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Teacher's Guide for FOOTSTEPS Blacks in WhalingTeacher Guide prepared by: our staff. (If your library has a copy of the April 1984 issue of COBBLESTONE on Whaling in America, this booklet provides good background information on the history of whaling, including a time line.) Prior knowledge - Ask students what they know about whaling. How were whales used? What types of job did the whaling industry provide, directly and indirectly? Did they know that many blacks were employed in the whaling industry? Explain that the pursuit of whales did not originate in the United States. It started a long time ago, perhaps as early as the 8th century, with the Basques and the Vikings. In the second quarter of the 17th century, white settlers took up whaling on the northeast coast of America. They first spotted whales from lookout towers, and captured them in shallow water. Finally, in the 18th century, they went to sea to hunt and capture whales. In the mid-19th century, New Bedford, Mass. became the whaling center of the world. Read to students (or, if you have a classroom set, have them read individually) the article on pages 6-9 "New Bedford, Whaling Capital of the World" as a general introduction. Introduce the important role blacks played in the whaling industry by reading and then discussing pages 10-13. Have each student, (or small group of students) choose one individual, e.g. Captain Boston, Paul Cuffe, Pardon Cook - and perhaps others they may find by visiting the Kendall Whaling Museum web site http://www.klwm.org (click on Heroes in the Ships). Using this site for research in addition to the magazine articles, you can have each group concentrate on a topic (Whaling Crews, Harpooners & Boatsteers, Processing the Whale, Master Mariners, Passing the Idle Hours, Lewis Temple & Harpoons, Whaling Families) to research and present to the class. Mark it on the Map: Locate on a world map the whaling sites mentioned in the issue. For more information on Cape Verde Islands, direct students to http://www.mbendi.co.za/cycvcy.htm. Activity: After reading pages 18-19, "Four Types of Whales," make copies of the four types of whales and have students label the various parts of each whale; what were they used for? Extension: Ask students to research other types of whales and what is being done to protect them (see page 33, for instance). Language Arts: Ask students to pretend they are on a whaling voyage and compose a poem about whaling life. Or have them write a journal entry "A day in the life of a whaler." Share the poem on page 25. What can they tell about Gooding from reading his poem? |
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