Grades 6-8 Lesson Plan - Island Encounters

Map 3 Main Page

Core Map: William Bligh, "Chart of the Sandwich Islands," from James Cook and James King, A Voyage to the Pacific Ocean…in the Years 1776, 1777, 1778, 1779, and 1780, 2nd. Ed. 3 vols. London: G. Nicol and T. Cadell, 1785. Newberry call Number: Case fG 13.19 Vol. 3 opp. 2. (Printable PDF version of the Core Map)

Resources related to Map 3.
Curator's Notes for Map 3.

Overview
In this unit students will use the core map, extracts from Cook's journals, and other sources to explore the first encounter between Europeans and Polynesians. Students will also analyze and compare sailing and navigational tools of the two groups.

Objectives
By the end of this lesson students are expected to:

1. describe the economy of Hawaii as Captain Cook's expedition found it.
2. assess Cook's trade policy in Hawaii.
3. present graphic information in text form.

Key Terms
barter, trade, navigation chart

Materials
Computer image or overhead of the core map; Cook's Journal entry for November 26 - 30, 1778; King's Journal entry for January 19 - 26, 1779; "Tereoboo, King of Owyhee, bringing Presents to Capt. Cook" (plate 61); "A Canoe of the Sandwich Islands, the Rowers Masked" (plate 65); picture of the H.M.S. Resolution and the H.M.S. Discovery; modern map of Hawaii

Time
Three hours

Getting Started

1. Display the core map. Discuss with students who made the map and when it was made. (This map, along with the others Cook drew on his three journeys, represents one of the first "scientific" maps of the Pacific Ocean.)

2. Have students identify major geographic features and the symbols Bligh has used.

3. Identify the cardinal points of the compass.

4. Point out major place names. To reveal modern day place names, select "show place names" from the menu on the core map and click on the buttons that appear.

5. Point out and discuss depth indicators, "foul ground" and "no ground" (near the number 160; meaning that the depth is greater than 160 fathoms. 1 fathom = 6 feet).

6. Discuss the non-geographic features and aids on the map (like anchors and the grid lines) and what stylistic elements contribute to the map "looking scientific."

7. Have students compare core map briefly (for purposes of orientation) with a modern map.

1. Compare and contrast pictures of H.M.S. Resolution, H.M.S. Discovery, and the canoes in plate 61 and plate 65. What do they have in common? How do they differ? Given the information provided in the pictures, have students estimate the distance from the waterline to the top of the gunwale of the ships as compared to the canoes. Based on the above, list what each typr of vessel does well (or its advantages) and what each does poorly (or its disadvantages).

2. Have students read Cook's Journal entry for November 26 - 30, 1778 and King's Journal entry for January 19 - 26, 1779 that describe Cook's and King's thoughts about trade with the people of Hawaii. Create a list of the kinds of food stuffs that were available to the islanders and distinguish between what has been raised and what occurred naturally (the fish, for example).

3. Using the passages and images provided here, have students write a paper as it might have been written by one of Cook's officers for presentation to the Royal Society, based on the experiences and studies of an officer of the H.M.S. Discovery (Delivered to the Society in 1780.)

For 4 points, the student has gone beyond the assignment; i.e. he or she has synthesized more information than expected, or has shown particularly incisive analysis.

For 3 points, the student has done all that was asked for in a thorough manner. The analysis is sound, supported by specific examples/data, and clearly organized. The work is correct and neat, and exhibits only few if any spelling or grammatical errors.

For 2 points, the student has done most of what was asked for in an acceptable manner. The analysis is sound with only minor flaws, if any; it is supported at least in part by specific examples/data; and it is organized well enough so that one is able to follow the presentation. The work is, for the most part, correct and neat, and may exhibit some spelling or grammatical errors.

For 1 point, the student produces work that does not do what the assignment asked, or that exhibits major flaws in analysis, or that includes few or no specific examples/data, or that is so disorganized as to make it difficult to follow, or that is full of errors in fact or grammar is not satisfactory.

Extensions

1. Using the core map and the Supplemental Images, have students describe that first encounter from the perspective of one of Cook's officers. Then do the same from the perspective of one of the islanders.
2. Based on the map and journal extracts (especially the one for November 26 - 30, 1778) students could write a script and re-enact that encounter. Included in the roles should be a narrator that comments on events in England and the scientific world in general, to provide historical context to the drama. The finished project could be a video or stage production. It could even be in the "You Are There" style.