District/School/County Office:

Shasta County Office of Education – Oasis School

Teacher:

James Patton  (www.shastalink.k12.ca.us/ableeducator)

Assignment:

q      Special Education

q      Alternative Programs

q      Rural

Core Academic Area:

q       English

q       Social Science

q       Math

q       Science

Grade Level/Course:

9^th & 10^th grade English

Standard to be taught (if only a portion of the standard is to be taught, indicate which portion):

Writing 2.4 Write persuasive compositions:  a. Structure ideas and arguments in a sustained and logical fashion.   b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy)  c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.   d. Address readers’ concerns, counterclaims, biases, and expectations.

English Language Arts 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

World History 10.4.2  Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

Anticipatory Set:

Set the mood by closing shades, dowsing lights and having them clear their desks except for pen and paper.  Tell the kids to be very quiet until the lights are turned back to full.  Pass out the words to Aloha Oe by Queen Liliuokalani.   Play Alfred Aholo Apaka - Aloha 'Oe .mp3

Direct Instruction:  Ask the class how the music made them feel.  Let them know that many people believe that Queen Liliuokalani wrote the song, Aloha 'Oe, in prison, but that that isn’t true. 

Have students read Prentice Hall World History pg 331 (last paragraph) for general background on the annexation of Hawaii.  Show http://www.iolanipalace.org/history/queen.html and http://en.wikipedia.org/wiki/Liliuokalani on Smart Board to class.  Have them discuss the differences they see between the text’s information, the Iolani Palace article, and Wikipedia.   Have the students take notes on this information during instruction.  Give students handouts of each article shown.

Guided Practice:

Lead a class discussion regarding Queen Liliuokalani, the planters, President Cleveland, Congress, and “sovereign rights.”  Have the class split into two groups, and have one group pretend to be the planters, the other the native Hawaiians.  Have each group declare their positions and defend them.

Independent Practice:

Individually, the students write a letter to President Cleveland.  They can be either a planter who wants the United States to annex Hawaii, or a native Hawaiian who wants Cleveland to restore Queen Liliuokalani to the throne.   

Assessment and Follow-Up to Check for Mastery:

Students will be assessed on their ability to adequately choose correct information from their notes and their ability to write a persuasive letter in accordance with the standard.