Site hosted by Angelfire.com: Build your free website today!

 

Standard 3: History: History of the Hawaiian Kingdom

Understand important historical events in the history of the Hawaiian Kingdom.

 

Benchmark – SS.7HHK.3.5:

 

Describe the coming of early immigrant groups (including Chinese, Portuguese, and

Japanese) to Hawaii as contract laborers, their experience in the plantation system,

aspects of their culture that was brought with them (including beliefs, knowledge, and/or

practices), and the relationships that developed between themselves as well as others

(including inequities on the job, cultural diffusion, and/or assimilation).

PAU HANA FORMATIVE-BALLAD POP UP

 

Part 1 (Proficient):

 

Description of Task:

 

Your summative task is a tricky one.  I hope you have lots of fun.  You’ll need to rhyme words like Dr. Seuss.  So when you are thinking about the words, just let loose.  If you think it is hard don’t feel so bad.  All you need to do is go to rhymezone.com and click on your mouse pad.  A ballad you will write, so use all your thinking might!

 

A ballad is a form of poetry that tells a story.  Ballads normally have stanzas of four lines.  Normally, ballads have the following rhyme pattern: acbc.  For your formative assessment, project you will need to create a ballad about the information you learned about the immigrants and the plantation.  Students will then create 4 pop up pages for each stanza.

 

Rubric for Proficient

Advanced (Cultural Diffusion)

Proficient (Ballad)

Partially Proficient

Novice

Proficient Met

 

And

 

See rubric for Advanced on next page

Describe, with detail, the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and the relationships that developed between themselves as well as others and

 

Followed ballad format and pop up page complete.

Describe, with minimal detail, the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and/or the relationships that developed between themselves as well as others  or

 

Did not follow ballad format or pop up page requirement.

Ineffectively describe the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and the relationships that developed between themselves as well as others and

 

Did not follow ballad format or pop up page format.

Example:

Down dropped the breeze, the sails dropped down,

‘Twas sad as sad could be;

And we did speak only to break

The silence of the sea!

 

All in a hot and copper sky,

The bloody Sun, at noon,

Right up above the mast did stand,

No bigger than the Moon.

 

Day after day, day after day,

We stuck, nor breath nor motion;

As idle as a painted ship

Upon a painted ocean.

(From: Coleridge, The Rime of the Ancient Mariner)

 

 

 

 
 


On Top of Spaghetti

 

On top of spaghetti,

All covered with cheese,

I lost my poor meatball,

When somebody sneezed.

 

It rolled off the table,

And on to the floor,

And then my poor meatball,

Rolled out of the door.

 

It rolled in the garden,

And under a bush,

And then my poor meatball,

Was nothing but mush.

 

The mush was as tasty

As tasty could be,

And then the next summer,

It grew into a tree.

 

The tree was all covered,

All covered with moss,

And on it grew meatballs,

And tomato sauce.

 

Part 2 (Advanced) Diffusing a culture:

 

Students will need to research on another culture’s tradition or custom.  The end product will be a summary of the tradition or custom based on a resource that a student read about or interviewed a person on and a demonstration of what the custom or tradition is.  Students will also need to create an Animoto clip for their presentation showing the tradition/custom.

 

Students are required to do the following:

 

*Note-taking guide

*Summary

*Animoto Presentation

 

Rubric for Advanced

Beyond Advanced

Advanced

Low Advanced

Note-taking guide completed

 

Summary completed based on note-taking

 

Animoto presentation of tradition/custom completed

 

Note-taking guide completed

 

And

 

Summary completed based on note-taking

 

 

Note-taking guide lacked

Or

Summary lacked information

Or

Presentation of tradition/custom not completed

 

 

Ballad Title:

Rhyme Scheme

Stanza 1: Describes the immigrant groups who came to work in the plantations

 

 

 

 

 

 

Stanza 2: Describes the cultural beliefs or practices that immigrant groups brought with them.

 

 

 

 

 

 

Stanza 3: Describes the inequality that plantation workers experienced in the plantation system.

 

 

 

 

 

 

Stanza 4: Describes the cultural diffusion that plantation workers experienced in the plantation system.

 

 

 

 

 

 

 

 

 

A

B

C

B

 

 

 

D

E

F

E

 

 

 

G

H

I

H

 

 

J

K

L

K