Pō’ahā, 30 ‘Okakopa 14

WWI-sceneWWI and Its Aftermath (1914-1920)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Countries are affected by their relationships with each other.

Essential Question:  Why do nations go to war?

Objections:  Students will know…
—the major causes of World War I, including militarism, alliances, imperialism, and nationalism.
—what life was like on the home front for women and minorities.
—the new technology of warfare and its effect on military tactics and casualties.
—why the Red Scare developed after the war.

Standards:
—Time, Continuity, and Change (#5)
—People, Places, and Environments (#8)
—Power, Authority, and Governance (#4)
—Production, Distribution, and Consumption (#3)
—Science, Technology, and Society (#4)
—Global Connections (#2, #3, #5, #7)
—Civic Ideals and Practices (#2)

WWI:  Home Front
—Go over last nights reading

Portfolio
—Work time
—Portfolioʻs due today by 3:30 pm!

Homework:
 Read Chapter 16 Lesson 3 by tomorrow

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Pō’akolu, 29 ‘Okakopa 14

WWI-sceneWWI and Its Aftermath (1914-1920)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Countries are affected by their relationships with each other.

Essential Question:  Why do nations go to war?

Objections:  Students will know…
—the major causes of World War I, including militarism, alliances, imperialism, and nationalism.
—what life was like on the home front for women and minorities.
—the new technology of warfare and its effect on military tactics and casualties.
—why the Red Scare developed after the war.

Standards:
—Time, Continuity, and Change (#5)
—People, Places, and Environments (#8)
—Power, Authority, and Governance (#4)
—Production, Distribution, and Consumption (#3)
—Science, Technology, and Society (#4)
—Global Connections (#2, #3, #5, #7)
—Civic Ideals and Practices (#2)

Whoʻs Involved in WWI Group Activity:
—Group sharing

The United States Enters World War I:
—Go over last nights reading
—Complete News of WWI Handout

Homework: Read Chapter 16 Lesson 2 by tomorrow; Immigration Portfolio due tomorrow!

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Pō’alua, 28 ‘Okakopa 14

WWI-sceneWWI and Its Aftermath (1914-1920)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Countries are affected by their relationships with each other.

Essential Question:  Why do nations go to war?

Objections:  Students will know…
—the major causes of World War I, including militarism, alliances, imperialism, and nationalism.
—what life was like on the home front for women and minorities.
—the new technology of warfare and its effect on military tactics and casualties.
—why the Red Scare developed after the war.

Standards:
—Time, Continuity, and Change (#5)
—People, Places, and Environments (#8)
—Power, Authority, and Governance (#4)
—Production, Distribution, and Consumption (#3)
—Science, Technology, and Society (#4)
—Global Connections (#2, #3, #5, #7)
—Civic Ideals and Practices (#2)

Whoʻs Involved in WWI Group Activity:
—Go over PowerPoint
—Go over task and task instructions
—Group Assignments
—Group work time
—Group presentations

Homework: Read Chapter 16 Lesson 1 by tomorrow; Immigration Portfolio due Thursday

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Pō’akahi, 27 ‘Okakopa 14

aerial-after

Chemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
—Go over portfolio
—Immigration Portfolio due Thursday

Homework:  Immigration Portfolio due Thursday

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Pō’alima, 24 ‘Okakopa 14

writeon

Chemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
—Ellis Island Essay…due today in Google Docs by 2:30 pm!

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Pō’ahā, 23 ‘Okakopa 14

aerial-after

Chemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
—Go over essay
—Ellis Island Essay…due tomorrow in Google Docs by 2:30 pm!

Homework:  Current Event Worksheet #10 due tomorrow…please tie into immigration

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Pō’akolu, 22 ‘Okakopa 14

aerial-after

Chemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
—Continue with Ellis Island
—Continue taking notes

Homework:  Current Event Worksheet #10 due Friday…please tie into immigration

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Pō’alua, 21 ‘Okakopa 14

Emigrants-Arriving-Ellis-IslandChemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
—View Ellis Island
—Take notes

Homework:  Current Event Worksheet #10 due Friday…please tie into immigration

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Pō’akahi, 20 ‘Okakopa 14

Emigrants-Arriving-Ellis-IslandChemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
—Immigration to Hawai’i Group Presentations

Homework:  Signed progress reports due tomorrow; Current Event Worksheet #10 due Friday…please tie into immigration

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Pō’ahā, 16 ‘Okakopa 14

Emigrants-Arriving-Ellis-IslandChemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
—Immigration to Hawai’i group work time
*Project presentations on Monday, 10/20/14

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