arin
g op
inio
ns
- Es
tabl
ishin
g pr
ior k
now
ledg
e of
the
topi
c
- Re
view
ing
lear
ning
etc
.
The
teac
her’s
ass
essm
ent s
houl
d pr
ovid
e in
form
ativ
e fe
edba
ck th
at e
ncou
rage
s de
ep le
arni
ng, p
ositi
ve g
roup
in
tera
ctio
n, a
nd le
arne
r res
ourc
eful
ness
for i
nfor
mat
ion
gath
erin
g an
d gr
oup
parti
cipa
tion.
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e a
loca
l nav
igat
ion
expe
rt in
the
shar
ing
of s
torie
s ab
out p
repa
ring
for a
trip
.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Expl
ain
how
peo
ple
prio
ritise
pro
visio
ns in
ord
er to
co
me
to a
dec
ision
abo
ut a
ctio
n to
take
in re
latio
n to
pr
epar
ing
for a
trip
to b
e un
derta
ken
by tr
aditi
onal
na
viga
tion
in th
e Pa
cific
.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 3
.1. n
Av
igA
tiO
n: P
re
PA
rin
g A
nd
stA
rti
ng
Ou
t
Stu
dy G
uide
Teachers Manual 2013.indd 130 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
131
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 3.1. nAvigAtiOn: PrePAring And stArting Out
Assignment c3.1
A voyage of a canoe with 14 persons aboard is foreseen to take 30 days. In order to be certain to have enough provisions, they are calculated for 35 days. It is estimated that each crew member consumes the following amounts of water and food each day:
3,8kg of drinking water
2 kg of foods:
• 200gdriedbreadfruit
• 400gcookedpandanus
• 400gdriedtaro
• 1coconut(givingabout500gofmeat)
• 500gofdriedorcookedfish
How much of each element does one crew member need for the whole voyage?
What is the total weight of provisions for one crew member for the whole voyage?
What is the total weight of provisions for the whole crew?
Teachers Manual 2013.indd 131 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
132
The fisherman on board is able to make an exceptional catch of 20 kg fish on the 15th day of the journey. For the lasting 20 days of the voyage, how much more fish can be eaten by each crew member on each day?
Due to bad weather, the voyage ends up taking 38 days. How much rain water would have to be collected to ensure that enough drinking water is available for the whole journey without having to ration the amount of drinking water for each crew member?
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 3.1. nAvigAtiOn: PrePAring And stArting Out
Assignment c3.1 (contd.)
Teachers Manual 2013.indd 132 14/11/2013 01:45
133The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Scie
nce
(a
stro
nom
ical
obs
erva
tions
)
Soci
al/C
ultu
ral S
tudi
es
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Expo
sitio
n an
d ex
plan
atio
n Pa
ir w
ork:
beg
in w
orki
ng o
n As
signm
ent C
3.2:
repo
rt on
Pac
ific
navi
gatio
n m
etho
ds –
Que
stio
n 1
(also
w
orke
d on
in le
sson
s on
sub
topi
cs 3
.3, 3
.4 a
nd 3
.6)
Nig
ht ti
me
field
trip:
iden
tify
and
nam
e ze
nith
sta
rs a
nd
set n
avig
atio
n st
ones
for o
wn
islan
d or
Stud
ents
obs
erve
the
nigh
t sky
from
hom
e an
d di
scus
s th
eir o
bser
vatio
ns in
cla
ss
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.36–
38)
Inte
ract
ive
reso
urce
(The
Can
oe
Is th
e Pe
ople
CD
-RO
M o
r w
ebsit
e): N
avig
atin
g –
Stee
ring
by th
e St
ars
Blac
klin
e M
aste
r Ass
ignm
ent
C3.
2 –
Que
stio
n 1
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s
3.2.
1. D
escr
ibe
and
expl
ain
the
use
of:
Star
com
pass
Side
real
com
pass
Star
pat
hs
Star
pits
Zeni
th s
tar
Pole
cha
rts
Nav
igat
ion
ston
es
Ston
e ca
noe
Reca
p an
d su
mm
ary
of
sub
topi
c
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 3
.2. N
avig
atio
n: S
teer
ing
by th
e St
ars
Teachers Manual 2013.indd 133 14/11/2013 01:45
134The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Dur
ing
this
less
on s
tude
nts
will
incr
ease
und
erst
andi
ng
and
know
ledg
e of
sta
r-ba
sed
navi
gatio
n m
etho
ds
thro
ugh
inte
grat
ed s
tudi
es in
Soc
ial a
nd C
ultu
ral S
tudi
es
and
Scie
nce.
A n
ew d
imen
sion
in th
is le
sson
is a
nig
ht
field
trip
. The
re m
ay b
e so
me
addi
tiona
l cha
lleng
es
in o
rgan
ising
this
trip,
incl
udin
g an
exp
ert i
n st
ar
navi
gatio
n an
d id
entif
icat
ion
whe
re n
eede
d.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: s
pirit
ual c
lean
sing,
kno
t div
inat
ion,
pr
ovisi
ons,
wea
ther
, clo
ud fo
rmat
ion,
sea
sons
, tim
e of
da
y, b
ack
sight
ing.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on
– to
be
able
to d
escr
ibe
and
expl
ain
the
use
of: S
tar
com
pass
, sid
erea
l com
pass
, sta
r pat
hs, s
tar p
its, z
enith
st
ar, p
ole
char
ts, n
avig
atio
n st
ones
, Sto
ne C
anoe
.
Wor
k w
ith th
e st
uden
ts to
iden
tify
thei
r fam
iliar
ity w
ith
the
nigh
t sky
and
ast
rono
my.
Intro
duce
the
mat
eria
l in
the
Lear
ner’s
Tex
t (‘T
he s
tars
’) an
d in
tera
ctiv
e re
sour
ce.
Faci
litat
e sh
ared
pla
nnin
g fo
r the
nig
ht fi
eld
trip.
Thi
s m
ay in
clud
e: le
arni
ng ta
sks,
par
ent s
uppo
rt, b
ehav
iour
ex
pect
atio
ns, s
afet
y, e
quip
men
t and
clo
thin
g, ti
met
able
an
d tra
nspo
rt.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
How
doe
s m
emor
y pl
ay a
role
in n
avig
atio
n by
the
star
s?
Can
you
des
crib
e st
ar n
avig
atio
n sy
stem
s fo
r at l
east
two
Paci
fic n
atio
ns?
Whe
re w
ould
you
pla
ce th
e na
viga
tion
ston
es fo
r ow
n isl
and?
Wha
t are
the
impo
rtant
sta
r pat
tern
s an
d co
nste
llatio
ns
Teac
hing
to h
elp
stud
ents
lear
n
Usin
g a
chec
klist
, tha
t pro
vide
s sp
ace
for p
eer s
elf-
asse
ssm
ent a
nd te
ache
r com
men
t, as
k th
e st
uden
ts to
pe
er-a
sses
s le
arni
ng fr
om th
is le
sson
:
- D
id m
y pe
er g
athe
r use
ful i
nfor
mat
ion
abou
t na
viga
tion
by th
e st
ars?
- D
id I
wor
k w
ell i
n m
y gr
oup
and
indi
vidu
ally
to
gath
er, p
roce
ss a
nd p
rese
nt in
form
atio
n ab
out
cele
stia
l obj
ects
and
ste
erin
g by
the
star
s?
The
teac
her’s
ass
essm
ent s
houl
d pr
ovid
e in
form
ativ
e fe
edba
ck th
at e
ncou
rage
s de
ep le
arni
ng, p
ositi
ve g
roup
in
tera
ctio
n, a
nd s
elf-m
anag
emen
t as
a le
arne
r.
Con
nect
ing
with
the
com
mun
ity
Con
sult
with
par
ents
and
loca
l exp
erts
in n
avig
atio
n to
pl
an th
e ni
ght f
ield
trip
. In
addi
tion
to le
arni
ng c
onte
nt,
safe
ty a
nd ti
min
g sh
ould
be
cons
ider
ed.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Reco
gnise
sta
r pat
tern
s an
d co
nste
llatio
ns a
nd e
xpla
in
stel
lar e
volu
tion.
Gen
erat
e a
rang
e of
pos
sible
sol
utio
ns to
pro
blem
s th
at
coul
d ar
ise a
mon
gst g
roup
s ed
ucat
ing
new
nav
igat
ors
for n
avig
atio
n by
the
star
s.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 3
.2. n
Av
igA
tiO
n: s
tee
rin
g b
Y t
he
stA
rs
Stu
dy G
uide
Teachers Manual 2013.indd 134 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
135
Describe two ways that non-instument navigators woud use the stars to know where they are and how to find land.
Describe two ways that non-instrument navigators woud use the ocean swells and ocean currents to know where they are and how to find land.
Explain why non-instument navigators do not rely on the sun to work out where they are at sea.
Explain how non-instrument navigators use the wind to know where they are and how to find land.
Give three other signs that non-instument navigators woud use to work out what direction to sail in order to find land.
strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 3.2. nAvigAtiOn: steering bY the stArs
Assignment c3.2
Teachers Manual 2013.indd 135 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
136
Teachers Manual 2013.indd 136 14/11/2013 01:45
137The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Scie
nce
(w
aves
, ref
lect
ion
and
diffr
actio
n;
swel
ls an
d cu
rren
ts)
Soci
al/C
ultu
ral S
tudi
es
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Expo
sitio
n an
d ex
plan
atio
n
Pair
wor
k: c
ontin
ue w
orki
ng o
n As
signm
ent
C3.
2: re
port
on P
acifi
c na
viga
tion
met
hods
–
Que
stio
n 2
(also
wor
ked
on in
less
ons
on
sub
topi
cs 3
.2, 3
.4 a
nd 3
.6)
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.39–
42)
Inte
ract
ive
reso
urce
(The
Can
oe Is
th
e Pe
ople
CD
-RO
M o
r web
site)
: N
avig
atin
g –
Stee
ring
by th
e Se
a,
Sun
and
Win
d
Blac
klin
e M
aste
r Ass
ignm
ent
C3.
2 –
Que
stio
n 2
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s
3.3.
1. D
escr
ibe
and
expl
ain
the
use
of:
Oce
an s
wel
ls
Oce
an c
urre
nts
Dep
th a
nd c
olou
r of t
he o
cean
Stic
k ch
arts
Reca
p an
d su
mm
ary
of
sub
topi
c
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 3
.3. N
avig
atio
n: S
teer
ing
by th
e Se
a
Teachers Manual 2013.indd 137 14/11/2013 01:45
138The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on d
evel
ops
unde
rsta
ndin
g of
nav
igat
ion
met
hods
usin
g sig
nals
from
the
sea.
The
re m
ay b
e so
me
chal
leng
es in
iden
tifyi
ng w
ith o
cean
sw
ells,
cur
rent
s,
colo
ur o
f the
sea
. As
a re
sult
of th
is le
sson
stu
dent
s w
ill
have
an
incr
ease
d aw
aren
ess
of n
atur
e of
the
ocea
n.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge,
and
voc
abul
ary
Voca
bula
ry: o
cean
sw
ells,
cur
rent
s, s
tick
char
ts.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on
– to
be
able
to d
escr
ibe
and
expl
ain
the
use
of: O
cean
sw
ells,
oce
an c
urre
nts,
dep
th a
nd c
olou
r of t
he o
cean
, st
ick
char
ts.
Intro
duce
the
mat
eria
l in
the
Lear
ner’s
Tex
t and
in
tera
ctiv
e re
sour
ce.
Faci
litat
e ex
plor
atio
n of
thes
e m
ater
ials
for a
nd s
harin
g of
find
ings
in g
roup
s. P
repa
re q
uest
ions
for a
visi
ting
expe
rt w
ho w
ill ta
lk a
bout
ste
erin
g by
sea
.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Can
you
con
stru
ct a
stic
k ch
art t
o sh
ow h
ow to
nav
igat
e be
twee
n tw
o or
mor
e isl
ands
?
Wha
t que
stio
ns d
o yo
u ne
ed to
ask
the
visit
ing
expe
rt in
na
viga
tion
by th
e se
a, in
ord
er to
mee
t the
lear
ning
goa
ls fo
r thi
s le
sson
?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
- Rev
isit t
he ‘p
re-t
est’
used
at t
he b
egin
ning
of
Stra
nd C
: Bec
omin
g a
Nav
igat
or a
nd N
avig
atio
n.
The
teac
her’s
ass
essm
ent s
houl
d pr
ovid
e in
form
ativ
e fe
edba
ck th
at e
ncou
rage
s de
ep le
arni
ng, p
ositi
ve g
roup
in
tera
ctio
n, a
nd s
elf-m
anag
emen
t as
a le
arne
r.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal n
avig
atio
n ex
perts
in th
e sh
arin
g of
sto
ries
invo
lvin
g st
eerin
g by
sea
.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Col
lect
and
reco
rd in
form
atio
n fro
m a
rang
e of
so
urce
s re
flect
ing
a va
riety
of p
ersp
ectiv
es a
bout
life
as
som
eone
lear
ning
to b
e a
navi
gato
r.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 3
.3. n
Av
igA
tiO
n: s
tee
rin
g b
Y t
he
se
A
Stu
dy G
uide
Teachers Manual 2013.indd 138 14/11/2013 01:45
139The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Scie
nce
(a
stro
nom
ical
obs
erva
tions
: the
sun
)
Soci
al/C
ultu
ral S
tudi
es
Scie
nce/
Geo
grap
hy
(win
d, c
ompa
sses
)
Soci
al/C
ultu
ral S
tudi
es
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Expo
sitio
n an
d ex
plan
atio
n
Pair
wor
k: c
ontin
ue w
orki
ng o
n As
signm
ent
C3.
2: re
port
on P
acifi
c na
viga
tion
met
hods
–
Que
stio
n 3
(also
wor
ked
on in
less
ons
on
sub
topi
cs 3
.2, 3
.3.,
3.5.
and
3.7
)
Expo
sitio
n an
d ex
plan
atio
n
Pair
wor
k: c
ontin
ue w
orki
ng o
n As
signm
ent
C3.
2: re
port
on P
acifi
c na
viga
tion
met
hods
–
Que
stio
n 4
(also
wor
ked
on in
less
ons
on
sub
topi
cs 3
.2, 3
.3.,
3.4
and
3.6)
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (p.
38)
Inte
ract
ive
reso
urce
(The
Can
oe Is
the
Peop
le C
D-R
OM
or w
ebsit
e): N
avig
atin
g –
Stee
ring
by th
e Se
a, S
un a
nd W
ind
Blac
klin
e M
aste
r Ass
ignm
ent C
3.2
– Q
uest
ion
3
Lear
ner’s
Tex
t (pp
.38–
39)
Inte
ract
ive
reso
urce
: Nav
igat
ing
– St
eerin
g by
the
Sea,
Sun
and
Win
d Bl
ackl
ine
Mas
ter A
ssig
nmen
t C3.
2 –
Que
stio
n 4
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s
3.4.
1. D
escr
ibe
and
expl
ain
the
limita
tions
of u
sing
the
sun
for c
ours
e se
tting
and
che
ckin
g.
3.4.
2. D
escr
ibe
and
expl
ain
the
use
of:
Trad
e w
inds
Win
d co
mpa
ss
Reca
p an
d su
mm
ary
of
sub
topi
c
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 3
.4. N
avig
atio
n: S
teer
ing
by th
e Su
n an
d W
ind
Teachers Manual 2013.indd 139 14/11/2013 01:45
140The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
Dur
ing
this
less
on s
tude
nts
will
exp
and
thei
r un
ders
tand
ing
of th
e sk
ills
of tr
aditi
onal
nav
igat
ors,
by
lear
ning
abo
ut th
e us
e of
win
d an
d th
e su
n. T
his
less
on c
onfir
ms
the
impo
rtanc
e of
the
star
met
hods
of
navi
gatio
n. It
may
be
chal
leng
ing
for s
ome
stud
ents
to
reco
gnise
the
impo
rtanc
e of
the
dark
hou
rs fo
r ste
erin
g.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: t
rade
win
ds, w
ind
com
pass
.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on
– to
be
able
to d
escr
ibe
and
expl
ain
(a)
the
limita
tions
of u
sing
the
sun
for c
ours
e se
tting
an
d ch
ecki
ng; a
nd
(b)
the
use
of tr
ade
win
ds a
nd w
ind
com
pass
.
Ask
the
stude
nts t
o po
int o
ut a
nd n
ame
the
dire
ctio
n in
w
hich
the
sun
rises
and
sets.
Lan
guag
es o
ther
than
Eng
lish
mig
ht b
e us
ed. S
ee if
the
stude
nts h
ave
notic
ed st
ars t
hat
are
first
notic
eabl
e at
dus
k, a
nd la
st to
disa
ppea
r fro
m v
iew
at
daw
n. A
sk th
em a
lso to
des
crib
e pr
evai
ling
win
ds a
nd
thei
r dire
ctio
n. L
ink
to th
e ro
le o
f the
nav
igat
or a
nd th
e ke
y vo
cabu
lary
for t
his l
esso
n. In
trodu
ce th
e m
ater
ial i
n th
e Le
arne
r’s T
ext (
‘The
Sun
’, ‘T
he W
ind’
) and
inte
ract
ive
reso
urce
. Fac
ilita
te e
xplo
ratio
n of
thes
e m
ater
ials
and
shar
ing
of fi
ndin
gs in
pai
rs.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Why
do
non-
inst
rum
ent n
avig
ator
s no
t rel
y on
the
sun
to
wor
k ou
t whe
re th
ey a
re a
t sea
?
How
do
non-
inst
rum
ent n
avig
ator
s us
e th
e w
ind
to k
now
w
here
they
are
and
how
to fi
nd la
nd?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
At th
is st
age
in th
is co
urse
of s
tudy
it w
ould
be
wor
thw
hile
to
find
out
wha
t is
wor
king
wel
l or o
ther
wise
for t
he
stud
ents
. Dist
ribut
e bl
ank
inde
x ca
rds
durin
g th
e la
st fi
ve
or te
n m
inut
es o
f cla
ss. P
ass
out c
ards
to s
tude
nts
and
ask
them
to re
spon
d an
onym
ously
to tw
o qu
estio
ns, o
ne o
n th
e fro
nt o
f the
car
d, th
e ot
her o
n th
e ba
ck. Y
ou c
an p
ose
gene
ral q
uest
ions
abo
ut w
hat i
s go
ing
wel
l in
the
cour
se
and
wha
t nee
ds to
be
impr
oved
or c
hang
ed.
Oth
er g
ener
al q
uest
ions
: ‘W
hat d
o yo
u w
ant m
ore
of?
Less
of?
’ ‘H
ow a
re y
ou fi
ndin
g th
is st
udy?
’ ‘An
y su
gges
tions
for i
mpr
ovin
g th
e co
urse
?’ M
ake
sure
fe
edba
ck is
pro
vide
d to
the
clas
s an
d to
indi
vidu
als
(whe
re re
leva
nt).
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal c
anoe
sai
ling
expe
rts in
th
e sh
arin
g of
sto
ries
invo
lvin
g st
eerin
g by
the
sun
and
win
d.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Usin
g a
rang
e of
sou
rces
, gat
her i
nfor
mat
ion
abou
t no
n-in
stru
men
t nav
igat
ion
(com
mun
ity a
nd w
este
rn),
chec
king
for r
elev
ance
and
acc
urac
y be
fore
sha
ring
with
the
clas
s th
roug
h a
‘dig
ital e
ssay
’ (e.
g th
roug
h Po
wer
poin
t) or
ora
l pre
sent
atio
n.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 3
.4. n
Av
igA
tiO
n: s
tee
rin
g b
Y t
he
su
n A
nd
Win
d
Stu
dy G
uide
Teachers Manual 2013.indd 140 14/11/2013 01:45
141The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Mat
hs/G
eogr
aphy
(d
rift,
leew
ay, s
peed
, dist
ance
)
Soci
al/C
ultu
ral S
tudi
es
Scie
nce
(a
stro
nom
ical
obs
erva
tions
)
Soci
al/C
ultu
ral S
tudi
es
Scie
nce
(a
stro
nom
ical
obs
erva
tions
)
Soci
al/C
ultu
ral S
tudi
es
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Expo
sitio
n an
d ex
plan
atio
n
Plot
a c
ours
e on
a g
raph
and
pre
dict
tim
e,
spee
d an
d di
stan
ce
Expo
sitio
n an
d ex
plan
atio
n
Pair
wor
k: p
rodu
ce a
pos
ter t
o de
scrib
e th
e et
ak s
yste
m o
f ind
igen
ous
know
ledg
e of
na
viga
tion
used
in th
e C
arol
ine
Isla
nds
Expo
sitio
n an
d ex
plan
atio
n
Que
stio
ns &
ans
wer
s
Sum
mar
y of
con
tent
Que
stio
ns &
ans
wer
s
Lear
ning
res
ourc
es
Inte
ract
ive
reso
urce
(The
Can
oe Is
th
e Pe
ople
CD
-RO
M o
r web
site)
: N
avig
atin
g –
Know
ing
and
Adju
stin
g Po
sitio
n
Lear
ner’s
Tex
t (p.
42)
Inte
ract
ive
reso
urce
: Nav
igat
ing
– Kn
owin
g an
d Ad
just
ing
Posit
ion
Lear
ner’s
Tex
t (pp
.36–
42)
Inte
ract
ive
reso
urce
: Nav
igat
ing
– Kn
owin
g an
d Ad
just
ing
Posit
ion
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s
3.5.
1. D
escr
ibe
and
expl
ain
proc
edur
es
for:
Dea
d re
ckon
ing
Estim
atin
g po
sitio
n
Estim
atin
g sp
eed
Estim
atin
g le
eway
Read
ing
curr
ents
3.5.
2. D
escr
ibe
and
expl
ain
an e
xam
ple
of u
sing
star
s to
est
imat
e po
sitio
n: th
e et
ak s
yste
m.
3.5.
3. C
ompa
re a
nd c
ontra
st th
e et
ak
syst
em w
ith o
ther
non
-inst
rum
ent
met
hods
of e
stim
atin
g po
sitio
n.
Reca
p an
d su
mm
ary
of
Sub
topi
c
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
3.5.
Nav
igat
ion:
Kno
win
g an
d Ad
just
ing
Posi
tion
Teachers Manual 2013.indd 141 14/11/2013 01:45
142The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on w
ill b
e cr
ucia
l for
dev
elop
ing
stud
ent
unde
rsta
ndin
g of
nav
igat
iona
l pos
ition
and
est
imat
ion.
St
uden
ts w
ill b
e ch
alle
nged
to le
arn
one
syst
em (t
he
etak
sys
tem
) and
con
trast
it w
ith o
ther
sys
tem
s.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: e
tak,
reck
onin
g, e
stim
atio
n, d
rift,
leew
ay,
wav
e re
flect
ion
and
refra
ctio
n.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on, a
ssoc
iate
d w
ith k
now
ing
and
adju
stin
g po
sitio
n.
Intro
duce
the
mat
eria
l in
the
Lear
ner’s
Tex
t (‘T
he e
tak
syst
em’)
and
inte
ract
ive
reso
urce
.
The
stud
ents
list
en to
an
acco
unt g
iven
by
the
teac
her.
Div
ide
the
clas
s in
hal
f. Th
e fir
st g
roup
in p
airs
will
de
sign
a po
ster
whi
ch e
xpla
ins
the
etak
sys
tem
. G
roup
2 in
pai
rs d
esig
n a
post
er w
hich
com
pare
s
and
cont
rast
s th
e et
ak s
yste
m w
ith o
ther
non
- in
stru
men
t met
hods
of e
stim
atin
g po
sitio
n.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Wha
t are
the
proc
edur
es fo
r dea
d re
ckon
ing,
est
imat
ing
posit
ion,
est
imat
ing
spee
d, e
stim
atin
g le
eway
, rea
ding
cu
rren
ts?
Wha
t is
the
etak
sys
tem
? H
ow d
oes
it co
mpa
re w
ith
posit
ioni
ng s
yste
ms
used
by
othe
r nat
ion?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
To a
ssist
the
teac
her t
o un
ders
tand
the
exte
nt to
whi
ch
the
stud
ents
can
app
ly k
now
ledg
e co
vere
d in
this
less
on,
guid
e th
e st
uden
ts in
usin
g a
Cat
egor
ising
Grid
. In
this
task
st
uden
ts a
re g
iven
a g
rid c
onta
inin
g tw
o or
thre
e m
ain
cate
gorie
s pl
us a
scr
ambl
ed li
st o
f ter
ms
from
this
less
on.
The
stud
ents
wor
k on
thei
r ow
n to
sor
t the
term
s in
to th
e ca
tego
ries,
and
sha
re re
sults
eith
er w
ith th
e te
ache
r, or
in
pairs
with
the
teac
her o
bser
ving
and
pro
vidi
ng a
dvic
e th
at
is po
sitiv
e ye
t ide
ntifi
es fu
rther
lear
ning
poi
nts.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal c
anoe
exp
erts
in th
e sh
arin
g of
sto
ries
invo
lvin
g po
sitio
n an
d co
urse
find
ing.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Plot
a c
ours
e on
a g
raph
and
est
imat
e tim
e, s
peed
and
di
stan
ce o
f a h
ypot
hetic
al v
oyag
e. M
ake
a ch
oice
abo
ut
a pr
efer
red
cour
se a
nd ju
stify
that
cho
ice.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 3
.5. n
Av
igA
tiO
n: k
nO
Win
g A
nd
Ad
jus
tin
g P
Os
itiO
n
Stu
dy G
uide
Teachers Manual 2013.indd 142 14/11/2013 01:45
143The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Scie
nce
(b
iolo
gy, m
eteo
rolo
gy,
ocea
nogr
aphy
etc
.)
Soci
al/C
ultu
ral S
tudi
es
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Expo
sitio
n an
d ex
plan
atio
n
Pair
wor
k: fi
nish
wor
king
on
Assig
nmen
t C
3.2:
repo
rt on
Pac
ific
navi
gatio
n m
etho
ds
– Q
uest
ion
5 (a
lso w
orke
d on
in le
sson
s on
su
b to
pics
3.2
, 3.3
and
3.4
)
Gro
up w
ork:
in g
roup
s of
four
, pro
duce
a
part
of a
cla
ss e
xhib
ition
abo
ut th
e en
d of
a
voya
ge fo
r cla
ssro
om d
ispla
y
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.43–
46)
Inte
ract
ive
reso
urce
(The
Can
oe Is
th
e Pe
ople
CD
-RO
M o
r web
site)
: N
avig
atin
g –
Find
ing
Land
Blac
klin
e M
aste
r Ass
ignm
ent C
3.2
– Q
uest
ion
5
Lear
ner’s
text
(p.4
7)
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in
pre
viou
s cl
ass
3.6.
1. D
escr
ibe
and
expl
ain
the
use
of:
Sea
life
Sea
life
inve
ntor
ies
Bird
s
Inte
rrup
ted
swel
ls
Clo
uds
Dee
p ph
osph
ores
cenc
e
Soun
ds a
nd s
mel
ls
Tem
pera
ture
var
iatio
ns
Reca
p an
d su
mm
ary
of S
trand
C
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
Less
on 3
.6. N
avig
atio
n: F
indi
ng L
and
Teachers Manual 2013.indd 143 14/11/2013 01:45
144The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on is
the
final
sta
ge in
the
Nav
igat
ion
topi
c:
Find
ing
land
. Ess
entia
l ski
lls a
nd fe
atur
es a
re c
over
ed in
th
is le
sson
, ena
blin
g st
uden
ts to
exp
lain
and
des
crib
e th
e co
mpl
ete
navi
gatio
nal j
ourn
ey a
nd to
val
ue
tradi
tiona
l met
hods
of n
avig
atio
n. S
tude
nts
will
be
chal
leng
ed to
com
plet
e a
pres
enta
tion
to s
tude
nts
from
ot
her c
lass
es, t
each
ers,
par
ents
and
fam
ily m
embe
rs.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge,
and
voc
abul
ary
Voca
bula
ry: i
nven
torie
s, v
aria
tions
, int
erru
ptio
n, d
eep
phos
phor
esen
ce.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on
– to
be
able
to d
escr
ibe
and
expl
ain
natu
ral f
eatu
res
used
by
tradi
tiona
l nav
igat
ors
to fi
nd la
nd.
Intro
duce
the
rele
vant
mat
eria
l in
the
Lear
ner’s
Tex
t an
d in
tera
ctiv
e re
sour
ce a
nd fa
cilit
ate
expl
orat
ion
of
thes
e m
ater
ials.
Wor
king
as
a cl
ass,
pro
duce
a c
lass
st
ory,
in te
xt a
nd g
raph
ics,
for c
lass
room
disp
lay
abou
t th
e en
d of
a v
oyag
e w
ith in
divi
dual
stu
dent
s ea
ch
cont
ribut
ing
at le
ast o
ne p
art.
Fina
lly, p
repa
re a
pre
sent
atio
n of
Top
ic 3
– N
avig
atio
n.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Can
you
des
crib
e an
d ex
plai
n th
e na
viga
tiona
l use
of
sea
life,
sea
life
inve
ntor
ies,
bird
s, in
terr
upte
d sw
ells,
cl
ouds
, dee
p ph
osph
ores
cenc
e, s
ound
s an
d sm
ells
and
tem
pera
ture
var
iatio
ns, t
o he
lp fi
nd la
nd?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
To a
ssist
the
teac
her u
nder
stan
d th
e ex
tent
to w
hich
the
stud
ents
can
app
ly k
now
ledg
e co
vere
d in
St
rand
C: B
ecom
ing
a N
avig
ator
and
Nav
igat
ion,
faci
liate
th
e st
uden
ts a
s th
ey ta
ke p
art i
n th
e fo
llow
ing
activ
ity:
Stud
ent-
gene
rate
d Te
st Q
uest
ions
.
Stud
ents
writ
e qu
estio
ns th
at th
ey th
ink
are
likel
y to
be
on a
test
abo
ut th
e m
ater
ial c
over
ed in
this
clas
s. T
hose
qu
estio
ns a
re c
ompi
led
(rem
ovin
g du
plic
atio
ns) i
nto
a cl
ass
quiz
she
et a
nd u
sed
for a
qui
z in
pai
rs. E
ach
stud
ent
take
s a
turn
in a
skin
g a
ques
tion
of th
eir p
eer.
The
‘win
ner’
is th
e fir
st to
sco
re te
n co
rrec
t ans
wer
s.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal c
anoe
nav
igat
ion
expe
rts
in th
e sh
arin
g of
sto
ries
invo
lvin
g fin
ding
land
. On
com
plet
ion
of le
sson
act
iviti
es p
repa
re a
disp
lay
and
pres
enta
tion
cove
ring
Stra
nd C
: Bec
omin
g a
Nav
igat
or
and
Nav
igat
ion.
Invi
te o
ther
stu
dent
s, te
ache
rs, p
aren
ts
and
fam
ily m
embe
rs to
vie
w th
e di
spla
y.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Gen
erat
e a
rang
e of
pos
sible
sol
utio
ns to
pro
blem
s th
at
coul
d ar
ise a
mon
gst g
roup
s ed
ucat
ing
new
nav
igat
ors.
M
ake
a ch
oice
abo
ut a
pre
ferr
ed a
ctio
n in
rela
tion
to
one
of th
ese
prob
lem
s an
d ju
stify
that
cho
ice.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d c
: be
cO
min
g A
nA
vig
AtO
r A
nd
nA
vig
Ati
On
– L
es
sO
n 3
.6. n
Av
igA
tiO
n: F
ind
ing
LA
nd
Stu
dy G
uide
Teachers Manual 2013.indd 144 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
145
Further learning activities
Form a panel to explain and discuss the differences.
Listen to an explanation given by the teacher.
Listen to a talk given by a local navigator.
Write an account of the talk.
Listen to a talk given by a local navigator
Write an account of the talk
Listen to a talk given by a local navigator.
Write an account of the talk
In pairs write a poem about the importance of memory in non instrument navigation.
Construct an Ofanuw chant for own island.
Sing a traditional song or chant.
In pairs, write and perform a script for a radio broadcast.
Listen to a talk given by a local navigator.
Write an account of the talk.
Listen to an explanation given by the teacher.
Individually write a letter to a local newspaper
Compile a class book of short biographical profiles about noted historical and contemporary navigators and canoe builders.
Write a short biographical sketch of the life of one historical navigator form their own country.
Sub topic
1.1. Non-instrument Navigation or Wayfinding
2.1. Ways of Learning and Remembering
2.2. Initiation and Rank
2.3. The Role of the Navigator
2.4. Indigenous Navigators and Master Canoe Builders
topic
1. Introduction to Pacific Navigation
2. Becoming a Navigator
strAnd c: nAvigAtiOn
further actIvItIes
Teachers Manual 2013.indd 145 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
146
Further learning activities
Listen to a talk given by a local navigator.
Write an account of the talk.
In groups of 4, discuss and plan the preparations for a voyage.
Listen to a talk given by a local navigator.
Write an account of the talk.
Draw and label a star compass.
Draw and label a sidereal compass.
Draw the star path for their own island.
Write an explanation of a star pit.
Identify and name the Zenith Star for their own island.
Construct a pole chart.
Go on a night time fieldtrip to identify Zenith star and set navigation stones for guiding stars for own island.
Listen to a talk given by a local navigator.
Construct a stick chart.
Listen to an account given by the teacher.
Listen to a talk given by a local navigator.
Listen to an account given by the teacher. Half of the class in pairs design a poster which explains the etak system.
Listen to an account given by the teacher. Half of the class in pairs design a poster which compares and contrasts the etak system with other non instrument methods of estimating position.
Listen to an account given by the teacher. Produce a class story, in text and graphics, for classroom display about the end of a voyage with individual students each contributing at least one part.
Invite other students, teachers, parents and family members to view the display.
Sub topic
3.1. Preparation and Starting out
3.2. Steering by the Stars
3.3. Steering by the Sea
3.4. Steering by the Sun and Wind
3.5. Knowing and Adjusting Position
3.6. Finding land
topic
3. Navigation
3.2 Becoming a Navigator
Teachers Manual 2013.indd 146 14/11/2013 01:45
147The Canoe Is the People: Indigenous Navigation in the Pacific
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FOcus AreA strengths OF the resOurce suggestiOns FOr imPrOving the resOurce
Teacher’s Manual: Aims and objectives, curriculum framework
Teacher’s Manual: Curriculum support materials
Teacher’s Manual: Lesson plans
Teacher’s Manual: Marking schemes
Teacher’s Manual: Poster
Learner’s Text pp.27–47: Content & learning activities
Any other comments:
strAnd c: becOming A nAvigAtOr And nAvigAtiOn
The Canoe Is the People: Indigenous Navigation in the Pacific
UNESCO LINKS PROGRAMME Evaluation form
Teachers Manual 2013.indd 147 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
148
Teachers Manual 2013.indd 148 14/11/2013 01:45
Assignment
The Canoe Is the People: Indigenous Navigation in the PacificThe Canoe Is the People: Indigenous Navigation in the Pacific
149
Strand D Voyages and Revival
Source: Haddon, A. C., & Hornell J. (1975). p.41
Double travelling canoe (tipairua) Tahiti.
Teachers Manual 2013.indd 149 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
150
Lesson ObjectivesLearners will be able to:
Suggestions for curriculum entry pointsTopic Sub topic
1. Voyages and Revival
1.1. Traditional Voyages.
1.1.1. Describe and explain traditional open ocean voyages e.g. Sawei voyages.
Social/Cultural Studies
History
1.1.2. Describe the survival skills needed for open ocean voyaging.
Social/Cultural Studies
Science (biology/medicine
1.2. Modern Voyages
1.2.1. Explain the role of voyaging societies such as the Polynesian Voyaging Society.
Social/Cultural Studies
1.2.2. Describe initiatives in their country and around the Pacific to revive and preserve traditional navigation and canoe building.
Social/Cultural Studies
1.2.3. Describe at least one modern open ocean voyage.
English
Social/Cultural Studies
2.Valuing Traditional Pacific Navigation
2.1 Key Features of Indigenous Pacific Wayfinding
2.1.1. Justify the reasons for preserving traditional seafaring and navigational knowledge and skills.
Social/Cultural Studies
English
2.1.2. Understand and evaluate traditional knowledge, beliefs and skills and their place in modern life.
Social/Cultural Studies
English
strAnd d: vOYAges And revivAL – curricuLum FrAmeWOrk
Teachers Manual 2013.indd 150 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
151
LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement
strAnd d: vOYAges And revivAL – mArking scheme
•Taskundertaken •Studentperformance •Studentschallenged •Nextsteps by the task
1.1.1. Describe and explain traditional open ocean voyages e.g. Sawei voyages.
1.1.2. Describe the survival skills needed for open ocean voyaging.
1.2.1. Explain the role of voyaging societies such as the Polynesian Voyaging Society.
1.2.2. Describe initiatives in their own countries and around the Pacific to revive and preserve traditional navigation and canoe building.
1.2.3. Describe at least one modern open ocean voyage.
2.1.1. Justify the reasons for preserving traditional seafaring and navigational knowledge and skills.
2.1.2. Identify and discuss the core knowledge, beliefs and skills about seafaring which have traditionally been of great value in their own culture.
Teachers Manual 2013.indd 151 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
152
Teachers Manual 2013.indd 152 14/11/2013 01:45
153The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
His
tory
Soci
al/C
ultu
ral S
tudi
es
Scie
nce
(b
iolo
gy, m
edic
ine)
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Verb
al E
xpla
natio
n Q
uest
ion
& a
nsw
er
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Pair
wor
k: w
rite
a lis
t of e
ssen
tial s
urvi
val s
kills
Col
lect
med
icin
al p
lant
s an
d pl
ants
trad
ition
ally
us
ed to
mak
e se
awat
er d
rinka
ble
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (pp
.7–8
and
p.4
8)
Inte
ract
ive
reso
urce
(The
Can
oe Is
th
e Pe
ople
CD
-RO
M o
r web
site)
: Vo
yage
s an
d Re
viva
l
Lear
ner’s
Tex
t (p.
48)
Inte
ract
ive
reso
urce
: Voy
ages
an
d Re
viva
l – T
radi
tiona
l Vo
yage
s
Plan
ts c
olle
cted
at h
ome
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Und
erst
and
the
reas
ons
for s
tudy
ing
the
subj
ect a
rea
and
Stra
nd D
1.1.
1. D
escr
ibe
and
expl
ain
tradi
tiona
l op
en o
cean
voy
ages
e.g
. Saw
ei v
oyag
es
1.1.
2. D
escr
ibe
the
surv
ival
ski
lls n
eede
d fo
r ope
n oc
ean
voya
ging
Reca
p an
d su
mm
ary
of
sub
Top
ic
stA
rn
d d
: vO
YA
ge
s A
nd
re
viv
AL
Less
on 1
.1. V
oyag
es a
nd R
eviv
al: T
radi
tiona
l Voy
ages
Teachers Manual 2013.indd 153 14/11/2013 01:45
154The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
In th
is le
sson
stu
dent
s w
ill in
crea
se u
nder
stan
ding
of
tradi
tiona
l voy
ages
and
ass
ocia
ted
surv
ival
ski
lls. T
hey
will
com
plet
e th
e ch
alle
nge
to fi
nd s
urvi
val m
ater
ials
(e.g
. pla
nts)
in th
eir m
oder
n w
orld
.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge,
and
voc
abul
ary
Voca
bula
ry: o
pen
ocea
n vo
yage
s, s
urvi
val s
kills
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on: t
o be
abl
e to
des
crib
e an
d ex
plai
n (a
) tra
ditio
nal
open
oce
an v
oyag
es; a
nd (b
) the
sur
viva
l ski
lls n
eede
d fo
r ope
n oc
ean
voya
ging
.
Ask
the
stud
ents
if th
ey h
ave
ever
bee
n on
a o
pen
ocea
n vo
yage
and
how
the
skill
s re
quire
d di
ffer f
rom
th
ose
need
ed fo
r sai
ling
in a
lago
on. I
ntro
duce
the
mat
eria
l in
the
Lear
ner’s
Tex
t (‘V
oyag
es a
nd R
eviv
al:
Trad
ition
al v
oyag
es’)
and
inte
ract
ive
reso
urce
and
fa
cilit
ate
stud
y of
this
mat
eria
l. Th
e st
uden
ts li
sten
to
an a
ccou
nt g
iven
by
the
teac
her b
efor
e w
ritin
g a
list
of e
ssen
tial s
urvi
val s
kills
, and
dra
win
g an
d la
belli
ng
grap
hics
of p
lant
s us
ed tr
aditi
onal
ly to
ena
ble
crew
m
embe
rs to
drin
k se
awat
er.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Can
you
des
crib
e an
d ex
plai
n tra
ditio
nal o
pen
ocea
n vo
yage
s?
Can
you
des
crib
e th
e su
rviv
al s
kills
nee
ded
for o
pen
ocea
n vo
yagi
ng?
Can
you
iden
tify
plan
ts w
hich
trad
ition
ally
cou
ld b
e us
ed
to e
nabl
e th
e cr
ew to
drin
k se
awat
er?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
To a
ssist
the
teac
her u
nder
stan
d th
e ex
tent
to w
hich
the
stud
ents
can
app
ly k
now
ledg
e co
vere
d in
this
less
on,
guid
e th
e st
uden
ts in
usin
g a
Cat
egor
izin
g G
rid. I
n th
is ta
sk s
tude
nts
are
give
n a
grid
con
tain
ing
two
or th
ree
mai
n ca
tego
ries
plus
a s
cram
bled
list
of t
erm
s fro
m th
is le
sson
. Th
e st
uden
ts w
ork
on th
eir o
wn
to s
ort t
he te
rms
into
the
cate
gorie
s, a
nd s
hare
resu
lts e
ither
with
the
teac
her,
or in
pa
irs w
ith th
e te
ache
r obs
ervi
ng a
nd p
rovi
ding
adv
ice
that
is
posit
ive
yet i
dent
ifies
furth
er le
arni
ng p
oint
s.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal c
anoe
sai
ling
expe
rts
in th
e sh
arin
g of
sto
ries
invo
lvin
g tra
ditio
nal v
oyag
es.
Ensu
re s
tude
nts
are
are
able
to re
ceiv
e th
is kn
owle
dge
and
the
spea
ker i
n a
resp
ectfu
l, cu
ltura
lly a
ppro
pria
te
way
.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Col
lect
and
reco
rd in
form
atio
n ab
out t
radi
tiona
l dee
p w
ater
voy
ages
. Ide
ntify
pos
sible
pro
blem
s re
latin
g to
su
rviv
al o
n tra
ditio
nal d
eep
sea
voya
ges.
Mak
e a
choi
ce
abou
t a p
refe
rred
act
ion
in re
latio
n to
one
of t
hese
pr
oble
m a
nd ju
stify
that
cho
ice.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d d
: vO
YA
ge
s A
nd
re
viv
AL
– Le
ss
On
1.1
. vO
YA
ge
s A
nd
re
viv
AL:
tr
Ad
itiO
nA
L v
OY
Ag
es
Stu
dy G
uide
Teachers Manual 2013.indd 154 14/11/2013 01:45
155The Canoe Is the People: Indigenous Navigation in the Pacific
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Gue
st s
peak
er
Expo
sitio
n an
d ex
plan
atio
n Q
uest
ions
& a
nsw
ers
Repo
rt w
ritin
g: d
escr
ibe
the
voya
ge o
f the
H
okul
e’a
in 1
980
or a
voy
age
unde
rtake
n by
a c
anoe
from
thei
r cou
ntry
Sum
mar
y of
con
tent
Que
stio
ns &
ans
wer
s
Lear
ning
res
ourc
es
Gue
st S
peak
er
Lear
ner’s
Tex
t (p.
49)
Inte
ract
ive
reso
urce
(The
Can
oe Is
th
e Pe
ople
CD
-RO
M o
r web
site)
: Vo
yage
s an
d Re
viva
l – M
oder
n Vo
yage
s
Lear
ner’s
Tex
t (pp
.49–
52)
Inte
ract
ive
reso
urce
: Voy
ages
and
Re
viva
l – M
oder
n Vo
yage
s
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in
prev
ious
cla
ss
1.2.
1. E
xpla
in th
e ro
le o
f voy
agin
g so
ciet
ies
such
as
the
Poly
nesia
n Vo
yagi
ng S
ocie
ty
1.2.
2. D
escr
ibe
initi
ativ
es in
thei
r co
untry
and
aro
und
the
Paci
fic
to re
vive
and
pre
serv
e tra
ditio
nal
navi
gatio
n an
d ca
noe
build
ing
1.2.
3. D
escr
ibe
at le
ast o
ne m
oder
n op
en o
cean
voy
age
Reca
p an
d su
mm
ary
of s
ub to
pic
str
An
d d
: vO
YA
ge
s A
nd
re
viv
AL
Less
on 1
.2. V
oyag
es a
nd R
eviv
al: M
oder
n Vo
yage
s
Teachers Manual 2013.indd 155 14/11/2013 01:45
156The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on fo
cuse
s on
mod
ern
voya
ges
aim
ed a
t re
vivi
ng a
nd p
rese
rvin
g lo
cal a
nd re
gion
al c
ultu
re a
nd
tradi
tions
. Gro
win
g aw
aren
ess
of th
ese
effo
rts w
ill
help
dev
elop
a p
ride
in h
erita
ge, c
ultu
re, l
angu
age.
So
me
stud
ents
may
be
chal
leng
ed b
y th
e ac
tivity
to
com
plet
e an
d re
port
on a
rese
arch
pro
ject
usin
g co
rrec
t stru
ctur
e, g
ram
mar
, etc
. Gui
danc
e on
rese
arch
an
d pr
esen
tatio
n m
ay b
e ne
eded
.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge,
and
voc
abul
ary
Voca
bula
ry: v
oyag
ing
soci
etie
s, re
viva
l, pr
eser
vatio
n.
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on, a
ssoc
iate
d w
ith m
oder
n vo
yage
s. A
sk th
e st
uden
ts if
any
hav
e se
en o
r hea
rd a
bout
mod
ern
open
oce
an v
oyag
es b
y Pa
cific
nav
igat
ors.
Ask
them
w
hy th
ese
mig
ht b
e im
porta
nt. I
ntro
duce
the
role
of
voya
ging
soc
ietie
s su
ch a
s th
e Po
lyne
sian
Voya
ging
So
ciet
y an
d de
scrib
e in
itiat
ives
in th
eir o
wn
coun
tries
an
d ar
ound
the
Paci
fic to
revi
ve a
nd p
rese
rve
tradi
tiona
l nav
igat
ion
and
cano
e bu
ildin
g. H
ighl
ight
th
e m
ater
ials
in th
e Le
arne
r’s T
ext a
nd in
tera
ctiv
e re
sour
ce a
nd a
sk th
e st
uden
ts to
con
sider
this
mat
eria
l in
ord
er to
pre
pare
a s
et o
f que
stio
ns fo
r a v
isitin
g sp
eake
r who
will
talk
abo
ut re
gion
al a
nd/o
r nat
iona
l in
itiat
ives
.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Can
you
exp
lain
the
role
of v
oyag
ing
soci
etie
s su
ch a
s th
e Po
lyne
sian
Voya
ging
Soc
iety
?
Can
you
des
crib
e in
itiat
ives
in y
our o
wn
coun
try a
nd
arou
nd th
e Pa
cific
to re
vive
and
pre
serv
e tra
ditio
nal
navi
gatio
n an
d ca
noe
build
ing?
Can
you
des
crib
e at
leas
t one
mod
ern
open
oce
an
voya
ge?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
To a
ssist
the
teac
her u
nder
stan
d th
e ex
tent
to w
hich
the
stud
ents
kno
w a
nd u
nder
stan
d m
ater
ial c
over
ed in
this
less
on, u
se th
e M
inut
es a
nd M
uddy
act
ivity
:
Min
utes
: Tak
e th
e la
st fi
ve m
inut
es o
f cla
ss a
nd h
ave
the
stud
ents
sum
mar
ise th
e m
ain
idea
s th
ey g
ot fr
om th
is le
sson
.
Mud
dies
t Poi
nt: S
imila
r to
the
Min
ute
Pape
r, bu
t th
ey w
rite
abou
t the
poi
nt th
ey h
ad th
e m
ost d
iffic
ulty
un
ders
tand
ing.
This
info
rmat
ion
is sh
ared
in w
ritin
g w
ith th
e te
ache
r, w
ho
prov
ides
feed
back
to th
e st
uden
t.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal c
anoe
nav
igat
ion
expe
rts
in th
e sh
arin
g of
sto
ries
invo
lvin
g fin
ding
land
. On
com
plet
ion
of le
sson
act
iviti
es p
repa
re a
disp
lay
and
pres
enta
tion
cove
ring
Stra
nd D
: Bec
omin
g a
Nav
igat
or
and
Nav
igat
ion.
Invi
te o
ther
stu
dent
s, te
ache
rs, p
aren
ts
and
fam
ily m
embe
rs to
vie
w th
e di
spla
y.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Expl
ain
reas
ons
for a
nd c
onse
quen
ces
of d
iffer
ing
valu
es
posit
ions
abo
ut th
e im
porta
nce
of m
oder
n vo
yage
s to
re
vive
and
pre
serv
e tra
ditio
nal n
avig
atio
n an
d ca
noe
build
ing.
Iden
tify
way
s of
reso
lvin
g th
ese
issue
s.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
anc
esto
rs.
Auck
land
, New
Zea
land
: Dav
id B
atem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d d
: vO
YA
ge
s A
nd
re
viv
AL
– Le
ss
On
1.2
. vO
YA
ge
s A
nd
re
viv
AL:
mO
de
rn
vO
YA
ge
s
Stu
dy G
uide
Teachers Manual 2013.indd 156 14/11/2013 01:45
157The Canoe Is the People: Indigenous Navigation in the Pacific
str
An
d d
: vO
YA
ge
s A
nd
re
viv
AL
Less
on 2
.1. V
alui
ng T
radi
tiona
l Pac
ific
Nav
igat
ion:
Key
Fea
ture
s of
Indi
geno
us P
acifi
c W
ayfin
ding
Obj
ectiv
esLe
arne
rs w
ill b
e ab
le to
:
Reca
ll an
d re
view
lear
ning
in p
revi
ous
clas
s
2.1.
1. Ju
stify
the
reas
ons
for p
rese
rvin
g tra
ditio
nal s
eafa
ring
and
navi
gatio
nal
know
ledg
e an
d sk
ills
2.1.
2. U
nder
stan
d an
d ev
alua
te
tradi
tiona
l kno
wle
dge,
bel
iefs
and
ski
lls
and
thei
r pla
ce in
mod
ern
life
Reca
p an
d su
mm
ary
of S
trand
D
Sugg
estio
ns fo
r C
urri
culu
m E
ntry
Poi
nts
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Soci
al/C
ultu
ral S
tudi
es
Engl
ish
Revi
ew a
nd c
onso
lidat
e le
arni
ng
Lear
ning
exp
erie
nces
Expo
sitio
n Q
uest
ion
and
answ
ers
Que
stio
ns &
ans
wer
s W
ork
with
inte
ract
ive
reso
urce
and
Lea
rner
’s T
ext
Deb
ate:
‘Ind
igen
ous
navi
gatio
n in
the
Paci
fic,
alth
ough
it is
an
impo
rtant
par
t of t
he P
acifi
c Is
land
co
untri
es’ h
istor
ical
and
cul
tura
l her
itage
, has
no
plac
e in
mod
ern
life.
’ (tw
o de
batin
g te
ams
of fo
ur
and
inte
rven
tions
by
the
rest
of t
he c
lass
)
Gue
st s
peak
er
Sum
mar
y of
con
tent
Q
uest
ions
& a
nsw
ers
Gro
up w
ork:
in g
roup
s of
thre
e, p
lan
and
prep
are
a sh
ort o
ral p
rese
ntat
ion
abou
t tra
ditio
nal b
elie
fs
and
seaf
arin
g an
d th
eir p
lace
in m
oder
n lif
e
Que
stio
ns &
ans
wer
s As
signm
ent D
2.1:
indi
vidu
al re
port
abou
t mod
ern
day
indi
geno
us n
avig
atio
n in
the
Paci
fic
Lear
ning
res
ourc
es
Lear
ner’s
Tex
t (p.
49)
Inte
ract
ive
reso
urce
(The
Can
oe Is
th
e Pe
ople
CD
-RO
M o
r web
site)
: Vo
yage
s an
d Re
viva
l
Gue
st s
peak
er
Lear
ner’s
Tex
t (p.
47 a
nd 4
9–52
) In
tera
ctiv
e re
sour
ce:
Voya
ges
and
Revi
val
Blac
klin
e M
aste
r Ass
ignm
ent D
.1
Teachers Manual 2013.indd 157 14/11/2013 01:45
158The Canoe Is the People: Indigenous Navigation in the Pacific
Feat
ures
of t
his
less
on
Purp
ose,
sup
port
s an
d ch
alle
nges
in th
e le
sson
This
less
on is
the
final
sta
ge in
this
stra
nd.
A n
ew a
rea
of s
tudy
is th
e ro
le o
f sen
sory
and
in
telle
ctua
l nav
igat
ion
in P
acifi
c na
viga
tion.
A
chal
leng
e w
ill b
e to
mai
ntai
n th
e ba
lanc
e be
twee
n sc
hool
-bas
ed a
nd c
omm
unity
-bas
ed s
ourc
es a
nd
‘ow
ners
hip’
of t
hese
kno
wle
dge
base
s.
Intr
oduc
ing
the
less
on
Link
s to
stu
dent
s’ p
rior
kno
wle
dge
and
voca
bula
ry
Voca
bula
ry: s
enso
ry, i
ntel
lect
ual,
deba
te
Shar
e w
ith th
e st
uden
ts th
e le
arni
ng g
oals
for t
his
less
on –
to b
e ab
le to
des
crib
e an
d ex
plai
n th
e ke
y fe
atur
es o
f ind
igen
ous
Paci
fic w
ayfin
ding
, and
just
ify
the
reas
ons
for p
rese
rvin
g tra
ditio
nal s
eafa
ring
and
navi
gatio
nal k
now
ledg
e an
d sk
ills.
Intro
duce
the
rele
vant
mat
eria
l in
the
Lear
ner’s
Tex
t an
d in
tera
ctiv
e re
sour
ce a
nd fa
cilit
ate
expl
orat
ion
of
thes
e m
ater
ials.
Som
e di
scus
sion
on d
ebat
ing
rule
s m
ay b
e ne
eded
.
Dis
cuss
ion
Sam
ple
ques
tions
to p
rom
ote
criti
cal t
hink
ing
and
link
to th
e pu
rpos
e
Wha
t are
reas
ons
for p
rese
rvin
g tra
ditio
nal s
eafa
ring
and
navi
gatio
nal k
now
ledg
e an
d sk
ills?
How
do
sens
ory
and
inte
llect
ual n
avig
atio
n pl
ay a
par
t in
Paci
fic n
avig
atio
n?
Wha
t are
the
core
kno
wle
dge,
bel
iefs
and
ski
lls a
bout
se
afar
ing
whi
ch h
ave
tradi
tiona
lly b
een
of g
reat
val
ue in
yo
ur o
wn
cultu
re?
Teac
hing
to h
elp
stud
ents
lear
n
Usi
ng fe
edba
ck
1. S
tran
d D
: Cla
ssro
om O
pini
on P
olls:
Stu
dent
s res
pond
to
a su
rvey
or b
y ha
nd-r
aisin
g an
d qu
ick
coun
ts to
ite
ms p
rese
nted
by
the
teac
her i
n th
is le
sson
(e.g
. ‘th
at tr
aditi
onal
seaf
arin
g an
d na
viga
tion
shou
ld
be p
rese
rved
’). T
he te
ache
r can
not
e w
ho c
hose
ea
ch a
ltern
ativ
e an
d in
indi
vidu
al in
terv
iew
s ask
for
reas
onin
g be
hind
the
choi
ce to
che
ck k
now
ledg
e ba
se o
f crit
ical
thin
king
.
2. S
tran
d A-
D: A
nnot
ated
Por
tfolio
s: S
tude
nts
prov
ide
a sa
mpl
ing
of th
eir w
ork
for e
ach
of th
e fo
ur
stra
nds
alon
g w
ith b
rief a
naly
ses
of h
ow e
ach
dem
onst
rate
s th
eir g
rasp
of a
giv
en c
once
pt
cove
red
in e
ach
topi
c.
Mor
e in
form
atio
n ab
out e
xper
t tea
chin
g m
etho
ds c
an
be fo
und
in th
e se
ctio
n W
hat h
elps
Pac
ific
stud
ents
lear
n (p
.28)
Con
nect
ing
with
the
com
mun
ity
Whe
re p
ossib
le in
volv
e lo
cal c
anoe
nav
igat
ion
expe
rts
in th
e sh
arin
g of
sto
ries
invo
lvin
g tra
ditio
nal a
nd
mod
ern
voya
ges.
On
com
plet
ion
of le
sson
act
iviti
es
prep
are
a di
spla
y an
d pr
esen
tatio
n co
verin
g St
rand
D
. Inv
ite o
ther
stu
dent
s, te
ache
rs, p
aren
ts a
nd fa
mily
m
embe
rs to
atte
nd th
e de
bate
and
vie
w th
e di
spla
y.
See
also
the
sect
ion
How
teac
hers
can
link
com
mun
ity
know
ledg
e w
ith th
e cl
assr
oom
.
Whe
re to
nex
t?
Prog
ress
ion
leve
ls
Gen
erat
e a
rang
e of
pos
sible
sol
utio
ns to
pro
blem
s th
at c
ould
aris
e am
ongs
t gro
ups
expl
orin
g th
e re
ason
s fo
r pre
serv
ing
tradi
tiona
l sea
farin
g an
d na
viga
tiona
l kn
owle
dge
and
skill
s. Id
entif
y w
ays
of re
solv
ing
issue
s ar
ising
from
diff
erin
g va
lue
posit
ions
.
Furt
her
reso
urce
s
How
e, K
. (20
07).
Vaka
Moa
na: v
oyag
es o
f the
an
cest
ors.
Auc
klan
d, N
ew Z
eala
nd: D
avid
Ba
tem
an L
td.
Addi
tiona
l res
ourc
es c
an a
lso b
e fo
und
on th
e in
tera
ctiv
e re
sour
ce T
he C
anoe
Is th
e Pe
ople
(CD
-RO
M
or o
nlin
e).
str
An
d d
: vO
YA
ge
s A
nd
re
viv
AL
– Le
ss
On
2.1
. vA
Luin
g t
rA
dit
iOn
AL
PA
ciF
ic n
Av
igA
tiO
n: t
he
ke
Y F
eA
tur
es
OF
ind
ige
nO
us
PA
ciF
ic W
AY
Fin
din
g
Stu
dy G
uide
Teachers Manual 2013.indd 158 14/11/2013 01:45
The Canoe Is the People: Indigenous Navigation in the Pacific
159
strAnd d: vOYAges And revivAL – LessOn 2.1. vALuing trAditiOnAL PAciFic nAvigAtiOn: the keY FeAtures OF indigenOus PAciFic WAYFinding
Assignement d2.1
Carry out individual research, share information with other students and write an individual report about modern day indigenous navigation in the Pacific including information on:
What is non-instrument navigation/indigenous navigation?
Recent attempts to preserve and revive indigenous navigation.
The role of voyaging societies. Is there one in your country?
Something that is happening in your own country.
NOTES:
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160
Further learning activities
Listen to an account given by their teacher.
Collect plants which traditionally could be used to enable the crew to drink seawater.
Invite a guest speaker from a national organisation (e.g. a Traditions Committee) to give a talk about regional initiatives.
Invite a guest speaker to give a talk about local initiatives.
Listen to an account given by their teacher.
Write a short report to describe the voyage of the Hokule’a in 1980 or a voyage undertaken by a canoe from their country.
Organise and conduct a class debate.
Form a panel to discuss views.
Write an essay on the similarities and differences between Micronesian and Polynesian non instrument navigation.
Write a report on Non Instrument navigation in the Pacific. Make a short oral presentation about traditional beliefs and seafaring practices and their place in modern life.
Do a team project that promotes the preservation and maintenance of their own seafaring heritage, culture and artistic expression, and which demonstrates a strong sense of self worth and an openness and respect for the customs, values and beliefs of other people in the Pacific Region.
Sub topic
1.1. Traditional Voyages
1.2. Modern Voyages
2.1. The Key Features of Indigenous Pacific Wayfinding
topic
1. Voyages and Revival
2. Valuing Traditional Pacific Navigation
strAnd d: vOYAges And revivAL
further actIvItIes
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161The Canoe Is the People: Indigenous Navigation in the Pacific
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Teachers Manual 2013.indd 162 14/11/2013 01:45
Assignment
The Canoe Is the People: Indigenous Navigation in the PacificThe Canoe Is the People: Indigenous Navigation in the Pacific
163
Akimichi, T. (1987). ‘Triggerfish and the Southern Cross: Cultural Associations of Fish with Stars in Micronesian Navigational Knowledge’. Man and Culture in Oceania, 3 (special issue), 279–298
Alkire, W. H. (1970). ‘Systems of Measurement on Woleai Atoll, Caroline Islands’. Anthropos, 65, pp.1–73
Alpers, A. (1987). The World of the Polynesians. Auckland: Oxford University Press
Anonymous. (2000). Nga Taonga o Aotearoa: Treasures of New Zealand. Wellington: Creative New Zealand
Ashby, G., (ed.). (1989). Never and Always: Micronesian Legends, Fables, and Folklore. Oregon: Rainy Day Press
Ashby, G., ed. (1985). Micronesian Customs and Beliefs: Revised Edition. Oregon: Rainy Day Press
Ashton, L. (2000). Where Did We Come From?. Mana Magazine, 33, pp.28–39
Babayan, C., Finney, B., Kilonshy, B., and Thompson, N. (1987). Voyage to Aotearoa. The Journal of the Polynesian Society, 96 (2), 161–200
Bader, H. & McCurdy, P. (1999). Proceedings of the Waka Moana Symposium 1996. Auckland: National Maritime Museum Te Huiteananui-a-Tangaroa
Bellwood, P. (1979). Man’s Conquest of the Pacific. NY: Oxford University Press
Brower, K. (1983). A Song for Satawal. New York: Harper & Row
Burrows, E. G. (1963). Flower in My Ear: Arts and Ethos on Ifaluk Atoll. Seattle: University of Washington Press
Crawford, P. (1993). Nomads of the Wind: A Natural History of Polynesia. London: BBC Books
Davenport, W. H. (1953). Marshallese Folklore Types. Journal of American Folklore, 66(261), 219–237
Davis, T. (1992). Vaka: Saga of a Polynesian Canoe. Rarotonga and Suva: Institute of Pacific Studies, University of the South Pacific in association with Polynesian Press, Auckland
Dodd, E. (1972). Polynesian Seafaring. New York: Dodd & Mead
Emory, K. P. Flying Spray. The Conch Shell, 2, 2
References and resources
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164
Evans, J. (1998). The Discovery of Aotearoa. Auckland: Reed
Evans, J. (1997). Nga Waka o Nehera. Auckland: Reed
Feinberg, R. (1990). A Long-distance Voyage in Contemporary Polynesia. The Journal of the Polynesian Society, 99(4), 25–44
Flenley, J., & Bahn, P. (2002). The Enigmas of Easter Island. Oxford: University Press
Finney, B. (1992). Voyaging into Polynesia’s Past. From Sea to Space. New Zealand: Massey University Press
Finney, B., Rhodes, R., Frost, P., & Thompson, N. (1989). Wait for the West Wind. The Journal of the Polynesian Society, 98(3), 261–302
Finney, B., Kilonsky, B. J., Somsen, S., & Stroup, E. D. (1986). Re-learning a Vanishing Art. The Journal of the Polynesian Society, vol. 95( 1), 41–90
Flood, B., Strong, B. E., & Flood, W. (1999). Pacific Island Legends: Tales from Micronesia, Melanesia, Polynesia, and Australia. Hawaii: The Bess Press
Flood, B. (1996). From the Mouth of the Monster Eel: Stories from Micronesia. Colorado: Fulcrum Publishing
Gardner, D. F. (1999). Conversations with Papa Tom, Pa Tuterangi Ariki, Sir Thomas Davis, KBE, MD. The Construction and Voyages of the Two Replica (Pahi, Pai) Canoes of the Southern Cook Islands. Rarotonga: The Takitumu and the Te Au o Tonga’. MA thesis, University of Auckland, New Zealand
Gatty, H. (1943). The Raft Book: Lore of the Sea and Sky. New York: George Grady Press
Gilmar, E. (1963). Transportation and Transformation on Yap. Micronesian Reporter, 11(3) 22–27
Gladwin, T. (1970). East Is a Big Bird: Navigation and Logic on Puluwat Atoll. Massachusetts: Harvard University Press
Gladwin. T. East Is a Big Bird: Part 1. Natural History, 79(4), 24–35
Gladwin. T. East Is a Big Bird: Part 2. Natural History, 79 (5), 58–69
Goetzfridt, N. J. (1992). Indigenous Navigation and Voyaging in the Pacific: A Reference Guide. Connecticut: Greenwood Press
Goodenough, W. H., (ed.). (1996). Prehistoric Settlement of the Pacific. Transactions of the American Philosophical Society, vol. 86 no. 5. Philadelphia: American Philosophical Society
Goodenough, W. H. & Thomas, S. (1987). Traditional Navigation in the Western Pacific. Expedition Magazine, vol. 29, 3
Grey, E. (1951). Legends of Micronesia: Book Two. High Commissioner, Trust Territory of the Pacific Islands, Department of Education
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Grimble, A. & Maude, H. E., (ed.). (1989). Tungaru Traditions: Writings on the Atoll Culture of the Gilbert Islands. Honolulu: University of Hawaii Press
Grimble, A. (1972). Migrations, Myth, and Magic from the Gilbert Islands: Early Writings of Sir Arthur Grimble. London: Routledge and Kegan Paul
Haddon, A. C., & Hornell, J. (1975). Canoes of Oceania. (Special publications numbers 27, 28, and 29.) Honolulu: Bishop Museum Press
Hage, P. (1978). Speculations on Puluwatese Mnemonic Structure. Oceania, 49 (2), 81–95
Hilder, B. (1959). Polynesian Navigational Stones. Journal of the Institute of Navigation, 6(4), 234–239
Holmes, T. (1981). The Hawaiian Canoe. Honolulu: Editions Limited
Howe, K. (Ed.). (2006). Vaka Moana: Voyages of the ancestors. The discovery and settlement of the Pacific. Auckland: David Bateman Ltd
Irwin, G. (1998). The Colonisation of the Pacific Plate: Chronological, Navigational, and Social Issues. The Journal of the Polynesian Society, 107(2), 111–143
Irwin, G. (1992). The Prehistoric Exploration and Colonisation of the Pacific. Cambridge: Cambridge University Press
Ishimori, S. (1987). Secret Knowledge on Satawal Island, Central Carolines. Man and Culture in Oceania, 3 (special issue), pp.267–278
Johnstone, P. (1980). The Sea Craft of Pre History. Routledge and Kegan Paul
Kane, H. K. (1976). Voyage: The Discovery of Hawaii. Honolulu: Island Heritage
Kawaharada, D., & Piianaia, G. (1994). No Na Mamo. Hawaii: Polynesian Voyaging Society
Kirch, P. (1997). The Lapita Peoples: Ancestors of the Oceanic World. Oxford: Blackwell
Kottmann, I. (2000). Te Waka! Life Histories of Two Contemporary Polynesian Voyaging Canoes. MA thesis, University of Otago, Dunedin, New Zealand
Kraemer, A. (1994/95). The Samoan Islands: Volume 2. Auckland: Polynesian Press
Kyselka, W. (1987). An Ocean in Mind. Hawaii: University of Hawaii Press
Lambie, K. R. (1958). O le Talafaasolopito o Samoa. Apia: Commercial Printers
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166
LeBar, F. M. Some Aspects of Canoe and House Construction on Truk. Ethnology, 2(1), 55–69
Lessa, W. (1961). Tales from Ulithi Atoll. Folklore Studies, vol. 13, California: University of California Press
Lewis, D. (1994). We, The Navigators: The Ancient Art of Landfinding in the Pacific, 2nd ed. Hawaii, USA: University of Hawaii Press
Lewis, D. (1977). Mau Piailug’s Navigation of Hokulea from Hawaii to Tahiti. In Brislin, R. W., & Hammett M. P. (Eds.). Topics in Culture Learning, 5, pp.1–23, Honululu: East–West Center Learning Institute
Malo, D. (1951). Hawaiian Antiquities pp.126–132. Honolulu: Bishops Museum Press
Murdoch, K. D. (1999). An Ethnohistoric Study of Voyaging in Central East Polynesia. MA thesis, University of Otago, Dunedin, New Zealand
Museum of New Zealand Te Papa Tongarewa. (2006). Icons from Te Papa: Pacific. Wellington: Te Papa Press
Nicholson, J. (1999). Fishing for Islands: Traditional Boats and Seafarers of the Pacific. Australia: Allen & Unwin
Oliver, D. L. (1989). Oceania: The Native Cultures of Australia and the Pacific Islands. United States: University of Hawaii
Orbell, M. (1985). Hawaiki – A New Approach to Maori Tradition. Christchurch: University of Canterbury
Simmons, D. R. (1976). The Great New Zealand Myth: A Study of the Discovery and Origin Traditions of the Maori. Wellington: A. H. & A. W. Reed
Spennemann, H. R. (1998). Essays on the Marshallese Past. 2nd ed. Australia: Albury
Strongman, L. 2009. When earth and sky almost meet: The Conflict between Traditional Knowledge and Modernity in Polynesian Navigation. Journal of World Anthropology: Occasional Papers. Volume III, Number 2.
Te Rangi Hiroa. (1964). Arts and Crafts of Hawaii. Honolulu: Bishops Museum Press
Thomas, S. (1997). The Last Navigator. New York: International Marine/Ragged Mountain Press
Vaea, Albert (2003). The Forms of Navigation Practised by the Tongans of Yesterday. An unpublished essay, Apia, Samoa
Waddell, E., Naidu, V., & Hauofa, E., (eds.). (1993). A New Oceania: Rediscovering Our Sea of Islands. Suva. Fiji: School of Social and Economic Development, University of the South Pacific
Ward, R., & Webb, J. W., (1973). Settlement of Polynesia. Canberra: ANU Press
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WebsitesAustralian Broadcasting Association (ABC) Online – Charting the
Pacific www.abc.net.au/ra/pacific/people/default.htm
Bishop Museum – Challenge of the Wind www2.bishopmuseum.org/anthro/voyage/index.htm
The Canoe Is the People: Indigenous Navigation in the Pacific (in English and Maori) www.canoeisthepeople.org
Celestial navigators bridged vast Oceania. By Susan Kreifels, Star-Bulletin http://starbulletin.com/1999/04/19/news/story1.html
Local and Indigenous Knowledge Systems (LINKS) project website, UNESCO www.unesco.org/links
Marshalls digital micronesia – An Electronic Library and Archive of Primary Source http://marshall.csu.edu.au/Marshalls/index2.html
Moving Images Website at the University of Hawaii www.hawaii.edu/oceanic/film
Oceania Voyaging Canoes on www.Janesoceania.com/oceania_voyaging
Pacific Traditions Society – Vaka Taumako Project www.pacifictraditions.org/vaka
Polynesian Voyaging Society http://pvs.kcc.hawaii.edu
Public Broadcasting Service (PBS) – Wayfinders www.pbs.org/wayfinders/polynesian.html
Riding Ancient Waves by Lisa Rogers http://www.neh.gov/humanities/1999/mayjune/feature/riding-ancient-waves
The University of Pennsylvannia Museum of Archaeology and Anthropology www.penn.museum/sites/navigation/intro.html
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Readings about ethnomathematics & ethnoscienceAscher, Marcia (1991). Ethnomathematics: A Multicultural View of
Mathematical Ideas. Pacific Grove, Calif.: Brooks/Cole. ISBN 0-412-98941-7
D’Ambrosio. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5, 44–8
Luitel, Bal Chandra and Taylor, Peter. (2007). The shanai, the pseudosphere and other imaginings: Envisioning culturally contextualised mathematics education. Cultural Studies of Science Education 2(3)
Powell, Arthur B., and Marilyn Frankenstein (eds.) (1997). Ethnomathematics: Challenging Eurocentrism in Mathematics Education. Albany, NY: State University of New York Press. ISBN 0-7914-3351-X
Davison, D., Miller, K. (1998). An Ethnoscience Approach to Curriculum Issues for American Indian Students. School Science and Mathematics, v98 n5, pp.260–65
Online resources about indigenous navigation, ethnomathematics & ethnoscienceAkerblom, K. (1968). Astronomy and navigation in Polynesia and
Micronesia http://www.ethnomath.org/resources/akerblom1968.pdf
Akimichi, T. (1980). Storm star and the ethnometerology on Satawal http://www.ethnomath.org/resources/akimichi1980.pdf
Buck, P. (1911). Some notes on the small outrigger canoes to Niue Fekai http://www.ethnomath.org/resources/buck1911.pdf
Best, E. (1925). The Maori canoe: An account of various types of vessels used by the Maori of New Zealand in former times, with some description of those of the isles of the Pacific, and a brief account of the peopling of New Zealand http://www.ethnomath.org/resources/best1925a.html
Davenport, W. (1960). Marshall Island Navigational Charts http://www.ethnomath.org/resources/davenport1960.pdf
Ethnomathematics: a rich cultural diversity (2002) http://science.org.au/nova/073/073key.html
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Gladwin, T. (1958). Canoe travel in the Truk area: Technology and its psychological correlates http://www.ethnomath.org/resources/gladwin1958.pdf
Goetzfridt, N. (2003). Polynesian bibliography http://www.ethnomath.org/resources/goetzfridt2004b.pdf
Halpern, M. (1986). Sidereal compasses: a case for Carolinian-Arab links http://www.ethnomath.org/resources/halpern1986.pdf
Hamilton, A. (1911). Notes on a model canoe from Mangaia, Cook group http://www.ethnomath.org/resources/hamilton1911.pdf
Hawaiian and Micronesian star compasses http://pvs.kcc.hawaii.edu/ike/hookele/star_compasses.html
Henry, T. (1928). Ancient Tahiti http://www.ethnomath.org/resources/henry1928.pdf
Hornell, J. (1930). Outrigger-attachments in the Society Islands http://www.ethnomath.org/resources/hornell1930.pdf
Kursh, C. (1974). Starpaths: Linear constellations in tropical navigation http://www.ethnomath.org/resources/kursh1974.pdf
Legdesog, C. (1996). Reading the wind - navigation and environment: Teacher’s guide http://www.ethnomath.org/resources/prel1996.pdf
Lewthwaite, G. (1967). Geographical knowledge of the Pacific peoples http://www.ethnomath.org/resources/lewthwaite1967.pdf
Luck, M. (1972). The preliminary foundation of Puluwatan navigational cognition http://www.ethnomath.org/resources/luck1972.pdf
Lyons, H. (1928). The Sailing Charts of the Marshall Islanders http://www.ethnomath.org/resources/lyons1928.pdf
Makemson, M. (1939). Hawaiian astronomical concepts II http://www.ethnomath.org/resources/makemson1939.pdf
Matsuoka, S. (1917). Navigation techniques of the South Sea Islanders http://www.ethnomath.org/resources/matsuoka1917.pdf
Rodman, H. (1928). The sacred calabash http://www.ethnomath.org/resources/rodman1928.pdf
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Source: Oliver p.372
Single outrigger canoe from Anchorite Island
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posTer and map
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The LINKS project recognises the importance of providing curriculum materials to help support learning about indigenous navigation in the Pacific. With this in mind, a poster has been developed that illustrates key concepts and practices described in the interactive resource, Teacher’s Manual and Learner’s Text for The Canoe Is the People.
Learning about aspects of indigenous navigation would also be enhanced by reference to a map of the Pacific region. Key items for highlighting with a map include:
Naming of likely points of origin.
Naming of other places referred to in the interactive resource and Learner’s Text.
Showing the likely migration of Pacific people.
Showing the direction of the trade winds and equatorial currents.
Showing the routes of at least three modern voyages.
Showing examples of sea marks/sea life – e.g. major reefs, migratory routes of whales and tuna.
The map of the Pacific region and the poster showing aspects of indigenous navigation are important visual learning aids and teaching resources.
Please find the map and poster in the plastic pocket inserted after the Teacher’s Manual.
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The Canoe Is the People: Indigenous Navigation in the Pacific
Local and IndigenousKnowledge Systems
United NationsEducational, Scientific and
Cultural Organization
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