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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Pō’akolu, 15 ‘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

Homework: Current events #9 due tomorrow…please tie into immigration

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Pō’alua, 14 ‘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

Homework: Current events #9 due Thursday…please tie into immigration

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Pō’akahi, 13 ‘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

Homework:  Family Interview write up due tomorrow; Current events #9 due Thursday…please tie into immigration

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Pō’ahā, 02 ‘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
1)  Review packet
2)  Look at examples of write ups
3)  Immigration to Hawai’i work time

Homework:  Family Interview write up due Tuesday 10/14/14

 

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