BCIS: GRADE 11 ENGLISH

Culture Literacy 1 : “Whale Rider”

NAME:
Lesson 1 S O C I A L ST U D I E S ( G E O G R A P H Y / WO R L D H I STO RY )

Handout 1 Polynesia

Reprinted with permission from WorldAtlas.com

Discovering Maori Culture through Journeys in Film: Whale Rider

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Background Note: New Zealand
PROFILE [Adapted from the U.S. Department of State at
http://www.state.gov/r/pa/ei/bgn/35852.htm]
Official Name: New Zealand
Geography
Area: 270,500 sq. km.; about the size of Colorado.
Cities: (as of June 30, 2003): Capital – Wellington
(363,400). Other cities – Auckland (1,199,300),
Christchurch (358,000), Hamilton (179,000).
Terrain: Highly varied, from snowcapped
mountains to lowland plains.
Climate: Temperate to subtropical.
People
Nationality: Noun – New Zealander(s).
Adjective – New Zealand.
Population: (2003): 4,010,000.
Annual growth rate (as of June 30, 2004): 1.3%.
Ethnic groups: European 75%, Maori 15%,
other Polynesian 6.5%.
Religions: Anglican 15.22%, Roman Catholic
12.65%, Presbyterian 10.87%.
Languages: English, Maori.
Education: Years compulsory – ages 6-16. Attendance
Economy
– 100%. Literacy – 99%.
Health (2000-2002): Infant mortality rate – 6.1/1,000.
Life expectancy – males 76.3 yrs., females 81.1 yrs.
Work force (March 2004, 1.98 million): Services and
government – 65%; manufacturing and construction
– 25%; agriculture, forestry, fisheries, and mining – 10%.
Government
Type: Parliamentary.
Constitution: No formal, written constitution.
Independence: Declared a dominion in 1907.
Discovering Maori Culture through Journeys in Film: Whale Rider
Branches: Executive – Queen Elizabeth II (chief
of state, represented by a governor general), prime
minister (head of government), cabinet. Legislative
– unicameral House of Representatives, commonly
called parliament. Judicial – four-level system:
District Courts, High Courts, the Court of Appeal,
and the Supreme Court, which in 2004 replaced the
Judicial Committee of the Privy Council in London
as New Zealand’s highest court of appeal. There also
are specialized courts, such as employment court,
family courts, youth courts, and the Maori Land Court.
Administrative subdivisions: 12 regions with directly
elected councils and 74 districts (15 of which are
designated as cities) with elected councils. There
also are a number of community boards and special-
purpose bodies with partially elected, partially
appointed memberships.
Political parties: Labour, National, Progressive
Coalition Party, New Zealand Green Party, New
Zealand First, ACT, United Future, and several
smaller parties not represented in Parliament.
Suffrage: Universal at 18.
GDP (March 2004): US$76.42 billion.
Real annual GDP growth rate (March 2004): 3.6%.
Per capita income (2002): US$12,804.
Natural resources: Timber, natural gas, iron sand, coal.
Agriculture (9.7% of GDP): Products – meat, dairy
products, forestry products.
Industry (46.1% of GDP): Types – food processing,
textiles, machinery, transport equipment.
Trade (2003): Exports – US$19.02 billion: meat, dairy
products, forest/wood/paper products, fish, machinery
153
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& equipment, metals, fruit. Major markets –
Australia, U.S., Japan, China.
Imports – US$20.89 billion: vehicles, machinery
& equipment, mineral fuels, petroleum, plastics,
medical equipment. Major suppliers – Australia, U.S.,
Japan, China.
People
Most of the 4 million New Zealanders are of British
origin. About 15% claim descent from the indigenous
Maori population, which is of Polynesian origin.
Nearly 75% of the people, including a large majority
of Maori, live on the North Island. In addition,
231,800 Pacific Islanders live in New Zealand. During
the late 1870s, natural increase permanently replaced
immigration as the chief contributor to population
growth and accounted for more than 75% of population
growth in the 20th century. Nearly 85% of New Zealand’s
population lives in urban areas (with almost one-third
in Auckland alone), where the service and manufac-
turing industries are growing rapidly. New Zealanders
colloquially refer to themselves as “Kiwis,” after the
country’s native bird.
History
Archaeological evidence indicates that New Zealand
was populated by fishing and hunting people of
East Polynesian ancestry perhaps 1,000 years before
Europeans arrived. Known to some scholars as the
Moa-hunters, they may have merged with later waves
of Polynesians who, according to Maori tradition,
arrived between 952 and 1150. Some of the Maoris
called their new homeland Aotearoa, usually trans-
lated as “land of the long white cloud.”
154 Discovering Maori Culture through Journeys in Film: Whale Rider
In 1642, Abel Tasman, a Dutch navigator, made the
first recorded European sighting of New Zealand and
sketched sections of the two main islands’ west coasts.
English Captain James Cook thoroughly explored the
coastline during three South Pacific voyages beginning
in 1769. In the late 18th and early 19th centuries,
lumbering, seal hunting, and whaling attracted a few
European settlers to New Zealand. In 1840, the United
Kingdom established British sovereignty through the
Treaty of Waitangi, signed that year with Maori chiefs.
In the same year, selected groups from the United
Kingdom began the colonization process. Expanding
European settlement led to conflict with Maori, most
notably in the Maori land wars of the 1860s. British
and colonial forces eventually overcame determined
Maori resistance. During this period, many Maori
died from disease and warfare, much of it intertribal.
Constitutional government began to develop in the
1850s. In 1867, the Maori won the right to a certain
number of reserved seats in parliament. During this
period, the livestock industry began to expand, and
the foundations of New Zealand’s modern economy
took shape. By the end of the 19th century, improved
transportation facilities made possible a great overseas
trade in wool, meat, and dairy products.
By the 1890s, parliamentary government along
democratic lines was well-established, and New
Zealand’s social institutions assumed their present
form. Women received the right to vote in national
elections in 1893. The turn of the century brought
sweeping social reforms that built the foundation for
New Zealand’s version of the welfare state.
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Lesson 1 S O C I A L ST U D I E S ( G E O G R A P H Y / WO R L D H I STO RY )

The Maori gradually recovered from population
decline and, through interaction and intermarriage
with settlers and missionaries, adopted much of
European culture. In recent decades, Maori have
become increasingly urbanized and have become
more politically active and culturally assertive.
New Zealand was declared a dominion by a royal
proclamation in 1907. It achieved full internal and
external autonomy by the Statute of Westminster
Adoption Act in 1947, although this merely formal-
ized a situation that had existed for many years.
Government
New Zealand has a parliamentary system of government
closely patterned on that of the United Kingdom and
is a fully independent member of the Commonwealth.
It has no written constitution. Executive authority is
vested in a cabinet led by the prime minister, who is
the leader of the political party or coalition of parties
holding the majority of seats in parliament. All cabinet
ministers must be members of parliament and are
collectively responsible to it.
The unicameral parliament (House of Representatives)
has 120 seats, seven of which currently are reserved
for Maori elected on a separate Maori roll. However,
Maori also may run for, and have been elected to,
non-reserved seats. Parliaments are elected for a
maximum term of 3 years, although elections can
be called sooner.
The judiciary consists of the Supreme Court, Court of
Appeal, High Courts, and District Courts. New
Zealand law has three principal sources – English
common law, certain statutes of the UK Parliament
enacted before 1947, and statutes of the New Zealand
Parliament. In interpreting common law, the courts
have been concerned with preserving uniformity with
common law as interpreted in the United Kingdom.
Local government in New Zealand has only the
powers conferred upon it by parliament. The country’s
12 regional councils are directly elected, set their own
tax rates, and have a chairperson elected by their members.
Regional council responsibilities include environmental
management, regional aspects of civil defense, and
transportation planning. The 74 “territorial authorities”
– 15 city councils, 58 district councils in rural areas,
and one county council for the Chatham Islands –
are directly elected, raise local taxes at rates they
themselves set, and are headed by popularly elected
mayors. The territorial authorities may delegate powers
to local community boards. These boards, instituted
at the behest of either local citizens or territorial
authorities, advocate community views but cannot
levy taxes, appoint staff, or own property.
Principal Government Officials
Chief of State – Queen Elizabeth II
Governor General – Her Excellency the Honorable
Dame Silvia Cartwright
Prime Minister – Helen Clark
Foreign Minister – Phil Goff
Ambassador to the United States – John Wood
Ambassador to the United Nations – Donald James
MacKay
Economy
New Zealand’s economy has been based on a foundation
of exports from its very efficient agricultural system.
Leading agricultural exports include meat, dairy

Discovering Maori Culture through Journeys in Film: Whale Rider 155

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products, forest products, fruit and vegetables, fish,
and wool. New Zealand was a direct beneficiary of
many of the reforms achieved under the Uruguay
Round of trade negotiations, with agriculture in
general and the dairy sector in particular enjoying
many new trade opportunities. The country has
substantial hydroelectric power and reserves of
natural gas, although the largest gas field – supplying
84% of New Zealand’s natural gas – is expected to be
tapped out by 2007. Leading manufacturing sectors
are food processing, metal fabrication, and wood and
paper products.
Since 1984, government subsidies, including for agri-
culture, were eliminated; import regulations liberal-
ized; tariffs unilaterally slashed; exchange rates freely
floated; controls on interest rates, wages, and prices
removed; and marginal rates of taxation reduced.
Tight monetary policy and major efforts to reduce the
government budget deficit brought the inflation rate
down from an annual rate of more than 18% in 1987.
The restructuring and sale of government-owned
enterprises in the 1990s reduced government’s role in
the economy and permitted the retirement of some
public debt. As a result, New Zealand is now one of
the most open economies in the world.
156 Discovering Maori Culture through Journeys in Film: Whale Rider
Economic growth has remained relatively robust in
recent years (i.e., around 3%), benefiting from a net
gain in immigration, rising housing prices, strong
consumer spending and favorable international prices
for the country’s exported commodities. New Zealand
did not experience the slowdown in growth seen
in many other countries following the events of
September 11, 2001, and the subsequent fall in
overseas share markets. The prolonged period of
good economic growth led the unemployment rate
to drop from 7.8% in 1999 to a 17-year low of 4% in
mid-2004. The growth has also helped to substantially
narrow the current account deficit, which stood at
4.5% of GDP in 2003.
New Zealand’s economy has been helped by strong
economic relations with Australia. New Zealand and
Australia are partners in “Closer Economic Relations”
(CER), which allows for free trade in goods and most
services. Since 1990, CER has created a single market
of more than 22 million people, and this has provided
new opportunities for New Zealand exporters.
Australia is now the destination of 21% of New
Zealand’s exports, compared to 14% in 1983. Both
sides also have agreed to consider extending CER to
product standardization and taxation policy. New
Zealand has had a free trade agreement with
Singapore since 2001.
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LESSON 1 : Indigenous Peoples

Important Ideas

Indigenous Peoples
culture
tradition
gender roles

Speaking Task 1

Directions: Write a short answer to the following questions, and then

share your answers with with your partner.

1. Are there any aboriginal people in Taiwan?

2. Do you know any famous aboriginal people?

3. Have you ever met an aboriginal person?

4. How many of Taiwan’s different aboriginal tribes can you name?

5. How long have aboriginal people lived lived in Taiwan?

6. Where did they come from?

7. What languages do they speak?

8. What do you know about their cultures & way of life?

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Listening Task 1

Directions: Listen to the teacher and match the name with the place.

New Words

Indigenous
First Peoples
Native Americans (Indians)
Inuit (Eskimos)
Aborigines
Maori
Ainu
Polynesian

NAME PLACE

1. Maori a. U.S.A.

2. Aborigine b. Mexico

3. Native American c. Mexico

4. Inuit d. Australia

5. Ainu e. Japan

6. Aztecs f. New Zealand

7. Mayans g. Taiwan

8. Indigenous People h. Canada

9. Amis ALL
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Lesson 1 S O C I A L ST U D I E S ( G E O G R A P H Y / WO R L D H I STO RY )

H a n d o u t 3 • p. 1 Events in Maori History

1. Adapting to the Environment. AD 1300. New Zealand has a much different environment from
the one the early Maori had known. (Imagine the warm, lush tropical climate of Hawaii or
Tahiti and then compare that to the landscape in the film The Lord of the Rings, which was shot
in New Zealand.) The differences found by the Maori affected plant life (some of their plants
would not survive in the temperate climate), trees (New Zealand had taller and stronger trees
than tropical trees, so Maori could make even more amazing ocean canoes), houses (they
needed walled houses rather than open-sided ones), and clothes (they needed to fashion more
clothing). They had no words for the snow that covered the mountains or the lakes in the
middle of the islands.
2. Affecting the Environment. AD 1300-1500. The early Maori in turn affected the environment
they found. It was rich with fish and shellfish, sea lions, and moa birds. These large flightless
birds, cousin to the emu and ostrich, evolved together with a large eagle that was their only
predator, and they lived in a balance. The birds were so plentiful that the Maori had the
nickname of moa hunters. But they wasted the moa, killing the birds and their eggs in much
greater number than was necessary. By 1500 moas were scarce, and sometime in the 1500s the
moa became extinct. This caused their predator, the great eagle, to vanish as well. Maori also
hunted the sea lions there to extinction. Loss of these protein sources
made life much harder, and there were times of famine.
3. First Contact. AD 1642. Abel Janszoon Tasman, a Dutch sea captain, came upon the northern
part of the South Island of New Zealand. Maoris attacked their small landing craft and killed
several Dutch sailors. Tasman named the island after the province Zeeland in the Netherlands.
4. Second Contact. AD 1769. The British Captain James Cook came to New Zealand looking for
a Southern Continent that Europeans thought was somewhere in the South Pacific. By circling
and mapping New Zealand, and sailing farther south, he showed there was no other large
continent out there. But he sparked interest in New Zealand.
5. White Potato. AD 1769. Captain James Cook introduced the white potato, which solved the
Maori food problem. It grew earlier and with less careful attention than the more common
sweet potato. One writer even says, “It is likely that the introduction of the white potato by
early European explorers such as Cook saved many Maori from starvation.” (Chambers 76)

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Lesson 1 S O C I A L ST U D I E S ( G E O G R A P H Y / WO R L D H I STO RY )

H a n d o u t 3 • p. 2

6. Whaling and Seal Ships. AD 1800s. Increasingly whaling ships and seal hunters visited the
island, and Maori coastal tribes worked cutting timber, loading ships, and even sailing in
whalers. Food and services were traded for blankets, knives, and any iron tools, which were
valued by the Maori.
7. Musket Wars. AD 1818-1840. Trade allowed Maori to get cheap muskets from Westerners, and
muskets allowed the warriors more powerful ways to get mana. However, this made their tribal
warfare more deadly than ever. During these decades of fighting, tens of thousands of Maori
died, possibly a third to a half of the total Maori population.
8. Destruction of the Moriori. AD 1835. Perhaps 400 years earlier a group of early Maoris sailed
to the Chatham Islands, 500 miles south of New Zealand. Later known as the Moriori, they had
lost contact with New Zealand until Maori sailing on European ships found out about them.
They had developed a peaceful hunting and gathering society, and controlled their population
to prevent famine. In 1835 two tribes of Maori sailed there to escape the Musket Wars. The
Moriori had no warrior tradition, and no real weapons, so they offered to share the islands
peacefully. But the Maori attacked, killed many and took others prisoner, according to their
warrior tradition. It is estimated the Moriori population went from 1600 to about 160.
9. Treaty of Waitangi. AD 1840. Tired of their own wars, and vulnerable to the increasing
number (now thousands) of European settlers, many Maori chiefs signed the Treaty of
Waitangi with Captain William Hobson of the British Navy. It gave Britain sovereignty or
control over New Zealand in exchange for providing law and order, and protecting all Maori
rights, including property rights.

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Lesson 1 S O C I A L ST U D I E S ( G E O G R A P H Y / WO R L D H I STO RY )

Handout 4 Two Flags From New Zealand

The modern New Zealand flag was adopted in 1902. The flag is based on the British blue ensign
flag, which has the Union Jack (the flag of Great Britain) in the upper left-hand corner; the New
Zealand flag adds four red stars laid out in the pattern of the Southern Cross. The traditional flag
measures twice as wide as it is high.

In 1990, a contest was held to create a Maori flag. The winning flag (above) has colors representing
Maori beliefs:
• BLACK represents the darkness from which the earth came and is associated with Rangi, the god
of the sky.
• RED represents coming into being and symbolizes Papatuanuku, the earth-mother.
• WHITE represents the realm of being and light, the physical world, purity, harmony, enlighten-
ment and balance. The white is in the shape of a curling fern frond, representing the unfolding
of new life. It also symbolizes a white cloud rolling across the face of the land; the Maori name
for New Zealand is Aotearoa (“Land of the long white cloud”).

Discovering Maori Culture through Journeys in Film: Whale Rider

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Script

Narrator a narrator (n.) = the person who tells a story; a

storyteller
In the old days, to narrate (v.) = to tell a story
The land felt a great emptiness. a narrative (n.) = a story
It was waiting...
Waiting to be filled up...
Waiting for someone to love it...
Waiting for a leader.
And he came on the back of a whale...
A man to lead a new people.
Our ancestor, Paikea.
a leader (n.) = someone who shows others what
But now we were waiting to do; the others follow the leader
For the firstborn of the new generation... to lead (v.)
For the descendant of the whale rider... leadership (n.)
For the boy who would be chief. an ancestor (n.) = the people in your family
who were born before you (e.g., your grandfather,
There was no gladness when I was born. or great-grandmother)
My twin brother died and took our mother with him. the firstborn (n.) = the eldest son or daughter
a generation (n.) = all of the brothers & sisters,
Everyone was waiting and 1st cousins in your family.
For the firstborn boy to lead us... a descendant (n.) = the people in your family
but he died... who are born after you (e.g., your children, your
and I didn't. grandchildren, etc.)

The Hospital

• Where is the boy?

• Son. What's done is done. Come home. Come home. Start again.
• You mean just pretend it didn't happen. a rider (n.) = someone who rides (sits on or in) a
• That's not what I'm saying. moving thing (e.g., a motorcycle, a bicycle, a
• You didn't even look at her, dad! She died. horse, etc.)
• Son... to ride (v.)
• No, no, no! No. No, all you want is your boy.
• It's all right.
• That's all you want. Isn't it?
• You can start again.
• Hey, I've got a child. Her name's Paikea.
• What?
• You heard me.
• No. Not that name!
a chief (n.) = the most important leader
• It's Paikea.
• No! Porourangi... Porourangi... Porourangi!

• Take her away. I told you to take her away.

• No. You acknowledge your granddaughter. She likes you.
• He'll have another child.
• He just lost a child and a wife. Isn't that enough? You give that boy some time. You
hear me? He'll be back when he's ready. Stupid old Paka. You say the word, and I'll
get a divorce, Bub. Just say the word.
• What'd he say to her? a twin (n.)
• Same old story. Not good enough for him, is she?
• He start that early with me? gladness (n.) = happiness
• You're a man. You can handle it. Here. Better get used to it. This one's gonna to pretend (v.) = to imagine something is real
need someone to look out for her.
• Yeah. All right.

My Koro wished in his heart that I’d never been born...

but he changed his mind.
 Page 13

The House to acknowledge (v.) = to recognize & accept

someone/something
• Hey! You old Paka! to divorce (v.) = to legally end a marriage
• Quick! to handle it (v.) = to be able to do something
• They were quick. Must have let them off early or something. without too much trouble
• You've been smoking.
• Says you. to let them off (v.) = to dismiss; students go
• Maori women have got to stop smoking. We've got to protect our childbearing home from school
properties. You coming to the concert? to protect (v.) = to take care of someone or
• Might. Bet she's got her best gears all laid out on the bed. something
• My dad's coming.
• Nay? Better get my flash dress out then. How long's he staying this time? Five childbearing (adj.) = the ability to have children
minutes? gears (n. sl.) = clothes
• Longer than that.
• That's good, 'cause I blinked and missed him last time. flash (adj.) = fashionable
• What time's the concert, Bub? to blink (v.) = to close & open your eyes quickly
• Seven, and don't be late.
• Gee, she's bossy, that one. And you'd have to be smoking in a pretty funny place
to wreck your childbearing properties.

The Concert

bossy (adj.) = to act like a boss; to tell other

• If you ask me the name of this house, I will tell you. It is Whitireia. And the carved
people what to do
figurehead at the top? It is Paikea. It is Paikea.
• No good to you, you reckon? to wreck (v.) = to ruin; to destroy
• Shh!

• What are they feeding you?

• You look different.
• Hmm. You do too. Must be growing up.
• Am not.
• Sorry I was late.
• It doesn't matter. It was stink anyway.
• Oh.
• Gotta look my best for your brother. a figurehead (n.) = a carving
• Hey, bro.
to reckon (v. sl.) = to think about & conclude
• Rawiri?
• Good to see you, man. stink (adj. sl.) = something is bad (It has a bad
• Yeah, put on a bit of weight since I saw you last time. smell.)
• Yeah.
a mate (n. Br.) = a friend
• Hey, this is my new lady.
• Kia ora.
• Kia ora.
• How many of my sons you need, girl? Give us a hand with the food. Make yourself
useful. You too, Pai.
• Come on, mate. Let these important guys have their talk, eh?
a postcard (n.)
The Hall

• Take your time. They've been waiting for you. Been a while this time, son.
• Been away. Didn't you get any of my postcards?
• Your mother put something on the fridge. I don't know what it was. A bridge or
something.
• France, probably. I've been spending a bit of time in Germany too.
• Like you there, do they?
a fridge (n.) = a refrigerator
• Some of them do.
• So, you've been busy, then?
• Yeah. Yeah, it's been good.
• You know, I got a gallery interested. Had some good shows. How about you?
• We've been all right.
• It's good to see you, dad.
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It was my father's waka

But after I was born
He didn't want to carve it anymore.
He went away.
Everybody did.

The House

a bridge (n.)
• Sorry, mum.
• You've come a long way. I think you can have a sleep in.
• Isn't he having any breakfast?
• Septic tank's blocked down at the Marae.
• Can't somebody else do it?
• Eat your breakfast. You're too skinny. Can't hardly see your bum in those pants.
• Thanks, ma.
• Thanks, ma.
Your timing's spooky, boy. a gallery (n.) = a place where artists show their
•
art work
a show (n.) = to show your artwork to others
The School

• Nerd! Putt-putt-putt!
• Ah! What was that for?
• For the concert last night. You have more respect next time.
• That teacher of yours got herself a husband yet?
• Don't think so.
• She still got those things on her teeth?
a waka (n.) = a carved boat
• Paka, at school we gotta do a speech on where we come from and that. So anyway,
you know how we all came on a whale?
• That's right.
• But where does the whale come from?
• From Hawaiiki.
• Where's that?
• It's where we lived before we came here, where the ancestors are.
• So, Paikea came from there.
• Aye.
• How long ago? to carve (v.) = to cut a shape from wood using a
• Long time. knife
• But how long?
• See that there? Look at it closely. What do you see?
• Lots of little bits of rope all twisted together.
• That's right. Weave together the threads of Paikea so that our line remains
strong. Each one of those threads is one of your ancestors... all joined together and
strong... all the way back to that whale of yours. Useless bloody rope. I'll get
another one.
• Paka! Paka! It's working! It's working.
• I don't want you to do that again. It's dangerous. septic tank (n.) = an underground box that
collects the waste from a toilet
The House

• That's a good one.

• Come in. A seat for you over there.
• Kia ora.
• Hi.
• Hi. Kia ora. skinny (adj.) = very (too) thin
• Have you met Pai's father, Porourangi... this is Miss Parata from the school.
• Kia ora.
• Kia ora.
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• Thought she'd appreciate seeing the show.

• No problem. This is some of my work from my last exhibition in Germany.
• Start again, from the beginning. She wants to see all of it.
• All right.Yeah, like I was saying, uh... oh, sorry.
• Who's that, bro?
• Anna. It's a woman I've been seeing. Actually, she's pregnant. We're expecting a
child.
• Why didn't you tell me?
• Congratulations, bro. You always get the good-looking ones. spooky (adj.) = scary like a ghost
• Where is she? Why don't you bring her?
• Uh, she lives in Germany, mum. You know. She wanted to have the child at home.
• But you'll bring her back here.
• Yeah, of course. Well, um, bit of a visit when baby gets big.
• Rawiri, take Miss Parata back to town.
• Come with me, Pai.

• When were you gonna tell me? The day you left?
• I've been trying to tell you since I got here. Look, dad. It's not forever. It's just it's
Anna's first child, you know? Her work's there, her family. a nerd (n.) = a person who is smart but uncool;
• Family? usually they have poor social skills
• Yeah, I can't expect her to move to the other side of the world. to respect (v.) = to show your admiration of
• Don't you use that girl as an excuse. You can't wait to get away. I see it in you. You someone or something
never stay, because it hurts you to see what's happening to us. respect (n.)
• Yeah, it does. respectful (adj.)
• You still walk away from it. Leave that waka of yours out there to rot. respectfully (adv.)
• I'm not here shoveling shit. I'm doing my share. Did you even see my work? Did
you... did you even look at it?
• You call it work. It's not work. It's souvenirs. Those young men you turn your
back on... they've got something to learn from you. You've got something to offer.
Don't you turn away! Yeah, you've got the privileges... but you forget you've also
got the obligations!
• Look at me, dad, for once in your life. Go on. Ah, you don't even know who I am.
• I know who you're meant to be, who you were born to be.
• Oh, yeah, right. But I failed ya, eh, dad? Yeah, because why? I had a daughter? Well, braces (n.) = wires that are used to straighten
I'm probably gonna have another daughter. And you know what? I'm not gonna let teeth
you treat another child of mine like that.
• Then take her with you! You don't like the job I'm doing, take her! Go on! Take
her!
• Stop it!
• She's no use to me.
• Pai?
• No, leave her. I'll get her. Pai!

The Waka to weave (v.)

• You all right? Gotta watch that Koro sometimes. Big mouth of his gets away on
him, eh?
• He didn't mean it... about me.
• Well... you know, maybe we should think about it.
• Think about what?
• You coming to live with me for a while. What do ya think?
• Why doesn't he want me?
a thread (n.) = a thin piece of material for
• Oh, Pai, it's not you. It's not even about you, in a way. Koro is just... he's just
looking for something that doesn't exist anymore. sewing
• A new leader? They exist. our line (n.) = a family tree
• Yeah, they do, except I think it's become even more than that. In his head, your danger (n.) = the chance of harm
Koro, he needs a prophet.
• What's that? dangerous (adj.) = likely to harm people
• Well, somebody who's gonna lead our people outta the darkness... and who'll make
everything all right again. Only problem is, you can't just decide who those
 Page 16

• people are just because you want them to be, eh?

• Like my brother? to appreciate (v.) = to be thankful
• Yeah. Your Koro made himself believe so strongly that he was gonna be the one. an exhibition (n.) = an art show
• But what if he was?
• And what if he wasn't? You know, your Koro, he did the same thing with me.
• Is that why he's so hard on you?
• Yep. Pretty much. Because I can't be what he wants, eh?
• Me neither.
• You think about it, okay? You know you'd make me really happy if you'd come and
stay with me.
• Mmm.
• Just think about it.
pregnant (adj.) = having a baby

The House the other side of the world = far away

an excuse (n.) = a reason that you give to say
Ready, Pai? why you did something bad or wrong
•
One more go. to make an excuse (v.)
•
• You be good to that girl. That's right. You look.
• I'm gonna need all the firstborn boys. It's time they learnt.
• Learnt what?
• When she was born, that's when things went wrong for us. That's where we'll find
the answer.

The Car

• You all right?

• Stop the car.
• Pai? What is it, Pai? a souvenir (n.) = a gift from your sightseeing
• Can we go home now?
But why? What is it? What's wrong? a privilege (n.) = a special advantage given only
•
I have to go home. to a person or group
•
• Why? an obligation (n.) = something you must do
• I just have to. because it’s your duty
• I know. It's okay.
doesn’t exist = not real
a prophet (n.) = someone who says what will
The Hall
happen in the future

• There are some discussions about the...

• Paka! I'm back.
• Not now, Pai.
• But I'm back. I'm back.
• Anyway... where does that information come from?
• It comes from the books.

The School

to give up (v.) = to stop doing something before

• You shouldn't be smoking. it is finished
• Tryin' to give up, aren't I?
How come you didn't go with your dad? to get out (v.) = to get out of prison
•
• I did. a dump (n.) = a terrible place
• Hmm. For one day. I would have gone. When my dad gets out, I'm gonna go with
to piss off (v. sl.) = to annoy or make angry
him.
• Where?
• Wherever. Get outta this dump.
• Koro's gonna be pissed off when he sees you smoking.
• No, he won't, 'cause he's not coming.
 Page 17

• Is so.
• No, he's getting the school ready. a fella (n. sl.) = a boy/man
• What school? the old ways (n.) = traditions
• For us fellas, to teach us the old ways and that. Probably gonna be stink. You can
come on the bus if you want. a quality (n.) = the good parts of someone’s
• I'm waiting for Koro. character
• But he's not coming. courage (n.) = willingness to do dangerous
• I said, "I'm waiting." things without feeling afraid
intelligence (n.) = the ability to learn and
The House understand things
leadership (n.) = ability to be a leader
• When you're ready.
a canoe (n.) = a traditional boat which has
• When everyone's here, I'll be ready.
curved ends & moves by paddling
• They are here. Those boys have waited half an hour.
• You tell her you weren't going to pick her up? ancient (adj.) = very old
• She could have come on the bus. a chant (n.) = a special kind of song or prayer
• You pick her up every day for years and she's just supposed to guess?
• Good. Let's go. an instrument of war (n.) = a weapon
• Do the welcome, Bub. Go on. to master (v.) = to become an expert at doing
• What do you think you're doing? something

• Pai. You're a girl. Go to the back. What did I say? What did I say? Then leave. Go a warrior (n.) = a soldier
on deaf (adj.) = unable to hear
to mess around (v.) = to fool around / not
The Traditional School serious
sacred (adj.) = something that is special
• For you boys, this will be a sacred school of learning. You'll be taught in the old because it is related to god
ways... in all the qualities of a chief. You will be tested for your strength... your
courage, your intelligence... and your leadership. Paikea's canoe sank... and he
called on the ancient ones for strength. You're going to learn that chant. All of
you. Learn it exactly. And if you break the chant, you will suffer the utu... the
consequences.
• Like what? Someone dying or something?
• Like your dick'll drop off. So, hold onto your dicks. Enough. Hold onto your dick.
Now, repeat after me.

• The taiaha is an instrument of war... a tool for fighting. If you want to master
it, you've got to show it respect. Hemi. Here. Peh! Pick it up. Good. Be angry.
Anger's part of your battle. You gotta learn to control it. Now, take a break. Get a
drink of water. The rest of you in pairs.

• Koro know you're doing that?

• I'm not doing anything.
• How come you're hiding around here then? Koro's cool, eh? He's teaching us to be
warriors, man. Gonna be chiefs. We're gonna smack all those other ones.
• You shouldn't have hit Koro like that.
• He was all right. He was real patient, eh? How come he won't let you do it?
• Girls aren't allowed.
• You could sit up the back. Long as you were quiet. I wouldn't mind. You're not
even holding it right. Your hands should be like this. And your feet... like this.
• Go back to the school, Hemi. I said, "go." I'll deal with you later.

The House

• I'm sorry, Paka.

• You gone deaf now? Somebody just apologized to you.
• You don't mess around with sacred things!
• She was just watching!
 Page 18

• She was using a taiaha. Let the girl do it.

• You might be the boss out there... but I'm the boss in this kitchen. I'll do it.

• You forgot something. Hey, it's not too bad up here. He's got a lot of rules he has
to live by.
• It's not fair.
• I know... but sometimes you've just got to let him think that he's the boss.
• He is the boss.
• Hmph. Not of me. I let him think he is, though.
• What's wrong with me, nanny?
• Nothing's wrong with you. You hear me? You got the blood of Muriwai in your a vein (n.) = the part of the body that contains
veins, girl. Think she'd be proud of you saying things like that? Anyway, that old blood / It’s “in your veins” means you were born
Paka's not the only one who knows some tricks. with it. It is from your ancestors.
• Eh? a trick (n.) = some secrets for winning
• Well, you wouldn't know it now, but before he got fat and ugly... your uncle Rawiri
was a bit of a hotshot with the taiaha. a hotshot (n.) = a superstar
• True?
• Won a trophy and everything. Oh, you should have seen him. He was beautiful.
• What happened?
• I don't know. He was the second son. But he knows some things, your uncle
Rawiri. Don't you worry about that.

Uncle Rawiri

a trophy (n.) = a prize

• Is uncle here?
• Out the back.
• Hi.
• Damn, girl. What did I tell you about sneaking up on us?
• I found this.
• Didn't know you played golf.
• Not golf. Taiaha.
• Yeah, well, this guy's playing golf.
• They cut the end off the golf stick... swing it around, and push it through there.
• Hey, shut up! I was good.
• That's why you're sitting here... while your father tells a bunch of snotty-nosed
kids how to be chief.
• Poor little bastards, huh? to sneak (v.) = to move quietly so that no one
• Could you teach me? knows you are there / to move secretly
• Hold up. This was a long time ago.
• So? Please?
• Does Koro know about this?
• No.
• Well, let's get it on then, eh?
• Yes!

• You mean this?

• It's a broom, isn't it?

• Morning, dad.

• Hey! There goes that little girl, Pai!

• Move, girl! Move!

• Get him, Pai!
• Go, Pai!
• Get him, girl!
 Page 19

The Traditional School to fail (v.) = not to succeed

• When you extend your tongue... you're saying to your enemies... "I'm gonna eat you.
Your eyes will roll back. Your head will be stuck on the end of my stick." Feel the ihi... the
power. Make them feel the wehi, the fear. I want the hairs on the backs of their
necks to stand up. Take off your shirts. When you slap your chests... I want you to
slap them hard. Bleh! Bleh! Scratch them. Make them bleed. Timata. Good, Hemi.
Good.

The Hall

• All these ancestors are watching too.

• This is my dad.
• Come to see your boy?
• Yeah.
• Good. Hemi, you first.

• Girl! Where's that school?

• Over there.

• Thought you were gonna stay for the whole thing.

• Seen your bit, didn't I? Come meet my mates. This is my boy.

• Hey.
• Say hello.
• Hello.
• Better watch out for this one. Did all right in there, eh? See you later.
• Tonight?
• Next couple of days, maybe. We're outta here.

• Get lost, you.

• Was that your dad?
• Get lost.

• What have you done? Answer me.

• It wasn't her fault.
• Go wash your face. Answer me, Pai. Do you know what you've done?
• No.
• You have broken the tapu of this school... on this marae, the one place where our
old ways are upheld. The knowledge that's been passed down from your
ancestors... from my grandfather to me, to those boys... It's broken!
• I'm sorry, Paka.
• You're not sorry. Right from the beginning, you knew this wasn't for you... but you
keep coming back. Do you want me to fail?
• No.
• You want these boys to fail? What have you got to say to them?
• I'm sorry.
• Say it again.
• I'm sorry.
• Say it like you mean it! Say it!
• I'm sorry.

The Bath

• Want me to put some more hot in?

• No.
• No.You can get sick sitting in a cold bath.
• What if he fails, nanny?
 Page 20

• Then he fails.
• What will happen to him? a fault (n.) = a flaw / an imperfection /
• Nothing will happen... except me thinking about that divorce. something that is wrong with someone or
• It's not Koro's fault, nanny. something
• What's not his fault? Sounds like his fault to me. spirit (n.) = your heart & soul
• Not that I'm a girl.
to wield (v.) = to hold and use a weapon

The Boat brainy (adj.) = intelligent or smart

overboard = to go over the side of the boat and
into the watrer
• Not you, Hemi. Rawiri.
sweet (adj.) = okay
• You've all done very well. You've shown me that you've got courage, that you're
strong... and that you can learn. But there can only be one... so there's one final
test... a test of your spirit. If you have the tooth of a whale... you must have the
whale's jaw to wield it. One of you will bring that back to me.
• Bubba's got a cold, and I can't swim.
• It's all right, man.
• Hey.
• Give it to me.
• I almost had it.

Leaving Home

• Nanny?
• Come here. It's not for long.
• You can put your clothes in there. And, uh, there's a lamp if you wanna read.
Rawiri reckons you're pretty brainy, eh? Anyway, it's just for a little while.

He was calling to the ancient ones,

Asking them to help him...
But they weren't listening.
So I tried... and they heard me.

The Boat

• Uncle, is this where Paka lost his reiputa?

• His what?
• That thing he wore around his neck. He threw it overboard.
• Crazy old Paka.
• Where?
• Just over there.
• I'll get it.

It's quiet down deep.

Koro needed quiet.
That's what nanny said.
He didn't want to talk anymore.
He just wanted to go down and down.

• She's been gone quite a while, eh?

• Nah, she's sweet.
• For Paka's tea. And I found this.
 Page 21

The House

• Got this for dad's tea.

• Lovely. Pop it in the sink.
• Pai got it. She got this as well. You gonna tell him?
• No. He's not ready yet.

• It's for my school concert. You're my guest of honor. So I'll see you there, Paka.
a blowhole (n.) = the hole in the whale’s head
The Concert that it breathes with

• Put mine there.

• Come on. I want to get up in the front.
• Save this one for Paka.
• He might be held up, Bub.
• No, he's coming.
• Thank you, ladies and gentlemen. Now to finish, we have something very special.
One of our students has won, not only our own school speech contest... but the
east coast area schools', as well. Ladies and gentlemen, please welcome Miss Paikea
Apirana.
• Did you know about this?
• She said she had a surprise... for him.
• This speech is a token of my deep love and respect... for Koro Apirana, my
grandfather. My name is Paikea Apirana...
• Go on, Bub.
• And I come from a long line of chiefs, stretching all the way back to Hawaiiki...
where our ancient ones are... the ones that first heard the land crying and sent a
man. His name was also Paikea... and I am his mo... most recent descendant. But I
was not the leader my grandfather was expecting... and by being born... I broke the
line back to the ancient ones. It wasn't anybody's fault. It just happened. Who is to
blame? But we can learn. And if the knowledge is given to everyone, we can have
lots of leaders. And soon, everyone will be strong... not just the ones that have
been chosen. Because sometimes, even if you're the leader and you need to be
strong... you can get tired. Like our ancestor, Paikea, when he was lost at sea... and
he couldn't find the land, and he probably wanted to die. But he knew the ancient
ones were there for him... so he called out to them to lift him up and give him
strength. This is his chant. I dedicate it to my grandfather.

• She all right?

• She's asleep.
• That old man know she's staying the night?
• If he doesn't like it, he can sleep in the road.
• Might be time for us to leave, eh, dear?
• What is it?
• You'd better come have a look.

The Beach

Who is to blame?
I called them and they came...
But it wasn't right.
They were dying.

• Hey, keep it away from the blowhole, bro.

• That's it. Just around the edges.
• You okay?
 Page 22

He died.
Koro knew what it meant.
It was Paikea's whale,
Sent to us because we were in trouble.

• Dad?
• We've got to turn it around.
• How?
• Get a tractor down here and some ropes. We'll wait for the tide. If... if we can
move it, the others will follow. Get the men.
• They're stuffed. Half of them have been up all night.
• They'll do it for you.
a tractor (n.)
It was a test...
But for Koro this time.

• Leave it. You've done enough.

• Now!
• E pana e!
• E pana e!

He wanted to die.
There wasn't a reason to live anymore.

• It's no use. They're too tired.

the tide (n.) = the up & down movement of the
• We'll try again later. Let them rest.
ocean because of the moon
• Come on, dear. We'll come back. Come on.
• It's gone! stuffed (adj.) = very tired / exhausted
• Where is she? Where's my moko? Where is she? Pai!

It's okay, Paka.

I wasn't scared to die.

• Hurry up! Hurry! Let's go!

• Which one?
• What do you mean, which one?

The Hospital

• Thank you, dear.

• I've been praying to god about it. If that little one wakes up, I'm gonna give up to pray (v.) = to speak to god to give thanks or to
the smokes. ask for help
• She'd like that.

My name is Paikea Apirana,

and I come from a long line of chiefs...
stretching all the way back
to the whale rider.
I'm not a prophet...
but I know that our people
will keep going forward...
all together,
with all of our strength.

The End
 Page 23

  

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
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  

       

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

     

 
   


 
   


 
    


 
   


     

  

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 



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
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  


  





 

 

 





 

 





 





  


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  

 




 


 

    

    



  




 



 

   

   

   


 

 







  


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  

  

 

      

    


    

 

     

     

    

     

     

 

 

     

     

    

 

 


 

 


   

       



  


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  

  

 

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 

 


  


  



  


   

   

 
 



 


       

    

 


 

 

 

 


  


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  

  


 

 




      


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  


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  




 
 

 
 

 
 

 
 

   
 

  


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  




    

 
  
 

    

 
  
 

    

 
  
 

    

    

    

    

  


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           


  

   

 




 

  

 


 
   
  
 





  

 






 



 

  


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  

 


       

     

    


 

   

   

   


 

   

   





  



 







    

   

      

         

  


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  

  






   

    

      


 





 

 

 

 

 

 

 

 

  


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  

 

  

  


              




   

   

   

 

  
 

  
 

  
 
  


  
 


  
 

  
                


  

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  



  





 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 




  

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  


 

 

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  

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  






 
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 
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 
 
 

  

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  





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  

    

    

    

    

    

    

    

    

  


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           


  

   

   

   


 

 


     
    

    

      

  

   

    

       

   


  

 

 

 

 

  


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  

 

 
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

               









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 

 

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  

 
  


   


 

    

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
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 

 

 

 

  


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  

  

 


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
 

 
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    

        

    

    

    

  

  

   

  

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 

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
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 


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  

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  

  





       

       

        


 

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
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

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  

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
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  

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
                 

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  

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  

  



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  

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  



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          



          

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         

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        

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      
       
         


  

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
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  

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  




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   

   

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     

     

     

     

 
   


 
   


 
   


     

  

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           


  

 


 

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  

 
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
 

 

 

 

 

 

 


 

 

 

 

 

 

 

  

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  

 

 




    

    

      

   

   

    







    





    

    



        

      

  

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  

  

 


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  

 
 


 
 


 
 


   

   

   

 
 


   

   

   

   

   

   



  

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  

  

 

   

    


 

 

   

      

    

    

  

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  









 
 
 



 

 

 













  


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Name __________________________ COMPARE

Date __________________________ AND
CONTRAST

Name 1 Name 2
Copyright © 2010 by John Wiley & Sons, Inc.

Attribute 1

Attribute 2

Attribute 3

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Page 54

Name : __________________________
CHARACTER
Date : __________________________
Title : __________________________
TRAITS WEB
Author : __________________________

Character's Character's actions

appearance and thoughts
Copyright © 2010 by John Wiley & Sons, Inc.

Character

Character's How others react

words to the character

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Name __________________________
THE FIVE
Date __________________________ Ws
DIRECTIONS: Respond to the following questions in the spaces provided.

What happened?
Copyright © 2010 by John Wiley & Sons, Inc.

Who was there?

Why did it happen?

When did it happen?

Where did it happen?

Graphic Organizers for Supporting Reading Comprehension 161

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Name __________________________
STORY
Date __________________________ MAP I
DIRECTIONS: Write down key information for the story elements below.

Setting (include the time and place)

Characters
Copyright © 2010 by John Wiley & Sons, Inc.

Problem

Plot/events

Resolution

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Name __________________________
IDEA
Date __________________________ WEB
Copyright © 2010 by John Wiley & Sons, Inc.

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Lesson 3 SOCIAL STUDIES (WORLD HISTORY)/LANGUAGE ARTS

H a n d o u t 1 • p. 1 The Spiritual World of Whale Rider

Directions: As you watch the scenes that your teacher will play for you from Whale Rider, write
down what you learn about Maori traditional beliefs.

Scene 1:

Scene 6:

Scene 10:

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Lesson 3 SOCIAL STUDIES (WORLD HISTORY)/LANGUAGE ARTS

H a n d o u t 1 • p. 2

Scene 14:

Scene 17:

Scene 24:

Scene 26:

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Lesson 4 L A NG UAG E ARTS/VIS UAL LITE RACY

Handout 1 Individual Reflection

1. List 3 qualities that are important in a leader.
a.

b.

c.

2. Are any qualities in your list found only in boys? Only in girls?

3. What are some things in our society that have traditionally been done just by boys or men?
Note down two of them here. Next to each one, write a reason why that is; if you don’t know
one, make your best guess why it might be. Does it make sense? Is it fair?
a.

b.

4. What are some things in our society that have traditionally been done just by girls or women?
Note down two of them here. Next to each one, write a reason why that is; if you don’t know
one, make your best guess why it might be. Does it make sense? Is it fair?
a.

b.

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Lesson 4 L A NG UAG E ARTS/VIS UAL LITE RACY

H a n d o u t 2 • p. 1

Talking Points for _______________ (Your character)

Names of your group members:
______________________________________________________________________________
______________________________________________________________________________
Directions: Work with your group to write “talking points” for your character about each of
the following issues. In other words, how would your character answer each question?

• Can women and girls be leaders just as well as men and boys?

• Should parents tell children what they can do with their lives?

• Should boys and girls be raised differently?

• Should every boy be raised to be a chief, or only the firstborn?

• Does crying disqualify you from being chief?

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Lesson 4 L A NG UAG E ARTS/VIS UAL LITE RACY

H a n d o u t 2 • p. 2

• Should the Maori try to do everything in the old ways?

• What can young people possibly teach their elders?

• Who is the boss of the family?

• What is the best way to keep the Maori people strong?

• Why have so many Maori people been moving away?

• Who is to blame for the Maori troubles?

• What is your greatest hope for your people? Your greatest fear?

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Lesson 5 F I L M S P E C I F I C C R O S S - C U LT U R A L L E S S O N

H a n d o u t 5 • p. 1 Gender, Tradition, and Change

The kaumatua, or elders of the tribe, are very respected and given authority over all community
matters. Whether male or female, their role is to teach young people Maori customs such as tradi-
tional songs, dances and creation stories in order to ensure that these important cultural elements
are not forgotten. The people of the tribe decide who they consider their kaumatua. If people
haven’t remained involved with the community over the years, they typically will not qualify as it
is not certain that they have the right traits, knowledge and skills to fulfill this important role. A
kaumatua usually has a specialty such as history, storytelling, genealogy, etc. Rangatira (hereditary
chiefs) provide the overall leadership for a tribe.
Pai’s grandfather, Koro, has one goal; that is to preserve the tribe’s existence and appoint a rangatira
to replace him in time. Even though he loves his granddaughter Pai, Koro’s commitment and
loyalty to the teachings of his ancestors prevent him from seeing Pai’s potential as a leader. Koro’s
stubbornness won’t allow him to accept this option because a woman has never held this position
in the history of his ancient line.
The author of the novel The Whale Rider, Witi Ihimera, had taken his daughters to a number of
action films. They repeatedly asked him why in all of those stories the girl was the helpless one
while the boy was the hero. “So I decided to write a novel in which the girl is the hero, and I
finished The Whale Rider in three weeks,” he said.

Questions about Whale Rider:

Carefully observe the relationship between Pai and her grandfather, Koro. How does Koro express
his love for Pai?

How does Pai demonstrate the leadership skills Koro hopes to find in one of the boys of the tribe?

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Lesson 5 F I L M S P E C I F I C C R O S S - C U LT U R A L L E S S O N

H a n d o u t 5 • p. 2

Class Discussion Questions:

Explain why you think Koro excluded Pai from the lessons he gave to the boys about how to be a
tribal chief.

How do you think this made Pai feel?

Why did Koro so desperately want a male leader to succeed him?

Why does Pai continue to love and respect Koro as he continues to ignore her leadership qualities?

Can you think of other ancient or modern-day cultures that have similar rules regarding lineage
and male leadership? Why might this tradition have come about?

Can you remember a time when you felt your special skills or talents were being ignored by
someone you love and respect?

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Lesson 8 SCIENCE

H a n d o u t 1 • p. 1 FACT SHEET – What Is a Whale?

Col, Jeananda. Reprinted with permission from Enchanted Learning. http://www.EnchantedLearning.com 1996

Living in the Ocean

Whales are large, magnificent, intelligent,
aquatic mammals. They breathe air through
blowhole(s) into lungs (unlike fish, which
breathe using gills). Whales have sleek, streamlined
bodies that move easily through the water. They are the
only mammals, other than manatees (seacows), that live Whales breathe air. They are NOT fish.
their entire lives in the water, and the only mammals They are mammals that spend their
that have adapted to life in the open oceans. entire lives in the water.

Like all mammals:

Cetaceans are the group of mammals
that includes the whales, dolphins,
and porpoises.
• Whales breathe air into lungs.
• Whales have hair (although they have a lot less than
land mammals, and have almost none as adults),
• Whales are warm-blooded (they maintain a high
body temperature).
• Whales have mammary glands with which they
nourish their young.
• Whales have a four-chambered heart.

Size
The biggest whale is the blue whale, which grows to
be about 94 feet (29 m) long – the height of a 9-story
building. These enormous animals eat about 4 tons of
tiny krill each day, obtained by filter feeding through
baleen. Adult blue whales have no predators except man.
The blue whale is the largest animal that
The smallest whale is the dwarf sperm whale, which has ever existed on Earth. It is larger than
as an adult is only 8.5 feet (2.6 m) long. any of the dinosaurs were. It’s also the
loudest animal on Earth.

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Lesson 8 SCIENCE

H a n d o u t 1 • p. 2

Two Types of Cetaceans

Cetaceans include the whales, dolphins and porpoises. There are over 75 species of Cetaceans.
Whales belong to the order Cetacea (from the Greek word “ketos,” which means whale), which is
divided into the following groups:

Toothed whales (Odontoceti) – predators that use their
peg-like teeth to catch fish, squid, and marine mammals,
swallowing them whole. They have one blowhole (nostril)
and use echolocation to hunt. There are about 66 species
of toothed whales.
Baleen whales (Mysticeti) – predators that sieve tiny crustaceans, small
fish, and other tiny organisms from the water with baleen. Baleen is a
comb-like structure that filters the baleen whales’ food from the water.
Baleen whales are larger than the toothed whales and have 2 blowholes
(nostrils). There are 10 species of baleen whales.

Swimming and Other Water Activities

Whales have a streamlined shape and almost no hair as
adults (it would cause drag while swimming). Killer whales
and Shortfin Pilot whales are the fastest, swimming up to
Whales swim by moving their muscular tails
30 miles per hour (48 k/h). (flukes) up and down. Fish swim by moving
their tails left and right.

Breaching: Many whales are very acrobatic, even breaching (jumping) high
out of the water and then slapping the water as they come back down.
Sometimes they twirl around while breaching. Breaching may be purely for
play or may be used to loosen skin parasites or have some social meaning.
Spyhopping: This is another cetacean activity, in which the whale pokes its
head out of the water and turns around, perhaps to take a look around.
Lobtailing: Some whales stick their tail out of the water into the air, swing it
around, and then slap it on the water’s surface; this is called lobtailing. It
makes a very loud sound. The meaning or purpose of lobtailing is unknown,
but may be done as a warning of danger to the rest of the pod.
Logging: Logging is whate a whale does when it lies still at the surface of the
water, resting, with its tail hanging down. While it floats motionless, part of
the whale’s head, the dorsal fin or parts of the back are exposed at the surface.

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Lesson 8 SCIENCE

H a n d o u t 1 • p. 3

Migration
Many ceteaceans, especially baleen whales, migrate over
very long distances each year. They travel, sometimes in
groups (pods), from cold-water feeding grounds to
warm-water breeding grounds.
Gray whales make the longest seasonal
migration of any of the whales. They travel
about 12,500 miles each year
Social Behavior
Cetaceans have very strong social ties. The strongest social ties are between mother and calf. A
social group of whales is called a pod. Baleen whales travel alone or in small pods. The toothed
whales travel in large, sometimes stable pods. The toothed whales frequently hunt their prey in
groups, migrate together, and share the care of their young.

Reproduction
Cetaceans give birth to live young, which are nourished
with milk from their mothers – they don’t lay eggs.
Cetaceans breed seasonally, usually in warm tropical
waters, and females usually have one calf every 1-3 years.
The gestation times range from 9 to 18 months. Whale
calves can swim at or soon after birth. Mother whales
Young cetaceans are frequently mottled in
care for their young for an extended period of time, color, camouflaging them from predators.
usually at least a year, feeding them milk and protecting Newborns have a sparse covering of hair,
them. which they lose as adults.

Whale Songs
Complex whale songs can be heard for miles under the water. The humpback’s song can last for
30 minutes. Baleen whales sing low-frequency songs; toothed whales emit whistles and clicks that
they use for echolocation. The songs are thought to be used in attracting mates, to keep track of
offspring, and, for the toothed whales, to locate prey.

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Lesson 8 SCIENCE

Classification of Cetaceans
H a n d o u t 1 • p. 4 Cetaceans are divided into the following suborders:

killer whales or orcas beluga whales Odontoceti (toothed whales) narwhals sperm whales

the beaked whales, Mysticeti (mustached whales) or humpback whales gray whales
dolphins , and porpoises baleen whales - blue whales

bowhead whales minke whales

Primitive Whales and Evolution

Primitive whales evolved during the mid-Eocene period, about 50 million years ago. Fossil remains
indicate that whales evolved from hoofed land mammals – perhaps the shore-dwelling, hyena-like
Mesonychid that returned, bit by bit, to the sea roughly 50 million years ago.
Another possible step in whale ancestry is the otter-like Ambulocetus, an extinct mammal the size
of a sea lion, 10 feet (3 m) long and about 650 pounds. Its limbs allowed it to swim and could also
support it on land. It had long, powerful jaws with shark-like teeth, a small brain, and a pelvis
fused to its backbone (like land-dwelling mammals but unlike whales).
Basilosaurus, a very primitive, extinct whale had a tiny head and pointed snout with teeth, unlike
modern-day whales, which have large heads and a blunter snout. It was about 82 feet (25 m) long.
Endangered Whales
There are many species of whales that are in danger of going extinct. Most baleen whales (the huge
whales targeted by commercial whalers) are listed as endangered or protected species. These large
whales are filter feeders and are among the largest animals on earth. They have baleen plates
instead of teeth, which are used to filter tiny organisms, like krill and small fish, from the water.
They use their tongue to dislodge the food from the baleen and swallow it. Baleen is made of ker-
atin, the same protein that our hair and nails are made of. Most other whale species are doing well
and are not endangered.

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Whangara, New Zealand