Author: Katie Black (VVHS)
Subject: US History
Grade Level:11th Grade
Class Time Required: 2- 65 minute class periods
Lesson Title: US Imperialism in Hawaii
Essential Question:
Is the United States a Benevolent Spreader of Democracy or an Empire? (Unit Question)
Guiding Questions for Lesson:
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How did Hawaii become a state?
What have been the effects of Hawaii becoming a state?
Was the US annexation of Hawaii justified?
Brief Description of Lesson:
This two part lesson allows students to both understand the events that lead to the annexation of Hawaii and evaluate
its continued effect on Native Hawaiians today. In the first lesson students are asked to confront their own
assumptions about Hawaiian life by reading “Lovely Hula Hands Corporate Tourism and the Prostitution of Hawaiian
culture”. Students are asked to identify the main claim of the reading and evaluate the evidence of the author.
Students are then asked to make comparisons between the experience of Hawaiians and that of Native Americans
during Westward Expansion. The first day ends with a values continuum discussion of the author’s main claim.
The second day is designed to let students learn about the events of the annexation of Hawaii through the
perspectives of the main actors involved. The lesson ends with an intersection organizer and closure questions that tie
everything together for students.
Lesson Plan Objectives: Include Missouri Standards/GLE/CLEs @
http://dese.mo.gov/divimprove/curriculum/GLE/SSGLE10.20.04.pdf
Content Objectives
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I can evaluate the effect of the Hawaiian annexation on the native people.
I can describe how Hawaii became a part of the United States.
Skills Objectives
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I can identify an author’s claims and evidence.
CLE
2a. Knowledge of continuity and change in the history of Missouri, the United States and the
world D.(4) Foreign and domestic policy developments: Describe and evaluate the evolution of United States domestic and
foreign policies, including:• Manifest Destiny and imperialism
Material Needed:
Primary Sources: “Lovely Hula Hands: Corporate Tourism and the Prostitution of Hawaiian Culture” by Haunani
Kay-Trask (Full Essay is available here: http://mphawaii.tripod.com/Tourism/LovelyHulaHands.html I am
sending the abbreviated version I used for class.); Political Cartoon of Shotgun Wedding of Hawaii and Uncle Sam
http://www.library.southernct.edu/americanimperialism.htm
Secondary Sources: The Americans Textbook (pgs. 344-345); Additional Text
Technology Needed: Projector & Speakers
Instructional Strategies: (Teacher Methods)
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Modeling of claims and evidence
Annotating and Conferencing
Discussion
Instructional Activities: (What students do)
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Annotations/Claims and Evidence Organizer
Tea Party Jigsaw/Cooperative Learning
Intersection Organizer
Suggested Timeline:
Class period (minutes): 2 65minute class periods
Unit Resources:
For each internet source provide: web address, author & title, brief synopsis of the source.
Primary Sources:
1.
2.
“Lovely Hula Hands: Corporate Tourism and the Prostitution of Hawaiian Culture” by Haunani Kay-Trask (Full Essay is
available here: http://mphawaii.tripod.com/Tourism/LovelyHulaHands.html I am sending the abbreviated version I used for
class.) This essay discusses the effect of tourism on the island of Hawaii, its native people and its culture. In the essay Trask
makes bold statements for why people should not visit the islands.
Political Cartoon of Shotgun Wedding of Hawaii and Uncle Sam http://www.library.southernct.edu/americanimperialism.htm
This cartoon depicts Hawaii being forced into marriage to Uncle Sam. It is meant to symbolize the addition of Hawaii to the US.
Secondary Sources: The Americans Textbook (pgs. 344-345);
Assessment Descriptions: Write a brief overview here; attach scoring guides & keys.
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Claims and Evidence Organizer. This organizer will assess how well students could identify the author’s
main claim and evidence.
Intersection Organizer. This organizer and questions help assess how well students understood the events
of the annexation of Hawaii.
Assessment of the Lesson: Teacher reflection on what worked & what modifications are necessary
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The reading can be challenging for struggling readers. I think it would be beneficial to do it as a read
aloud with some students, so you can discuss as you go along.