1. Show first 7.38 minutes of video. This provides students with some background to the themes that will be explored further on.
2. Students conduct a mini inquiry using an I-Chart. The purpose of the mini inquiry is for students to establish background knowledge of
Tokelau. Teachers will need to provide access to a range of
suitable resources for student use.
Students could work in small groups to divide up the inquiry questions or the class could brainstorm all their questions and then each student or pair is given two questions to inquire into. Results could be presented as wall charts or as a multimedia presentation (could be added to at certain points during the unit).
3. Students view the first part of the video again
(7.38 minutes). As they are watching the students complete the
comparison chart
looking at the similarities and differences in traditional and
modern ocean voyages (variations
on this chart). Students will need to use their imagination
as not all information is provided in the video.
4. Fale in Faka'ofo is approximately the size of 5 football fields.
Give students a map of your local area or school and have them
measure a football field from the map and then draw the size of
five football fields on the map. Students could also measure using
the scale on the
map of Faka'ofo.
5. Have students brainstorm ideas for contact. The narrator says:
"This ship is our only link with the outside world…" Is this true?
How else might the people of Faka'ofo have contact with the outside
world? Students attempt to investigate
the ways that people can get to Faka'ofo, the idea is that it
is very difficult to get to Tokelau. Use the websites and the
video as sources of information.
Travel Documents
Systems
Getting
there and away
Travellers
Health
6. Watch the video in full. During or after viewing
students complete an acrostic poem.
7. Re-play the video and give each student 25
strips of paper. Have students write down information about the
movement of people to and from Faka'ofo (remind them of 5w's and
an H). It is a good idea for the teacher to model this with the
class after watching the first few minutes of the video. Each
new piece of information should be on a separate strip of paper.
When the video has finished complete a
post box activity.
8. Students use
resource material and links provided to create a
history road on Tokelau.
9. Students to describe some of the historical movements of Tokelau people shown on Our Small World and in the
resource material.
10. Students to identify from Meet the People
and create history lines for Puka,
Ioane, Hegalo, Tolise and Falima using only the information provided
in Our Small World. There are five key people showing us their
small world: Ioane Puka (the narrator), Puka (his brother), Hegalo
(his sister), Tolise Liu (the Faka'ofo police sergeant) and Falima
Teao (elder and former Faipule).
11. Students complete Say It! in groups of three or four.
12. Students work in small groups to brainstorm the consequences
that people moving to and from Faka'ofo would have for the place
and the people. Students then use their brainstorm and organise
their ideas in to a fishbone diagram, or another type of
graphic organiser. Teachers will need to introduce and explain
the concepts of push and pull factors to their students.
13. Students to use the information provided to locate Tokelau people in New Zealand and the
consequences of the move to New Zealand for Tokelau and New Zealand.
14. ASSESSMENT A- Coconut Palm
Tree: Movement of people from Faka'ofo.
15. ASSESSMENT B - Letter to Rhys from
Tolise.
16. Collecting Resources (Word Definitions) - Have students add to the previous
Word List. Give each student one word and have them write the word on a self-designed cut out of a resource (fish, coconut, pig, canoe
etc.).
17. Students to use a data base to find out about some fish
species in Tokelau.
18. Picture Grid - students view the four images provided and fill in the chart according to what they can see and conclude from each picture. Students need to have a particular focus on resources, materials and technology.
19. Students create a Place Mat for Faka'ofo.
20. Discuss what is meant by technology and resources. Students need to a clear understanding of what these terms mean. Re-view the video, while watching students write a list or draw all the resources and technology used (need to include traditional and modern resources and technology). Alternatively you could provide the students with a
resource and technology list to check off the technology and resources they see while watching the video.
21. Students conduct a PMI looking at the use of modern technology (especially telecommunications) and the consequences for the people of Faka'ofo.
22. Students
read the
article. The class will need to discuss distance education
and also look at the similarities and differences with face-to-face
education. Students use their own knowledge and information from
the article to complete the
Information Transfer Grid.
23. ASSESSMENT C - Technology
Speech Bubbles.
24. Predicting the future. Kia mua (to the
future). Students to consider their responses to these questions: Will the Tokelau people return to Tokelau? What is the future for Tokelau?
25. Glossary
26. References
The developers of this
resource wish to acknowledge and thank Solomona and Metita Puka
of Faka'ofo, Tokelau.
