Ordinary tourists cannot visit Navassa Island. The U.S. Fish and Wildlife Service states that the refuge is closed to the public, with hazardous access and no visitor services. Treat this guide as a journey through maps, photographs, archives and scientific records. Explore how a small place enters international trade, how workers appear in historical evidence, and how scientists study a reef they visit occasionally.
Navassa is an island in the Caribbean between Haiti and Jamaica, administered by the U.S. Fish and Wildlife Service; Haiti also claims it. The refuge profile describes approximately five square kilometres of uninhabited land, while Article 8 of Haiti’s 1987 Constitution includes La Navase in Haitian territory. Keeping those statements distinct is your first useful habit. Younger learners can begin with the map and lighthouse; older students can follow the workers’ records, territorial claims and reef measurements. Each lesson includes an activity and a check.
Featured photograph: Aerial view of Navassa Island’s southwest coast. Photograph: U.S. Geological Survey, public domain, via Wikimedia Commons. Capture date unspecified.
Choose your learning route
Get your bearings: Read the quick facts and start with the map lesson.
Follow a subject: Choose a lesson from the contents; each includes an activity and an answer check.
Practise a skill: Work through the example, then explain the result in your own words.
Learn together: Use the family plan and English–Chinese vocabulary.
Quick facts for your study
| Question | Useful starting answer |
|---|---|
| Where? | Caribbean Sea, between Haiti and Jamaica. |
| What kind of place? | A small island and wildlife refuge, not an independent sovereign country. |
| Who administers it? | U.S. Fish and Wildlife Service; Haiti also claims sovereignty. |
| Can ordinary tourists visit? | No. The refuge is closed to the public. |
| What should we study? | Maps, geology, mining records, lighthouse history, biodiversity and reef research. |
| Which dates matter? | Record the date of an event or survey separately from the date its webpage was updated. |
Contents: ten lessons and practical activities
Open a group to choose a lesson. The full explanations remain available below.
Lessons 1–3: begin with the place
1. Read the island at three map scales
Lessons 4–7: follow the evidence
4. Read mining history through workers’ records
5. Distinguish administration from a sovereignty claim
Lessons 8–10: investigate and explain
8. Measure a reef as a three-dimensional habitat
Worked example · Family plan · Vocabulary · Frequently asked questions · Sources · Keep learning
1. Read the island at three map scales
Begin with a Caribbean map. Locate Cuba, Hispaniola and Jamaica before looking for Navassa. The U.S. Coast Guard’s lighthouse record places it near the southern end of the Windward Passage. That location gives a tiny patch of land a relationship with a much larger sea route. Small places can matter in large networks.
Now change scale. A regional map helps explain connections; an island map shows coastline and landforms; a bathymetric map describes the shape and depth of the seabed. The USGS bathymetry map of Navassa is a useful third view. Before interpreting colours, read its legend. A darker colour has no universal meaning across every map. Check the units and whether a number describes water depth, land elevation or distance.
Try a deliberately simple scale calculation: on an imaginary map, one centimetre represents ten kilometres. A measured separation of 3.5 centimetres therefore represents 35 kilometres. This is a practice example, not a measured Navassa route. Explain why the calculation cannot become a sailing instruction: the line says nothing about reefs, weather, regulations or navigable approaches. Similarly, enlarging a screenshot does not create more accurate geographic information. Match your conclusion to the map’s purpose.
Try this: Make three boxes labelled region, island and seabed. Put one question in each: What is nearby? What shapes the coast? What lies below the water? Choose the appropriate map for each question.
Check your understanding: Does a small island symbol on a regional map tell you the shape of its shoreline?
No. The symbol identifies location at that scale. You need a more detailed map to study the shoreline.
← Contents · Contents · Lesson 2 →
2. Separate the rock, the deposit and the living reef
Words such as coral, limestone, guano and phosphate can become blurred in short island descriptions. The Department of the Interior’s Navassa profile describes raised coral and limestone terrain. FWS’s refuge history explains that phosphorite was mistaken for guano during the nineteenth-century claim. These are clues to different processes, not interchangeable names for everything on the island.
Think in layers of explanation. Limestone is a rock; phosphorite is phosphate-rich material; guano is accumulated animal droppings, especially from seabirds or bats. A living coral colony is an organism, while an old coral-derived rock can preserve evidence of a previous environment. Calling terrain coral-derived does not mean that its present dry surface is a living reef. Nor does the word guano, used historically in a company or legal document, settle a modern geological classification.
This distinction matters when reading photographs. A pale cliff, a reddish deposit and a shallow underwater structure may invite different questions, but colour alone cannot identify their composition. You need a geological description, a labelled specimen or a properly documented analysis. Practise saying what you can observe before explaining it: ‘The photograph shows a pale exposed face’ is an observation; ‘this formed through a particular process’ needs further support. This makes the step from evidence to explanation visible.
Try this: Create four cards: living coral, limestone, guano and phosphorite. Write whether each word principally names an organism, rock or deposit. Then write what evidence would help identify it in an unfamiliar image.
Check your understanding: Does an old document calling a cargo guano prove that every grain was fresh bird droppings?
No. Historical commercial language and scientific material descriptions can differ. Check the substance described and the document’s purpose.
← Lesson 1 · Contents · Lesson 3 →
3. Follow phosphate from a deposit into a supply chain
A resource becomes economically important when people can extract it, transport it and find buyers. DOI’s historical account connects the U.S. claim in 1857 with the Guano Islands Act of 18 August 1856. FWS describes mining and shipments to Baltimore in its island history. The useful question is how material on an isolated island acquired value elsewhere.
Draw the proposed chain: deposit, labour, loading, ship, processing and customer. Phosphorus is a plant nutrient, which helps explain the wider demand for phosphate materials used in fertiliser. Yet a deposit alone does not guarantee a successful business. The chain needs tools, workers, transport, finance and agreements about who may extract and sell. If one link becomes expensive or unreliable, the economics change even while the rock remains in place.
Use an imaginary shipment to make the reasoning concrete. Suppose a cargo earns 1,000 units of revenue and extraction, wages, loading and transport together cost 850. The remaining 150 is not automatically a complete profit figure: financing, administration and other costs may still exist. More importantly, a company’s accounts may omit harm borne by workers or the environment. Ask who receives the revenue, who does the difficult work and who carries each risk. Keep the people who moved the cargo in the story.
Try this: Put a cost and a person beside each link in your supply chain. Circle the items missing from a simple sale-price-minus-shipping calculation. Explain which missing item most changes your understanding.
Check your understanding: Why can a valuable mineral deposit fail to generate lasting prosperity?
Value depends on the whole chain, its costs and the distribution of benefits. Geological abundance alone does not establish profitability or fair outcomes.
← Lesson 2 · Contents · Lesson 4 →
4. Read mining history through workers’ records
Navassa’s mining history includes the 1889 conflict between Black workers and white company officers and the ensuing prosecutions. In Jones v. United States, decided in 1890, the U.S. Supreme Court upheld federal jurisdiction over Henry Jones’s prosecution. Its opinion reproduces a labour contract: payment was to occur after return to Baltimore, and refusal to obey or work could forfeit wages. These terms help a reader examine how employment and isolation affected bargaining power.
A legal judgment answers particular legal questions. It cannot, by itself, tell the complete story of every worker’s experiences or every event behind the prosecution. Add the 1889 pamphlet The Navassa Island Riot, published by the Order of Galilean Fishermen, which preserves names and biographical accounts. The Maryland State Archives collection brings together further prison records and research notes. Different records make different people and questions visible.
Read this material with care. A charge, a conviction and a historian’s interpretation are different kinds of statement. A company agreement records formal terms; it does not demonstrate that conditions were fair or that every promise was fulfilled. A supportive pamphlet may preserve voices omitted elsewhere while also having an advocacy purpose. Compare authorship, date and evidence. For a younger child, keep the discussion on fairness, delayed payment and the importance of hearing people’s accounts; there is no need to reproduce graphic details or demeaning historical language.
Try this: Make three columns: what the contract says, what a personal account describes, and what remains unknown. Write one question you would want a worker to answer, while recognising that the surviving record may not answer it.
Check your understanding: Does a court’s decision on jurisdiction establish that the workers’ employment conditions were fair?
No. Jurisdiction concerns a court’s authority to hear a case. Employment conditions require their own evidence and analysis.
← Lesson 3 · Contents · Lesson 5 →
5. Distinguish administration from a sovereignty claim
Navassa is a useful place to practise precise political geography. The United States administers the island through the Fish and Wildlife Service. Haiti also claims sovereignty: Article 8 of its 1987 Constitution names La Navase among the islands included in Haitian territory. DOI’s administrative history records the transfer of full administrative responsibility to FWS in 1999. These sources describe positions and responsibilities; their existence does not turn a contested claim into universal agreement.
Separate three questions. Who currently manages a place? Who asserts that it belongs to them? How do particular institutions recognise or describe its status? Each question calls for appropriate evidence. An agency’s rules explain its administration; a constitution states a state’s territorial position; a map’s colour key shows the cartographer’s convention. One source may be authoritative for one question while leaving another unresolved.
Try rewriting a careless sentence such as ‘Navassa is its own Caribbean country.’ A more useful description identifies it as an island, states U.S. administration and acknowledges Haiti’s claim. This is not an invitation to settle the dispute in a homework paragraph. It is practice in fair attribution: ‘This document states…’, ‘This agency administers…’, and ‘This issue is disputed…’. The same skill helps when two history books describe a border differently. Explain what the evidence establishes and where disagreement remains.
Try this: Write a two-sentence map caption that includes the island’s name, region, administering agency and Haiti’s claim. Underline the verbs. Check that none quietly changes a claim into an uncontested conclusion.
Check your understanding: Can an island be administered by one state and claimed by another?
Yes. Administration describes management in practice; a sovereignty claim asserts political authority or title. They need separate wording.
← Lesson 4 · Contents · Lesson 6 →
6. Use a lighthouse to understand a transport network
A lighthouse photograph gives you something concrete to examine after abstract maps and documents. The U.S. Coast Guard fact sheet records 1917 as the year Navassa’s tower was first lit. FWS’s history connects the lighthouse with the island’s increased maritime significance after the Panama Canal opened. Geography remained in place while the journeys passing through the wider region changed.
Ask why a structure would be built where few people lived. Its users need not live beside it. A navigation aid serves people moving past a location, so the right map includes routes and hazards as well as settlements. The principle also applies to bridges, signals and communications relays. Infrastructure often makes sense when you look at the network it serves rather than the population immediately around it.
Study the Coast Guard’s historical photograph as a historical source. What does the image show about the structure and its surroundings? What cannot it tell you about staffing, maintenance or today’s condition? A photograph needs a caption and provenance. Its upload date may be much later than the exposure. If you cannot establish when it was taken, describe it as a historical collection image and leave the capture date unspecified. Leave uncertainty visible.
Try this: Draw an imagined shipping network with three ports and one difficult passage. Place a navigation aid where it could serve several routes, then explain your choice. Label the diagram as a model, not an actual navigational chart.
Check your understanding: Why might a lightly inhabited place still need substantial infrastructure?
The infrastructure may serve passing traffic or a wider network. Local population is only one measure of its usefulness.
← Lesson 5 · Contents · Lesson 7 →
7. Learn what an endemic species tells us
Small islands can be valuable places for studying biodiversity. FWS reports that inventories preceding refuge designation recorded more than 600 terrestrial species. A more specific example is the May beetle Phyllophaga navassa, described by Robert Woodruff and Warren Steiner in a 2011 taxonomic paper. A scientific name links the organism to a formal description that other researchers can examine.
Learn three different questions: Is a species native here? Is it endemic here? Is it threatened? Native concerns its natural occurrence; endemic concerns restriction to a particular geographic area; threatened concerns extinction risk. These ideas can overlap, but they do not mean the same thing. A species confined to one island may have a small global range, yet determining its condition still requires evidence about abundance, habitat and change.
Notice what the year 2011 means in the beetle example: publication of a scientific description, not the year the animal first evolved or first existed on Navassa. Likewise, an inventory total belongs to a particular survey and its methods. It is not a promise that every species was detected, nor a live population dashboard. For a school comparison, ask why an easily seen bird and a tiny nocturnal insect may have different chances of being recorded. Equipment, timing and expertise influence the data.
Try this: Create a species record with fields for name, location, observation date, method and uncertainty. Use a clearly labelled imaginary organism, then explain which fields would be needed before claiming it occurs nowhere else.
Check your understanding: Does ‘new species described in 2011’ mean the species appeared on Earth in 2011?
No. It means the scientific description was published then. The organism’s evolutionary history is a different question.
← Lesson 6 · Contents · Lesson 8 →
8. Measure a reef as a three-dimensional habitat
A reef is more than a coloured patch on a map. Its surfaces have ridges, cavities and changes in height. The USGS study Fractal Analysis of the Navassa Island Seascape examined roughness and structural complexity across scales, from individual corals to larger reef areas. Your measurement determines which part of a habitat you can describe.
Build a tabletop analogy with two identical sheets of paper. Leave one flat and fold the other into ridges. Their paper area is unchanged, while their shape and projected footprint differ. A view from directly above misses some vertical structure. The model is deliberately limited: paper is not coral, and folds do not establish the habitat needs of a particular fish. Its purpose is to make the difference between flat extent and three-dimensional form easier to see.
Now consider sampling. A transect is a defined line or strip along which observations are made. Two lines crossing different parts of your folded sheet may encounter different numbers of ridges. Neither line alone describes the entire surface. NOAA’s 2002–2012 Navassa reef assessment record describes visual fish surveys and benthic observations during periodic expeditions. To compare results responsibly, ask about sites, survey area, depth, timing and method. ‘More fish were seen’ becomes useful only after you know what was searched and how.
Try this: Run a string across your folded-paper model in two directions. Count the ridges crossed and explain the difference. Then propose several evenly planned sampling lines instead of choosing only the most dramatic one.
Check your understanding: Can one striking reef photograph establish the condition of the whole island’s reef?
No. It records a particular view. A wider conclusion needs an appropriate sampling plan and evidence from multiple relevant places.
← Lesson 7 · Contents · Lesson 9 →
9. Explain why remote reefs can still bleach
Remoteness does not isolate a reef from its water conditions. Researchers encountered extensive bleaching during a Navassa cruise in November 2006, reported in a 2011 study. Their observations varied by species and depth; deeper sites did not simply escape bleaching. The study discussed water motion as a possible influence. This is a dated scientific case, not a description of reef condition today.
To understand bleaching, begin with the relationship between coral animals and the microscopic algae living within their tissues. NOAA explains that stress can cause coral to lose these algae and turn pale or white. Bleaching does not automatically mean death: recovery is possible, while prolonged stress can lead to mortality. The colour change is a sign that needs interpretation, not a complete diagnosis by itself.
The Navassa case helps challenge an over-simple explanation such as ‘a reef far from towns must be healthy’. Distance from local development answers only part of the question. Water temperature and circulation can connect a remote place to wider environmental conditions. Build an explanation with a mechanism: describe the stress, the biological response and the evidence you would seek. Then keep the date attached. A catalogue updated in 2026 can still describe samples from 2006; checking when observations happened prevents an old event from being presented as current news.
Try this: Write three date labels beside a scientific record: fieldwork, publication and webpage update. Next, draw a short explanation from environmental stress to loss of algae to visible bleaching, adding possible recovery or mortality as separate outcomes.
Check your understanding: Does a recently updated webpage make the research observations recent?
No. The observations retain their original dates. An updated record may improve access or metadata without adding new field measurements.
← Lesson 8 · Contents · Lesson 10 →
10. Connect conservation with people beyond the shoreline
Uninhabited land can still have human connections. The March 2012 Navassa expedition record describes marine surveys alongside interviews and catch assessments involving fishers from two boats. Partners included the Foundation for the Protection of Marine Biodiversity, FoProBiM. That is evidence of a particular research encounter. It does not describe every fisher, establish today’s fishing activity or by itself answer questions about legal access.
Conservation requires several kinds of knowledge. A fish count, a habitat map and a person’s account of their livelihood answer different questions. Combining them can reveal issues that any one method misses. Interviews need context: who was asked, how many people participated, what questions were used and whether the sample represents a wider group. Listening respectfully does not require claiming more than the evidence supports.
Bring that care into your own learning. A remote study can produce a useful map, source comparison or explanation without treating a protected place as something a visitor must personally conquer. FWS’s public access notice remains the relevant starting point for ordinary visitors. For a conservation discussion, ask what additional evidence would help understand ecological change and people’s needs. Then distinguish a proposal you are discussing in class from an authorised project or a promise of future access. Sometimes remote observation is the appropriate engagement.
Try this: Design three research questions: one about reef condition, one about a livelihood and one about management. Name the evidence needed for each. Explain why interviewing two boats cannot represent every person with a connection to the island.
Check your understanding: Does ‘uninhabited’ mean an island has no human history or present relationships?
No. It concerns residence. Work, fishing, research, administration, memory and territorial claims can connect people to a place without permanent settlement.
← Lesson 9 · Contents · Worked example →
Worked example: compare reef evidence without inventing a trend
Imagine a classroom dataset inspired by the kinds of reef observations discussed above. The numbers below are invented for learning; they are not Navassa measurements. Two reef patches, A and B, are photographed during the same week using identical methods. Each photograph receives 100 evenly distributed observation points. In A, 30 points fall on living coral; in B, 18 do. Calculate the proportion of sampled points on living coral: A is 30 ÷ 100 × 100 = 30%, and B is 18 ÷ 100 × 100 = 18%.
The difference is 12 percentage points. The relative difference, using A as the reference, is 12 ÷ 30 × 100 = 40%. These are two descriptions of the same comparison, answering different questions. Saying ‘12% lower’ would be ambiguous unless you explain what you mean. Write the complete result: ‘In this imaginary sample, B’s estimated living coral cover is 18%, compared with 30% in A, a difference of 12 percentage points.’
What can you conclude? The sampled image of A had greater estimated coral cover under this method. You cannot conclude that B declined by 12 percentage points, because A and B are different places, not repeated observations of B. Nor can you declare A healthier in every respect: the exercise says nothing about species diversity, disease, structural complexity or fish populations. A percentage can be correctly calculated while its interpretation is too broad.
Now improve the investigation. Photograph several representative locations within each patch, record depth and date, use the same classification rules, and repeat observations later at comparable sites. Keep the original images so another observer can check the classifications. You might also record uncertainty when a point cannot be identified clearly. The result is a more answerable question: ‘How did estimated coral cover at these monitored locations change between two specified dates?’
Finish with an evidence label: imaginary dataset; two patches; one observation period; identical point-count method. Compare that label with the dates and methods in the actual NOAA Navassa reef project record. Your job is not to turn the classroom numbers into a real island story. It is to practise the reasoning that makes a real scientific story trustworthy.
← Lesson 10 · Contents · Family plan →
A family learning plan: make a small Navassa exhibition at home
Set aside about an hour, or use four shorter sessions. You need paper, pencils, a ruler and access to the linked sources. Give each person a manageable job: map reader, history reader, science explainer or caption checker. A younger child can draw and ask questions while an older learner reads a source aloud. The aim is an explanation someone else can follow, rather than a large collection of copied facts.
During the first fifteen minutes, make a regional map panel. Mark Navassa in relation to neighbouring islands and add a separate note about public closure. Include a title and source. Ask a family member to point out what your map shows well and what it cannot show. This makes scale and purpose part of the finished work, rather than small print nobody reads.
Use the next fifteen minutes for a history panel. Choose the lighthouse or workers’ records. Put one verified fact beside one question the source leaves open. For example, a tower’s first-light date helps a timeline, while a photograph without a capture date cannot show its condition in a particular year. Older learners can compare a contract with an account of working life and explain why the two sources are useful together.
Spend another fifteen minutes on science. Build the folded-paper reef model or complete the imaginary percentage exercise. Write ‘model’ or ‘invented practice data’ clearly on the panel. Add a short explanation of the model’s limits. A good exhibition teaches visitors how to judge the evidence as well as what the evidence suggests.
In the final fifteen minutes, each person gives a one-minute explanation. Ask one friendly question: ‘How do you know?’ Check every date, political label and image credit together. Finish with a question for future reading, such as how researchers compare surveys taken years apart. If someone can explain both a finding and its limits in their own words, the session has produced understanding that can transfer to geography, history, mathematics and science.
← Worked example · Contents · Vocabulary →
English–Simplified Chinese vocabulary
Use these words in an explanation of the island. The meanings below give the intended geography, history or science sense.
| English | 简体中文 | Meaning in this guide |
|---|---|---|
| Archival source | 档案资料 | A preserved record used to investigate the past. |
| Administration | 行政管理 | Responsibility for managing a place or carrying out its rules. |
| Sovereignty | 主权 | Supreme political authority over a territory. |
| Bathymetry | 水深测量 | Measurement and mapping of underwater depth and landforms. |
| Limestone | 石灰岩 | A rock composed mainly of calcium carbonate. |
| Phosphorite | 磷块岩 | A sedimentary rock rich in phosphate minerals. |
| Guano | 鸟粪或蝙蝠粪 | Accumulated bird or bat droppings; historically used as fertiliser. |
| Supply chain | 供应链 | Linked stages that move materials towards their users. |
| Endemic species | 特有物种 | A species naturally restricted to a particular geographic area. |
| Transect | 样线 | A defined line or strip used for systematic observations. |
| Coral bleaching | 珊瑚白化 | Loss of coral’s symbiotic algae, causing a pale or white appearance. |
| Sampling bias | 抽样偏差 | A sampling process that systematically gives an unrepresentative picture. |
← Family plan · Contents · Questions and answers →
Frequently asked questions
Can families book an ordinary tourist visit to Navassa Island?
No. The FWS visitor notice states that the refuge is closed to the public. This guide supports remote learning through published materials and does not offer a route, booking or promise of permission.
Is Navassa an independent country?
No. It is an island administered by the United States through FWS, and Haiti also claims sovereignty. Read the U.S. administrative account alongside Haiti’s constitutional territorial statement.
Why does the title mention visiting and touring if access is closed?
Here, the journey is through maps, archives, photographs and research. A student can investigate an inaccessible place without implying a personal visit. The public access restriction is part of what a truthful account must explain.
What is the easiest lesson for younger children?
Start with the regional map and lighthouse. Ask what is nearby, what a lighthouse helps people do and what a photograph cannot tell us. Then try the folded-paper reef model with an adult.
Are guano and phosphorite identical?
No. Guano is accumulated animal droppings; phosphorite is phosphate-rich rock. Historical names can blur that distinction. FWS’s Navassa history describes the deposit’s early misidentification.
How should students approach the 1889 workers’ history?
Compare records with different purposes, such as the contemporary pamphlet and the Maryland State Archives collection. Distinguish allegations, convictions, contractual terms and later interpretation; retain the workers’ individuality.
Does endemic mean endangered?
No. Endemic describes geographic restriction. Extinction risk requires further evidence. A useful species record separates where the organism occurs from its population condition, threats and the date of the observations.
Does bleached coral always die?
No. NOAA explains that bleached coral can survive and recover, although continuing stress can cause death. Colour alone cannot establish the eventual outcome; later observations matter.
Can the 2006 bleaching study tell us reef conditions now?
It describes that historical event. Current conditions require suitably recent evidence. Keep the fieldwork and publication dates separate from a catalogue’s update date.
What should a finished school project include?
Include a sourced map, one history comparison, one science explanation and clearly labelled original practice work. Add dates, image credits and a statement of what remains unknown. Explain U.S. administration, Haiti’s claim and the public closure accurately.
← Vocabulary · Contents · Sources →
Sources and further reading
The links throughout the guide identify the evidence behind factual claims. Dates attached to historical observations matter. Check the responsible agency’s current notices before considering any authorised activity.
U.S. Fish and Wildlife Service: Navassa Island refuge and current public access
U.S. Fish and Wildlife Service: refuge overview
U.S. Fish and Wildlife Service: refuge history and purposes
U.S. Department of the Interior: historical Navassa profile
OAS-hosted 1987 Constitution of Haiti, Article 8
Maryland State Archives: Jones v. United States, 137 U.S. 202 (1890)
Library of Congress: The Navassa Island Riot (1889)
Maryland State Archives: Navassa workers and related records
U.S. Coast Guard: Navassa Island Light
U.S. Coast Guard: historical Navassa lighthouse photograph
Woodruff and Steiner: description of Phyllophaga navassa (2011)
USGS: bathymetry map of Navassa Island
USGS: Fractal Analysis of the Navassa Island Seascape
NOAA: Navassa reef assessment, observations from 2002–2012
NOAA: March 2012 Navassa expedition report catalogue
NOAA: study of Navassa’s November 2006 coral bleaching
NOAA Ocean Service: what coral bleaching means
Photograph source and credit: Aerial view of Navassa Island’s southwest coast. Photograph: U.S. Geological Survey, public domain, via Wikimedia Commons. Capture date unspecified.
← Questions and answers · Contents · Keep learning →
Keep learning about islands and the wider world
Top 10 Things to Do When Visiting and Touring Navassa Island