Aloha, This is my Papa Haʻawina (Homework Board) and the Papa Hana (Daily agenda).

Syllabus and Class Contract are under the Forms and Information tab at the top.

The two best places to find out what’s going on are:

1. The Papa Haʻawina (Homework Board) in class; and
2. Your child’s Google Classroom (GC).

Students, If you are absent and want to know what to do while you’re out, please check Google Classroom and email Kumu Mandoe at [email protected] — I’ll get back to you as soon as possible. Digital assignments will be on GC; see me when you return to find out what else you missed.

Mākua, If you need more information, please email me at [email protected] or call 982-0472. I try to get back to you on the same working day. Mahalo!

• Colonial Economy Game (In-class for two days before Thanksgiving).
• Investment Report (Homework). Due 11/20 (even); 11/28 (odd)
• TEST CORRECTIONS (See email for directions): Extended deadline 11/29 (odd); 11/30 (even).
• MAP TEST RETAKES (During morning break: 11/22 odd; 11/28 even)
• Patterns of Trade Project (formative homework). Directions on Google Classroom. Assigned 11/27, 11/28; Due 12/1 (odd), 12/4 (even).

Aloha, Here is an update on assignments since the TIFF Response paper.

Late Assignments (Can get partial credit)

• Colonization Chart
• Nystrom Atlas 9b, 10ab, 12ab, 13ab.
• After the Mayflower (video) sheet.
• On-time work to be returned in class on 11/9 (odd) and 11/22 (even). Late/incomplete work to be returned to me by 11/30 latest.

Summative Test: Colonialism and Naʻau

• To be uploaded Th 11/9.
• Corrections option will be available for increased credit.

Current Assignments (Please note due dates as huakaʻi week and Thanksgiving break mix up the class sessions and homework.)

• Follow the Money Booklet
  • Click on blue link above to access the booklet.
  • 13 British Colonies map, Colonial Economy Reading and Question Sheet. Due 11/7 (odd), 11/8 (even).
  • Colonial Economy Game. In class, 11/7 & 11/9 (odd); 11/8 and 11/22 (even). This class experience cannot be made up; students who miss it will need to find the information for their reports through the readings and by talking with classmates or me.
  • Report on profitable investments in the 13 British Colonies by region — Homework assignment given 11/9 and 11/22. In 1/2 to 3/4 page double-spaced (Times New Roman 12 point), report on the most profitable businesses in each of the following colonial regions: New England, Middle, Southern Tidewater, Southern Piedmont, Frontier. Formative. Due 11/20 (odd) and 11/27 (even).
  • Nystrom Atlas 14a, 15ab. Worksheet in booklet. Maps to work from are on Google Classroom.

Happy Explorations!

TIFF Game / Role-Play Reflection

• Summative Written Assignment
• Follows TIFF game (role-play) held in class for two periods. Uses written records from the game (white sheet and development graphs).
• Assignment sheet available here — Colonization and Naʻau Reflection — and in Google Classroom.
• Due 10/19 (Odd) ad 10/20 (Even). BE ON TIME! THERE IS NO WIGGLE ROOM WITH THE DUE DATE ON THIS ASSIGNMENT.

• Students presented/taught each other how various European countries colonized North America. Charts were filled in with at least each country’s name, its objective/s, and its Modus Operandi (MO, way of operating). Students are to keep their charts until I collect them.
• Homework: Read and do the questions for the TIFF Game, our upcoming role-play. (This is either the TIFF Reading and Questions or the Earthling Reading and Questions; different students have different packets. Found on Google Classroom.) Complete on binder paper or type and print out before class. Be ready to jump into the game with minimal explanations! Due Friday 9/29 (Odd), Wednesday 10/4 (Even).

Colonization and Naʻau Unit, Part 1

9/19, 9/20

1. Read History Alive! textbook p 18 – 21: Spain Builds an Empire
2. Fill in Colonization chart (Reading and charting done together)
3. HW: Nystrom Atlas 9b, 10a, 10b (worksheets in packet; atlas pages 23, 24, 25, found on Google Classroom).

9/21, 9/22

1. Go over questions on HW.
2. Work on Geographic Locations on chart.
3. Read History Alive! textbook, Section 2.3, p 22 – 24: The Spanish Borderlands OR Section 2.4, p 25 – 26, New France. Assigned by table group. (Period 7 did 2.3 with me.)
4. Fill out chart as a small group. Work on finding the main idea — the legacy — and putting it in 1 – 6 words, 10 max.
5. HW: Nystrom Atlas 12a, 12b (worksheets in packet; atlas pages 28,29, found on Google Classroom).

9/25, 9/26

1. Review in small groups.
2. Table groups teach each other their sections.
3. Read History Alive! textbook, Section 2.5, p 27 – 29: Jamestown OR Section 2.6, p 30 – 32, New Netherlands. Assigned by table group.
4. Fill out chart as a small group. Work on finding the main idea — the legacy — and putting it in 1 – 6 words, 10 max.
5. HW: Nystrom Atlas 13a, 13b (worksheets in packet; atlas pages 30, 31, found on Google Classroom).

E kala mai for the late posting!

Native American Cultural Regions Map

• Directions on Google Classroom
• Mainly homework, using chart done in class
• To be scored by peers in class on 9/15 (Odd) and 9/18 (Even)

Native Cultural Regions Kahoot

• Class game reviewing some of the geographic and cultural characteristics of 8 cultural regions in pre-1500s North America.
• Played 9/13 (Odd), 9/14 (Even)

Cultural Regions Chart

• Classwork (must check out a textbook to complete for HW. Pages 6 – 14.)
• Students read and take notes on the 8 Native American Cultural Regions in the boundaries of the “Lower 48” states of the U.S.
• Students match placards with pictures to the regions and record them on their charts; correct matches gone over in class.
• Finished in class 9/13 (Odd), 9/14 (Even)

What is a Cultural Region? 

• Exploration of the term using two maps, one from History Alive (our textbook) and another titled Cultural Areas and Tribal Locations of North America. Small group & full-class discussion, w/ Venn diagrams.
• Review
• Formative check-in for understanding 9/13 (Odd) and 9/14 (Even)

Project 562

• Exploration of matikawilbur.com website featuring photo galleries, articles, and videos of modern Native Americans by Native Americans.
• Google Classroom worksheet
• Assigned 9/7 (Odd), 9/8 (Even)
• Informal in-class presentations — some students chosen randomly to share what they learned on 9/13, 9/15 (Odd) and 9/14, 9/18 (Even)

TEST on Maps 1A and 1B coming up!

• Date: Tuesday 9/5 (Odd), Wednesday, 9/6 (Even)
•  Format: I give you a blank map of the world with the features you have been learning, numbered. You write the names on a numbered sheet of paper. Accurate location and spelling count.
• Summative

Nystrom Atlas Worksheets 5 – 8B

• Should be finished by now.
• Have been partially corrected and discussed in class.
• Class discussion will continue; it builds big-picture understanding and connections to the modern world.

Learning Diagrams

• New vocabulary is on the back of the “Meet Four Worlds” booklet.
• Students can choose harder words for ones they know, as follows:
  • “contextualize” for “context;”
  • “heterogeneous” for “diverse,”
  • “domain” for “empire,”
  • “commerce” or “commercial route” for “trade route,” and/or
  • “expedition” for “exploration.”
• Due 9/7 (Odd), 9/8 (Even)

Nystrom Atlas

• Use p16 – 21, found on Google Classroom, to complete booklet 5 – 8b (large numbers at the top of the pages)
• For those who were not in school when the booklet was passed out, you can print out your own copies if you have a printer:  Nystrom 5 and 6, Nystrom 7ab, Nystrom 8ab.
• Due 8/30 (Odd), 8?31 (Even).

Map Work: Test Date to be announced on Wednesday/Thursday.