Lesson Plan # 1
TAH Grant-Spring Semester 2012
Lesson Plan Title: Hawaiian Annexation?
Class periods projected to spend on plan: one block class (105 minutes)
Plan focus: Check on of the following:
Primary sources
technology
Reading like a Historian model
Technology to be used:
Computer with Internet Access
Docs Teach Website (The National Archives Experience) –http://docsteach.org/activities/9999
Plan objective:
Students will examine and assess primary sources relating to the decision to annex Hawaii in order to evaluate this foreign policy decision.
CLE(s): (Please write out verbiage as well as number and letters of specific CLE)
Social Studies EC4H.EC5
Explain the roles people, business, and government play in economic systems, such as: why businesses may choose to build in or move to other regions or countries
Social Studies TS7A.AH
Distinguish between and analyze primary sources and secondary sources
Outline of lesson: (include all activities, teacher input, etc.)
1. Teacher introduces basic story of United States relationship with Hawaii. This introduction generally covers the information included in the synopsis on the Docs Teach Activity Site. Teacher will show images of Queen Liliuokalani, Sanford Dole, Grover Cleveland, and other key figures/locations. This discussion should come following a lesson that establishes a basic understanding of imperialism for students.
2. Students will discuss through teacher-led discussion some of the key arguments for or against annexation and the possible alternatives to annexation.
3. In pairs, students will access the Docs Teach “Hawaiian Annexation?” activity at http://docsteach.org/activities/9999 where they will be instructed to first read the synopsis and then complete the activity as instructed on the site. Students will examine all sources (photographs and documents) and determine whether the source presents an argument for or against Hawaiian annexation. Then, they will place the source on the scale depending on their analysis of the document. Finally, students will (as pairs) respond to the questions posed under the “I’m Done” and email to the teacher to demonstrate their understanding of the topic and the controversy over Hawaiian annexation.
Documents to be used: (please cite or include)
All documents linked to National Archives/Docs Teach Websites
· Photograph of Lee Wai Shee and Children
· Petition Against the Annexation of Hawaii
· Aerial Photograph of Pearl Harbor, Hawaii
· Food-Hawaii-Canning. Native girls packing pineapple into cans
· The Island of Kauai is Known as the “Garden Isle” Because of its Lush Vegetation and Fertile Soil. Chief Crops are Sugarcane and Pineapple
· Memorial of Queen Liliuokalani in relation to the Crown lands of Hawaii
· Cane Fields Roll Down the Side of Puu Kukui To Section of Shore Where The Best Beaches of Maui Are Found. Rapid Development Will Soon Compel AsMajor Decision by The Land Use Commission on Land Use Here
· Joint Resolution of July 7, 1898, Public Resolution 55-51, 30 STAT 750, to Provide for Annexing the Hawaiian Islands to the United States
Assessment for lesson:
After viewing all documents and evaluating their relationships to arguments for or against annexation, students will answer the following questions and submit via email to teacher using the website response system:
1. Describe at least three of the arguments FOR annexation. Cite which sources you used in coming to this conclusion for each argument [Ex: Explanation for annexation (Queen Lili's Memorial)]
2. Describe at least three of the arguments AGAINST annexation. Again, cite sources.
3. Should the United States have annexed Hawaii? Why or why not?