Course Syllabus
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Curriculum: Classroom curriculum will follow the “benchmark maps” created by the Hawaii Department of Education available at the following website: http://standardstoolkit.k12.hi.us/index.html |
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Grading: Students will be graded according to Standards-based Grading of student progress on HDOE learning benchmarks. This is a performance-based system! For example, take the following benchmark: SS.7HHK.8.2: Describe how trade between Hawaii and other countries is affected by regulations. A student will be graded according to how well he/she describes how trade between Hawaii and other countries was affected by regulations. The following scale will be used:4 advanced…. exceeds the standard ……..A 3 proficient…. meets the standard……….B2 partially proficient…approaches the standard...C1 novice……below the standard……… |
First semester: History of the Hawaiian Kingdom
Course: History of the Hawaiian Kingdom
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Topic |
Learning Target |
Activity |
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Ancient Hawaii overview |
HHK.1.1 Explain the roles and responsibilities of the four Hawaiian Social Classes during unification |
Old Hawaii and My Hawaii Analytical Writing |
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Common Core Standard 6-8.WHST.4 -Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
Old Hawaii and My Hawaii Analytical Writing |
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Common Core Standard 6-8.RH.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |
Old Hawaii Vocabulary
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Common Core Standard 6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |
-Social Class Pyramid (4 levels of old Hawaiian Society) -Roles and Responsibilities Grid |
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Unification |
HHK.3.1 Explain the events, people and ideas that led to the unification of the Hawaiian Islands |
Unification Story |
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Common Core Standard 6-8.RH.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). |
Unification Series of events chain |
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Common Core Standard 6-8.WHST.2 Write informative/explanatory texts including the narration of historical events |
Unification Concept Map |
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Common Core Standard 6-8.RH.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |
Unification Vocabulary Who’s Who in Unification |
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Kingdom of Hawaii Historical Change and Continuity |
HHK.1.1 Analyze both change and continuity during unification and the monarchy period |
Change and Continuity Venn and Commentary writing |
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Common Core Standard 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task |
-Kamehameha Change Booklet -Letter to the New York Times -Kamehameha Change/continuity Performance Evaluation |
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Common Core Standard 6-8.RH.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |
Kingdom of Hawaii Vocabulary |
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Common Core Standard 6-8.RH.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). |
Hawaii History Timeline |
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Foreigners and Missionaries End of the Kapu |
HHK.3.3 Explain reasons foreigners came to Hawaii and explain the political, social, and economic impact on Hawaii |
Foreigners Impact Journal
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Common Core Standard 6-8.WHST.2 Write informative/explanatory texts including the narration of historical events |
MTV True Life Liholiho Documentary Script –Five Paragraph Essay (Authentic task…screenwriting) |
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Common Core Standard 6-8.RH.9 Analyze the relationship between a primary and secondary source on the same topic. |
Missionaries Primary Source “Un Rue-de Honolulu” Photo Analysis |
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Common Core Standard 6-8.RH.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered)
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End of Kapu Pre-write/Graphic organizer End of Kapu Series of Events Chain |
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Mahele |
HHK.3.6 Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others |
Argumentative Essay
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Common Core Standard WHST.6-81 Write arguments focused on discipline specific content |
Argumentative Essay |
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Common Core Standard 6-8RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts |
Mahele Advertisement (Authentic task… advertising) Mahele Pie Charts |
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Common Core Standard 6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |
Mahele Impact on Kalapaki Bay Primary Source-Photo Analysis |
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Sugar and Plantations |
HHK.3.4 Describe the development of the sugar industry in Hawaii and the economic, social, and political effects it had on Hawaii |
Sugar was King! Newspaper Article
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Common Core Standard 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
Sugar was King! Newspaper Article |
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HHK.3.5 Describe the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them and the relationships that developed between themselves as well as others |
Life on Sugar Plantations |
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Common Core Standard 6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |
Immigrant Photobucket Activity… Use of Primary Sources and writing of blurbs |
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Overthrow |
HHK.3.7 Analyze the roles of significant individuals and groups and their involvement in the Overthrow |
-Who’s Who in the Overthrow? -Friends and Enemies Matrix
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Common Core Standard 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
Overthrow Homepage Blurbs and Blog(Authentic task…web writer) |
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Common Core Standard 6-8.RH.9 Analyze the relationship between a primary and secondary source on the same topic. |
Republic of Hawaii Primary Source Analysis |
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Common Core Standard 6-8.RH.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered) |
Overthrow Series of Events Chain |
Second Semester: Pacific Island Studies
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topic |
benchmark | project |
| Geographya. World in Spatial Termsb. Human and Physical Characteristics of Places | 7PI.7.1 Use geographic representations such as maps or models to explain population distribution and the physical and human characteristics of places in Oceania, including landforms, natural resources, climate, river, lakes, bridges, dams, roads, and buildings 7PI.7.2 Describe demographic patterns and how they affect places 7PI.7.3 Analyze important economic activities and explain the relationship between these activities and the physical (including natural resources, land forms, and waterways) and human (including bridges, canals, and roads) characteristics of places in Oceania | Three “nesias”-map Geo 101..Latitude and longitude etc.. Create an island Project(authentic task..cartographer)a. Geography terms vocab-artb. Human settlement wheelc. 5 paragraph outline and essay! |
| ForeignersEuropean contact | 7PI.3.1 Explain why foreigners (including explorers, traders, whalers, and missionaries) came to Oceania and examine the resultant political, social and economic impact on the indigenous people | Artifact Flip Booklet (authentic task/anthropologist and archaeologist) |
| Colonization | 7PI.3.2 Analyze conflicting beliefs, values, and norms of the indigenous populations and the European explorers/settlers and explain the impact of those differences | Foreigner’s Journal (diary) |
| Pacific island governments | 7PI.3.3 Trace the development/evolution of government systems in Oceania from pre-contact to present and explain the effects of the changes7PI.3.4 Compare conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States | Colonization wheelColonization Political CartoonResume for a colonizer! (authentic task…resume writing)Governments venn-flipSell a government, which one is best?(authentic task..salesman) |
| USA and the Pacific Islands |
7PI.6.1 Compare conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States 7PI.3.5 Describe the cultural and political relationship between the United States and one of the Pacific Islands, including interactions between the two |
Marshall Islands Travel Companion (authentic task...travel agent) |
| Contemporary issues in the pacific islands | 7PI.3.6 Examine current issues or problems facing contemporary Polynesia, Micronesia, and Melanesia and propose solutions to them based on research | Invasive species unit:Coqui frog wanted posterTree snake poster Problems in the Pacific homepage(authentic task…web design) Problems in the Pacific pop-up book |
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