Hawaiian Unit Plan Lesson 1 Content Area: Overthrow Grade: 9th Unit: Modern Hawaiian History Lesson: Events

leading up to the Overthrow of Hawaii

A. Standards/Benchmarks i. Benchmark SS.9MHH.3.1: Explain the political, social and economic causes of the Overthrow, including the Mahele, Reciprocity Treaty, and the Bayonet Constitution ii. Benchmark SS.9MHH.3.2: Describe the role of the United States government in the Overthrow including the various United States Administrations and Minister John Stevens iii. Benchmark SS.9MHH.3.3: Explain the events and turning points of the Overthrow, beginning with the foreign movement against Kalakaua, Liliuokalanis attempts to change the Bayonet Constitution, and her abdication from the throne B. Objectives 1. Students will be able to describe the critical events that led up to the eventual Overthrow of the Hawaiian Kingdom 2. Students will be able to argue and discuss the circumstances surrounding the U.S. involvement in the Overthrow. 3. Students will be able to analyze primary sources within the context of the Overthrow 4. Students will be able to differentiate the difference between a primary and secondary source

5. Students will be able to describe the parts of a constitutional monarchy and how that affected the overthrow

C. Na Honua Mauli Ola Guideline a. (12). To develop an understanding of Hawaiian Language, History, culture and values through an indigenous perspective to foster a sense of self, place, community, and global connection In order to fulfill this guideline, I will incorporate a primary source that students will analyze in order to build an understanding of a historical indigenous perspective. For my integrated primary source, I will use Hawaiis Story By Hawaiis Queen to aid in the instruction of key events that led up to the Overthrow of the Hawaiian Kingdom. This source will give a unique indigenous view on Modern Hawaiian history, told from a huge historical and monarchial figure in the Hawaiian Kingdom (Liliuokalani 1990). In order to integrate this resource, I will pinpoint specific chapters that relate to key events in the overthrow, such as the Great Mahele, The Reciprocity Treaty and the Bayonet Constitution. I feel that with this primary source, my lesson plan can further fulfill the requirements within this guideline, instilling Hawaiian language, history and cultural awareness. With the use of this account, I will not only meet this guideline but also expose students to the different usage of primary sources in the writing of history.

D. Rationale: Why am I teaching this lesson or what am I intending to fulfill?

From an external point of view, modern Hawaiian history may be perceived as an event that started in the metropolis era of the 1970s. My mother could remember vividly,

this transition stage, where tourism became a medium for developing our tourism and modern cities. But in this view, there is a lack of cultural historical perspective. As an effect, contemporary issues remain unanswered. Questions such as, how did Hawaii become a part of the United States? Why does Hawaii have so much military bases? And what does the Hawaiian Sovereignty Movement really mean? Why are they trying to take back the land? I feel that these impending questions force us to discover who we truly are and what indigenous cultures thrived in this land that we live in. Perhaps, even our students have somewhat of the same questions, yet they dont realize or are not aware of this critical train of thought. Therefore, the reason for teaching this lesson is to develop a critical analysis of the true developments of modern Hawaiian history. We must do away with our 70s view of modern Hawaii and address contemporary issues with insight and validity. We must not encourage ignorance in our children but provide them with the evidence to create their own analysis. For the place we live, dwell and raise our children has a past that ties to our present state. It is our duty to use this as a platform for self-identity and cultural awareness.

E. Procedures: What are the procedures that will support the objectives stated? a. Topic: What is History? Using a PowerPoint presentation, I will describe the importance of history, what are its uses and what are its dangers in relation to a story being told. i. Discuss Primary & Secondary Sources: Whats the difference? 1. Provide examples, introduce Hawaiis Story by Hawaiis Queen

ii. Discuss the uses of Hawaiis Story by Hawaiis Queen, how does this pertain to the Overthrow of the Hawaiian Kingdom? 1. Assess students knowledge of the overthrow, using a whiteboard to gather facts 2. Use this pre-assessment to prepare students for the content b. PowerPoint presentation and lecture on abolishment of the Kapu System, establishment of a constitutional monarchy, King Kamehameha II, Queen Kaahumanu & King Kamehameha III. (Students will actively take notes on the presentations throughout the lesson, creating a notes binder that will be incorporated into overall grade) i. Teacher will illustrate the differences between our democratic system and a constitutional monarchy 1. Students will use a concept map creator on a website, to create a concept map of the Hawaiian Monarchy system. c. PowerPoint presentation on the missionary influence of the Monarchy, covering topics such as the Great Mahele, Sugar Plantation era, Robert Lorin Thurston and the Committee of Safety. i. Teacher will have students read sections from specific chapters in Hawaiis Story that pertain to the Mahele and Robert Lorin Thurston ii. Students will engage in discussion over the effects of the Great Mahele, why the aina was such an important part of Hawaiian culture and how this process degenerated Native values

d. PowerPoint presentation on the Reciprocity Treaty, King Lunalino and King Kalakaua & the Bayonet Constitution i. Teacher will have students break up into groups and read sections from specific chapters in Hawaiis Story that pertain to the Reciprocity Treaty, King Kalakaua accession to throne and the Bayonet Constitution. 1. Each group will then present their analysis of these sections and what they feel the author is arguing or displaying in context e. PowerPoint presentation: Lecture will cover the U.S. involvement in the Overthrow, Queen Liluokalanis constitution proposal and the conspiracy movement of Robert Lorin Thurston & John L. Stevens i. Break up into groups and read sections from Hawaiis Story, hold active discussions on key questions in relevance to the U.S. involvement of the Overthrow. 1. What purpose did the Queens constitution serve? 2. How did Robert Lorin Thurston and John L. Stevens abdicate the Queens throne? Was this ethical? What are your thoughts?

F. Assessment i. Final Paper: Students will use their notes binder (compilation of notes from the presentations) and sections from Hawaiis Story,

(either Xeroxed copies or physical book), to write an essay on the key events that led up to the overthrow of the Hawaiian Kingdom. 1. This will be an in class, blue-book final 2. Students will be able to choose from different topic questions. a. Missionary Role: How did the Hawaiian Kingdom succumb to foreign influence and what major events made this possible? Describe key players in the Overthrow, such as the Missionary Part and Robert Lorin Thurston. b. Great Mahele: How did the effects of the Mahele change the cultural and indigenous ways of Native Hawaiians? What purpose did this serve in relation to the Overthrow? c. Bayonet Constitution: Describe how the Bayonet Constitution happened and what affect it had on the Kings power.

G. Hawaiian Epistemology/Strategy/Method

The integration of Hawaiis Story by Hawaiis Queen, as a primary source analysis fosters the appreciation for indigenous literacy. Overall, I feel that it is imperative for Social Studies teachers to incorporate indigenous literature in their curriculum in order to differentiate history as being told from a Western perspective. In this way, the lesson plan

can provide students with the ability to understand the context surrounding the Overthrow topic. With an account from such a central figure in Hawaiian history, there is not a doubt that students will be exposed to a unique historical perspective. The intended purpose is for students to use this information as a support for contextualizing the lectured content and discussion material. They will then turn this knowledge into supporting evidence for their final paper assessment.

Lesson 2 Content Area: Effects of Overthrow & Military Presence in Hawaii Grade Level: 9th Unit: Modern Hawaiian History Lesson Title: Strategic Military Importance of Hawaii

A. Standards/Benchmarks i. Benchmark SS.9MHH.3.4: Explain the political, social and economic effects of the Overthrow, including U.S. military presence, the Organic Act, the Territorial government, and statehood B. Objectives i. Students will be able to identify the effects of the overthrow tying them to the military presence in Hawaii ii. Students will be able to explain how Hawaii was viewed as a strategic military location in the Pacific iii. Students will be able to identify the effects of the Spanish-American War and how these events impacted the Annexation of Hawaii. iv. Students will be able to explain their opinion and views on Liliuokalanis decision to peacefully abdicate her throne v. Students will be able to identify key military locations on Oahu vi. Students will be able to identify these key military locations prior cultural history and usage

C. Na Honua Mauli Ola Guidelines

i. (4) Instill a desire for lifelong exploration of learning, teaching, leading, and reflecting to pursue standards of quality and excellence. I feel that this lesson plan will address this guideline by using familiar and engaging content as a process of learning. The signature group assignment will use locations around our island in order to develop a sense of historical awareness through cultural perspective. While students are engaged in learning about the cultural history of a region or location they are also tying that knowledge to the present. As an effect of this assignment, the learning outcome will instill a desire for ongoing academic exploration with the use of familiar knowledge and information.

D. Rationale: Why am I teaching this lesson?

In order for students to build an understanding of what they see in the present state of Hawaii, we must foster an appreciation for the past. It is unlikely that students are not aware of the military presence in Hawaii but the real question lies in their pursuit of meaning behind that knowledge. If we can somehow tap into this learning curiosity we can build an ongoing awareness of academic fulfillment. I believe that the components, activities and content within this lesson plan will cultivate student motivation to learn about the history of a topic that is so familiar yet so distant to them.

E. Procedures a. PowerPoint Presentation: The Overthrow and U.S. Annexation of the Hawaiian Islands will be presented in a timeline format. This format will use

chronology and pictures to illustrate the key events that led up to the Annexation i. Using the ending chapter of Hawaiis Queen and the 1897 Petition against Annexation, students will engage in small group discussions on the underlying sentiments felt by Native Hawaiians at that time. They will discuss several themes surrounding Liliuokalanis role in the overthrow and its overall annexation of Hawaii. Students should discuss questions that are described below. 1. Was Liliuokalanis decision too peaceful and submissive? Should she have abdicated her throne without physical opposition? Do you think her diplomatic decision was the best option at that time? b. PowerPoint Presentation on the Military presence in Hawaii, the Organic Acts and why Hawaii was viewed with such military importance. i. Students will examine a map of the Pacific, while the teacher lectures about the naval expansion of the U.S. in the early 20th century. Using pictures and visual images, the students will be able to examine the effects of the Spanish-American War and the American occupation of Guam and the Philippines. 1. This will instill an underlying meaning toward the U.S.s involvement in the Overthrow and annexation of Hawaii.

F. Assessment

Students will break up into groups and will be assigned a harbor, port, mountain range or location in Oahu that they will conduct research on. The key is for students to examine the prior cultural history tied to that location, including its original Hawaiian name, myths/legends associated to that place and then tie that to the development of its military occupation (all of the locations will have current or outdated military development). Students will develop an analysis of the past and the present within this research and use this understanding to exemplify the locations strategic importance from a cultural and military perspective. They will then tie this analysis to the U.S.s view of naval expansion in the Pacific at the turn of the 20th century. 2. Students may either create a poster board or PowerPoint presentation that will be presented in class or submitted to the teacher for assessment, depending on the time available.

H. Hawaiian Epistemology/Strategy/Method: Place-Based or Community Based Education

The final project for this lesson plan will be used as an assessment of the overall content but will also fulfill the components of a place-based lesson. The integration of this project is to support cooperative efforts by students in gaining information and insight on the military presence of Hawaii. However, in the process of researching these areas, they will also discover the cultural importance of these regions and what they signified to Native Hawaiians. The intent is for students to build an awareness of how differentiating Western and indigenous views on a location impacted the usage and development of the land. With

the integration of this project, students will not only maintain motivation on the content material but will gain insight into the cultural past of many of these familiar locations.

Lesson 3 Content Area: The Plantation Era in Hawaii Grade Level: 9th Unit: Modern Hawaiian History Lesson Title: WWII Pearl Harbor & Japanese Racism

A. Standard/Benchmark i. Benchmark SS.9MHH.3.5: Describe the political, social and economic effects of the plantation system on life in Hawaii, including ethnic tension, the evolution of Hawaii Pidgin English, the school system, and the establishment of labor unions. ii. Benchmark SS.9MHH.3.6: Examine and explain features of plantation life in Hawaii in the 20th century, including contract labor and the perquisite system

B. Objectives: i. Students will be able to explain the evolution of Hawaii Pidgin English in the plantation era ii. Students will be able to describe how the plantation labor system worked. iii. Students will be able to discuss how ethnic tensions were used as a tool to segregate labor on the plantation

iv. Students will be able to describe labor unions and how it was created in the plantation era

C. Na Honua Mauli Ola Guidelines i. (6) Foster understanding that culture and tradition, as constantly evolving systems, are grounded in the knowledge of the past to address the present and future. In order to fulfill this guideline, I intend to incorporate a field trip to our Honolulu Plantation Museum, where students can experience what it felt like to be integrated in Hawaiis historical plantation village. They will be able to analyze the different plantation homes and how each home represented a unique ethnic culture. Students will use this historical information as a visual understanding of the plantation era. The overall intention is for students to use this experience as a platform for cultural awareness in our present state and time.

D. Rationale: Why am I teaching this lesson?

Indefinitely, the sugar plantation era was a time of ethnic and cultural tensions that many of our students and myself, could never comprehend. However, it is important to understand that our concept of what it means to be local, started with the evolution of the plantation era. Without this process, the large melting pot of ethnicities that we see today would have never been possible. Thus, it is imperative that our students not only understand this historical information but also utilize this awareness as a form of multiethnic appreciation.

E. Teaching Procedures 1. A PowerPoint Presentation will cover the different ethnic groups that were immigrated into Hawaii to work on the plantation. This will include the integration of Native Hawaiians, Chinese, Japanese, Portuguese and Filipino groups. The lecture will describe how these ethnic groups adapted to plantation life, displaying their personalities, qualities and contributions to the Hawaii we see today. The evolution of pidgin will also be integrated into this presentation, describing its usage and development as a medium of communication. i. Video Picture Bride by Riyo Hatta: This video will be shown to the class as a visual experience of plantation life. Students will be required to take notes on this movie, describing key elements that the teacher will have displayed on whiteboard. ii. Picture Bride Worksheet: Students will be required to complete an extensive worksheet on the Picture Bride movie. This worksheet will cover the basic concepts in the PowerPoint lecture. 2. Labor Union Lecture: Using a PowerPoint presentation student will be exposed to the creation of labor unions in the plantation era. The presentation will provide an analysis of how the planters system of ethnic segregation was an obstacle faced by union leaders. Students should be familiar with this concept through the Picture Bride movie.

i. Current Labor Strike Analysis: Each individual student will create a PowerPoint presentation describing a current labor strike that occurred locally from 1990-present 2012. Students will be required to address questions below. a. Describe the situation that caused the labor strike? Who were the key players and what were the current obstacles in the way of an agreement? Describe the overall settlement, how did that impact the workers? What about the company? b. Students will also tie this to one of the labor strikes covered in Hawaiis plantation era. How are they relevant or how are they different? 3. Honolulu Plantation Museum: This field trip will largely be impacted by the ability of the teacher to take students away from instructional time during the school year. This can be difficult in todays current educational system that rigidly upholds standardized testing as a mandatory obligation. Therefore, as a substitution, students may take a Virtual Field Trip to the Honolulu Plantation Museum online.

F. Assessment a. Students will be required to complete a final paper on a specific plantation era topic. These topics will be explained below.

i. Labor Unions: Describe the creation of labor unions and how they affected the plantation system. Include evidence from specific strikes that you used in your project. ii. Hawaiian Pidgin: Describe the creation of the Hawaiian Pidgin language and what purpose it served in the plantation era. Include at least two different ethnicities. iii. Ethnic local culture: Describe the significant ethnic groups that were immigrated to Hawaii during the plantation era. Include how each ethnic group adapted to plantation life.

G. Hawaiian Epistemology/Strategy/Method a. Hawaiian Creole English (HCE): The evolution and creation of HCE is integrated into the lectures that the teacher has covered through PowerPoint. Students will also be exposed to this aspect through the Picture Bride video and worksheet. Also, the topic is integrated in the final paper assignment, as a topic to choose from. b. Incorporating Technology: The integration of technology in this lesson plan is seen in the Labor Union Assignment. Students are required to research a current labor strike and create a visual PowerPoint presentation. This provides students with the ability to use educational software as a presentation format, while developing essential public speaking skills.

References Coffman, Tom. Nation Within. Kane'ohe: EPI Center, 1998. Daws, Gavan. Shoal of Time. Honolulu: University Press of Hawai'i , 1968 Hatta, K. (Producer), & Hatta, K. (Director). (1994). Picture Bride [motion picture]. Japan/U.S.A: Mirarmax Production. Liliuokalani, Lydia. Hawaii's Story: By Hawaii's Queen. Honolulu: Mutual Publishing, 1990.