Sugar Unit

2/15 2/16 2/17

Video Clip: on Physical Economy of

Sugar characteristics Hawaii
plantation & economic Brochure
activity

2/20 2/21 2/22 2/23 2/24

No School Story of Sugar Video Clip: on Regulations Supply and

Presidents Day Industry in Sugar and Reciprocity Demand
Hawaii plantation treaty Activity

2/27 2/28

Sugar Unit Sugar Unit

Review: Kahoot Assessment
(Tech (Tech
Reserved) Reserved)

2/15 Video Clip: Sugar Plantation

Objective: I can analyze the social and economic effects of the Sugar Industry.

Materials: Video Clips (2) on Drive, Sugar Plantation RAFT (Page 15)

Do Now (5 min):
Review Unit Agenda.

Intro to New Material (6 min):

Play Hawaiis Plantation Village (2:29)
Play Hawaii Sugar Cane Worker - A Day in the Life (3:00)

Guided Practice (10 min):

Class discussion about social and economic effects. Remind students that social
effects have to do with people (population, quality of life, etc.) and economic
effects have to do with money (trade, industry, etc.)

Independent Practice (15 min):

Students write a R.A.F.T describing the economic and social effects of the Sugar
Industry in Hawaii.
2/16 Physical Characteristics & Economic Activity

Objective: I can analyze the relationship between location/physical

characteristics and the major economic activities of a country.

Materials: Do Nows (Page 1), Lesson 1 (Pages 2-4)

Do Now (5 min):
How do you think countries get money? What do they get money for? Answer in
CER format. Call on a few students to share.

Intro to New Material (10 min):

Have students fill out the Physical Characteristics & Economic Activity
Worksheet. This Worksheet may be confusing at first for the students, so an
example may be necessary.
Island Major Economic Physical Characteristics
Activities
Fiji -Paper
F actory (forest -Forest
products) -Bodies of Water
-Gold Mine (minerals)
-Scuba Diving (aquatic sports)

Guided Practice (15 min):

Review directions for Part II. Go over map key. Complete Question 1 with the
students. They should be able to identify that the major economic activity in
Cowboy Town is the military, but the why question is what will need
guidance. Ask students to think about the physical characteristics or location of
Cowboy Town. It is surrounded by water and would be good for military
mobility. Repeat process for Question 2. Have students complete Questions 3 and
4 in partners or groups.

Independent Practice (10 min):

Students complete Part III (Constructed Response) independently.

2/17 Economic History of Hawaii Brochure

Objective: I can analyze the relationship between physical characteristics and the
economic history of Hawaii.

Materials: Do Nows (Page 1), Lesson 2 (Page 5), Brochure Template, Coloring
Tools

Do Now (5 min):
Summarize how physical characteristics and location determine economic
activities in a CER. Take a couple of responses.

Intro to New Material (10 min)

Popcorn read the Economic history of Hawaii. Have students highlight the
physical characteristics and aspects of location that encouraged each industry in
Hawaii.

Guided Practice (5 min):

Pass out and review the brochure template. Let students know that they must
include the physical characteristics that would encourage traders to come to
Hawaii for each section, along with a colored picture that represents that
industry.

Independent Practice (20 min):

Using the brochure template they will write why those people in those industries
would want to come to Hawaii. There is also a space for them to illustrate their
reasons. If they need more time they can take it home for homework.

2/21 Story of Sugar Industry in Hawaii

Objective: I can analyze the causes and effects of the Sugar Industry in Hawaii.

Materials: Do Nows (Page 1), Lesson 3 (Pages 6-8), Multi-Flow Map

Do Now (5 min):
What made Hawaii an appealing location for trade? Answer in CER format.

Intro to New Material (10 min):

Read the directions and questions before reading. As you read through the article
aloud, students highlight the answers in the text,

Guided Practice (15 min):

Students complete Questions 1-5 in partners or groups.

Independent Practice (10 min):

Students fill out the Multi-Flow Map with the causes and effects of the Sugar
Industry. They can illustrate or color the boxes with extra time.

2/22 Video Clip: Sugar Plantation

See 2/15

2/23 Regulations and Reciprocity Treaty

 Objective: I can analyze the impact of taxes and treaties on trade.

Materials: Do Nows (Page 1), Lesson 4 (Pages 9-10), Colored Paper

Do Now (5 min):
Did the Sugar Industry have a positive or negative effect on Hawaii? Answer in
CER format. Have a few students share.

Intro to New Material (10 min):

Review vocabulary words. Read the article as students highlight any vocabulary
words that arise.

Guided Practice (10 min):

Students copy down definitions from PPT.

Independent Practice (15 min):

*There must be an even number of groups because each group needs a match for their colored paper*
Students have 5 minutes to create business/products and advertisements
on colored paper.
They match up with a group with the same colored paper and make a
treaty. They have 5 minutes to do so,
Then, show them the copies of their treaties then proceed to rip them up,
symbolizing the Mckinley Tariff. Refer to reading to make connection
between the treaties the students made and the treaties between U.S. and
Hawaii.

2/24 Supply and Demand: Market Game

Objective: I can analyze the relationship between supply and demand and market price.

Materials: Do Nows (Page 1), Lesson 5 (Pages 11-12), Market Game in Oil (teacher
directions), Buyer and Seller Cards

Do Now (5 min):
Did the McKinley Tariff help or hurt Hawaiis Sugar Industry? Answer in CER
format.

Intro to New Material (10 min):

Read the Market Game directions (page 11-12) aloud for the students.
Make sure students understand the Buyer and Seller tables by having them
fill in the blank box.
Call for one student volunteer (or you assign) to record the Buyer
transactions and one student to record the Seller transactions. Students
cannot receive another card until they have checked in with these
recorders (who will oversee the distribution of the buyer/seller cards).
 Have remaining students count off 1-2-1-2 1s are Buyers and 2s are
Sellers.

Guided Practice (5 min);

Practice Round: Clear the center of the room and designate it as the
marketplace. Have 1s (Buyers) go to one side of the room and 2s (Sellers)
go to the other side.
After students have their practice card, remind them that sellers want a
number HIGHER than the number on their card and buyers want a
number LOWER than the number on their card.
The goal is to make as many transactions as possible, and they must come
to an agreement and record it with the designated student in order to get a
new card. They do not need to write these down on their own packet.

Independent Practice (20 min):

There should be enough time for three 5-minute rounds.
Students should now record their transactions in their packets (page 12).
With the final 5 minutes, have students calculate their total profits and
losses. Give candy to the buyer and the seller with the highest profit.

2/27 Exam Review

Objective: I can prepare for the Sugar Unit Assessment by reviewing the Unit
notes.

Tech Reserved

Do Now (5 min):
Complete the questions on the Study Guide that you can answer from memory
(without looking back into the packet, without talking to peers). If you dont
know it, skip it for now!

Guided Practice (10 min):

Work with group members to fill in the answers to questions you were unsure of.

Independent Practice (20 min):

Kahoot

Close (5 min):
Return iPads

2/28 Unit Assessment

Objective: I can demonstrate my learning of the Sugar Industry in Hawaii,
including the causes and effects, how physical characteristics affect economic
industries, and how the market is influenced by supply and demand.
Tech Reserved