Alabama Social Studies SS24.US1.15b
The Standard
- SS24.US1.15
- Evaluate the United States’ efforts to increase engagement with Asia and the Pacific Islands in the late nineteenth century.
Summarize why the United States sought to acquire the Hawaiian Islands and describe native Hawaiians’ efforts to resist annexation.
2024 Alabama Course of Study: Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Explain how sugar sales, Pacific trade, and the need for a naval base shaped U.S. interest in Hawaii. Describe how Native Hawaiians used petitions and public organizing to oppose annexation.
What Mastery Looks Like
- Students can explain why sugar growers favored annexation and why Pearl Harbor mattered to the U.S. Navy. They can identify the 1897 anti-annexation petition as evidence of organized Native Hawaiian resistance.
Common Misconceptions
- Students may think the U.S. bought Hawaii from its people or that Hawaiians agreed to annexation. They may also confuse the 1893 overthrow of the monarchy with the 1898 annexation.
How to Assess It
- Exit ticket: Give two reasons U.S. leaders wanted Hawaii. Then explain how the 1897 petition challenged annexation.
Lesson moves
Ways to Teach It
Give pairs a Pacific map and yarn; have them link California, Hawaii, and Japan, then label trade and naval interests.
Ask students: How does a petition signed by thousands of Hawaiians challenge the claim that Hawaiians wanted annexation?
Have students sort cards labeled sugar tariffs, Pearl Harbor, the queen's protest, and the 1897 petition into motives and resistance.
Show a current map of Pacific naval bases; students find Pearl Harbor and write how its location could help ships reach Asia.
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- SS24.US1.15
Evaluate the United States’ efforts to increase engagement with Asia and the Pacific Islands in the late nineteenth century.
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