The Power of the Story

 A Trip to the Museum47434500Welcome to the Smithsonian National Museum of American History! You are now a curator working at the museum and you must create an exhibit that aims to educate its viewers on the economic motives for American imperialism in Hawaii. In a small group, you will be assigned a category that will be the basis for your exhibit. Exhibits include:Key American FiguresKey Hawaiian FiguresTimeline - Post U.S. contactTimeline - Pre U.S. contactAnnotated MapProcess of StatehoodEconomic FactorsSocial/Cultural ImpactLegal/Political LegacyEach exhibit will be required to have:Caption Paragraph: This well written, descriptive paragraph will provide the viewer with all necessary and interesting information about your exhibit. This paragraph will also describe what it is the viewer is looking at, what they should notice and should provide all context clues so that the viewer can fully appreciate the details in the exhibit.Focal Visual Centerpiece: It is important that your exhibit has an item that is the central focus of the entire piece. It should encompass the focus of your topic, it should be colorful and easy to view/read. Evidence: Each exhibit must display at least one piece of primary source evidence related to their topic. This can be a photo, a speech, music, memorabilia, maps, interviews, news articles, etc.Pertinent Information (names, dates, events): Below you will find key information for each exhibit that must be or should be present in each exhibit. Citation: in order to provide reliable information to an audience, you need to pull your info from valid sources. You will need to provide a link from the website you found the info and the name of the author and/or publisher.Once you are with your group:Please grab chromebooks, move to an area of the classroom where you can all sit together and go to my website: kschroedersocialstudies. and find the links to begin preliminary research on the entire history of the annexation of Hawaii. Gain a general understanding of all the story that took place, the people involved and the timeline of events.Look over the “Team Tasks” worksheet and begin delegating responsibilities. Once you have decided on who will be doing what work, please come check in with me, as I may have additional information for you. After you have told me who is going to be doing what tasks, find the specific links dedicated to your exhibit topic and begin more specific research. You will now want to begin collecting important information for your specific task within your group. Museum Exhibit Project: Team TasksAlthough you will work as a team to create this exhibit, you will each have a role to play. Please work together as a team to select the best team member for each role.ROLEDESCRIPTIONTEAM MEMBER IN CHARGEEVIDENCE FINDERThe Evidence Finder is in charge of researching primary sources that will help your audience understand the topic of your exhibit. You can search for a photo, a speech, music, memorabilia, maps, interviews, news articles, etc.What does your evidence prove? What message does your evidence help to get across?ARTISTThe Artist is in charge of designing, executing and perfecting the visual centerpiece that your exhibit will have. The final product should act as a means to help your audience better understand the theme, message or details of your exhibit. This could be a chart, a graph, a concept map, and in some cases it will be a timeline, a map or a graphic organizer.How does your visual help the audience better understand your exhibit? What about your visual is interesting or attention grabbing?GATHERER OF DETAILSThe Gatherer is in charge of collecting, checking and double-checking the most important information (names, dates, events, cities, laws, etc) that will create the foundation of this exhibit. The Gatherer will read through secondary sources collecting the key details related to this topic. Who are the main characters in your topic?What are the dates of your topic?How do you know the sources you are using are reliable? CAPTION PARAGRAPH: The Caption Paragraph will be the job of all team members. This 8-10 sentence paragraph will not only summarize all the most important information, but it will also use the evidence collected to be sure the essential question is answered. This paragraph will also provide any background information, key terms and dates that the audience needs as they enter your exhibit. What are three things that are essential for your audience to understand about your topic?How does understanding your topic help the audience better understand the economic/political motives for expansion?ALL TEAM MEMBERS EVIDENCE FINDERTopic of your exhibit: Important people involved in your topic:Dates (year range) of your topic:Overall message or lesson that your group is working to present:What sort of evidence (photo, music, speech, news article, advertisement, correspondence, memorabilia, law/amendment/policy, etc.) would be most helpful or appropriate for this exhibit? WHY?Where will you look for your evidence?Complete the two OPVL style note-taking guides below:Link:Publisher:Author:Date:Type of Source:Info about the author:What is the purpose of this source?What is the value of this source? What does this source help us to understand? What are some limitations of this source? What about this source makes it less valuable?How does this source relate to and help to illustrate the message that your group has chosen to focus on?Link:Publisher:Author:Date:Type of Source:Info about the author:What is the purpose of this source?What is the value of this source? What does this source help us to understand? What are some limitations of this source? What about this source makes it less valuable?How does this source relate to and help to illustrate the message that your group has chosen to focus on?ARTISTTopic of your exhibit: Important people involved in your topic:Dates (year range) of your topic:Overall message or lesson that your group is working to present:What sort of art or visual centerpiece (this may be a map, timeline, graph/chart, mural, flow-chart, historic scene) would be most helpful or appropriate for this exhibit? WHY?Where will you look for your inspiration or information to include?In the space below, begin brainstorming at least two different visual or artistic aids that could be used in your exhibit. Include what general topics you will focus on, as well as specific details that will need to be included.GATHERER OF DETAILSTopic of your exhibit: Important people involved in your topic:Dates (year range) of your topic:Overall message or lesson that your group is working to present:What sort of details ( info about people,, dates and description of important events, background info on a person or a place, creation or change in laws, amendments or policies, the impact of decisions, actions or words of people) would be most helpful or appropriate for this exhibit? WHY?Where will you look for information to include?Source(Author and/or Publisher)IMPORTANT INFOSignificance/How this helps the overall exhibitDocuments You May Find Helpful 1. Key American FiguresYou will need to provide a brief biographical sketch for at least 3 key American figures, and your final caption paragraph should describe how these people were involved in the annexation of the Hawaiian Islands and what their actions communicate to us about the process of annexation in this case. Figures You Should Consider Covering: (* indicates people who you should DEFINITELY cover)John L. Stevens*William McKinleySanford Dole*Grover ClevelandLorrin A. Thurston* 2. Key Hawaiian Figures You will need to provide a brief biographical sketch for at least 3 key Hawaiian figures, and your final caption paragraph should describe how these people were involved in the annexation of the Hawaiian Islands and what their actions communicate to us about the process of annexation in this case. Figures You Should Consider Covering: (* indicates people who you should DEFINITELY cover)Queen Lili’uokalani*King David Kalakaua*Robert William WilcoxCharles Burnett Wilson The Queen: , 3. Timeline of Contact with the United StatesCreate an annotated timeline of events from 1846 (Formal recognition of islands by U.S.) to 1900 (Hawaii recognized as territory). You should also add a piece on Hawaiian statehood in 1959. Each event should have 2-4 sentences describing the event and explaining its significance to the annexation of the islands. Your final caption paragraph should provide a brief summary of events and a description of some of the significance to the process of annexation. Timeline must include:Changes in Hawaiian monarchy and legislationTreatment of Queen Lili’uokalaniSugar plantationsAnnexation ***Consider using to construct and present your timeline******Good place to begin search of important events: or by watching this youtube video *** 4. History of the Islands, Pre-Contact with U.S.Create an annotated timeline of events from the arrival of humans on the Hawaiian Islands to the establishment of the first sugar plantations on the island of Kauai in 1835. Your final caption paragraph should provide a brief summary of events and a description of some of the significance to the process of annexation. Exhibit must include:Brief history and information on Polynesian nativesJames CookMissionaries and visitors to islands ***Consider using to construct and present your timeline******Good place to begin search of important events: *** 5. Annotated MapCreate an annotated map of Hawaii, in which you identify key locations around the island involved in the process of annexation and acquisition of the islands. Each location should be identified and include 2-4 sentences describing the place and its significance to the culture or events surrounding the events in question. Your final caption paragraph should provide a summary of key points or issues, and a discussion of the significance of some of the locations to the process of annexation. Your map should include places like: Pearl HarborPalace (‘Iolani Palace)Dole plantationInvasion/Battle sitesOceansLarge cities 6. Process of StatehoodCreate a flowchart detailing how a U.S. territory becomes a state, and how Hawaii experienced this process. Hawaii did not become a state until 1959, 60 years after becoming a territory; include in your exhibit why this process took 60 years to come to fruition. You should include:The process and purpose of a referendumThe 1897 Petition Against the Annexation of HawaiiExplanation of denial of statehood by the United States 7. Economic FactorsCreate small “profile paragraphs” of at least 3 of the most significant economic (and cultural in one case) factors driving the U.S. desire to annex the Hawaiian Islands. 8. Social & Cultural Impact on the IslandsWhat was the immediate response from native Hawaiians to the annexation and/or statehood of Hawaii? Create a visual cause and effect chart or diagram that explains the immediate and long term social and cultural impacts that Hawaiians experienced. Your final caption paragraph should summarize these impacts and explain their significance as a whole to the Hawaiian Islands and culture. Examples would include:American annexation of Hawaiian islands → organized protest groups speak and act out against itGrowth in American-owned plantations → recruitment of foreign workers changes the demographics of Hawaiian islands.***Take a look at for some potentially useful information, as well as watch this video *** 9. Legal and Political Legacy of AnnexationThe tumultuous timeline of Hawaii’s statehood was difficult and at times, controversial. This exhibit will describe and explain steps taken years later to address the controversies surrounding the American government’s responsibility and accountability for the problems of annexation. Your final caption paragraph should summarize these issues and explain their significance to understanding the legacy of annexation. Exhibit should include at least:Native Hawaiian Study Commission 1983Apology Resolution 1993 ................
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