unit 1 test (60% of grade) socratic seminar (60% of grade) unit 1 … · 2018. 2. 22. · test/exam...

Socratic Seminar PreparationUnit 1 - The Overthrow of Queen

LiliuokalaniTest/Exam Points● Socratic Seminar (60% of grade)● Unit 1 Test (60% of grade)

Unit 2: The Plantation Era begins after Unit 1 Test

1. Article - Title: “The Overthrow Article” - Front & Backa. Cornell Notesb. Summarize your findings in at least one paragraph at the

end of your Cornell Notes c. Create a four panel comic strip on these events

2. Socratic Seminar Preparation Articles & Notes

3. PD 7 Only → Turn in your Annexation Article (Past Due)

PAST DUE: Graphic Organizer on GM & Kuleana ActOutline for EssayCurrent Events #2Key Figures

HOMEWORK DUE WED 2/21

If you need to make up your Causes of Overthrow Essay Test: must be during SLT this week or next or else a zero

1. Read articles for Socratic Seminar (Seminar next class for test grade)

a. Read and annotate “Hawaiian Monarchy Overthrown by America-Backed Businessmen” by the New York Times

b. Read and annotate “The 50th State” by Richard Borecca (Star-Bulletin)

2. Seminar Preparation worksheet: Complete notes and evidence section to prep for Socratic Seminar next class

HW: Socratic Seminar Preparation for 2/21!

1. Socratic Seminar

❏ Class grade (test grade) - all must participate in class discussion = valuable contributions

❏ Class Points for competition - period that gets most points in Seminar gets trivia points

2.

HOMEWORK DUE FRIDAY. 2/23:

1. “Hawaiian Monarchy is Overthrown!” News Paper Article (On back of “Main Events” Guided Notes)

2. Short Essay #3

3. Study for test! Wednesday, Feb 28

Is it justified to use violence for self-defense or self-preservation? Explain.

Include (2) examples (evidence) about Liliuokalani and the events/effects of the Overthrow to support your analysis.

Liliuokalani wanted Hawaii to be peaceful even though the monarchy and Hawaiian sovereignty were threatened. Was she right to prioritize peace? Is it better to always keep things peaceful, or is violence sometimes justified? Think about: peace vs. violence.

HW: Short Essay #3- Due 2/23

Self-defense/Self-preservation: the protection of oneself from harm or death or destruction, for survival, from other humans, animals, or nature

Justified: having, done for, or marked by a good or legitimate reason.

Rubric for Short Essay

❏ Answers prompt/questions with a claim/topic sentence

❏ Shows an accurate understanding of the at least two sources

❏ Cites specific textual evidence from at least two sources to support response to prompt (select quotes that are relevant and appropriate)

❏ Cites two (2) or more pieces of evidence per paragraph

❏ Explains thoroughly how each piece of evidence supports the claim

❏ For every 1 sentence of evidence, I have at least two (2) sentences of explanation (1:2 ratio)

❏ Uses proper MLA format for direct quotes (sentence starter, quote, citation)

❏ Uses formal, academic tone (including no use of “I believe,” or “I think”)

❏ Response makes a connection between past and present real-world issues (Continuity)

CHECKLIST FOR SHORT ESSAYS

❏ In own words?

❏ At least ONE-TWO DETAILED paragraphs? (over 7+ sentences per)

❏ Answer entire prompt? Explain + EVALUATE?

❏ Textual evidence or quotes in each paragraph?

According to Borreca in “The 50th State,” “______” (¶#).

According to The NY Times in “Hawaii Overthrown…,” “_________” (¶#).

What are the expectations for the short essays?

Heads up! Test on the OverthrowDate: Test will be on 2/28Tentative Information:● 100 TEST points● NOT open notes, but you may use a CHEAT post-it-note● ~Four Parts: Matching, True/False, Multiple Choice, and Short Essay

Response● Includes the following:

○ Causes of the Overthrow○ Key Figures of the Overthrow and U.S. Involvement○ Events of the Overthrow○ Effects of the Overthrow

❖ Make-up: SLT ONLY

You will NEED these notes and the notes we take in class on the events of the overthrow for your Unit 1 Test short essay questions:1) Explain the political, social, and economic effects of the

overthrow in your own words. Be sure to explain how each supported statehood.

2) Explain the main events of the overthrow in your own words. Be sure to include the role of the United States in the overthrow. Cite textual evidence.

Unit 1 Socratic Seminar

Class Grade and Class Points

Socratic Seminar: The Overthrow

Learning Targets- Evaluate the actions and

methods of the overthrow- Review events and effects of

overthrow of the overthrow- Ask and answer deep

questions and build on/refute others’ ideas

WRITE IN PLANNERSUnit 1 Test (100 points) Feb 28 (Post-it note cheat sheet - front only) → Bring all materials

● Discussion with many possible formats○ Our format: inner circle of individual speakers,

outer circle of two supporters

● Class grade with exceptions○ Everyone gets same grade unless you contributed

significantly MORE or LESS than your classmates

● Class Points → trivia points competition

● Student-led discussion, NOT debate○ It is up to all of you to keep a relevant and

thoughtful discussion going. ○ No “winners” or “sides,” just meant to help review

and critically think about what we have learned

Overview of Socratic Seminar Points, Norms, Rules

Socratic Seminar Intro & NormsThe Socratic seminar is based on a discussion style that the Greek philosopher Socrates used. He believed that it is more important for students to think for themselves. In this format, students in the inner circle will speak to the whole group.

● Students in the outer circle will listen, support the inner circle when needed, and prepare to respond when it is their turn to be in the inner circle.

● Circles will switch every ~7-10 min

Remember - this is a discussion amongst students. Also, I will help, but only when necessary. It is up to you to continue the conversation.

Norms● Be open-minded and respectful● Listen● Build conversation● Use evidence from the text and film● Ask questions● Encourage others to speak!● OK to disagree; but NOT a debate

1. Inner Circle = Speakers2. Outer Circle = Supporters/Active Listeners/Note-Takers

PURPOSE: Have a good discussion. Begin thinking about and finding solutions to these issues….

Remember!● Use your classmates names when speaking to them● Saying thanks/responding to thanks● Giving praise● Asking for help● Asking questions● Encouraging others to participate● NOT a debate

Grading/Scoring out of 10 pointsThe Socratic Seminar will be graded out of 10. EVERYONE will receive the same grade, unless you do significantly better or worse. In a class for 10/10, we would see that:

● The loud do not dominate; the shy are encouraged. Everyone is clearly understood, prepared, and participating equally and respectfully.

● When the process is not working, the group adjusts. by moving forward or clarifying.

● Students offer analysis and show deep knowledge of the text and question through comments and questions

● Students back up what they say with examples, quotations, etc.

● Students are adding and using their own thoughts, NOT just repeating ideas...

● Recorders/supporters demonstrate active listening by note-taking.

Point System● Every single person must contribute● VALID contributions only● Remember - this is a discussion

amongst students. I will help, but only when necessary. Do not rely on me.

● You need to continue this conversation on your own. You are young adults, you can do this!

¨ The loud do not dominate; the shy are encouraged.

¨ Everyone is clearly understood, prepared, and participatingequally and respectfully.

¨ Students answer main prompt fully and completely

¨ Students show connection to content and meaning – students make relevant connections to content clear

¨ Students offer analysis and show deep knowledge of the text andquestion through comments and questions

¨ Students back up what they say with examples, quotations, etc.

¨ Students are adding and using their own thoughts, When theprocess is not working, the group adjusts. by moving forward or clarifying.

¨ Students ask own higher level questions throughout or at end ofdiscussion

¨ NOT just repeating ideas...

Recorders/supporters demonstrate active listeningby note-taking.

SKILLS FOR THINKING

Prepare Answers + Evidence + Questions for ROUND 1Round 1

Discuss the causes and events leading to the overthrow.

● Who do you think is most responsible in causing it?

● What about the other people involved?

● What lessons can we learn?

DO NOW: Finish notes/evidence and Create 3+ HIGH LEVEL QUESTIONS per round→questions that need more discussion, more complicated than yes/no answers or more than 1 answer:● What would happen if…?● What is the best solution to...?● Why did that happen...?● How does this relate/connect to…?● How is this similar to…? How is this different?● In paragraph __, what do you think the author meant?● Why do you feel that way? Can you provide evidence?● How does this … apply to your life?● Would you do the same as….?● What would you do differently…?● Was _____ justified? Was ____ worth it?● Was _____ right or wrong?● Cause & Effect● Compare/Contrast● Personal Experience

Use EVIDENCE from:1. “Hawaiian Monarchy Overthrown by

America-Backed Businessmen…” by New York Times

2. “The 50th State” by Richard Borreca

3. Films: Hawaii’s Last Queen and Massie Case


Discuss the three-day events of the overthrow. What was the most crucial event? Do you think the queen made the right choice by not fighting back? Did she make the right choice by yielding power? Evaluate or justify her decisions throughout her reign.







Explain the political, social, and economic effects of the overthrow. What are your thoughts about each? Do the results of the overthrow outweigh the means (course of actions)? Pros and cons of statehood?






Round 1: Who is most responsible?Discuss the causes and events leading to the overthrow. ● Who do you think is most

responsible in causing it?● What about the other people

involved?● What lessons can we learn?Other questions to continue conversation:

● What would you do? At the time? Similar situation?● Has anything like that happened to you?● Why do you think s/he made those choices?● What would you have done?● What if…?





Round 2: Evaluate the events & the queen.Discuss the 3-day events of the overthrow. What was the most crucial event in Jan 1893? Do you think the queen made the right choice by not fighting back? By yielding power? Evaluate or justify her decisions throughout her reign. Discuss peace vs. violence.

Other questions:

● What would you do? At the time? Similar situation?● Has anything like that happened to you?● Why do you think s/he made those choices?● What would you have done?● What if…?





Round 3: Pros and Cons of StatehoodExplain the political, social, and economic effects of the overthrow.

● Discuss why people supported and continue to support statehood.

● Are you happy Hawaii is the 50th state of the United States?

● What are your thoughts for and against? ● What are the benefits of being a state? ● Do the results of the overthrow outweigh the

means (course of actions)?

Other questions:

➢ What would you do? At the time? Similar situation?➢ Has anything like that happened to you?➢ Why do you think s/he made those choices?➢ What would you have done?➢ What if…?





Reflection One goal of seminars is to understand the ideas and thoughts of others through asking questions and listening to answers respectfully.

Reflect on today’s seminar. How did it make you feel? Did you enjoy it?● Summarize key ideas. Use your notes.● React to what was said by someone.● Explain how the seminar influenced your thinking about the topic. Did

anyone change your mind or encourage your ideas?● Evaluate yourself and your classmates.What did you do well? What can

you do better? What did the class do well? What can you all improve on?

unit 1 test (60% of grade) socratic seminar (60% of grade) unit 1 … · 2018. 2. 22. · test/exam...

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