R E SO URCE L I BR A RY | AC T IV IT Y : 1 H R

People and Whales: A History

Students investigate people's historic relationship with whales and compare it to people's
attitudes toward whales today.

GR ADE S

3, 4, 5

SUBJE CTS

Arts and Music, Earth Science, Oceanography, English Language Arts, Geography, Human
Geography, Social Studies, Economics

CO NTE NTS

2 Images, 1 PDF, 3 Links

O V E RV I E W
Students investigate people's historic relationship with whales and compare it to people's
attitudes toward whales today.

For the complete activity with media resources, visit:

http://www.nationalgeographic.org/activity/people-and-whales-a-history/

DI R E C T I O N S
1. Activate students' prior knowledge about whales.
Ask: What are some examples of whale species? What can you tell me about them? Write
students' ideas on the board. Students' responses will vary, but students may know that
whales are huge mammals that live in the ocean and they may be able to name several types
of whales. Students may also know that some are toothed whales like dolphins, orcas, and
sperm whales, while others are filter feeders like blue, gray, and humpback whales. If students
do not suggest it on their own, tell them that many whales are endangered. People used to
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hunt them in great numbers, leading to their decline. Today, many whales are protected and
most nations have stopped whaling.

2. Build background with historical information about whaling and whale conservation.
Explain that people and whales have a long history and a relationship that has changed
dramatically over the centuries. Native peoples and early whalers hunted whales for their
meat, blubber (oil), and baleen—the flexible plates that whales use to strain food from the
water. Show students the image gallery Historical Whaling Illustrations. Ask students to
describe what is happening in the illustrations. Then explain that commercial whaling began a
thousand years ago. It was a profitable business due to the widespread use of whale oil in
candles and lamps and baleen in clothing. The extensive hunting of whales nearly caused
some species to go extinct. In 1860, kerosene became the primary fuel to light lamps instead
of whale oil. Commercial hunting of whales for oil was no longer profitable. Unfortunately,
whale numbers were low from so many years of hunting. In 1946, the International Whaling
Commission was formed to help conserve whale species. In 1985, a halt, or moratorium, was put
on all commercial whaling. Today, most nations no longer hunt whales. People are fascinated
with whales and are thrilled to see them. Whale watching is now a profitable business in
coastal communities.

3. Have students research assigned whaling topics.

Divide students into six small groups. Distribute one copy of the worksheet People and
Whales: Research Topics to each group and assign one of the topics on the worksheet. Have
group members use the provided Internet and library resources to conduct research on their
assigned topic. Have each group take notes on a separate sheet of paper.

4. Introduce the Glogster virtual tool.

Explain to students that each small group will collaborate to produce a Glog, an interactive
poster. Glogs can contain text, images, videos, and audio. Show students Using Glogster EDU,
which is an example glog that can be used as a tutorial. Then provide students with enough
time to experiment with Glogster and become familiar with the interface.

5. Have students produce their Glogs.

Have students use their research notes and Glogster EDU to produce an interactive poster on
their assigned topic. After all groups have had a chance to create Glogs, provide groups with
time to view one another’s work.

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6. Have a whole-class discussion about people's relationship with whales.
Ask:

How did people of the past view whales? How have those views changed?
What are some ways whales have helped to shape cultures and economies?
Do you think whales should be protected? Why or why not?

Modification
Students can complete this activity without using the Glogster virtual tool. Instead, have
students make their posters out of paper, cardboard, and other traditional materials.

Informal Assessment
Use the following rubric to evaluate students’ work:

Excellent: Students conducted thorough research, produced a high-quality Glog that was
creative and accurate, and were engaged in class discussions.
Good: Students conducted research, produced a Glog containing accurate information, and
participated in class discussions.
Needs Improvement: Students conducted minimal research, produced a Glog containing
little or incorrect information, and did not participate in class discussions.

Extending the Learning

Have students research and debate the following hot topic issues surrounding whaling: The
international moratorium on commercial whaling does not apply to indigenous cultures that
have traditionally hunted whales, such as the Inuit people of Alaska and Greenland and the
Chukchi people of Russia. Whales are also still allowed to be killed for scientific research. Japan
and Iceland are the only two nations to request scientific permits to kill whales in recent years.
Critics argue that no whales should be hunted and that nations hunting whales for scientific
purposes are actually using the permits to get around the moratorium. Ask students to
debate whether whales should be hunted at all or under certain circumstances.

O B JE C T I V E S

Subjects & Disciplines /

 Arts and Music
Earth Science
Oceanography
English Language Arts
Geography
Human Geography
Social Studies
Economics

Learning Objectives
Students will:

recount a history of whaling

compare and contrast people's views of whales in the past and today
create an interactive poster detailing an aspect of whales or whaling

Teaching Approach
Learning-for-use

Teaching Methods
Cooperative learning
Discussions
Information organization
Research
Visual instruction

Skills Summary
This activity targets the following skills:

21st Century Student Outcomes

Information, Media, and Technology Skills
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 Information, Communications, and Technology Literacy
Learning and Innovation Skills
Communication and Collaboration
Creativity and Innovation
Critical Thinking Skills
Creating
Remembering
Understanding
Geographic Skills
Analyzing Geographic Information

National Standards, Principles, and Practices

I R A/ NC T E S TANDAR D S F O R T H E ENG L I S H L ANG UAG E ART S

• Standard 1: 
Students read a wide range of print and nonprint texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary
works.
• Standard 8: 
Students use a variety of technological and informational resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and
communicate knowledge.

NAT I O NAL C O U NC I L F O R S O C I AL S T U D I ES C U R R I C U LUM

S TANDAR D S

• Theme 2: 
Time, Continuity, and Change
• Theme 3: 
People, Places, and Environments
• Theme 7: 
Production, Distribution, and Consumption

NAT I O NAL G EO G R APH Y S TANDAR D S

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• Standard 1: 
How to use maps and other geographic representations, geospatial technologies, and spatial
thinking to understand and communicate information
• Standard 16: 
The changes that occur in the meaning, use, distribution, and importance of resources

O C EAN L I T ER AC Y ES S ENT I AL PR I NC I PL ES AND F U NDAM ENTAL

C O NC EPT S

• Principle 1h: 
Although the ocean is large, it is finite and resources are limited.
• Principle 6b: 
From the ocean we get foods, medicines, and mineral and energy resources. In addition, it
provides jobs, supports our nation’s economy, serves as a highway for transportation of goods
and people, and plays a role in national security.
• Principle 6g: 
Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans
must live in ways that sustain the ocean. Individual and collective actions are needed to
effectively manage ocean resources for all.

I S T E S TANDAR D S F O R S T U D ENT S ( I S T E S TANDAR D S * S )

• Standard 1: 
Creativity and Innovation
• Standard 2: 
Communication and Collaboration
• Standard 3: 
Research and Information Fluency
• Standard 6: 
Technology Operations and Concepts

Preparation

What You’ll Need

M AT ER I AL S YO U PROVI D E

Paper
Pencils /
 Pens

R EQ U I R ED T EC H NO LO GY

Internet Access: Required

Tech Setup: 1 computer per small group, Projector, Speakers

PH YS I C AL S PAC E

Classroom
Media Center/Library

G RO U PI NG

Large-group instruction

O T H ER NOT ES

Before starting this activity:

Gather age-appropriate library resources on the six topics listed in the worksheet People
and Whales: Research Topics.
Register at the Glogster EDU website. Teachers can register for a free individual account,
and students can register with a teacher code. You can create, access, and share students’
Glogs using this site.

R ES O U RC ES PROVI D ED : W EB S I T ES

New Bedford Whaling Museum: Overview of American Whaling

Using Glogster EDU
Glogster EDU

R ES O U RC ES PROVI D ED : H AND O U T S & WO R K S H EET S

People and Whales: Research Topics

R ES O U RC ES PROVI D ED : I M AG ES

Historical Whaling Illustrations

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B AC KG RO U N D & VO C A B U L A RY

Background Information
Attitudes toward whales have changed over the last two centuries. Whales were once hunted
and now they are treasured. Whale products helped build human society; now people are
learning more about whales and how to protect them.

Prior Knowledge
["general knowledge of whales"]

Recommended Prior Activities

None

Vocabulary
Part of
Term Definition
Speech
blubber noun thick layer of fat under the skin of marine mammals.
conserve verb to save or use wisely.
endangered
noun organism threatened with extinction.
species
extinct adjective no longer existing.
harpoon noun long, sharp tool mostly used for hunting whales and large ocean fish.
animal with hair that gives birth to live offspring. Female mammals
mammal noun
produce milk to feed their offspring.
ocean noun large body of salt water that covers most of the Earth.
species noun group of similar organisms that can reproduce with each other.

For Further Exploration

Websites
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 National Park System: New Bedford Whaling National Historical Park
American Cetacean Society
NOAA: Office of Protected Resources—Cetaceans: Whales, Dolphins, and Porpoises
Center for Cetacean Research and Conservation
World Wildlife Fund: A History of the International Whaling Commission (IWC)
Annenberg Learner: Journey North
Wheelock College: WhaleNet

F U N DE R

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