LessonPlan

EDUC640IndividualProject
May2,2015

Name:JoannaWright

GradeLevel:9

TitleofLessonPlan:ImperialisminHawaii

Summary:
ThislessonwillgivestudentsanoverviewoftheeffectsofWestern
ImperialisminHawaiiandallowthemtoobservesomeofthesefor
themselvesbyexploringprimarysourcetexts.Thisistheintroductorylesson
fortheunit,whichwillculminatewitheachstudentwritinganargumentative
essayonthetopic.SointhislessonIwanttointroducethetopicandgive
themplentyofevidencetodrawonastheyformtheiropinionsanddefend
theirarguments.Ialsowantthemtothinkcriticallyaboutsources,bothwritten
andvisual.

StudentLearningObjective:
Studentswillknow...

Keyterms:
Imperialism
Colonization
Missionary
Explorer
Ali'i
Ahupua'a
Mahele
Literacy
Unification
KapuSystem
Civilization
CaptainCooke
KamehamehatheGreat
QueenKa'ahumanu

AdmiralThomas
KingKamehamehaIII
KingKalakaua
QueenLiliuokalani
PrincessKai'iulani
GovernorSanfordDole

Studentswillunderstandthat...

ImperialistsweremotivatedtosettleinandexertcontroloverHawaiifor
manyreasons,includingthatofspreadingtheirversionofcivilization
andgainingmoreresourcesandmoney.
EuropeanandAmericanImperialisminHawaiiwascausedpartlybythe
IndustrialRevolution,whichcausedthemtoseekmorenaturaland
laborresources.
ImperialisminHawaiiwasalsocausedbythedesireofWesternersto
"help"theHawaiiansbyteachingthemWesternways.
ImperialisminHawaiihadtheeffectoftakingland,livelihoodand
autonomyfromtheHawaiianpeople,repressingHawaiianculture,and
puttingwealthybusinessmeninchargeofmostofthelandand
government.
Differentauthorsand/orartistshaddifferentperspectivesonImperialism
inHawaii.Theirbiasesareevidentintheirwork.
ExplorersthoughttheHawaiianswerekindandhospitablebutalso
madenegativeassumptionsaboutthem.
MissionariestookapatronizingviewtowardtheHawaiians,seeingthem
asdepravedandinneedofmajorchange.
BusinessmensawHawaiiansasunimportantandwasteful.Theirpriority
wastheirfinancialgain.
Hawaiianssawbusinessmenasoppressiveandoverlyconcernedwith
wealth.
HawaiianAli'iembracedtheChristianityofthemissionariesbutalso
valuedthierowncultureandwishedtostrengthenit.

Studentswillbeableto...
comparetheviewpointsofmultipleauthorsonasimilartopic.
compareandcontrasttreatmentsofthesametopicinprimarysources.
giveevidencetobackuptheiropinions.
explainwhattheimperialistsdid

 explainreasonsforimperialbehavior
explaintheresultsofimperialismonHawaiians.
beginthinkingaboutwritinganargumentativeessayonthetopic

MaterialsUsedbytheTeacher:

Lecturenotes,lessonplan,PowerPointPresentation

MaterialsUsedbytheStudents:

Individualnotebooksfornotetaking

Fivehandoutswithshortprimarysourcereadingselectionsfromaparticular
perspectiveanddiscussionquestions(eachgroupwillreceiveadifferent
handout):
BusinessmenHandout
AliiHandout
CommonHawaiiansHandout
ExplorersHandout
MissionariesHandout

TechnologiesUsedbytheTeacher:

PowerPointpresentation,laptop,digitalprojector,laserpointer,YouTube

TechnologiesUsedbytheStudents:

Studentswillviewteacherpresentationandmusicvideoonprojector.

InstructionalProcedures:

Introducethequestion,whichiswrittenontheboard:DidtheHawaiianAli'idotheright
thingwhentheywelcomedtheWesternImperialists?

Explaintostudentsthattheywillbewritinganargumentativeessaytoanswerthis
question.Mentionthattheymaytakedifferentviewpoints,buttheimportantthingisto
backuptheiropinionswithevidence.IamabouttoshowthemaPowerPointthatwill
givethemalotoftheevidencetheyneed.Itisveryimportanttopayattentionandtake
carefulnotes,becausemuchofthisinformationwillnotbeavailabletolookbackat
later.

GivePowerPointpresentation,followinglecturenotes.Keepitinteractive,asking
studentsforresponses,andhavingthemevaluatetheartistsbiasintheartwork.

Attheend,reviewtheessaypromptquestionandmentionpossibleapproachesto
answeringit.ShowstudentsBonaireslide.Explainhowtherearenomorenative
BonaireansandtheirlanguagehasbeenlostbecausetheSpanishshippedthemalloff
toSouthAmerica.Suggestthatoneapproachstudentsmighttakeistosaythattheway
theHawaiianAliibefriendedtheWesternersmayhavepreventedthesamething(total
obliteration)fromhappeningtotheHawaiians.

Tellstudentsthattheywillhaveachancetoreadtheopinionsofpeoplewhoactually
livedduringtheageofImperialisminHawaiiandseewhattheiropinionswereaboutit.
Stressthatthiswillbehelpfulevidenceforthemtousewhentheywritetheir
argumentativeessays.Tellthemwhattoexpect:

InaminuteIwillhavethemdivideintofivegroups.Eachgroupwillhaveahandoutwith
quotesfromadifferentsetofhistoricalcharacters.Theseareprimarysourcesbecause
theauthorswereeyewitnessesoftheevents.IwanteachgrouptoreadthehandoutI
givethem,thenanswerthequestionstogether.Oncetheyarefinishedansweringthe
questions,Iwillhavethemsharewhattheyhavelearnedwiththerestoftheclass.
Eachgroupwillneedarecorderandaspokesperson.Iwillcomearoundandassign
theseroles.

Eachgroupofstudentsneedstoclearlyunderstandandexpressthemainideas
communicatedbytheprimarysourceauthorsontheirparticularhandout.Eachgroup
willthensharethisunderstandingwiththerestoftheclass.Studentswillbeabletosee
thesimilaritiesordifferencesinperspectivebetweendifferentgroupsofauthors.

Dividestudentsintogroups,passouthandouts,andassignroles.Walkaroundtheclass
tomakesureeveryoneisreading,andbeavailabletoanswerquestions.

Notewhenstudentsfinishreadingandstartworkingonthequestions.Askthem
questionslike,"Isitmakingsense?""Areyoustuckonanyquestions?""Whatareyou
gettingfor____[aquestiontheyseemtobehavingtroubleanswering]?"Clarifyand/or
givehintsifnecessary.

Whenallgroupsaredoneansweringquestions,bringtheclass'sattentiontogetherand
haveeachgroupspokespersonsharetheanswerstothequestionsfromeach
perspective.Clarifyasnecessary,affirmgoodinsights,andaddanythingmajorthatwas
leftout.Thenthanktheclassfordoingagreatjobandstartaroundofapplause.

Thereadingandthinkinglevelofthisassignmentischallengingfor9thgraders.Iwant
tobeasaffirmingandencouragingaspossible,soIintendtokeepcorrectionstoa
minimum,evenifstudents'understandingsaresomewhatflawed.Iwillnotbegrading

thisassignmentformally,butwillgetageneralsenseofstudentunderstandingandwill
notestudents'participationfortheirgrades.

Attheendofclass,studentswillbegiventheopportunitytoreflectandformtheir
thoughtsontheessaytopic.IwillplayamusicvideoofHawaii78Intro,byIz
Kamakawiwoole.ThissongimagineswhattheHawaiiankingsandqueensmightthink
iftheycamebackandsawwhatthingsarelikeinHawaiitoday.Whilelamentingwhat
hasbeenlost,itendsonahopefulnote.

Extensions:Overthenextseverallessons,studentswilldevelopandwrite
argumentativeessaysonthepromptquestion(seeabove).

AssessmentPlan:Duringthislesson,studentunderstandingwillbe
informallyassessedbasedongroupresponsestothePrimarySource
DiscussionQuestions.Eachgroupwillproducewrittenanswerstothe
discussionquestionsonthierhandout.Thenthegroupspokespersonwill
sharethesewiththerestoftheclass.

Rubric

Understanding
(1.000,50%)

Evidence(1.000,
50%)

Advanced(4pts)
Correctlyinterprets
thepassagestogain
afullandclear
understandingofthe
authors'
perspectives.
Supportsanalysis
withfocusedand
relevantquotesor
examplesfromthe
passages.

Proficient(3pts)
Correctlyinterprets
thepassagestogain
aclear
understandingofthe
author's
perspectives,but
lacksnuance.
Supportssomebut
notallopinionswith
relevantquotesor
examples.

Developing(2pts)
Getsageneralidea
oftheauthor's
perspectivesbutthe
focusissomewhat
off.

Beginner(1pt)
Misinterpretsthe
passagestogetan
incorrectideaofthe
author's
perspectives.

Givesexamples,but
theyarenotfully
relevant.

Doesnotgive
examplesfromthe
passages.