LESSON 9 - THE GREAT MAHELE

The Hawaiian government under the reign of King Kamehameha III (Kauikeaouli) was financially imperiled. Insolvency of the government placed Kauikeaouli in a dilemma and therefore, the government needed funding from tax revenues and other sources. This situation called for the need to offer sale of government lands to fund the government. Capitalism was now a driving force in the Hawaiian economy. No longer did the feudal system (called the Ahu'pua'a or shared land) exist for natives. Many foreigners bought real estate from the government.
Social Studies benchmark SS.7HHK.3.4 is concerned primarily with the development of the sugar industry. As a precursor to the development of the sugar industry, private companies, who wanted to exploit Hawaiian soil for sugar and pineapple, needed title to the land.
We will perform an actual landmark court case entitled, Oni versus Meek, in the classroom to elucidate the conflict between east and west - between the traditional Hawaiian values vis-a-vis capitalism.
However, the need to organize our thoughts for this benchmark should be noted in an outline.
Instructions: Using the History of the Hawaiian Monarchy text, fill in the missing parts of this outline:
Title: Major Transitions in Hawai'i

I. Describe the development of the sugar industry
A. Demand for Sugar

B. Plantation
1) Capital investments

C. Effects
1) Economic

2) Social

3) Political
II. The Big Five
A. The Establishment
1) AMFAC
2) Theo H. Davies
3) Castle & Cooke
4) C. Brewer
5) Alexander & Baldwin
III. The Great Mahele
A. The traditional (Hawaiian Cultural way of life) versus Free Market System (Capitalism)
1) Define Capitalism
2) The Ahu'pua'a
a) Comparing and Contrasting to the Feudal System.
IV. Immigration
A. Contract Laborers
1) China
B. Relationships

C. Cultures

D. Assimilation or acculturation into the American way of life.

LESSON 8-D More websites plus footnoting for Internet Sources

Please check into these websites for more information about sugar contract labor immigration into Hawaii:
www2.hawaii.edu/~jour/history/
http://gohawaii.about.com/od/hawaiianpeople/ss/hawaii_chinese_8.htm
http://eh.net/encyclopedia/article/lacroix.hawaii.history
http://spensaahawaiitravel.blogspot/2009/04/king-david-kalakaua
www.cetel.org/timeline.html
http://naturalhawaii.com/html/hawaiian-history/51-hawaiian-c

To footnote:
Internet: 10William J. Mitchell, City of Bits: Space, Place, and the Infobahn [Book on-line] (Cambridge, Mass. : MIT Press, 1995, accessed 29, September 1995); available from
http://www-mitpress.mit.edu:80/City_of_Bits/Pulling_Glass/index.html; Internet.

Internet: 11Joanne C. Baker and Richard W. Huntsead, "Revealing the Effects of Orientation
in Composite Quasar Spectra," Astrophysical Journal 452:L95-L98, 20 October 1995
[journal on-line]; available from http://accessed 29 September 1995.

Book: Dr. Ann Rayson, Norris W. Potter, and Lawrence M. Kasdon, The Hawaiian Monarchy,
(Honolulu: Bess Press, 1983), 85.

Magazines: 40. Bruce Weber, "The Myth Maker: The Creative Mind of Novelist E.L. Doctorow,
New York Times Magazine, 20 October 1985, 42.

Newspapers: 22 Honolulu Star-Advertiser (Honolulu), 16 June 1905.

For Bibliography page:

Book: Rayson, Ann, Potter, Norris W., and Kasdon, Lawrence M. The Hawaiian Monarchy,
Honolulu: Bess Press, 1983.














To place these footnotes onto the Bibliography Page:

LESSON 8-C RUBRIC for BENCHMARKS 3.4 & 3.5

Students are assigned the task of designing your own Rubric and then add them to the HCPS III Rubric which are already designed for Benchmark SS.HHK.3.4 (the blue lettered section of the Rubric were already written by the HCPS III benchmark:

ADVANCED - PROFICIENT - PARTIALLY PROFICIENT - NOVICE

(SEE STANDARDS and BENCHMARKS - SS.7HK.3.4 RUBRIC)

LESSON 8-B MODEL THESIS

This is just an example of a thesis which you will have to write for your third essay (SS.7HHK.3.4 and 3.5):
King David Kalakaua's trip around the world served two purposes: 1) to secure immigration to help Hawaii's burgeoning sugar industry, and 2) to create political alliances for protection because of Hawaii's military vulnerability. (i.e., buffer zone).
Early immigrant groups from China, Japan, Portugal, and eventually the Philippines brought aspects of culture (i.e., beliefs, knowledge). When new immigrant groups arrived they faced inequities (unfairness, discrimination) on the job, cultural diffusion, and assimilation into both the Hawaiian and Anglo society.

LESSON 8-A RUBRIC for KALAKAUA and IMMIGRATION Paper

Expectations for the third essay addresses benchmark SS.7HHK.3.4 (Sugar and Plantations)-Describe the development of the sugar industry in Hawaii and economic, political,
and social effects it had on Hawaii. Also, SS.7HHK.3.5 (Sugar and Plantations) Describe the coming of early immigrant groups to Hawaii as contract laborers. . .
We will write a rubric together in class on Monday, November 12, 2012. In addition to the HCPSIII rubric for both benchmarks on my blogspot (below right listed under Standards and Benchmarks), we will re-write the rubrics to include footnotes, bibliography, and other typographical requirements.

LESSON 8 - 3rd RESEARCH PAPER

Your third essay discusses King David Kalakaua's trip around the world to recruit labor for its burgeoning sugar industry. The Hawaiian labor shortage could be attributed to diseases that decimated the Hawaiian population. Secondly, Hawaiians considered living on the Ahu'pua'a the perfect place to live in terms of economics (food, shelter, etc) and really did not see the value for coined money. For your project, cull the following information from various websites found under:
King David Kalakaua+immigration+sugar+labor shortage or any variation of these words.
www.hanaumabaydivetours.com/HawaiiHistory.htm
http://www.brasilianculturalcenter.net/wst
http://www.luckyulivehawaii.com/portug.htm
http://www.hawaiiforvisitors.com/oahu/attractions/king-kalakaua-statue.htm
http://www.groups.yahoo.com/group/asianamericanartistry/message/5482

and particularly the text, History of the Hawaiian Monarchy (Rayson, Potter, Kasdon) from Bess Press, 1983. pages 200-204.
Then develop your paper by finishing the following outline of the 3rd term paper for this semester:
Title: Kalakaua and immigration
Topic: King David Kalakaua's trip around the world and his efforts to recruit laborers for Hawai'i's sugar industry.
SS.7HHK.3.4 - Describe the development of the sugar industry in Hawai'i . . .and SS.7HHK.3.5 - Describe the coming of early immigrant groups coming to Hawai'i as contract laborers . . .
(Include footnoting and bibliography referencing)
I. Demand for Sugar
A. Demand for sugar brought demand for labor
1) Hawaiians refused to work because they were used to working on the Ahu'pua'a.
a) Hawaiians had no use for money.
2) The Hawaiian population was decimated because of the introduction of diseases by American, British, and other foreigners.

B. Kalakaua decided to take a trip around the world.
1) To study immigration.
II. Immigration
A. Inequities on the job
1) Underpaid
2) Overworked
B. Cultural Practices
1) Religion
2) Knowledge
III. Immigrant groups needed to adjust or assimilate or acculturate into the Hawaiian culture.
Go to websites to verify and corroborate all the above.

Bibliography style: University of Chicago (Turabian)
Required: 1) Footnotes,
2)Bibliography page,
3) Cover Sheet,
4) Page number (except Cover Sheet - it is considered page 1 but not typed),
5) Spell-Check,
6) double-spaced and two spaces after the end of each sentence, typed in black ink.

LESSON 7-B CONCLUSION

Writing the Conclusion
Here are two samples in writing the conclusion of the term paper concerning foreign arrivals in the 18th and 19th centuries: Today Hawaii is a result of democratic republic, myriad schools and churches, and successful industries.
The fiftieth state developed unique and enduring industries that led the world in innovative products and services.
This is another example: Today Hawai'i has been affected immensely by foreigner arrivals dating back to the late 18th and 19th centuries. In 1820, there was one school in all eight major islands; today there are over 300 along with four major universities. There has been an evolution of industry that depended natural resources while today Hawai'i depends upon people (through tourism and military spending) to fund our tax revenues.
Use the handouts regarding how to write a thesis and conclusion.

LESSON 7-A Body of term paper (continued)

Methods of organizing the body section of your paper can be done in these ways: a) Chronological order (time) is effective for sharing personal narratives, summarizing steps, and explaining events, b) Order of location (spatial) is useful for many types of descriptions (e.g., left to right, from top to bottom, etc.), c) Illustration (deductive) is a method of arrangement in which you first state a general idea and then followed with specific reasons, examples, and facts, d) Climax (inductive) is a method of arrangement in which you present details followed by a general statement or a conclusion, e) Compare/Contrast is a method of arrangement in which you compare one subject to another subject, f) Cause-and-Effect is a type of arrangement that helps you make connections between a result and what came before it. Normally, you begin with a general statement giving the cause of something, and then you discuss a number of specific events, g) Problem/Solution is a type of procedure in which you state a problem and explore possible solutions, and h) Definition or classification is a type of arrangement that can be used to explain a term or concept (a machine, a theory, a game, and so on). Begin by placing the subject in the appropriate class, and then provide details that show how your subject is different from and similar to others in the same class.
The first part of the body deals with the political facet: The death of King Kaumuali'i of Kaua'i realigned (divided Kaua'i into several parts) making the Garden Island now part of the Hawaiian Kingdom ruled by King Kamehameha I. But when Kamehameha passes away, his son Liholiho is now heir to the throne.
Liholiho wrote in his will, before traveling to England, that, "my younger brother Kauikeaouli shall be your king."(insert footnote) Unfortunately, Liholiho dowager Queen Victoria Kaumuali'i were inflicted with the measles died in London in 1824. Again, Kaahumanu still acts as Kuhina Nui for the very young Kamehameha III.The second part of the body may be written in this manner as it addresses the social and economic parts of the body:
Foreign influences started the decline of the Hawaiian food supply because of the natives preoccupation with searching for sandalwood. The sandalwood trade became the first industry of Hawaii and Kamehameha the Great wanted to capitalize in enriching Hawaii with an abundance of sandalwood. Thus, Kamehameha II also encouraged the aliis to search for as much sandalwood as possible. This led to the neglect of their farmlands and crops and also destroying their cultural way of life. I must parenthetically add that prior to the sandalwood obsession, the Hawaiians used the barter system and not the use of money. Starvation by untended farms were not the only massacre of indigenous people as foreign ships brought many diseases especially in 1804 and during the reigns the Kamehameha II and III. According to historian Kamakau, ""thousands died, especially in the country districts, of an epidemic of coughs, congested lungs, and sore throat."" (footnote inserted here). But it did not stop with only colds and flus because smallpox, leprosy, and tuberculosis became widespread (prevalent). The seamen had a negative impact upon Hawaiians as these foreign sailors spread their diseases on the Hawaiian population. When law and order was enforced on the drunken visitors, seamen reacted violently. Sailors who knowingly spread contagious diseases ashore they were punished. In addition to spreading contagious diseases, sailors were also fined for carrying dangerous weapons.

The abolition of the Kapu System gave way to the introduction of Christianity. The first missionaries arrived on the ship, Thaddeus, in 1819. The missionaries were given difficult assignments because they built schools, churches, and dwellings in addition to planting in the fields. But the most challenging task was to convert the natives from pagan worship to Christianity and reading the Bible.

Teaching the Hawaiians to read called for a written Hawaiian language to be devised, a printing press, and a school system started.

The rise in mercantilism began with sandalwood trade as Hawaii's first industry. By 1825, whaling took the place of sandalwood as the next industry for Hawai'i.The fur trade cannot be considered to be part of Hawaii's industry because merchants carrying furs on their ships from North America, stopped in Hawai'i to rest and restore their supplies, and then off on their way to China to sell them. Whalers also hired Hawaiians as crewmen. But the boom period of whaling lasted only from 1840 through 1860.
Minor industries such as cattle and salt production were also established in the 1820's. Agricultural production also increased. Also in demand were coffee, pumpkins, cabbages, breadfruit, taro, bananas, arrowroot, melons, pineapples, and firewood.
The need for consuls from England and the United States grew due to increase in trade as Hawaii steadily grew more important as a center for transpacific commerce. By 1840, places such as Hilo and Waimea in Kauai were considered to by towns. Honolulu and Lahaina were already established cities by then.

LESSON 7 - RESEARCH (TERM) PAPER - SS.7HHK.3.3 IMPACT OF FOREIGNER'S ARRIVAL

Writing a thesis statement requires that we make well-thought out statements which we will need to substantiate (proof) later when we write supporting details and examples in the body of the term paper. Here is an example of a thesis statement in conjunction to our benchmarks:
The arrival of foreigners in the late 18th and early 19th centuries created an impact upon Hawai'i. The political, social, and economic factors introduced by western influences had both adverse and beneficial effects upon the natives and Hawaiian institutions. Whalers, traders, explorers, and missionaries came to Hawai'i for various reasons and changed Hawai'i irrevocably.

Your thesis statement tells readers specifically what you plan to write about in your paper. It also serves as a personal guide to keep you on track as you research your subject. Your thesis statement takes a stand or expresses a specific feeling or feature of your subject. Set the right tone for your writing. Helpful checklist: 1) identifies a limited, specific subject, 2) focuses on a particular feature or feeling about the subject, 3) is stated in a clear, direct sentence (or sentences), 4) can be supported with convincing facts and details, and 5) meets the requirements of the assignment.

LESSON 6 - Propaganda and Stereotyping

In pursuit of "Kids Voting" program we need to explore the rational reasons of why we
vote.
Propaganda, stereotyping, and over-generalizations are factors we need to be aware of.
After viewing the films on propaganda, we will attempt to answer questions about why
and how we choose our political leaders.

LESSON 5 - How to Write a Research (Term) Paper

The three elements of writing a Research (Term) paper consists of: 1) Thesis (or Introduction), 2) the Body (mid-section of the paper), and 3) Conclusion.
For our benchmark SS.7HHK.3.3 (Explain the reasons why foreigners came to Hawai'i and explain the political, social, and economic impact on Hawai'i.
I will give you an example of a thesis statement: The arrival of foreigners in the late eighteenth and early nineteenth centuries created an impact upon Hawai'i. The political, social, and economic factors introduced by western influences had an adverse (and a few beneficial) effects upon the natives and Hawaiian institutions. Whalers, traders, explorers, and missionaries came to Hawai'i for various reasons and forever changed Hawai'i.

The body of the term paper is where the supporting statements and examples are placed. The following is an outline of the body:
I. Social
A. Foreigners brought diseases to Hawai'i.
1) Diseases killed thousands of Hawaiians each month over many decades.
a) Leprosy, smallpox, tuberculosis, etc.
B. Introduction of Christianity
1) Converted natives from polytheism to monotheism.
C. Kapu System ended
1) Kaahumanu and Liholiho ordered the burning of the heiaus.
a) Liholiho and Kauikeaouli broke the Kapu defying tradition of dining.
II. Political
A. Kamehameha the Great passes and the political order is changed.
1) Liholiho is heir to the throne.
a) Kaahumanu was chosen as Kuhina Nui (Prime Minister)
to assist Liholiho (now Kamehameha II) to make decisions.
III. Economic
A. The rise of mercantilism.
1) Kamehameha I introduced two bona fide industries to Hawai'i.
a) Sandalwood trade
b) Fur trade.

Definition of "institution" - an institution is any structure of social order governing behavior of a
set of individuals. This applies to customs and behavior patterns.

Homework: Attempt to write sentences to complete the body section of the term paper.
We will explore ways of how to write a conclusion next week.

LESSON 4 - ECONOMICS - RESOURCES, MARKETS, AND GOVERNMENT

The more I read about Kamehemeha I, the more I've become fascinated by Kamehameha's great intellect. Although the complexity of his strategies made him great, it was his simplicity which we regard as a genius. The first king of modern Hawai'i served his people by being astute, kind, and with integrity. It was from Kamehameha's wisdom that introduced sandallwood and fur as Hawaii's first industries. Studying Kamehameha brings us now to a new benchmark: SS.7HHK.3.3 - Explain reasons why foreigners came to Hawai'i and explain the political, social, and economic impact on Hawai'i.
Attempting to explain reasons why foreigners came to Hawai'i (SS.7HHK.3.3) invariably includes describing how prices and products were affecting consumers and producers in this era (late 18the through early 19th century Hawai'i). We will correlate the Role and Function of Markets (SS.7HHK.8.1) and the first industries of Hawai'i - namely, the Sandalwood and Fur Trade.
As a precursor in understanding these required benchmarks, we will study economic theory. When you begin to create your economics blogspot, you will be required to know the fundamentals of:1) Law of Supply and Demand,
2) Opportunity Cost and Substitutability,
3) General Equilibrium and the Price System,
4 ) Elasticity and Inelasticity,
5) the Law of Diminishing Marginal Utility,
6) Inflation and Unemployment,
7) Balance of Trade
8) Contrasting the Free Market System with Socialism and Communism, and
9) Monopolies and Oligopolies.
In producing your blogspot, I will require the following:

1) weekly, monthly, or quarterly statistics (tracked by graphs or charts) on:
a) Dow Jones Averages and NASDAQ for each day,
b) unemployment figures for the week (national),
c) inflation rate (national),
d) currency values (dollar vis-a-vis euro),
e) price of crude oil, and
f) vocabulary words relating to economics with a corresponding sentence.
Log onto this blogspot: http://kalakauaecon-gwong.blogspot.com/

LESSON 3 - UNIFICATION OF THE HAWAIIAN ISLANDS

The required work for the unification of the Hawaiian Isles will be judged on the results of your booklet. There are three benchmarks that we are addressing: SS.7HHK.3.1 - Explain the events (including warfare and land control), people (including Kamehameha, Kekuhaupio, Kalaniopu'u, Kiwala'o, Keoua, Keawemauhili, Kahekili, Kalanikupule, Davies, and Young), and ideas (including foreign advisores, weaponry, and stategies) that led to the unification of the Hawaiian Islands., 2) SS.7.HHK.1.1 - Analyze both change and continuity during unification and the monarchy period. With this benchmark, the student compares ideas (e.g., kapu system), technology (e.g., firearms, ships), and people, foreign advisors) that led to major changes during the unification and monarchy period. The last benchmark, SS.7.HHK.3.2 asks you to describe the effects of unification including the establishment of monarchy, peaceful rule of Kamehameha, Mamalahoe Kanawai, the organization of government, and rebuilding of resources. Hence, we study Kamehameha's peaceful rule of the islands. You need to include the re-building of war torn Hawaii, the cultivation of taro lands, and taxation.
Your booklet will be judged using a special rubric (see Class Links). After you have culled your data, you may want to look into George Orwell's 6 Rules for Writing - See http://www.writingclasses.com/informationPages/index.php/PageID300 or http://grammar.about.com/od/writeronwriting/a/OrwellRules.htm
After you cull your information, it would be a good idea to organize your data by outline or through the use of graphic organizers (see http://www.cls.utk.edu/pdf/keys_Id/appendix_E.pdf)
For the lessons on Tuesday (9/4), Thursday (9/6), and Friday, (9/7) you will meet in the Computer Lab and research as many Internet websites related to Kamehameha's unification and also Kamehameha's peaceful rule since the booklet you are assimilating also include SS.7HHK.3.2 and SS.7.HHK.1.1 (see the Standards and Benchmarks under Class Links on this blogspot.
To augment the production of your booklet, you might want to create a time-line followed by your sentences and paragraphs fully describing the unification, Kamehameha's peaceful rule, and the establishment of the monarchy.
An excellent text to paraphrase is A. Grove Day's pamphlet entitled, Kamehameha - Hawaii's First King. Remember that the City of Refuge and the Battle of Moku'ohai located on the Big Island are in close proximity to each other.
Requirements for your booklet: (1) typed - text should be font size 12, (2) Title and sub-title are bold-faced at font size 14 or 16, (3) the Bibliography should be the last page of your booklet, your bibliography contains (in this order): Author Last name, First name, Title of publication, publisher, year of publication, city of publication, and page number(s). See Turabian Style of Annotation for more regarding bibliography.

LESSON 2 - MIGRATION

In this lesson, we encounter various theories of how the native Hawaiians immigrated to Hawai'i. Most of the history of Hawaiian migration will never be known, but anthropologists and historians have fitted pieces together until we can see at least the outlines of an incredible history of the sea.
It is imperative that you categorize the Pacific Ocean, known as Oceania, into three parts: Melanesia, Micronesia, and Polynesia. In this chapter, it will become known to you that there were two waves of migration into Hawai'i. The first wave occured around 500 AD (or C.E.) while the second wave came about the year 1000 A.D.
Reknown navigator Thor Heyerdahl and even recent anthroplogists believe that the migration to Polynesia may even include natives of South America.
Your assignment is to read Chapter 4 and sketch the migration from Southeast Asia all the way to Hawai'i. Include in your drawings arrows to indicate the directions of migration.
You can imagine how well these stalwart Polynesians were superior to European much earlier than the Vikings and Christopher Columbus. Polynesians could navigate over the vast oceans by only using nature (i.e., wind, star navigation, cloud formation, etc.).

LESSON 1 - GEOLOGY OF HAWAI'I

Geology of Hawai'i - Due Thursday, August 16, 2012
Geology of Hawai'i and History Standard 1: Change, Causality, and Continuity, when combined, is a classic example of cause-and-effect relationships. We will examine how the islands were formed and how does the geological system of Hawai'i is unique vis-a-vis other geological systems of the world.
Your assignment is to write and draw the stages of continuing growth of stages of development. The vocabulary helps to understand Hawai'i's development therefore, using the appropriate nomenclature would enhance your knowledge of Hawai'i's evolution.
General Learner Outcomes # 1 and # 4- Quality Producer and Complex Thinker, respectively
are evident after you've completed answering these four questions from "The Hawaiian Monarchy," Chapter 2: (All answers require no more than 3 sentences each).
1) Describe in your own words how the Hawaiian Islands were formed,
2) Explain the "hot spot" theory of island formation. Where is the "hot spot" now?
3) How are coral reefs and atolls formed?
4) What are the continuing stages of island growth and what stage are the Hawaiian Islands now in?
Also, answer the question in the Activities for Enrichment section by drawing and captioning
your answer: #4) Draw the formation of an island chain showing the successive stages of development.
You may also use the text, "Pacific Nations and Territories," (1995, Riley Ridgell) and Atlas of Hawaii (1983) to help illustrate any one of your answers.
Apply the criteria listed under Social Studies Rubric in the Class Links section
Differentiated Lesson: answer all fill-in questions on the Chapter Two worksheet (Hawaiian Monarchy workbook, pages 3-4).
All Classes: define all Word Wall definitions by August 23, 2012. See Word Wall Cumulative in the Class Links section of this blogspot.