History Lab Template (Secondary)
Lab Title (Essential Question): Is the United States right in the annexation of Hawaii? Why or why not?
Author, School, School System: David C. Sleichter, Howard High School, HCPSS
Grade Level: 9
Duration of the History Lab: 2 days (50 minute periods)
Maryland Curriculum Objectives: Goal 3: Students will demonstrate the ability to understand how the social
and economic changes of the late 19th century affected turn of the century domestic and foreign policies.
(903.00)
g. Relate the principles of American foreign policy in the era of imperialism to events in Asia, Africa,
Latin America and the Caribbean. (903.07) 2.2.1
Compare the principles of American foreign policy in an era of imperialism in the late 19th and early
20th century to American foreign policy in the 21st century. (903.07H)
Essential Question:
 I selected this as my essential question as a result of the impact that imperialism has on the
United States particularly around the turn of the century. By understanding they reasons for and
against United States foreign policy in the late 19th and early 20th centuries, the students will be
better suited to understand why the US expanded the way it did and the far reaching effects it
had.
Teacher Background Essay:
The islands of Hawaii have splendor and beauty that can be found in few if any other places. Its raw essence is
comparable to that of the western part of the United States during the time of westward expansion. The flora and
fauna are spectacular; crystal clear warm, teal water laps rhythmically on white, powder sand beaches while people of
all ages relax in the sun or participate in any of the plethora of activities the island has to offer. It also has a rich
culture and history. What’s more, Hawai’i is the only place in the United States that can claim it was once the throne to
a kingdom; one that was taken from the Hawaiian people through deceit and greed. Or was it? Why did the Americans
intervene in Hawai’i? Did greed and power overcome morality and honor? At this time in its rich history, native
Hawaiians dislike Americans for intervening in their affairs and taking control of their islands much like the native
Americans disliked the settlers for taking their land away from them. They truly believe that Hawai’i is for Hawaiians
(those native to the islands) but on March 18, 1959 it became the 50th state.
Located just 2390 miles from California, the once island nation was raw and untouched. Formed as a result of two
plates crashing into each other and molten rock erupting skyward formed the chain islands. A group of people
followed migrating birds most likely as early as 200 A.D. and brought with them supplies with which to make a long
journey. This is when their rich culture began. When the Polynesians arrived, they brought kapu: beliefs and long
genealogies in chant form. They developed strict rules of governance and a hierarchy based on status and blood rank.
These groups of people comprise the natives of the islands as a direct result of the fact that they were the first to
arrive and began to develop not only a culture and society but the land as well. At the time of their arrival, the islands
were uninhabited and therefore there were no humans present to impact either positively or negatively; rather, they
had to create, develop and adapt to suit their new way of life.
These early people put their own twist on things introducing aqueducts, fishponds, irrigation systems and houses to
the landscape. This creativity extended into recreation activities as well including cliff diving and surfing on 18-foot
long boards, which were 3 times longer than others, used in Polynesia.
In January of 1778, Captain Cook of Britain arrived on what the islanders thought to be a floating temple. This when
life for the isolated Hawaiians began to change for the English (westerners/outsiders) brought infection, fleas and
never seen before weapons (guns) to the islands. Upon discovery of this new weapon, the Hawaiians began to trade
for them. From this point on, the culture and influence in Hawai’i began to change. The Hawaiian women swam out to
boats and Cook’s men to offer themselves up (sexually) for material objects such as knives, clothing, mirrors and metal
hooks which they could use for fishing. In retrospect, the storylines of the Hawaiians and Native Americans are quite
similar. Both societies had well-established ways of life, systems of governance and culture. In both instances,
foreigners came to the lands, brought diseases, new technology, culture and understanding about the world around
them and forever changed the people.
Soon, encounters turned hostile and more frequent and on February 14, 1779 Cook shot a Hawaiian over a dispute
over a boat, which proved to be his last action. Later, a group of Hawaiians came back and a melee ensued in which
Cook was pummeled to death. Hawai’i was changed forever; as a result of Cook’s finding, people from the west
(mostly missionaries which will prove to be the downfall of the islands) began to visit the island with more frequency in
search of different things.
Over the next 20 years or so, the Hawaiian islands were not united under one ruler until April of 1810 when
Kamehameha, with the aid of weapons he acquired from the west via Captain Cook and the subsequent visitors to
islands did so. For the next ten years, the archipelago remained independent, self sufficient and undisturbed when a
group of New England missionaries successfully completed their 18,000 mile journey to the islands. Their goal was to
cover the islands with “fruitful fields, pleasant dwellings, schools and churches” all of which the Americans considered
to be progress. For the next 21 months, the missionaries slowly began to influence and change the culture of the
Hawaiian people. This occurred in part as a direct result of the current king Kamehameha II (his father had died in May
of 1819). Kamehameha took a more laid back approach to the customs and kapu of the islands. The kapu or tradition
that governed the lives of Hawaiians was broken when he sat at a table with women. Additionally, the missionaries
spread out to the various islands and began to share not only reading and writing with the natives but they also shared
a Hawaiian language bible. As a result of their efforts, Kamehameha II himself became a Christian further exemplifying
the fact that he was more accepting to western ideals.
On September 2, 1838, in a grass hut located beside the volcanic crater known as the Punchbowl, a little girl was born.
Her name was Lili’uokalani (Lili’u) and although her lineage connected her to the “high chiefs under Kamehameha the
Great,” it did not seem likely at this time that she would become queen over the islands. According to tradition,
bloodlines were extremely important and when a child was born to a parent of high rank, it was given to friends or
relatives for adoption to strengthen the bloodline. Such was the case with Lili’u; “Konia, a granddaughter of
Kamehameha III became Lili’u’s foster mother and Paki, a high chief and advisor to Kamehameha III became her
father.”
As Lili’u grew and changed, the nation of Hawai’i continued to change as well. During her teen years, she met a young
man whom she would later marry named John Owen Dominis. He was the American-born son of a ship captain that
frequented Honolulu harbor. The once peaceful, relatively quiet Honolulu harbor would become so full during whaling
season that on occasion, 500 ships would fill the harbor. They would be so close to one another that one could go
across the harbor by jumping from deck to deck. The streets became flooded with merchants hawking their wares
and sailors looking for companionship. The results of this were seen in schools via the color of the students skin.
In 1840, Kamehameha III forever changed the system of governance in Hawai’i by creating a written constitution which
led to a new form of government: a constitutional monarchy. The same year, Englishman Alexander Simpson wanted
to change this and place Hawai’i under the control of the Union Jack. Kamehameha III opted not to ask for assistance
from either France or the United States but instead trusted that England would grant them their independence. The
result of this decision was simple but vast and far reaching, the influence of the west continued to affect and change
Hawai’i. In 1850, for the first time, foreigners were able to own Hawaiian land. In the years that followed, individuals
and small groups of people began to purchase land and plantations began to form for the purpose of generating profit
particularly in the field of sugarcane which had doubled to just over three quarters of a million pounds from four years
earlier. Trade with the fledgling nation continued to be prosperous and in the early part of the 1850s, foreigners came
to the island nation in droves.
On September 16, 1862, John Owen Dominis and Lili’u were married and much like life, they experienced their ups and
downs both personal and island related. Just 12 years earlier, (February 1874), Lili’u’s brother became king. During his
rule, a small group of American born men who called themselves the Hawaiian League, armed with guns, forced King
Kalakaua to sign a new constitution on July 7, 1887. As a result, the Bayonet Constitution as it was called, took virtually
all of the power away from the king and placed the power in the legislature. It also gave voting rights to European and
American residents, which took away native Hawaiian control of the legislature and it placed an income requirement
on the right to vote, which excluded approximately two thirds of native Hawaiian voters. A majority of those who could
still vote were the planters or owners of the plantations. This act was successful in changing the political and economic
control of Hawai’i. Under the old system, the King could appoint individuals to his cabinet as he saw fit. Under the new
constitution, approval must be given through the legislature which was comprised of individuals who were received
the most votes. At this time, the language regarding who could or could not vote also changed from the natives to the
wealthiest individuals (plantation owners) who by and large were not natives to the islands. Two years later, in an
attempt to restore control of Hawai’i to natives, Robert Wilcox, a native Hawaiian himself, led the first of two
unsuccessful revolutions to overthrow the constitution. Then in January of 1891, upon the death of her brother, King
Kalakaua, Lili’u became queen. As one can imagine, this was a lot for anyone to take, but it was just the beginning. In
the next three years, Hawai’i and the new queen experienced dramatic changes.
From the outset, much to her distaste because it took control over her cabinet away, she swore to uphold the Bayonet
Constitution and seven months later in August of 1891, her husband died. In the following months in an attempt to
regain control over the government of Hawai’i, she formed three new cabinets on three separate occasions yet all
three were rejected by the Legislature. Lili’u even drafted a new constitution but it received little support as a result of
the Legislature. Despite her best efforts, she could not regain control. It was because of these efforts, her drive, desire
and determination to restore control of Hawai’i to the natives, the people, her people loved her and despised all those
who were against her and that which she stood for: a unified Hawai’i controlled by native Hawaiians.
At this time, a group of businessmen had formed the Annexation Club, a committee to annex Hawai’i. Included in this
group were Sanford Dole, a member of the Supreme Court of Hawai’i and plantation owner, Lorrin Thurston, a
grandson to the original New England Missionaries and proponent of annexation, and John Stevens, U.S. Minister to
Hawai’i. Beginning on January 14, several events occurred which play a major role in Hawai’i’s history.
Lili’u was ready to proclaim a new constitution that restored control of the nation and the throne to the Native
Hawaiian people but her cabinet refused to sign it and convinced her to postpone her request. Upon hearing about
her intent, the Annexation Club immediately formed a new committee: the Committee of Safety, which was charged
with devising a plan to overthrow the queen and create a provisional government in her place. They in turn, claimed
that Lili’u, in her attempt at a new constitution, was engaging in a revolutionary act.
Mr. Stevens, a proponent of annexation, assured the committee he would not protect the queen. Rather, he would
land troops from the ship the Boston stationed in Honolulu harbor if necessary "to protect American lives and
property." He also stated that if the Hawaiians were in control of any government buildings that he would recognize
the committee’s provisional government.
On Jan. 16, several hundred native Hawaiians peacefully gathered and showed their support for the queen. At the
same time, a meeting was called by Lorrin Thurston that was comprised mainly of Americans and descendents of
missionaries or ‘outsiders’, who vehemently denounced the queen and asked the crowd for their support to do what
was necessary. At this point, things moved very quickly. The Committee of Safety asked Minister Stevens to send
troops to secure and protect Americans and American interests, which he did. In doing this, the control of the islands
changed hands and Lili’uokalani lost control. Initially, the committee offered the head position to Thurston but he said
it would be better to choose someone more conservative. Their next choice was Sanford Dole who quickly accepted.
The conflict between the natives and outsiders which had been going on for several years finally came to a head. The
natives want to remain an independent nation, not become annexed or become a territory of the US and the
‘outsiders’ want the opposite mainly for economic reasons.
Several thousand miles away in Washington D.C. the debate over Hawai’i also came to a head. Congress was taking
sides and later that year, Grover Cleveland sent a message to congress asking for Lili’u to be restored as queen and for
Hawai’i to be sovereign once again. In his message he recounted earlier events that transpired in the islands the first of
which was earlier that year he sent special commissioner James Blount to investigate the provisional government and
the actions it took to gain control. Through Blount’s investigation, it was determined that these actions were in direct
violation of the constitution and the very reason why Lili’u was removed. Therefore, Lili’u should be restored to power.
The response was simple. Dole and the government of Hawai’i repudiated that they had done nothing wrong and the
American government had no right in interfering with the affairs of Hawai’i. On July 4, 1894, it declared itself a
republic and Dole declared himself the President.
The following January, those still faithful to the Queen attempted to once again restore her to power but were
arrested. Despite all that had happened, these people still believed in what Lili’u stood for and believed in. The
Queen’s house and grounds were searched and a cache of weapons was discovered. Lili’u was arrested and as a result,
abdicated her throne under duress. She was sentenced to five years in prison and required to pay a fine of $5,000.
In 1900, Hawai’i becomes a territory of the US.
Materials:
 Assessment Rubric for Argument Essay adapted from the Common Core, Hawai’i flow chart for
argument essay, mini post it notes, copies of documents, copies of student response sheet,
answer key
Historical Sources with Annotations:
Source A: This is my hook exercise and a great way to get the students thinking about the topic while shifting
gears from the Caribbean to Pacific. This document is argumentative in that it presents both sides of the
argument: for and against annexation. McKinley, Uncle Sam, Hawai’i and Senator Morgan (annexationist) are
pictured. This image allows a lot of room for interpretation and allows the reader to foster a better
understanding of the event from the outset.
Source B: This source comes from the in-flight magazine of Aloha Airlines and is talking about the steps the
annexationists went through to achieve their end goal of having Hawai’i annexed. It begins with a Senate
hearing taking no action either for or against annexation. This source enables the reader to understand what
initially occurred in congress regarding annexation and the steps the annexationists took to be successful in
their quest.
Source C: This excerpt refers to the benefit of being annexed by the United States. It shows that after
annexation, the U.S. shipping industry would greatly expand and thereby improve the economic status of the
islands.
Source D: This source explains the mutual benefit of trade for both Hawai’i and the United States pertaining
to tariffs. It shows that through annexation, Hawai’i would continue to grow and prosper economically as
opposed to its current situation in 1897. This source allows the reader to better understand the economic
reasons of the United States to annex Hawai’i.
Source E: This quote explains why Queen Lili’u felt that Hawai’i should be independent. It highlights the flags
symbolism of the islands glorious past and they want to sovereign and able to freely trade, practice religion
and obtain knowledge. This provides the reader Queen Lili’uokalani’s opinion regarding how her country
should be governed and by whom.
Source F: A Presidential address to Congress by Grover Cleveland criticizing the actions of the provisional
government of Hawai’i for their actions and calling it an act of war. He further refers to the action as an
illegitimate form of government. This source enables the reader to have the opinion from a moral standpoint
of the President at that time.
Source G: This is a quote from naval officer Captain Alfred Thayer Mahan. He states that the United States
should take over Hawai’i to protect the country from invasion. This gives the reader military insight to the
topic.
Procedures:
I.
Introduce the Essential Question:
~ Objective: IWBAT ~ Analyze various documents in order to create an argument that justifies
whether or not America was correct in its decision to annex Hawai’i.
Warm Up: What does it mean to annex?
~ Give students a few minutes to create a question based on the objective. Once some students share
their responses, have a few respond to the Warm Up question. Ultimately they should arrive at the
following: to incorporate or add a territory to an area).
~ Explain the following to your students: For the past few days, we have been examining the SPAM
War and its effects. As you know, the imperialist nature of the United States does not stop in the
Caribbean.
~ Using a pull down map of the world, ask the students the following question: “Where do you think
the US will intervene next?” Have several students share by coming up to the map and indicating
their guess with a mini post it (can be a several students or all students depending on time). If
necessary, remind them of the concept of Manifest Destiny and reframe the question in the following
way: “Now that we have gained control of everything from Atlantic to Pacific, coast to coast, where
are we going to go next if we have already gained control of the Caribbean?” (Hopefully they will
respond with the Pacific and more specifically Hawai’i) This will be our next area of focus.
II.
Initiate the History Lab: Hook Exercise: Using the following political cartoon conduct a visual
discovery activity first using the following questions as a class:
a. What objects do you see in the image? (Bible, gun)
b. What people do you see and what do they represent? (President McKinley –priest, Uncle SamUnited States- husband, Queen Liliu’okalini- Hawai’i-wife, Senator Morgan-annexationist senator
of the US)
c. What is happening? (Hawai’i is being forced into marrying Uncle Sam and joining the US)
d. What is her facial expression? Why? (unhappy, she does not want to and is being forced)
e. Why is senator Morgan holding a gun? (to make sure that the wedding occurs)
f. Does President McKinley support this? How do you know? (He is marrying them and is holding the
book which is labeled annexation policy instead of the bible)
g. What is the main idea of this cartoon? (Hawai’i is being forced to ‘marry’ join the US and doesn’t
want to)
Source A:
http://library.kcc.hawaii.edu/~soma/cartoons/wedding.html
Description: A woman (Hawai'i) and Uncle Sam are getting married, kneeling before the minister (McKinley) who is reading from
a book entitled "Annexation Policy". The bride seems ready to bolt. Behind the couple stands Morgan (jingo) with a shotgun.
Courtesy of the Bernice Pauahi Bishop Museum Archives 1897
Now that general background knowledge has been built, individually or in small groups (depending on your
students) have them answer the questions that are listed below the cartoon. They should write their responses in
their notebooks.
1. Where does this cartoon come from? Is it reliable? Explain.
2. Create a thought bubble for each of the following; the priest and man and woman getting married.
Include the following terms or variations of terms: territory, annex, jingo (oath/pledge),
3. Is this a happy occasion for all involved? Why?
4. Predict the annexation policy of the United States at this time?
5. Based on your interpretation of this cartoon, would Hawaiians or Americans more be in support of
this wedding? Why?
6. Create a title for this cartoon
~ Either collect or have the students share their responses.
III.
Frame the Essential Question:
~ Now that we have a little background knowledge about the next move regarding imperialism and
the United States, Next, have the students create an essential question. Tell them that it must be
about Hawai’i and include the term annex. Have them refer back to the questions and their
responses surrounding the hook exercise as well as their objective and warm up if they need some
ideas.
~ After a minute or so, have some students share their questions.
~At this point, place the time period into context for the students.
Before we begin, we need to place this event into context. In other words, what else is going
on at this time (1890s)? What period ended in 1865? (Civil War) What period just ended in
1877? (Reconstruction) What is the United States doing at this time to our neighbors?
(intervening) How could these affect our decisions regarding Hawai’i? (Not want to alienate a
group of people, not want another war, improve our strength, reunite as a country, spread
our sphere of influence)
IV.
Modeling and facilitating the historical process:
~ Explain to the students that in order for them to generate an opinion that is well founded and
supported with evidence, there is a process that should be utilized. This process is called thinking
historically. It is very similar to the method by which we examined the political cartoon for the hook
exercise.
~ Using Document 1, show these steps. Walk the students through the process by modeling this
process and thinking out loud.
~ Some points to highlight include but are not limited to:
Who is the author?
Where does the quote come from?
Is it legitimate? Why?
~ Phrases and the style of how the document is written:
Direct quote from Lincoln… Lincoln is trustworthy
In every light – however you look at it
The state – not an actual state but how Hawai’i is politically, economically an militarily
V.
VI.
Interest – we pay attention to what they are doing
Colony – at one point was independent and primitive (US Colonies)
Neighbor – close proximity to us
Haven of shelter and refreshment – place/port/location where ships can stop and rest and
Sailors can get some relaxation and drink
Lawful occasions – they are allowed to be there legally
People are free – not controlled or governed by others
Fruit – the benefit/result of their work/labor
Synthesizing information and developing critical interpretations
~ After completing this process, inform the students that they are now to begin looking at the
documents, answering the accompanying questions and begin formulating their opinion as to
whether or not the United States was right in the annexation of Hawaii? Give them approximately 5-6
minutes per station (depending on your students) and display it on the screen (any timer works well).
You can also place them into small groups of 2-3 or let them work at their own pace as you see fit. As
they are working circulate throughout the room to answer questions and make clarifications/provide
explanations. When this is completed, go over some of the answers to ensure that students
understand what the documents are saying.
Assessment: Performance Task: Hook Exercise and…
1. Create your own political cartoon that is either for or against Hawaiian annexation. You may use the
information you learned in class to complete this task. You will not be evaluated on your artistic
ability, rather, on the content and effort you put into your poster.
Weighted multiple choice
2. Which of the following arguments most accurately explains why the United States wanted to annex
Hawai’i.
a.
b.
c.
d.
America intervened primarily because we needed their support militarily (0)
The United States intervened in Hawaiian affairs for economic and military reasons (4)
Due to America’s imperialist and interventionist nature (2)
For political reasons and via the concept of manifest destiny which led people from America to
the islands (2)
Explanation: Evidence from the documents supports the response of B. Although D is also correct,
the concept of Manifest Destiny refers to the continental United States; from the Atlantic to the
Pacific. Response B is more of a well-rounded legitimate response not only because these are
substantiated by the documents but also because they support each other and go hand in hand.
Choice C is worth only 1 point because although it is true that we were imperialist, it lacks evidence
and support.
Multiple choice
3. President Grover Cleveland is against the annexation of Hawai’i. When he addressed congress, he
made several points to support this belief. Use the following quote to answer the question.
“By an act of war, committed with the participation of a diplomatic representative of the
United States and without authority of Congress… Minister Stevens' recognition of the
provisional government when the United States forces were its sole support and constituted
its only military strength… A substantial wrong has thus been done which a due regard for our
national character as well as the rights of the injured people requires we should endeavor to
repair”
4. Why does he consider this action an act of war?
a.
b.
c.
d.
A wrong has been done to our national character and the rights of the injured people
The act of taking over the government of Hawai’i did not have the support of congress
The provisional government had the support of the military
This act should be repaired as it was unjust
5. From the Hawaiian perspective, which of the following is the best economic reason to annex Hawai’i?
a.
b.
c.
d.
The islands and America would see an increase in their trade
The shipping industry was expected to double in size
Hawai’i would receive a free market for their products which were at this time untouched
Hawai’i would serve as a place for shelter and refreshment for ships and their sailors
6. The actions taken by the provisional government are hypocritical. Which of the following responses
best explains how?
a. The provisional government had the support of the U.S. military but not the U.S Congress
b. The provisional government removed the queen for the same reason they took control
c. The provisional government had the power and authority to take control because they did
follow a constitution
d. The provisional government had the support of the Hawaiian people
Argument Writing Prompt: Based on the information obtained through document analysis and your response
to the included questions, create a 5-paragraph argument essay that answers the essential question. Is the
United States right in annexing Hawaii? Why or why not? Be sure to include data points to support your
arguments, warrants, as well as a counter claim and a rebuttal. Complete the following flow chart based on
your responses to the documents and the documents themselves.
*Depending on the level of your students and the amount of time that you have, you may want to complete
one box of the flow chart with them so they have a better understanding of what you are looking for
regarding the data, warrant and citation.
The Documents
Document 1:
Abraham Lincoln
The Writings of Abraham Lincoln V07
Page 46
ADDRESS TO THE ENVOY FROM THE HAWAIIAN ISLANDS,
JUNE 11, 1864.
http://www.classic-literature.co.uk/american-authors/19th-century/abraham-lincoln/the-writings-ofabraham-lincoln-07/ebook-page-46.asp
President Lincoln stated, “In every light which the state of the Hawaiian Islands can be contemplated it is an
object of profound interest for the United States. Virtually it was once a colony. It is now a near and
immediate neighbor. It is a haven of shelter and refreshment for our merchants, fishermen, seamen, and
other citizens, when on their lawful occasions they are navigating the Eastern seas and ocean. The people
are free and its laws, languages, and religion are largely the fruit of our own teaching and example.”
1. Who is the source? What is the date of publication?
2. Do you trust this source? Explain.
3. What is the opinion of Lincoln?
Source B:
The Overthrow of the Monarchy
By Pat Pitzer
''Spirit of Aloha,'' May 1994
http://www.hawaii-nation.org/soa.html
“The Senate hearings were conducted by the chairman of the Foreign Relations Committee, John Tyler
Morgan, an annexationist, whose final report managed to find everyone blameless for the revolution except
the queen. Many in the Senate disagreed, and the House censured Stevens and passed a resolution opposing
annexation. In the end, Congress took no action either to restore the monarchy or to annex Hawai’i.
With their goal of annexation stalled, the leaders of the provisional government decided to form a republic,
while waiting for a more opportune political climate.
They drafted a constitution and declared it law by proclamation -- the very act for which they had forced
Lili`uokalani from her throne.
The new constitution required voters to swear allegiance to the republic, and thousands of Native Hawaiians
refused, out of loyalty to queen and country. Foreigners who had sided with the revolution were allowed to
vote. Property requirements and other qualifications were so strict that relatively few Hawaiians and no Asians
could vote.”
1. Who is the author of this excerpt? What is their opinion?
2. What can you conclude about the vote? Why?
3. What is hypocritical about this excerpt?
Source C:
A KINGDOM LOST: THE U.S. ANNEXATION OF HAWAII
BY
LIEUTENANT COLONEL JOHN E. SEWARD
United States Army
DISTRIBUTION STATEMENT A:
Approved for Public Release.
Distribution is Unlimited.
USAWC CLASS OF 2001
U.S. ARMY WAR COLLEGE, CARLISLE BARRACKS, PA 17013-5050
…economic reason for the U.S. annexation of Hawaii was to secure the shipping business of the islands for
the United States. The Hawaiian Islands at the time of annexation were the main stay of U.S. merchant
marine foreign trade. U.S. Treasury records, dated 30 June 1896, show that, The number of American
vessels entering American ports during the year ending June 30, 1896, were:
From the United Kingdom……………………………………………….. 88
From Europe, Asia, Africa, Australia, and Oceanica combined ……..210
From Hawaii……………………………………………………………….. 191
As seen by these figures, 40% of all maritime cargo coming into the United States was from Hawaii. The total
value of this cargo was $15,515,230. As for ships entering Hawaiian ports in 1896, U.S. shipping accounted
for 243,983 tons of cargo valued at $7,164,561. U.S. cargo comprised 92.26% of all imports and exports to
and from the islands. Annexationists argued that once Hawaii was established as a U.S. territory, all imports
and exports to the islands would be required by coasting trade laws to be transported in U.S. vessels. This
included both freight and passenger traffic. Annexation was expected to greatly expand the U.S. shipping
industry as a whole and within ten years, the industry was predicted to double in size.
1. Why are the islands so valuable to the United States?
2. What generalizations can be made about the imports and exports of Hawai’i?
3. What is the argument the annexationists make and is it valid? Why?
Source D:
A KINGDOM LOST: THE U.S. ANNEXATION OF HAWAII
BY
LIEUTENANT COLONEL JOHN E. SEWARD
United States Army
DISTRIBUTION STATEMENT A:
Approved for Public Release.
Distribution is Unlimited.
USAWC CLASS OF 2001
U.S. ARMY WAR COLLEGE, CARLISLE BARRACKS, PA 17013-5050
The astonishing results of Hawaii's booming economy was primarily focused on the U.S. providing a
free market for Hawaii's sugar, rice, and banana exports. Under annexation, Hawaii would have a
free market for all of its products of which most were completely untouched. "With a population of
only 109 thousand, Hawaii in 1896, had a foreign trade of over $208 per capita for every man,
woman, and child in the country; a record almost unparallel in the history of the world."…
By 1897, Hawaii was the U.S. Pacific coast's best customer and the largest consumer of U.S. goods
in the Pacific. In 1896 alone, Hawaii imported $7,164,561 worth of goods of which $5,464,208, or
76%, came from the United States. The astonishing results of Hawaii's booming economy was
primarily focused on the U.S. providing a free market for Hawaii's sugar, rice, and banana exports.
Under annexation, Hawaii would have a free market for all of its products of which most were
completely untouched.
1. Where does this excerpt come from? Is it reliable? Explain.
2. Why should the US annex Hawaii?
3. Do the islands gain any benefit from this? Explain.
Source E:
THE QUARREL WAS SOUGHT.; SUCH IS THE CLAIM OF EX-QUEEN
LILIUOKALANI. New York Times
Published: March 10, 1893
Copyright © The New York Times
http://query.nytimes.com/gst/abstract.html?res=F30F11FC3B5515738DDDA90994DB405B8385F0D3
1.
2.
3.
4.
Who is the author?
Do you trust this source? Why or why not?
What flag are they referring to? Why is it glorious?
Why is the purpose of this quote?
Source F:
From President Grover Cleveland to Congress December 18, 1893
Citation: Hawaiian Islands. Report of the Committee on Foreign Relations, United States Senate, with accompanying
testimony, and Executive documents transmitted to Congress from January 1, 1883 to March 10, 1894, page 1253.
“And finally, but for the lawless occupation of Honolulu under false pretexts by the United States forces, and but for
Minister Stevens' recognition of the provisional government when the United States forces were its sole support and
constituted its only military strength, the Queen and her Government would never have yielded to the provisional
government, even for a time and for the sole purpose of submitting her case to the enlightened justice of the United
States.”
“By an act of war, committed with the participation of a diplomatic representative of the United States and without
authority of Congress, the Government of a feeble but friendly and confiding people has been overthrown. A
substantial wrong has thus been done which a due regard for our national character as well as the rights of the injured
people requires we should endeavor to repair. The provisional government has not assumed a republican or other
constitutional form, but has remained a mere executive council or oligarchy, set up without the assent of the people. It
has not sought to find a permanent basis of popular support and has given no evidence of an intention to do so.
Indeed, the representatives of that government assert that the people of Hawaii are unfit for popular government and
frankly avow that they can be best ruled by arbitrary or despotic power.”
1. Where does this quote come from? Do you trust this source? Why?
2. Why is the occupation of Honolulu considered lawless?
3. What substantial wrong has occurred and by whom has it been committed? Explain.
Source G:
General Garfield as a statesman and orator:
paragraphs from his speeches in...
By James Abram Garfield, Republican Party (U.S. : 1854- ). National Committee, 1876-1880
(Captain Alfred Thayer Mahan) stated in 1897, “Too much stress cannot be laid upon the immense
disadvantages to us of any maritime enemy having a coaling station well within 2,500 miles of every point of
our coastline from Puget Sound to Mexico. Were there many others available we might find it difficult to
exclude from all. There is, however, but the one. Shut out from the Sandwich Islands (Hawaii) as a coal base,
an enemy is thrown back for supplies of fuel to distances of 3,500 or 4,000 miles - or between 7,000 and
8,000, going and coming - an impediment to sustained maritime operations wellnigh prohibitive. It is rarely
that so important a factor in the attack or defense of a coastline - of a sea frontier - is concentrated in a single
position, and the circumstance renders it doubly imperative upon us to secure it, if we righteously can.”
1. Who is the intended audience? How do you know?
2. What is the author’s point of view?
3. Does Mahan’s argument make it right for the US to annex Hawaii? Why or why not?
Adapted from Danelle Brennan Teacher, Howard High
Name ________________________________________________________________________ Date __________________________
Is the United States right in annexing Hawaii? Why or why not?
1st Paragraph: Thesis statement and introduction
2nd Paragraph: Reason 1 and supports.
REASON #1:
3rd Paragraph: Reason 2 and supports.
REASON #2:
Data to support reason #1:
Data to support reason #2:
Warrant:
Warrant:
Citation:
Citation:
Data to support reason #1:
Data to support reason #2:
Warrant:
Warrant:
Citation:
Citation:
4th Paragraph: Counterclaim and Rebuttal.
Counterclaim:
What is the counterclaim?
What would the other side say?
Data supporting the counterclaim:
Warrant explaining the data:
Citation:
Rebuttal (use your arguments to explain why the counterclaim is wrong):
Hook Exercise Questions
Answer the following questions in your notes. Provide evidence where necessary.
1. Where does this cartoon come from? Is it reliable? Explain.
2. Create a thought bubble for each of the following; the priest and man and woman getting married.
Include the following terms or variations of terms: territory, annex, jingo (oath/pledge),
3. Is this a happy occasion for all involved? Why?
4. Predict the annexation policy of the United States at this time?
5. Based on your interpretation of this cartoon, would Hawaiians or Americans more be in support of
this wedding? Why?
6. Create a title for this cartoon.
Hawaiian Annexation Student Response Sheet
Name:_____________________________________________ Date:_________________________
Document 1 (teacher modeled example):
1. Who is the source? What is the date of publication?
2. Do you trust this source? Explain.
3. What is the opinion of Lincoln?
Source B:
1. Who is the author of this excerpt? What is their opinion?
2. What can you conclude about the vote? Why?
3. What is hypocritical about this excerpt?
Source C:
1. Why are the islands so valuable to the United States?
1. What generalizations can be made about the imports and exports of Hawai’i?
2. What is the argument the annexationists make and is it valid? Why?
Source D:
1. Where does this excerpt come from? Is it reliable? Explain.
2. Why should the US annex Hawaii?
3. Do the islands gain any benefit from this? Explain.
Source E:
1. Who is the author?
2. Do you trust this source? Why or why not?
3. What flag are they referring to? Why is it glorious?
4. What is the purpose of this quote?
Source F:
1. Where does this quote come from? Do you trust this source? Why?
2. Why is the occupation of Honolulu considered lawless?
3. What substantial wrong has occurred and by whom has it been committed? Explain.
Source G:
1. Who is the intended audience? How do you know?
2. What is the author’s point of view?
3. Does Mahan’s argument make it right for the US to annex Hawaii? Why or why not?
Summary: Answer the following question below based on the information from the documents.
Is the United States right in the annexation of Hawaii? Why or why not?
Hawai’i Lab Answer Key
Hook Exercise:
1. Where does this cartoon come from? Is it reliable? Explain.
Courtesy of the Bernice Pauahi Bishop Museum Archives, yes because although it is an opinion, it is a
primary source because it was created in 1897
2. Create a thought bubble for each of the following; the priest and man and woman getting married.
Include the following terms or variations of terms: territory, annex, jingo (oath/pledge)
Responses vary
3. Is this a happy occasion for all involved? Why?
Happy for Senator Morgan and President McKinley because they wanted this to occur
Sad for Hawaii because they did not want it
Sad for America because they were divided
4. Predict the annexation policy of the United States at this time?
Responses vary – something to the effect that it was divided
5. Based on your interpretation of this cartoon, would Hawaiians or Americans more be in support of
this wedding? Why?
Americans because they would receive more benefit and look less anxious than Hawai’i in the cartoon
6. Create a title for this cartoon
Responses vary
Document 1 (teacher modeled example):
1. Who is the source? What is the date of publication?
President Lincoln, June 11, 1864
2. Do you trust this source? Explain.
Yes, it is a direct quote from Abraham Lincoln some 30 years before Hawai’i was annexed
3. What is the opinion of Lincoln?
That Hawai’i are our free and independent neighbors that we have influenced. They allow the
U.S. to use their ports for our ships and our sailors to relax.
Source B:
1. Who is the author of this excerpt? What is their opinion?
Pat Pitzer, the Senate hearings found everyone innocent except for Queen Lili’uokalani but
stalled in a decision. This wasn’t good enough for the provisional government and they went
ahead with their plans anyway.
2. What can you conclude about the vote? Why?
The Senate was divided on the issue of whether or not Hawai’i should be annexed.
3. What is hypocritical about this excerpt?
The provisional government is guilty of doing what they removed Queen Lili’uokalani.
Source C:
1. Why are the islands so valuable to the United States?
It is the main stay of merchant marine trade for the U.S. ~40% of our trade is with them
2. What generalizations can be made about the imports and exports of Hawai’i?
That a little over 90% of Hawaiian imports and exports are with the U.S. = Trade is valuable
3. What is the argument the annexationists make and is it valid? Why?
Annexation will expand the shipping industry of the U.S. and it will double within 10 years
Source D:
1. Where does this excerpt come from? Is it reliable? Explain.
U.S. Army War College, Carlisle PA, Most likely because it is a scholarly excerpt from the 7th
highest-ranking officer in the military. However, there is a strong chance of bias.
2. Why should the US annex Hawaii?
The economy of Hawai’i would improve – free markets to trade
3. Do the islands gain any benefit from this? Explain.
Free markets to trade – 76% of their imports came from the US
Source E:
1. Who is the author?
New York Times quotes Queen Lili’uokalani
2. Do you trust this source? Why or why not?
Yes, it is a reliable news source. Is not known for yellow journalism
3. What flag are they referring to? Why is it glorious?
The original flag before they were influenced by the west and had control over the islands
4. What is the purpose of this quote?
To convince the audience/explain to the audience the opinion of the queen and Hawaiians
Source F:
1. Where does this quote come from? Do you trust this source? Why?
President Grover Cleveland to the US Senate: Report of the Committee on Foreign Relations, Yes
because it is a congressional record that has been approved
2. Why is the occupation of Honolulu considered lawless?
It was done under false pretexts, and only had the support of the military
3. What substantial wrong has occurred and by whom has it been committed? Explain.
An act of war by the provisional government, the former government has been overthrown, the
provisional government is not following any sort of rule of governance and are operating under his or
her own set of rules.
Source G:
1. Who is the intended audience? How do you know?
Congress, it is a portion of a speech he gave to congress
2. What is the author’s point of view?
In order to protect ourselves from attack, we need to spread our defenses out – we should annex
Hawai’i
3. Does Mahan’s argument make it right for the US to annex Hawaii? Why or why not?
Yes to protect the interests of the United States
No because the intervention is not asked for by the people of Hawai’i