Topic
Day OneThe effects
of US
Imperialism
in Hawaii.
Purpose of
Lesson
To introduce
students to
the US
annexation
of Hawaii.
To engage
students by
having them
evaluate the
effects of
Imperialism
on the
Hawaiian
Natives.
*Learning
Target: I
can evaluate
the effect of
the
Hawaiian
annexation
on the
native
people.
Textual Materials Needed
CCSS
Standards
Addressed/
Missouri
CLE
Anticipatory Activity: The Video of “Lovely Hula
Learning
Target: I
Hands”http://www.youtube.com/watch?v=007aGx-qIVc and
can identify
Lyrics http://www.lyrster.com/come-back/your-lovelyan author’s
hula/lyricsplayground.com/alpha/songs/l/lovelyhulahands.shtml
claim and
support it
Main Activity: “Lovely Hula Hands: Corporate Tourism and
with
the Prostitution of Hawaiian Culture” by Haunani Kay-Trask
evidence.
(Full Essay is available here:
http://mphawaii.tripod.com/Tourism/LovelyHulaHands.html
CCSS.ELA-
Activities/Strategies Formative
Assessment
1. As the students
come in teacher
should play the
audio of “Lovely
Hula Hands” by
Teresa Brewer. The
teacher can also
project the lyrics to
the song. This can
be found on the
Literacy.RL.9Lovely Hula Hands
10.1 Cite
Slide. For the warm
strong and
up ask students 1.
thorough
What do you think of
textual
evidence to
when you think of
support
Hawaii? 2. What do
analysis of
you think life is like
what the text
for native
says explicitly
Hawaiians? Discuss
as well as
inferences
student answers and
drawn from the list them on the
text.
board.
2a.
Knowledge
of continuity
and change
in the history
of Missouri,
the United
States and
the world
D.(4) Foreign
and domestic
policy
developments:
2. Model annotating
with students and
give them a half an
hour to annotate the
text document.
Conference with
students while they
read. Lovely Hula
Hands Reading and
Organizers
Claims and
Evidence
Organizer,
Values
Continuum
Discussion
and Venn
Diagram.
Describe and
evaluate the
evolution of United
States domestic
and foreign
policies,
including:•
Manifest Destiny
and imperialism
3. After they are
done reading, model
filling out the claims
and evidence
organizer. Give
students 10-15 mins.
To fill out the
organizer, including
author’s main claim,
evidence, and why
that evidence
supports the claim.
4. Discuss different
claims that students
have come up with.
Write the claim on
the board with a line
underneath with 1
(completely
disagree) on one end
and 10 (completely
agree) on the other.
Have students put
their initials where
they think they fall
on the line. Discuss
student responses by
starting on the
extreme ends and
working your way to
the middle.
5. Lastly, have
students fill out the
Venn Diagram
comparing the
experience of native
Hawaiians with that
of Native Americans
in the West and
Midwest.
Day TwoHawaiian
Annexation
Engage
students in
learning
about the
people and
events
involved in
the
annexation
of Hawaii.
Learning
Target: I
can describe
how Hawaii
became a
part of the
United
States.
Political Cartoon of Shotgun Wedding of Hawaii and Uncle Learning
Sam
Target: I
http://www.library.southernct.edu/americanimperialism.htm
can describe
how Hawaii
The Americans Textbook (pgs. 344-345)
became a
part of the
United
States.
1. For their warm up
project the political
cartoon on the
projector with the
following questions.
Who are the people
in this cartoon?
What is going on in
this cartoon?
2a.
What identifies this
Knowledge
cartoon as being
of continuity from the 1890’s?
and change
What is the theme
in the history
of this cartoon?
of Missouri,
How could this
the United
cartoon be changed
States and
the world
to reflect the
D.(4) Foreign
modern day?
and domestic
Discuss student
policy
developments:
responses to the
Describe and
warm up questions.
evaluate the
evolution of United
States domestic
and foreign
policies,
including:•
Manifest Destiny
and imperialism
2. Handout the The
United States
Acquires Hawaii:
Perspective Activity
Handout. Model
how to decipher the
response of each of
the people involved
for students.
3. Assign each
student a person to
The United
States
Acquires
Hawaii:
Perspective
Activity
Handout.
The
intersection
Organizer.
Hawaii
Closure
Questions.
investigate using the
textbook. Students
should then identify
whether or not that
person would
support the
annexation of
Hawaii and why or
why not.
4. Have students
share what they
found in a tea party
style. Different
groups will rotate to
talk to other students
about what their
person believes.
They should record
the information on
the The United
States Acquires
Hawaii: Perspective
Activity Handout.
5. To assess whether
students understand
the role of each
person, have them
individually try to fill
out the intersection
organizer. They
should put each
group or individual
in the right space
depending if they
were on “goAnnex!”, “yield-not
sure or don’t care”,
or “stop-don’t
support”. Discuss
student responses.
6. Finally have
students complete
the Hawaii Closure
Questions. This
helps ensure that
they truly understand
the event.