Rota: Not Just an Obscure Blip on the Globe

What initially comes to mind when you hear the word "geography"? People will most likely associate the word "maps" as a response. However, geography is not just about maps. Geography is broad and covers a lot of themes to have a greater understanding of the relationships between humans and their environments.

 

This unit is one of my favorite things to discuss with my students. However, the Social Studies curriculum provided by our school district is mainly based on geographical features of the United States of America. Students in the Northern Mariana Islands need help grasping fundamental ideas and applying many geographical terms to where they live. Therefore, it is on our hands as educators to bridge that missing link by providing rigorous and relevant tasks and ensuring that each student leaves with a depth of knowledge.

 

I have taught second grade for five years, and our 3rd Quarter integrated project is all about the geography of Rota. In this performance task, students will be able to describe the fundamental function and applications of maps and globes, determine the position of the CNMI, each island, landmarks, and nearby continents, explain the reasons why individuals choose to settle in various locations and describe the diverse cultures and their elements that exist within a community.

 

One day, I showed my class a globe to talk about the equator, prime meridian, oceans, and continents when one of my pupils asked, "Ms. Maria, where can you find Rota on the globe?" Since Rota is typically an imagined dot on the map, I must admit that it was challenging to convey the precise answers to his question. I had to use Guam, Philippines, and the Pacific Ocean as relative locations to point out where it could be, or I had to have them locate our island on the globe using Google Earth as a reference.

 

"Ms. Maria, what continent does Rota belong to?" asked another student. I swiftly searched the Seven Continents Song by Hopscotch on YouTube and projected it for my students to follow. It was simple to understand the melody and name the seven continents. They knew Australia's connection to Oceania but were still unclear about Rota's origins. Then, I decided to share a map of Oceania. They were surprised to learn that Oceania has many islands divided into three regions. They could locate familiar places, such as Guam and the Northern Mariana Islands, but could still not pinpoint Rota's specific location. Once more, I displayed a map of the Northern Mariana Islands. They were, therefore, satisfied, but simultaneously, they understood that Rota was a little island in Oceania, leading them to question if the world was too large to explore.

My second-grade students were divided into pairs to create a map of Rota. Each map must include informational text such as the five themes of geography: location, place (physical characteristics), human/environment interactions, movement, and region (geographic feature). With rubrics and instructions to follow, the project is facilitated in class.

 

Students will bring their devices home and ask their families for assistance throughout the first three weeks of the quarter to gather six facts and photographs of themselves at essential landmarks and popular tourist destinations in Rota. In addition, they must include a picture of themselves where they live.

Each pair has a way of marking locations on their maps. It is impressive that they can utilize Google Maps, the actual maps I obtained from our airport, or Google Images searches to get maps of Rota. They will paste their pictures and strips of fact sheets on the map following exact locations. The remaining parts of the project are an oral presentation and a gallery walk.

 

Families were supportive during the process of this project. It was one way for them to explore the island with their child more meaningfully. Some students said it was their first time going to places on the island. My students with special needs and English Learners could also follow along and complete the tasks. Locating their homes on the map is most memorable for them. They have a distinct way of presenting their thoughts, and I value their efforts. My class takes more pleasure and ownership in their work when they can choose their path and lead discussions.

 

With this project, I hope my students will instill pride in where they live and make Rota known. It should not just be an obscure blip that is hard to find on the globe but a remarkable place that deserves recognition.

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