Navigating+the+Pacific

This module incorporates historical and english principles to the traditional navigational strategies of Marshallese culture. The Marshall Islands, a group of small islands and atolls in the Pacific Ocean, is an area of the world that many people know very little about, especially Americans, despite their extensive involvement in the islands. This module begins with some background history of the islands, and how island life, culture, and existence changed after the arrival of the Americans in the 20th century. The module then takes a focus on: important aspect of Marshallese culture-navigation and traditional stick charts. This knowledge base is needed to understand the changes in navigation from the past to modern day. This learning finally culminates in an assessment centered on skits that reflect students’ take-aways and interpretation of culture and life of the Marshallese from past to present.
 * Snapshot Module 1:**

This module incorporates mathematical and physical education principles to navigational methods used in modern day sailing. In many parts of the world, including the Marshallese Islands, compasses and maps have replaced traditional stick charts. The intention of this module is to teach students basic compass reading skills, distance conversion skills, provide them with a fun, engaging activity of creating maps of their own, and writing and executing scavenger hunts that will take place on the school grounds.
 * Snapshot Module 2:**

Module 1: The target audience for this curriculum is that of 8th grade Marshallese students in the United States.This curriculum module is primarily useful for English and Social Studies categories to not only learn about the history of the Marshall Islands and it’s culture, but also about the aspects of it that make it so unique-its navigation. The focus on Reading and Academic Language in this module helps allow for a holistic exploration of the use of navigation in the Marshallese islands from both the past and the present. Module 2: The target audience for this curriculum is 8th grade classrooms that have a high Marshallese population.This curriculum module includes math and physical education for a hands on, engaging set of activities.
 * Targeted Students:**

Module 1: 3 school days Module 2: 4 school days
 * Anticipated time to complete the modules:**

**Patrick Lawrence Sitima:** Lawrence is in his final year, last semester of the Masters in Teaching English as a Second Language. He holds a BA in English and Religious Studies from St. Mary’s University of Minnesota, Nairobi Campus. Sitima has taught English in Malawian Secondary Schools for more than five years. **Adriana Marrero:** Adriana is a junior at Gonzaga University. She is majoring in History and minoring in Spanish, while also pursuing a Social Studies endorsement for secondary school. She holds a certificate for ELL, and plans to graduate with a Bachelor’s Degree in Spring 2018. **Drew Carleton:** Drew is a junior at Gonzaga University. He is majoring in Environmental Studies and pursuing a Social Studies endorsement for secondary school. He plans to graduate with a Bachelor’s Degree in Spring 2018.
 * Curriculum Designers:**
 * Module 1:**

**Sam Brown:** Sam is a Physical Education Major with teaching endorsements in K-12 Health and Fitness and secondary Social Studies. He will graduate from Gonzaga University with a bachelor's degree in Spring of 2017. **Meghan Hayes:** Meghan is a sophomore at Gonzaga University. She is majoring in Mathematics and is getting her secondary teaching certificate. She is also obtaining an endorsement in teaching English as a Second Language. Meghan plans to graduate in Spring 2019.
 * Module 2:**

**Module 1**
__Content Objectives__
 * SWBAT accurately describe the ancestral origins of the Marshallese peoples, understand the relationship between the islands and the United States, explain Marshallese navigation and design and create their own stick charts.

__Language/Literacy Objectives__
 * SWBAT read and interpret information from 8th grade level primary and secondary sources, media and kinesthetic forms.

__Standards__ > Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. > Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. __Resources and Preparation__
 * [|CCSS.ELA-LITERACY.RH.6-8.7]
 * [|CCSS.ELA-LITERACY.RH.6-8.2]
 * Washington State Standards:
 * 3.1.2 Understands and analyzes physical and cultural characteristics of places and regions in the United States from the past or in the present.
 * 3.3.1 Understands that learning about the geography of the United States helps us understand the global issue of diversity
 * 1.3.1 Analyzes how the United States has interacted with other countries in the past or present.
 * Small sticks, enough for each student to have around 15.
 * Shells, tissue paper, buttons, markers etc. Any material that the students can use as location pieces on their charts.
 * Sewing needle, nail or paper clip
 * magnet
 * bowl of water
 * and a small piece of buoyant material (such as a piece of cork, paper, foam, leaf, etc.)
 * [|__https://evols.library.manoa.hawaii.edu/bitstream/10524/81/2/AR52.pdf__]
 * Primary Document from Hawaiian Historical Society-Stick Charts; pgs. 39-41
 * [|__https://www.youtube.com/watch?v=h8d78s-qtqc__]
 * Air Force video of the Baker nuclear test during Operation Crossroads at Bikini Atoll.
 * [|__http://educationpossible.com/how-to-make-a-compass/__]
 * How to Make a Homemade Compass and Determine True North
 * [|__https://www.youtube.com/watch?v=IvUItvYEC4o__]
 * Marshall Island History and Nuclear Testing
 * [|__https://www.youtube.com/watch?v=rrJkjEYJLWs__]
 * Video about Stick Charts and Navigation

__From Theory to Practice__ Zwiers Chapter 1:
 * Use of background knowledge to link students to the English language.
 * Use of the KWL charts to guide teaching.
 * Align school language, teaching and tasks to students’ tasks and communication at home.
 * Use students’ social, cultural, knowledge and linguistic capitals to inform your teaching.

Zweirs Chapter 4: PLK=Pedagogical Language Knowledge which is the language in the specific discipline that is used. There is a lot of PLK in the social studies discipline that teacher need to be aware of, including: missionaries, navigation, primary and secondary sources, justification, Marshall Islands, etc. This is language that may be used only in social studies, or may have another meaning in another context, so it is important to be used. Language of History · History language has layers in historical thinking: first is composed of facts and events, second zooms in on particular events or words, third uses abstract ideas to build a thesis and support it with evidence. There are three thinking skills: 1. Cause and Effect: students must have background knowledge of the many ways in which humans influence event and vice versa 2. Interpretation means extracting and constructing meanings from the past 3. Perspective Taking empathize fosters in-depth learning Zweirs Chapter 6: · Process over Product o Remember the power of the process. It has an impact on student language. o Academic Collaboration Skills Zweirs Chapter 7: - Understand and condense what come before in the text - Determine the important information - Readers must recognize the author's purpose, structure, and commitment in a text Zweirs Chapter 8: Teaching students to ‘close read’ texts can be more effective than assigning long sections of a book for them to read on their own -Also, one model is not enough for showing them how to write. We need to expose them to all kinds of writing such as periodicals, scientific journals, essays, lab reports, etc. Zweirs Chapter 9: NON-TEST PERFORMANCE ASSESSMENTS’ ADVANTAGES a. Adaptable to meet the needs of Ss. W/f different learning styles. b. Students are not overwhelmed, and feel successful when they accomplish the tasks.
 * Students will explore the history of the Marshall Islands and analyze actions of nucling by the United States on the cause and effect of its presence in the islands.
 * Students will read/view primary sources from the past and will construct meaning out of them to be able to understand navigation of today in the Marshall Islands.
 * Students will foster their own in-depth learning by attempting to empathize and put themselves in the lives of another when learning about the culture. Specifically this will occur when students accomplish this in their assessment skits.
 * Both of these skills will be utilized particularly in the assessment phase of the module. Executing a skit requires planning and review of what they have learned, so this activity really puts a lot of emphasis on the process. The collaboration between students to create their skit requires them to use the Academic Language and to work academically in conversation to carry out their goal.
 * Students will need to understand what they read in a text with history knowledge in order to carry on with the lessons that follow
 * Students will practice this when they attempt to create their skits and decide what is the most important to be included as an aspect of their cultural and historical representations.
 * Students will need to recognize the context and origins of texts, be able to work with different texts (both written and video) which are part of the common core standards
 * Students will only be reading a short portion of the primary source and short article rather than long chapters out of a textbook.
 * Students will be reading from primary source, videos, and articles.
 * Students will be assessed through a skit, allowing students who like to learn by acting and collaboration to show their knowledge in a way that isn’t traditional writing.
 * This is a very low-stress way to be assessed in which students can be creative in the demonstration of their knowledge and have fun with it.

__Instructional Plan__ http://www.smithsonianmag.com/smithsonian-institution/how-sticks-and-shell-charts-became-sophisticated-system-navigation-180954018/ (Article used in both English and History sections)

**Module 2**
__Content Objectives__ > __Language/Literacy Objectives__ > SWBAT interpret direction readings from a handheld compass. > SWBAT use academic language such as travel, yards, feet, and destination to explain the steps of the scavenger hunt
 * SWBAT plan, write, and follow steps to a scavenger hunt using a compass and map, while utilizing skills of distance unit conversions and direction reading.
 * SWBAT utilize a distance tracker and compass to plan and locate points in a scavenger hunt
 * SWBAT convert measurements from a larger unit (yards) to a smaller unit (feet) or vice versa
 * SWBAT plot points on a map using a compass and distance tracker
 * SWBAT interpret maps.

__Standards__ > __Resources and Preparation__ > __From Theory to Practice__ > __Instructional Plan__
 * PE: Perform correct technique for a variety of skills in one selected outdoor activity. PE1.13.7
 * Math:Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. [|C.6][|CCSS.MATH.CONTENT.4.MD.A.1]
 * 1 compass for every student
 * 1 distance tracker (measures in feet and yards) for every student
 * Access to school grounds for scavenger hunt
 * Scavenger Hunt Lesson Plan Overview (attached with assessments and rubric)
 * “Background Info” Session Lesson Plan Overview (attached)
 * Create a map with the guidelines that are listed in the plan (teacher copy)
 * In chapter 1 of Zwiers //Building Academic Language//, appropriate language in schools is dependent on the audience and purpose. In this scavenger hunt, we have made the language and material relevant for our audience (Marshallese students).
 * The creation of each student’s scavenger hunt is building habits of connection, or otherwise known as building off of what students already know. (Zwiers, Ch. 3)
 * Zwiers ch.7: Post Reading Strategies. This module is culminated with a scavenger hunt and map drawing activity, that requires students to draw on their knowledge learned earlier in the module and use the academic language to create an activity. It also extends learning by requiring them to put their knowledge to practice by actually executing and following a set of directions using terms related to distance and direction.
 * During part 1 of the instructional plan, students will explain the steps to navigating the model map by using academic discussion (Zwiers, Ch. 9). Sentence frames will be given in order for students to practice syntax and new vocabulary.
 * [[file:Instructional Plan (Module 2).docx]]