NHD 2010 Research

For the month of December, students will be conducting research and constructing their NHD projects.

Please go to nhd2010.blogspot.com for updated assignments.

Follow the calendar for NHD as well:



National History Day Project at Constitution High School
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The Road to the National Constitution Center City Championship!

 Preliminary Class Competition, December 22nd will determine which students will be allowed to compete in the school-wide competition. Students will create a smaller version of the project and present it to the class.
1. Paper: write the first 3-pages of you paper and complete an outline which includes all citations to primary and secondary sources.
2. Documentary: edit and present the first 3-minutes of your film and complete a story board for the other 7-minutes.
3. Performance: perform the first 3-minutes of the play and submit an outline of all acts/scenes which also includes a list of props and drawing of the each set.
4. Website: complete the main page of the website and one other sub-page.
5. Exhibit: use poster board to construct a miniature design of your exhibit as well as submit an exhibit layout that describes each label and specific source.

Evaluation criteria will be based on the NHD judges form and student(s) ability to communicate with passion and dedication on their topic and project. Students selected to move on to will be permitted to complete a finished NHD project and the required process paper, compete in the school-wide competition, and have an opportunity to move on to the city competition.


School-Wide National History Day Competition, January 27th: Professional educators and judges from around the city will judge your project to help us determine which projects should move on to the National History Day’s Philadelphia competition. Winners in the city competition win medals and move on to the state competition at Millersville University for a chance to earn state recognition and qualify for the national competition at the University of Maryland. Winners at the state and national level receive significant awards. See http://www.nhd.org/AwardsWinners.htm for more details.

What is required of me to complete a preliminary NHD project?

 2-Minute Pitch: In a short speech, students will tell the class about their innovation. This pitch should include a description of your thesis statement, at least two resources you are using, the project type you will develop, and why you are exited about this topic.
o Presentations are due on November 25th 100 POINTS

 Project Contract: A contract (will be provided to you) must be completed by all members of the group and signed by a parent / guardian in order for an official acceptance of a group project.

 Annotated bibliography: The development of your project’s annotated bibliographies (research log) will be checked on the following dates:
o December 4th , total of 15-20 sources 100 POINTS
o December 10th, total of 20-25 sources 100 POINTS
o December 18th, total of 25+ sources 100 POINTS

 A preliminary NHD project (see description on front) which will be presented to our class on December 22nd-23rd. 100 POINTS

 EXTRA CREDIT: Interview/Site Visit Conduct an interview with someone that can provide more insight into your topic and/or visit a museum, archive, or historic site. This person should have a lot of knowledge about the topic you are researching. 100 POINTS

The Two-Minute Pitch / The Two-Page Pitch

This week students are working on creating their two-minute pitch for their NHD projects. For students unable to present to class this week, you are required to write your two-minute pitch as a two-page pitch.

In your Two-Page pitch, you must have:
1. An engaging and exciting beginning to grab the readers' attention. (At least one paragraph - you can use a vivid description, an interesting fact, or an anecdotal story about your inventor / invention / innovation.)

2. Thesis Statement - Your thesis statement must include:
A. A description of the innovation
B. It's impact on people's lives
C. How this innovation changed American history

3. You need to describe your research. What are at least three secondary sources you have used so far? How have these secondary resources helped you? What are at least three primary sources you have used so far? How have these primary sources helped you?

4. What type of project are you going to create for NHD? Explain how you will present your topic in this project type? Why did you choose this project type? Why do you think it is the best project type for presenting your topic? What steps will you need to take to complete this project?

5. Why did you choose this topic? Why should people be interested in your topic?

This two-page pitch is due on Wednesday. Please email me your pitch: ackermancarl@hotmail.com

Enjoy your Thanksgiving Break! Be sure to work on your NHD project! The Classroom competition is Dec. 22nd!

This Week's Lesson - American Revolutionary War Webquest

Students will be studying the events that led up to the American Revolution.

For students unable to attend class, please complete this webquest:

http://www.milforded.org/schools/calfpen/jcox/wq/revwar.html

Follow the assignment closely - you are to conduct research on an individual during the Revolutionary War period.

NHD Topic Selection Essay Grading Rubric

Student Essays will be graded using the following rubric:

National History Day Topic Essay

STUDENT:

Date / Assignment Grade 20 /20
1. Essay addresses first question set:
• What is your historical innovation?
• When was it created?
• Where was it created?
• Who is credited for this innovation?


2. Essay addresses second question set:
• What was the problem this innovation solved?
• Who agreed / disagreed with this innovation?
• What immediate impact did it have on our country / people’s lives?
• What long-term changes happened as a result of this innovation?
• How has the use of this innovation changed over time?
3. Bibliography of 5-10 sources in MLA format.


4. Length – minimum of 5 pages typed in 12 point font, times new roman.

5. Grammar / Mechanics
• Overall essay is well organized, clearly / neatly written.
• Spelling / grammar errors.




Grade: The final grade will be based on the total points earned in each of the five categories. Each category has the potential for twenty points. 5 x 20 = 100 points total.

NHD - Topic Selection Essay

NHD Topic Selection Essay - Due Friday November 13th.

National History Day Topic Selection Essay
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TASK: Write a 5 paper research paper (12-point font, 1-inch margins) on your proposed topic choice that relates to the 2009-10 NHD Theme. This research paper will be called your topic selection essay.
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Step One: Read this year’s theme reading and select your Innovation in History.

Step Two: Research and write topic selection essay. The essay must answer these questions:
1. What innovation would you like to build a project about?
• What is your historical innovation?
• When was it created?
• Where was it created?
• Who is credited for this innovation?

2. What major impact and change in history did this innovation have?
• What was the problem this innovation solved?
• Who agreed / disagreed with this innovation?
• What immediate impact did it have on our country / people’s lives?
• What long-term changes happened as a result of this innovation?
• How has the use of this innovation changed over time

Step Three: Prepare a bibliography of 5-10 sources in MLA format.
• EasyBib http://www.easybib.com/
• Landmarks Son of Citation Machine http://citationmachine.net/

Step Four: Hand essay in on time. Essay due on November 6th!

Grading: This essay will be a major project / exam grade in English, Social Studies, and Art History/Technology (if you have it).
Grading Rubric Based On Proper:
1. Length
2. Bibliography
3. Connection to Theme
4. Grammar/Mechanics
NOTE ON FORMING GROUPS FOR NATIONAL HISTORY DAY
As always, groups are permitted and encouraged for National History Day projects. However, each student is responsible for handing in his or her own researched topic selection essay about the group’s agreed upon innovation. Discuss with your teacher what each paper should focus on.

ESSAY REQUIREMENTS
• INDIVIDUAL: write entire essay as described in this assignment
• GROUP OF TWO STUDENTS: In Step Two one student answers question 1 and the other student answers question 2. Each student should submit a 5-10 source bibliography.
• GROUP OF THREE-FOUR STUDENTS.
o In Step Two one group member answers question 1.
o The next two group members should divide question 2 between them.
o The fourth group member should complete an essay on primary sources available online and in print.
o Each student should submit a 5-10 source bibliography.
• ALL STUDENTS ARE EXPECTED TO WRITE A 5 PAGE RESEARCH PAPER.

TOPICS: You must choose a topic that relates to our study of American History. This means you can select any topic from Early American History (1500s) to World War I. As part of the American Studies course, students must also write a Civil War research paper. It is highly encouraged that students select a topic for NHD that relates to the Civil War. This will allow students to conduct extensive research to create competitive Civil War papers.

Some possible topic that are highly suggested:
1. Ancient Maya, Aztec, Inca and Native American innovations.
2. European exploration innovations (Caravel, Compass, Sextant, Lateen Sails).
3. Innovations in self-government (State Constitutions, Declaration of Independence, U.S. Constitution).
4. Early Abolitionists – innovations in civic participation / protest (John Brown)
5. 1800s – Communication and Transportation: telegraph, steam engine, canals / turnpikes, railroads.
6. Civil War – weapons, strategies, prisons of war, forts, troops (Massachusetts 54th)

Works Cited Page

Works Cited


Primary Sources:
1. Basker, James and Justine Ahlsrtom, ed. I Take Up My Pen. New York: Gilder Lehrman Institute of American History, 2008.


2. Basker, James, ed., Why Documents Matter. New York: Gilder Lehrman Institute of American History, 2007.


Secondary Sources:
1. Antietam. DVD. directed by Michael Epstein. 1999; New York, NY: The History Channel, 2008.

2. Hart, Diane. Pursuing American Ideals. Palo Alto: Teachers Curriculum Institute, 2008.

In Text Citation

MLA Citation Style

The Modern Language Association (MLA) Style is widely used for identifying research sources. In MLA style you briefly credit sources with parenthetical citations in the text of your paper, and give the complete description of each source in your Works Cited list. The Works Cited list, or Bibliography, is a list of all the sources used in your paper, arranged alphabetically by author's last name, or when there is no author, by the first word of the title (except A, An or The). [5.1-5.5]
For example:
In the text of your paper:
The Civil War had an enormous impact on the lives of soldiers. Millions of men fought in the war and about one million were wounded or died (Hart, 124).

or,

Diane Hart characterized the Civil War as an extremely deadly affair in the textbook Pursuing American Ideals. She argues that “Around 3 million men fought in the Civil War. As many as a third of these soldiers died or were wounded in battle” (124).

In your Works Cited list:
Hart, Diane. Pursuing American Ideals. Palo Alto: Teachers Curriculum Institute, 2008.

Thesis Examples

Occasion: 19th Century - 1800s - Arrival of Europeans to Hawaii. Arrival of Missionaries to Hawaii. The development of epidemic disease and the decline of the native Hawaiian population. Adoption of European, American customs. Abandonment of native Hawaiian customs. Introduction of American work day - American companies.


Position: Despite the fact that "outsiders" greatly influenced the Hawaiian culture in the nineteenth century, native Hawaiians were able to preserve their traditional sport of surfing.

Evidence:
1. Many travelers and missionaries to the Hawaiian islands recorded seeing Hawaiians using surf boards and surfing canoes.

2. Surfing was an important aspect of Hawaiian folklore that was preserved in Hawaiian language newspapers in the nineteenth century.

3. The sport of Surfing quickly resurfaced in the twentieth century when Caucasians (Europeans, Americans, Austrailians) became interested in the sport.

Thesis Examples

Topic: George S. Patton

Occasion: George Patton was a general in the U.S. army during WWII. He was a very strict, professional soldier. He led American troops to victory in Germany.

Position: George Patton was the most influential general in the U.S. army during World War II.

Evidence: 1. Patton was appointed commander of the U.S. army troops fighting in Germany.

2. Patton led by example. He was a strong, brave soldier not afraid to put himself in harms' way.

3. Patton inspired U.S. army troops to fight courageously as they won victory after victory under his command.

Thesis:

As a strict, professional soldier in the U.S. army during World War II, George S. Patton had the most influence in the success of the U.S. army. As the commander of U.S. army troops in Europe, he led by example and inspired U.S. troops to fight courageously in every battle. Despite the fact that Dwight D. Eisenhower was the Commander of all U.S. fighting forces he did not have as important an impact on U.S. troops. Everyday, Patton fought alongside the soldiers he commanded serving as a role model and inspiration for his troops.

NHD Research Essay - Bibliographic Essay

This is my bibliographic essay for my research project on the History of Surfing.


Enthusiasts and advocates looking to promote the sport have written the history of surfing. As a result, the historiography is limited in its degree of professional research. To understand the decline of the sport in conjunction with the arrival of Europeans to Hawaii in the nineteenth century, it is necessary to examine the history of the Hawaiian Islands. This provides a larger context in which to study the sport of surfing. The main historical work on surfing, Surfing: The Sport of Hawaiian Kings by Finney and Houston, accomplishes this task. While this short study does shine a light on the dark history of surfing, it lacks detailed evidence and analysis of the decline of the sport. However, recent books on the history of surfing merely cite the research of Finney and Houston in opening chapters while the bulk of the studies is devoted to the modern development of the sport and its culture.

In 1966, Ben Finney and James Houston co-authored Surfing: The Sport of Hawaiian Kings by building upon a series of articles written by Finney including his M.A. thesis in anthropology titled Hawaiian Surfing, A Study in Cultural Change. The research reveals that the sport of surfing rapidly declined in Hawaii during the nineteenth century. The authors argue that this decline was the result of cultural changes that took place in Hawaii beginning soon after the arrival of Captain James Cook in 1778. Finney and Houston state,

“Following that event, increasing numbers of foreigners visited Hawaii – mainly Europeans and Americans who came first as explorers and traders and later as missionaries and settlers … The rapid disintegration of traditional life during this period of expanding foreign contact amounted to a cultural revolution. Old ways were abandoned as the islanders copied the more sophisticated, technically-advanced Caucasians (Finney and Houston, 58).”

Economic, Political, and Social changes resulted in the decline of Hawaiian cultural and the sport of surfing. Hawaiians developed a trade network with the Europeans dealing in Sandalwood and sugar. “Economically, the development of barter, trade and industry undermined the traditional subsistence-based Hawaiian economy (Finney and Houston, 58).” Politically, Caucasians (this is the term used by Finney and Houston) encouraged the unification of the Hawaiian Islands under one ruler and eventually forced the Hawaiian rulers out of power to establish their own government further contributing to the erosion of Hawaiian culture. Socially, missionaries brought education and religion to the islands resulting in the abandonment of traditional religious customs. Additionally, Kinney and Houston argue, “The combined effect of all this – the fall of the kapu system, the loss of leisure time, the attractions of new culture, and the restrictions of a new religion – upon the decline of traditional pastimes, as well as other ancient customs, was augmented by an incredible population decline that spread throughout the islands (Finney and Houston, 63).” The authors compare the effects of cultural changes and depopulation in Hawaii with that of Tahiti to support the argument that these changes led to the decline of the sport of surfing.

Finney and Houston place the causes of the decline of surfing squarely on the arrival of Caucasians from America and Europe. The native Hawaiians are presented as victims of cultural imperialism with the main thrust of abuse coming from missionaries. The chapter detailing the decline of surfing is title “The Touch of Civilization.” The authors are writing in 1966 during the rise of the counter-culture movement in the United States. Surfing was initially part of this movement as American teens embraced the free spiritedness of the sport that encouraged youth to forget about their responsibilities and head to the beach. Surfing: The Sport of Hawaiian Kings reflects this counter-culture spirit, however it lacks the voice of the indigenous Hawaiian. To what extent did Hawaiians resist the cultural imperialism of Caucasians? An answer may be difficult to find because Hawaiians did not have a written language until the arrival of missionaries.

Other histories on the sport of surfing (e.g. Edward 1967, Kahanamoku 1968, Kampion 2003, Young 1983) reflect the Euro and American centrism of Finney and Houston. They cite the sources of Captain James Cook and Hiram Bingham as the earliest accounts of surfing by Europeans. The decline of the sport is attributed to the causes argued by Finney and Houston, mainly depopulation and cultural changes, with particular blame on the restrictions imposed by missionaries. This historiography reflects the limited sources on surfing in the nineteenth century. Finney and Houston used Hawaiian chants, missionary reports, and explorers’ diaries. The bulk of their research on the decline of surfing comes from the limited viewpoint of Europeans.

The only Hawaiian agency in the history is given to Duke Kanhanmoku an Olympic swimmer and native Hawaiian who toured the world in the early twentieth century demonstrating his gold medal swim technique and surfing. Duke is portrayed as one of the saviors of the sport after its decline in the nineteenth century. He has written his own account of the sport titled World of Surfing. However, in similar style to the majority of books on surfing, his account is written for a commercial audience in order to popularize the sport. These histories (e.g. Edward 1967, Kahanamoku 1968, Kampion 2003, Young 1983) lack bibliographies and source footnotes. As a result, they rely heavily on the research of Kinney and Houston. Left unanswered are questions about the causes of depopulation and native Hawaiian reactions and resistance to European and missionary actions. What diseases afflicted the Hawaiians? How did they respond? What sort of treatments developed? Did this affect the daily lives of Hawaiians? Who were the missionaries that arrived in Hawaii? How did they restrict Hawaiians from participating in traditional customs? How did this affect the sport of surfing? These questions can be answered by examining the larger historiography of Hawaii.

In Aloha Betrayed, Noenoe Silva provides analysis of Hawaiian newspapers to demonstrate the strong degree of resistance exhibited by native Hawaiians to American colonialism. Silva argues that in order to study Hawaiian history, the historian must learn the native language. The historiography of Hawaii lacks the perspective of the Hawaiian people if the only sources used are those written in English. This is the crux of the problem involving the historiography of surfing. Although Finney and Houston use some Hawaiian chants, it is merely to describe how important surfing was to the culture. Their analysis stops there. How did the Hawaiians respond to European denigration of Hawaiian culture and surfing in particular? By following Silva’s lead, Hawaiian sources – written in the native language – need to be examined.

Another area of research yet to be fully examined is medical history of the Hawaiian Islands. It is necessary to examine the impact of disease on native Hawaiian culture. According to Finney and Houston, the decline of the native culture was due impart to the depopulation caused by disease, however they do not provide evidence to support this argument. In The Gifts of Civilization: Germs and Genocide in Hawaii, author O. A. Bushnell provides a medical history of the Hawaiian Islands. By examining this medical history, it may be possible to demonstrate a direct link between disease and the decline of surfing.

In conclusion, it is evident that the historiography of surfing is lacking a native Hawaiian perspective. To understand the decline of the sport in the nineteenth century it is necessary to link research on Hawaiian resistance and medical history with the sport of surfing. This will reveal a new understanding of the origins of the sport and its decline and survival.




Preliminary Bibliography
European Encounters and the Decline of Surfing in Hawaii
Carl Ackerman History 9200—001—Research Seminar in American History

1. Banks, Joseph. The Endeavour Journal of Joseph Banks: 1768 – 1771. London: Angus & Robertson, LTD, 1963.

2. Cook, James. The Journals. New York: Penguin Books, 2003.

3. Edwards, Phil with Ottum, Bob. You Should Have Been Here an Hour Ago. 1st ed. New York: Harper & Row, 1967.

2. Fairmont, Gary and Filosa, R. The Surfer’s Almanac. 1st ed. Toronto: Clarke, Irwin & Company, 1977.

3. Finney, Ben R. and Houston, James D. Surfing: The Sport of Hawaiian Kings. 1st ed. Rutland, Vermont & Tokyo, Japan: Charles E. Tuttle Company, 1966.

4. Ford, Nick and Brown, David. Surfing and Social Theory: Experience, embodiment, and narrative of the dream glide. 1st ed. New York: Routledge, 2006.

5. Howe, E.W. Daily Notes of a Trip Around the World. Topeka, KS: Crane & Company, 1907.

6. Kahanamoku, Duke with Brennan, Joe. World of Surfing. 1st ed. New York: Grosset & Dunlap, 1968.

7. Kampion, Drew. Stoked: A History of Surf Culture. Revised ed., Layton, Utah: Gibbs Smith, 2003.

8. Klein, H. Arthur. Surfing. 1st ed. Philadelphia and New York: J.B. Lippincott Company, 1965.

9. Kuhns, Grant W. On Surfing. 1st ed. Rutland, Vermont & Tokyo, Japan: Charles E. Tuttle Company, 1963.

10. Murray-Oliver, Anthony. Captain Cook’s Hawaii: As Seen By His Artists. Wellington, New Zealand: Millwood Press, 1975.

11. Nelson, William Desmond. Surfing: A Handbook. 1st ed. Philadelphia: Auerbach Publishers Inc., 1973.

12. Pearson, Kent. Surfing Subcultures of Australia and New Zealand. 1st ed. St. Lucia, Queensland: University of Queensland Press, 1979.

13. Young, Nat. The History of Surfing. 2nd ed., Layton, Utah: Gibbs Smith, 1994.

Annotated Bibliography

1. Edwards, Phil with Ottum, Bob. You Should Have Been Here an Hour Ago. 1st ed. New York: Harper & Row, 1967.

This book opens with an introduction by Bob Ottum, in which he declares Phil Edwards to be “the best surfer in the world.” He describes how Edwards surfs for pure enjoyment, not to win championships. There is an undertone of contempt for the commercialization of the sport, the need to hold competitions and label someone the champion. Also, he distinguishes the ultimate goal of surfing as enjoyment of the individual, not necessarily finding the biggest, perfect wave. This sentiment is captured in the opening page of chapter 1. In the intro, the author claims that surfing will become an Olympic sport.

Waves can’t be the god of the sport; if they were, we would all live in Hawaii. It has go to be getting out in it that counts – surfing because you love to surf, and getting pumped full of life and whip and snap. I used to ride junk waves all day long, training for good moments. You do this, and one day you are sitting out there all alone, waiting, for a set, and someone will paddle up and ask how the surf is. “Man,” you tell them, “you should have been here an hour ago.”

Edwards’ First Law of Surfing

2. Fairmont, Gary and Filosa, R. The Surfer’s Almanac. 1st ed. Toronto: Clarke, Irwin & Company, 1977.

This book claims to be the first almanac for surfers following in the historic line of almanacs produced by Ben Franklin and Benjamin Banneker. It includes a history of the sport, how-to-surf guide, and information about surf spots around the world. It appears that the main focus of the book is to provide information to support the adoption of surfing as an Olympic sport.

“In writing his book, Dr. Filosa has provided the international surfing community with vivid documentation for their sport’s entry into the Olympic arena.”

“The Surfer’s Almanac is a compendium of fact, past and present, a bible for surfing, a repository for surfing lore, and a dictionary for surfers about surfing.”

3. Finney, Ben R. and Houston, James D. Surfing: The Sport of Hawaiian Kings. 1st ed. Rutland, Vermont & Tokyo, Japan: Charles E. Tuttle Company, 1966.

This book is a history of surfing in Hawaii. The author developed the book from a Master thesis titled Hawaiian Surfing, A Study in Cultural Change. Using research from the Bishop Museum in Honolulu, this traces the origins of surfing in the Pacific to its modern status as an international sport.

4. Ford, Nick and Brown, David. Surfing and Social Theory: Experience, embodiment, and narrative of the dream glide. 1st ed. New York: Routledge, 2006.

This book involves interdisciplinary research into the field of Surf Science (a degree offered a the University of Plymouth and Corwall College in the UK). I think the book is an attempt to understand how the sport of surfing has affected the lives of surfers. It examines the literature of surfing to understand how it has affected people and the development of a surf culture.

5. Kahanamoku, Duke with Brennan, Joe. World of Surfing. 1st ed. New York: Grosset & Dunlap, 1968.

This book opens with an introduction and a forward that praise Duke as the father of surfing. It includes a history of the sport in Hawaii and a how-to-surf guide.

6. Klein, H. Arthur. Surfing. 1st ed. Philadelphia and New York: J.B. Lippincott Company, 1965.

“It seeks to be a practical, easily applicable guide to many kinds of surfing, each with its particular possibilities for sport, stimulus, satisfaction, and physical benefits … The book seeks to emphasize what seems likely to be lasting in surfing rather than that which may be temporary and faddish … it seeks to show that surfing offers something worth while to those men or women of every age who are able to swim and who enjoy physical activity.”

7. Kuhns, Grant W. On Surfing. 1st ed. Rutland, Vermont & Tokyo, Japan: Charles E. Tuttle Company, 1963.

This is a guide to surfing.

“It is the author’s intention that this book should not only furnish the general information through which the reader may become acquainted with a new and remarkable sport, but that it will help establish in the surfer the skill and knowledge through which he will gain the maximum satisfaction from the sport by making the wave more a servant than a master.”

8. Pearson, Kent. Surfing Subcultures of Australia and New Zealand. 1st ed. St. Lucia, Queensland: University of Queensland Press, 1979.

“This book is not about surfing but about the people who surf.” This is an examination of the cultures of “surf life savers” and “surf board riders.”

9. Nelson, William Desmond. Surfing: A Handbook. 1st ed. Philadelphia: Auerbach Publishers Inc., 1973.

“This book is an attempt to show surfing as it really is, in the early 1970s, complete with challenges, problems, and excitement.”

“A major propose of this book is to introduce a new surfer to surfing with a minimum of embarrassment and avoidable mistakes.”

10. Tabrah, Ruth. Hawaii. New York: W.W. Norton & Company, Inc., 1980.

Missionaries: 37 – 48, 50 – 51, 53, 66 – 68, 80

Chapter 4 – The Reign of Hiram Bingham
This chapter opens with a description of the passing of a ruler (Kamehameha) and the rise and defiance of a new ruler (Liholiho – Kamehameha II) who by the urging of Kamehameha’s wife Kaahumanu, broke the tradition of kapu. “It was a symbolic defiance ending the power of the old gods in Hawaii, and at Kaahumanu’s urging he sent messengers to every part of the kingdon, even to Kauai, proclaiming the end of all kapu.” P. 35 (The overthrow of idol worship)
“The end of kapu and the fading away of the old gods and their power did not affect the basic system of Hawaiian values.” P. 36

New “Aloha spirit” – welcoming newcomers
“This new dimension of aloha spirit, offered to strangers and exchanged between Hawaiians and resident foreigners, sped cultural transition, permeating island life in a way that had not had to be during the isolation of ka poe kahiko.” – 36

Hiram Bingham – 31 years old, native of Bennington, VT, graduate of Middlebury College and Andover Theological Seminary, married to Sybil Moseley of Hartford, CT

14 American missionaries – mostly young couples

Puritans from Boston?

Possible Source to find:
Stephen Reynolds Journal: November 27, 1823 to June 27, 1845
“Stephen Reynolds, an American who liked the Hawaiian lifestyle, complained in his diary that “missionaries are always the ruin of the whole world.””

William Richards – built a high school and taught the principles of democracy
William Farnham, American visitor to Hawaii in 1840. Commissioned to pursue a treaty between USA, Great Britain, France, and Hawaii.

Missionaries – continued to wear New England clothing even in the heat of Hawaii, brought plant seeds from Massachusetts, …

“It was the good fortune of the mission that when the kuhina nui was struck with a serious illness in 1823, Sybil Bingham nursed her to recovery. Kaahumanu’s whole personality became transformed by her belief that only Mrs. Bingham’s prayers had helped her become well. Immediately, Kaahumanu became a Christian and applied all her strength and vigor to seeing to it her people listened to the word of God. Hiram Bingham became her religious mentor and the one person on whom she depended for advice in every detail for direction of Hawaii’s government. Through her, in just three years, the missionary status shifted from discouraging failure to undreamed-of success.” P. 41

“Mission influence flooded Hawaiian life. Laws prohibited the kindling of fires on the Sabbath and the old sports of boxing and wrestling.” P.42

“Life was a grim business for most of these American missionaries who were appalled by the frankness and candor of the Hawaiians on subjects taboo to New England culture and by the spontaneity with which Hawaiians lived each present moment, usually with innate exuberance whether the challenge was that of a surfing wave, a game, a job to be done, sex, or the chance to learn to read, write, and cipher.” P. 44

(French) Catholic Missionaries –
French ship Comete – July 1827, “a Catholic mission of members of the Congregation of the Order of the Sacred Hearts of Jesus and Mary. Father Abraham Armand, Father Alexis Bachelot, Father Patrick Short, and Brothers Theodore Boissier, Melchior Bondu, and Leonore Portal.

“The Hawaiian commoner of the 1840s was the particular victim of missionary attitudes that communicated a not so subtle cultural inferiority – a message received by the alii as well. The mission schools in which Hawaiians became quickly literate, and the churches where they sought God’s love and grace taught them that the Hawaiian past, Hawaiian culture with all its music, literature, dance, knowledge, and celebration of life, was dark and evil, an ineradicable blot staining the Hawaiian soul, a burden to be weighed on Judgment Day.” P. 54


Silva, Noenoe K. Aloha Betrayed: Native Hawaiian Resistance to American Colonialism. Durham: Duke University Press, 2004.

Kaona – hidden meaning in Hawaiian poetry; concealed reference, as to a person, thing or place; and word with double meaning.

NHD 2009 Topic Selection

As a teacher, I am unable to compete in the National History Day contest. However, I can still provide students with a model for NHD. I will use the research I am conducting for my graduate class at Temple University. My topic of research is surfing. I chose surfing as my topic for research because this past summer I learned how to surf and now I would like to learn about the history of surfing. Particularly, I am interested in the development of surfing as a part of Hawaiian culture. How was surfing a part of Hawaiian culture? Was it merely a sport or was it something more? Furthermore, I want to investigate what happened when Europeans and Americans arrived in Hawaii in the 1700s and 1800s. How did they view surfing? How did they influence Hawaiian culture? For this research, I have taken out a number of books from the Temple University Library. I have also visited the Library Company of Philadelphia. I'll post my original annotated bibliography and bibliographic essay. I hope this will serve as a model for students to follow.

Welcome Class of 2011!

Dear students,

Welcome to our American Studies class. We have a brand new classroom for a brand new school year! I am very excited about teaching in the Constitution High School Court Room. I look forward to creating Court Room Rules and Procedures with you. This year we will focus on the preparing for next year's AP U.S. History course. It's going to be a great year!

Teacher's Curriculum Institute - San Francisco 2008

I just finished attending the TCI Summer Institute. TCI is the creator of the History Alive! curriculum, particularly the Pursuing American Ideals materials we use in our American Studies program. The institute offered me the opportunity to participate in some of the PAI lessons taught in our class. The most enlightening experience occurred during my last session on Monday. The lesson was an Experiential Exercise on the role of Labor Unions during the Progressive Era. The teachers participated in the Everybody Can Win Game. After teaching this lesson this past Spring semester - I was heartbroken when none of the groups in any of my three classes voted in the best interests of all. I felt like there was a pervasive selfishness the had infected my classes. It was a very depressing feeling. Well, the teachers from across the country at this workshop had the exact same results as my students. In no instance did all the groups work together to promote consensus and the welfare of all. Many teachers were angry and upset to see their peers act in selfish ways. A teacher on my team explained why we never voted in the interests of the whole stating, "Every time we voted for our own self interests we were rewarded. There was only one instance in which we received negative consequences. So it the benefits of acting in our own self interests always out weighed those of acting for the common good." I did not share in the frustration of my colleagues. On the contrary, I was ecstatic because I realized that the failure of my students to act in the interests of the whole was not a reflection of their negative and selfish attitudes but a result of the game. I must apologize for thinking the failure was a character flaw of my students - the character flaw is part of being human and is a function of the game.

NHD Final Reflection

NHD 2008 School Wide Competition

I think this year's NHD competition went very well. We had many obstacles to overcome including bad weather. On Friday, February 22nd the first real snow storm of the winter stuck with a vengeance. Despite the snow, sleet, and rain many students and judges arrived at school for the competition.

I think the best part of NHD is giving students the opportunity to share their hard work with an audience. I was very proud of my students. Throughout school, students were performing and presenting in classrooms as teachers and judges watched closely.


We have a strong group of entries for the city-wide competition. In less than two weeks these students will represent our school and make us proud. But let us not forget the work of the many. For almost every student put forth a strong effort. Remember there is no greater reward than the satisfaction of a job well done. So even if you did not go on to the city competition, I am sure you have learned a great deal from this experience.

NHD Update

There are less than 18 days until NHD projects are due! Once again, the time has disappeared. Students are completing their thesis statements and titles. Next week, students should begin putting their projects together.

Due Dates:
February 8 - The Final Draft of the Annotated Bibliography is due. This will count as a project grade.

February 19th - Final Projects are due.

February 21st - Dress Rehearsal.

February 22nd - NHD COMPETITION!

National History Day Thoughts and Concerns

National History Day Competition Thoughts and Concerns:

I have some thoughts about this year’s NHD competition. First, I think that our school is off to a much better start than last year. A large number of students have chosen their topic, conducted initial research, and completed an annotated bibliography. Secondly, I think that the entire school has a much better idea of what it takes to be successful at NHD. As a result, I believe that there are a few concerns that must be addressed as our school moves forward in preparing for the 2008 competition.

Major Concerns:
I am worried that students will not be able to create high quality projects for NHD if they only work on their projects during school hours.

I am worried that if our American Studies class time is dedicated to NHD preparation, students will lose out on learning the core content that is part of the Advanced Placement Exam.

I am worried that students and staff may not know how to deal with the extra stress that comes with preparing for NHD.

Suggestions:
I suggest that one class every week in American Studies is dedicated to NHD preparation.

I suggest that students and staff participate in NHD workshops during special half-day schedules modeled after the Service Learning Schedule from last year.

I suggest that Teachers have time to work with Parents to instruct them how they can help their students prepare for NHD. This will require Parents and Students to work together at home on the projects.

National History Day and American Studies

I have been thinking a lot about how to integrate National History Day into our American Studies course. So far, we have devoted Mondays, Tuesdays, and Wednesdays to American Studies curriculum and Thursdays and Fridays to National History Day. As we move forward this will need to change. We will begin studying the Antebellum period after our winter break. This will include reading Fredrick Douglas' Narrative of the Life of a Slave. I also believe it is important to develop our research and writing skills, especially as students' work independently on their NHD projects. I think we will need to devote Friday's and Humanities classes to NHD, while our class time focuses on American Studies. This is an exciting experiment and with hard work before, during, and after school - we will succeed!

Constitutional Crisis

Today, a landmark case in the history of Constitution High School was heard by the Teacher Student Court. This case involved a challenge to the recent Student Presidential election. Todd Latimore's status as a candidate was called into question because it was discovered that he did not meet the qualifications to be president. After giving an amazing speech at the National Constitution Center, I was a believer in the Todd Latimore campaign. However, my support was based on the fact that I believed Todd was eligible for election. During the court trial, Andrew Howard represented Todd. Andrew gave a very strong argument by using a Supreme Court case involving a judge from Texas. The sense of history in the making was very palpable in the room as Andrew spoke. Also, I was really impressed with the Judges. Inkiera and Felicia asked probing questions to get to the bottom of this case. The issue was not whether Todd or Dr. Davidson had made mistakes, but rather would the judges uphold the letter of the law in our school's constitution.

If I had to make a decision today, I would have ruled in favor of our school's Constitution. The Constitution clearly states what the qualifications are for office. It's pretty cut and dry. If you don't meet the qualifications, you aren't eligible to hold office. Unfortunately, this might mean Todd can't serve in the student government this year. After his amazing performance at the National Constitution Center, I think he could be a great leader. Hopefully, he'll get his chance next year. These are my own thoughts? I would love to hear what you think?

Debating the American Revolution

In today's class, students are debating the question: Were the colonists justified in rebelling against British rule? Students are divided into 6 groups: Patriots (2), Moderates (2), Loyalists (1), and King George and the British Parliament (1). I enjoyed the debates because students seem engaged and entertained. The format is very structured: Group introductions and slogans, Opening comment, Presentation of Arguments, and then a General Discussion. Students in American History 3 are very energetic and loquacious. During the debate they were respectful of one another. The Patriots, led by Charniece Huff offered very strong arguments. During American History 2, Juliene Jimenez and Felicia Green became entangled in controversy over whether or not the British government had provided anything to the colonists. Juliene made a strong argument by asking Felicia, "Who provided the chair you sit on?" Felicia had to answer the School District of Philadelphia, which Juliene pointed put was a public institution supported by the United States of America. However, Felicia countered that during colonial times, Great Britain was the government that supported the colonies. It was an entertaining exchange. The most powerful arguments were often in the students' own words and then supported by a short quote as evidence. Overall, I think this has been a productive debate. It has given me incentive to create more lessons in which students can voice their opinions.