Polynesian Navigation Through the use of Double-Hulled
Sasily U`ilani Corr-Yorkman
Educational Technology Department
University of Hawai`i Manoa United States
Abstract: Polynesian navigation using double-hulled c anoes has been practiced for many years throughout the Pacific Ocean. Today, however, this ancient art is lacking and students are becoming less awareuuuuuuuuuujfvfdgvnfdsvnfdkn of how migration took place thousands of years ago throughout the PacificIslands. Students specifically at the middle school level are only being i introduced to a fraction of the information. They are being taught the ancient art of Polynesian navigation only along with the focus of Hawaiian and PacificIsland studies in their social studies curriculum. How will technology help students learn about Polynesian navigation thru the use of double hulled canoes? What effect will using online modules with middle school students have on their understanding of Polynesian voyaging through the use of double hulled canoes? With Internet searches, PowerPoint presentations, latitudinal and longitudinal plotting of coordinates, and video recordings, students learned about and reported their findings on Polynesian navigation through the use of double-hulled canoes.
Introduction
Polynesians established a navigation system to routinely make long voyages across thousands of miles of open ocean. While most existing research trends report on the history of Polynesian Navigation, evidence of this specific subject being used and taught in classrooms today is continuously lacking. The use of Polynesian navigation practices in education content areas is minimal if not entirely absent in majority of the classrooms here in Hawai`i at the 6-8 grade levels. More research needs to be conducted to determine if instructional online modules created on Polynesian navigation for middle school students will help them understand the past, present, and future trends on this type of voyaging throughout the PacificIslands. The purpose of this action research study is to teach students about the ancient art of Polynesian navigation through different types of technology such as, PowerPoint, the World Wide Web, paper-pencil coordinate mapping, and the use of video camera recordings.
Background
Over 4500 years ago, Polynesians ventured across miles of the Pacific Ocean guided only by the waves and stars. They discovered vast amounts of land in what is now referred to as the PacificIslands. For many generations, the ancient skill of Polynesian navigation has been lost. Within the last 20-25 years, this skill has rekindled and has brought about numerous voyages from one Pacific island to another through the Polynesian Voyaging Society.
Polynesian migration first took place over 4500 years ago. Through navigation practices such as vessel performance, sailing conditions, and astral navigation, the Polynesians discovered over 76 groups of islands in the Pacific Ocean (Evans, 1999). Some people argued that most passages were one-way drifts and that the Polynesians came upon the land by chance (Anderson, 1996).
After many years of absence in the Pacific, the first long-distance voyage in centuries was completed using historical navigation techniques to guide a replica of an ancient voyaging canoe some 2400 miles from Hawai`i to Tahiti (Anderson, Chappell, Gagan, 2006). Hokule`a, one of the first Polynesian canoes made in the 20th century has conquered numerous routes and voyages (Rotell, 2002). For more than 30 years, captains and crew members have combined wisdom from ancestors along with modern insights to navigate a course for the Hokule`a and Polynesian navigation and sailing (Finney, 2001).
Methods
The purpose of this project is to determine the effect of using online modules with middle school students on their understanding Polynesian voyaging. How will technology help students learn about Polynesian navigation that uses double-hulled canoes?
Participants
Participants for this study were 6th Grade Pacific Island Studies students at ChiefessKamakaheleiMiddle School here on Kaua`i. There were approximately 15 students who were experienced in the use of technology at different levels.
Procedures
Students utilized the internet to search different sites for the history of Polynesian navigation through the use of double-hulled canoes. They also
- Completed modules with different tasks and questions that required them to find the information on specific sites.
- Navigated through the sites to find specific facts and information that they needed in order to fill out a history worksheet that was made for them
- Used PowerPoint to compose a presentation on Polynesian navigation and how it came to be.
Their PowerPoint consisted of 6-10 slides with the information they have filled in on their worksheet along with at least one appropriate image on each slide. They tracked a specific voyage that the Hokule`a had taken part in. They received the location of the canoe on a daily basis through the Polynesian Voyaging Society website. They utilized paper maps to keep track of the canoes coordinates. They then utilized a video camera to report their findings of that specific voyage and they showed viewers their tracking map of the voyage.
Results
All participants responded to a ten question survey after completing the module on Polynesian Voyaging and after compiling their information in their PowerPoint presentations. Responses to individual questions varied from ratings to multiple choices to essay answers.
Responses to a few of the questions were as follows.
- How much do you know now about Polynesian voyaging? (on a scale of 1-10)
70% rated themselves at a 9
20% rated themselves at a 6
10% rated themselves at a 10
- Briefly describe what you know now about Polynesian Voyaging.
“The Polynesian voyaging started about 4500 years ago and they brought goods with them like female and male chicken, dog, and wild pigs so they can reproduce and make more. Also they used the nature to sail from one place to another. They used the sun, moon, ocean currents, stars, color of the sea and sky. They then first started off Asian then split up and went to different places like Tahiti, Samoa, Hawaii, and Tonga. They then created many different cultures and people like Hawaiians,Samoans, Tongans and Tahitians.”
“I know that they used their own way to get to other places. They used the sun, moon, stars, wind, birds, and sea currents. They also brought foods like yams, breadfruit, sugarcane, bananas.”
“I know that Polynesian Voyaging began over 4500 years ago. The Polynesians used nature and the limited resources around them such as the sun, moon, stars, wind, and ocean currents to navigate their way to new land. The Polynesians all came from Asia but as they ventured out, they created new cultures, languages and people like Hawaiians, Tahitians, and so on.”
“Some things I know about the Polynesian Voyaging through the use of double hulled canoes is that they used a lot of stuff from nature to build the double hulled canoes.”
“I have learned that the Polynesian double hulled canoe was used to make long voyages across thousands of miles of open ocean. Also it was made for traveling to many different islands.”
“They used the finishing adze to built the canoes and other things to built the canoes.”
It was made of koa or kukui. The sail is made of pounded kapa. They used a lot of tools like adze.
- How many years ago did Polynesian voyaging come about?
- How many years ago did Polynesian Voyaging come about?
- Where is it said that the first Polynesian Voyagers set sail from?
- What did voyagers use to guide them to their destination?
- What kinds of things did the Polynesians bring with them when traveling to new lands?
Responses included things like bananas, taro, male and female chickens, pigs, and dogs, coconut, sweet potato, etc.
Discussion and Conclusion
Despite their varying levels of technology skills, proper writing and grammar skills, and proper presentation skills, all students completed the module created for them. They all created their PowerPoint presentation and mapped out coordinates given to them on the most recent voyage of the Hokule`a, a replica of a Polynesian double-hulled sailing canoe.
All 15 students reported a gain in understanding and knowledge of Polynesian Voyaging. They also reported that the use of technology in their process was the key factor to their success. All subjects agreed that the use of paper or book references were useful but extremely outdated. All students agreed that the most current information on the topic at hand can only be obtained through the World Wide Web or through individuals who have had firsthand experience with sailing a Polynesian replica canoe.
Based on day to day interactions with students and what they have reported through an online survey, the use of PowerPoint presentations made reporting data a lot more interesting and current. They agreed that the use of PowerPoint and flip cameras to report their findings, made the process much more interesting than a standard speech presentation. They also enjoyed viewing their videos once presentations were completed.
In order for students to continue to learn about and understand the ancient art of Polynesian Voyaging through the use of double-hulled canoes, teachers will need to identify a variety of online resources for them to utilize. There are a number of resource books that have been written in the past on the topic but many of them are outdated. The use of the World Wide Web or contacting individuals who have had firsthand experience with this type of sailing and navigation is the most effective way for teachers to teach students about Polynesian voyaging. The future will bring more information that is desperately needed to prolong the ancient art of Polynesian voyaging. The Polynesian Voyaging Society is currently working to perpetuate the legacy of voyaging in hopes that others will support their effort and continue with carrying on the traditions and culture.
References
Anderson, Atholl (1996).Adaptive voyaging and sustenance strategies in the early settlement of East Polynesia. Prehistoric Mongoloid Dispersals, 359-373.
Anderson, A; Chappell, J.; Gagan, M; & Groove, R. (2006).Prehistoric maritime migration in the Pacific Islands: A hypothesis of ENSO forcing. Holocene, 1-6.
Evans, B. (1999).Simulating Polynesian double hulled canoe voyaging: Combining remotely-sensed and experimental data. Unpublished M.A. thesis. Honolulu, HI: Department of Geography, University of Hawai`i.
Finney, B (1994). Voyage of Rediscovery. Los Angeles, California: University of California Press.
Rotell, Barry (2002).Voyaging and interaction in ancient East Polynesia. Asian Perspectives: Journal of Archeology for Asia and the Pacific, 41.2, 182-194
Appendix
Survey Questions
- How much do you know about Polynesian Voyaging through the use of double hulled canoes? (10 being very informed and 1 being never heard of it).
- Briefly tell me what you now know or have heard about Polynesian Voyaging through the use of double hulled canoes.
- How many years ago did Polynesian Voyaging come about?
- Where is it said that the first Polynesian Voyagers set sail from?
- What did voyagers use to guide them to their destination?
- What kinds of things did the Polynesians bring with them when traveling to new lands?
- Why is Polynesian Voyaging important to the history, culture, present, and future of the Polynesian culture?
- Did you enjoy using Power Point instead of a traditional speech and oral presentation? Why or why not?
- Have you ever used a flip camera before? Was it easy or hard to use? Did you enjoy using it? Why or why not?
- Tell me how you feel about your overall experience through this learning module on Polynesian Voyaging through the use of double-hulled canoes. Include what you enjoyed and what you did not enjoy. List one piece of information that stuck out the most to you.