4.9 Pacific islands: A profitable paradise
Students will determine the geographical, cultural, historical, and economic features that make tourism a major industry in the Pacific Islands and will design a product targeting a specific tourist audience.
Time required for lesson
Approximately 70 minutes. Homework time may be needed.
- Computers with internet access (optional)
- Background information about the Pacific Islands (Note: You may use your social studies textbook or have students conduct research on the internet)
- Worksheet: “Who’s Who in the Creation of a Travel Brochure?“
- Paper — 8″x 14″
- Colored pencils
- Colored markers
- Brainstorm features in the Pacific Islands that make them attractive to tourists, e. g. the rugged environment, wildlife, beautiful beaches, isolation, laid-back atmosphere, etc.
- Divide the class into five small groups. Each group will act as a committee of the Hospitality and Tourism Industry of the Pacific Islands.
- Give each committee a piece of 8″x 14″ paper. Demonstrate to the students how to fold the paper to make a brochure.
- Instruct each committee to design a travel brochure which highlights the features of the Pacific Islands that would appeal to one of the following assigned targeted audiences:
- An adventurer
- A family with three school-aged children
- A group of senior citizens
- Recent college graduates looking for a post-school trip
- Have the students conduct background research to find aspects of the Pacific Islands that would appeal to their target audiences. Students may use their textbooks or do internet research if they have access to the web. Tell the students to include pictures and text that would entice their specific audience to come to the Pacific Islands. They may include scenic and sightseeing opportunities, travel and reservation services, performing arts, spectator sports, or other amusement and recreation attractions, accommodations, and food services.
- When the students are finished, have them share their finished products with the class. After the presentations, have a class discussion about the effectiveness of each brochure in appealing to its target group.
- If Internet access is available, have the students complete the “Who’s Who in the Creation of a Travel Brochure” worksheet by visiting the Bureau of Labor Statistics’ Occupational Outlook Handbook.
- Home learning: Instruct the students to ask their parents if they would like to visit a Pacific Island. Have the students make a list of features especially appealing to their parents, and then answer the following questions:
- Do these features differ from those highlighted for other target audiences?
- What would they include in a brochure targeted specifically for their parents?
- How successful do they think they would be in enticing their parents to visit a Pacific Island?
Have students bring their results the next day and discuss them with the class.
North Carolina curriculum alignment
Social Studies (2003)
- Goal 5: The learner will evaluate the varied ways people of Africa, Asia, and Australia make decisions about the allocation and use of economic resources.
- Objective 5.01: Describe the relationship between the location of natural resources, and economic development, and analyze the impact on selected cultures, countries, and regions in Africa, Asia, and Australia.
- North Carolina Essential Standards
- Guidance (2010)
- P.CR.2 Understand the relationship among career goals and interests, personal interests, aptitudes, and abilities. P.CR.2.1 Maintain a career-planning portfolio. P.CR.2.2 Use research and information resources to obtain career information.
- Social Studies (2010)
- 7.G.1 Understand how geography, demographic trends, and environmental conditions shape modern societies and regions. 7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers,...
- Guidance (2010)