Week

Day

Benchmark

Objective

Assessment

  Set

Closure

1

1

1/2

3/4

7HHK.3.6 Mahele
Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others

7HHK.3.6 Mahele
Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others

students will recall the positive and negative impacts of the mahele by making a 4 square

graphic organizer

students will recall the positive and negative impacts of the mahele by making a tchart graphic organizer

- land ownership text dependent questions

-mahele grid (graphic organizer)

-kuleana text dependent questions

-Mahele flip chart (graphic organizer with evaluation taxonomy)

Do you own or rent?          

KWL

-exit pass

mahele 5W

-Exit pass
good/bad

t-chart

2

1/2

7HHK.3.6 Mahele
Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others

students will recall the social, political, and economic impacts of the mahele by making a impact grid graphic organizer and by making pie charts that show some of those impacts

-social, economic, political impacts paper (graphic organizer/during reading)

-pie charts 1848 and 1850 (integrated lesson-MATH)

Who has the most land in Kauai?

- exit pass impact grid

2

3/4

7HHK.3.6Mahele
Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others

students will recall the social, economic, and political impacts of the mahele by making an advertisment and answering a CR question

-Mahele advertisement (authentic task-advertising)

mahele constructed response- was the Mahele good or bad for hawaiians?

Mahele good or bad?

Exit pass-

Top 5

3

1/2

7HHK.3.6 Mahele
Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others

students will recall the social, economic, and political impacts of the mahele by taking an exam

Mahele Exam

3

3/4

7HHK.3.4 Sugar and Plantations
Describe the development of the sugar industry in Hawaii (including the fall of whaling, demand/production of sugar, and plantations) and the economic, social, and political effects it had on Hawaii (including the interest of American businessmen, establishment of Big 5, 1848 Mahele, and immigration of contract laborers).

students will recall the social, economic and political effects of the sugar industry by completing a graphic organizer

__sugar cause and effect(AVID cause and effect chart)

__sugar industry text dependent questions

Did anyone in your

family work on the sugar

plantation?

Exit pass

List 10 effects

4

1/2

7HHK.3.4 Sugar and Plantations
Describe the development of the sugar industry in Hawaii (including the fall of whaling, demand/production of sugar, and plantations) and the economic, social, and political effects it had on Hawaii (including the interest of American businessmen, establishment of Big 5, 1848 Mahele, and immigration of contract laborers).

Students will evaluate the  impact sugar had on Kauai by analyzing a primary source and writing constructed response.

__Kalapaki Bay Primary Source Activity(AVID primary source analysis)

-Sugar constructed response

Was the sugar industry good or bad for Kauai?

-How has Kalapaki Bay changed since you were alive?

Exit pass-

Sugar changes grid

4

3/4

7HHK.3.4 Sugar and Plantations
Describe the development of the sugar industry in Hawaii (including the fall of whaling, demand/production of sugar, and plantations) and the economic, social, and political effects it had on Hawaii (including the interest of American businessmen, establishment of Big 5, 1848 Mahele, and immigration of contract laborers).

students will recall the social, economic and political effects of the sugar industry by completing an exam.

-Sugar Exam

5

1/2

7HHK.3.5 Sugar and Plantations
Describe the coming of early immigrant groups (including Chinese, Portuguese, and Japanese) to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them (including beliefs, knowledge, and/or practices), and the relationships that developed between themselves as well as others (including inequities on the job, cultural diffusion, and/or assimilation)

students will recall the contributions of “sugar” immigrant groups in Hawaii by completing a series of events change.

-immigration text dependent questions

-immigration series of events chain (AVID series of events chain)

Did anyone in your family move here form another country to work here on a sugar plantation?

Exit pass

Immigrant groups grid

5

3/4

7HHK.3.5 Sugar and Plantations
Describe the coming of early immigrant groups (including Chinese, Portuguese, and Japanese) to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them (including beliefs, knowledge, and/or practices), and the relationships that developed between themselves as well as others (including inequities on the job, cultural diffusion, and/or assimilation)

students will recall the contributions of “sugar” immigrant groups in Hawaii by completing a cultural timeline.

Immigration timeline

Constructed response- How did sugar immigrants change Hawaii?

Did anyone in your family move here form another country?

Exit pass

Mini timeline

6

1/2

7HHK.3.5 Sugar and Plantations
Describe the coming of early immigrant groups (including Chinese, Portuguese, and Japanese) to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them (including beliefs, knowledge, and/or practices), and the relationships that developed between themselves as well as others (including inequities on the job, cultural diffusion, and/or assimilation)

students will recall the contributions of “sugar” immigrant groups in Hawaii by completing an exam

-Immigration exam

6

3/4

7HHK.7.1

Human and Physical Characteristics in Spatial Terms
Analyze the relationship between economic activities, their location, and the physical characteristics of a given place (including businesses, plantations, and trading)

7HHK.8.1

Role and Function of markets
Explain how prices and products (including sandalwood, whales, and sugar) were affected by the interactions between producers in Hawaii and global buyers in this era

Students will analyze the relationship between economic activities, location, buyers, producers and prices using sugar as an example by making an import export diagram.

-Import/export poster

How much does sugar cost in Hawaii?

How much does sugar cost in Seattle?

Exit pass

Import/export grid

7

1/2

 7HHK.3.7 Overthrow
Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the Overthrow

Students will recall how and why Liliuokalani was overthrown by completing a series of events chain.

- Liliuokalani text dependent questions

__ 10 steps (AVID series of events chain)

How did Hawaii become part of the USA?

Exit pass

Top 5 steps in the overthrow

7

3/4

7HHK.3.7 Overthrow
Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the Overthrow

Students will recall how and why Liliuokalani was overthrown by completing a

Storyboard of events

__Liliuokalani storyboard

-Overthrow constructed response- Why was the Queen of Hawaii  overthrown?

Do you think the queen should have been overthrown?

Exit pass

Top5 reasons queen was overthrown

8

1/2

7HHK.3.7 Overthrow
Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the Overthrow

Students will recall how and why Liliuokalani was overthrown by completing a

Storyboard of events

__Liliuokalani storyboard

-overthrow vocabulary

Brainstorm 10 vocab words form the overthrow

Exit pass

Vocab fill in

8

3/4

7HHK.3.7 Overthrow
Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the overthrow

Students will  evaluate the overthrow of Liliuokalani by completing a graphic organizer

-friends and enemies text dependent questions

-friends or enemies graphic organizer

Who were the queens friends?

Exit pass

Friend or enemy chart

9

1/2

7HHK.3.7 Overthrow
Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the Overthrow

Students will  evaluate the overthrow of Liliuokalani by makinga homepage with blurbs and blogs.

-Liliuokalani Homepage (graphic organizer)

constructed response-

Do you think it was right to overthrow the queen?

Do you think the queen should have been overthrown?

Exit pass

Blurbs and blogs

9

3/4

7HHK.3.7 Overthrow
Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the Overthrow

-Overthrow exam

10

1/2

Final exam review

10

3/4

Final exam