The Value of Hawai‘i Teachers’ Guide
Lesson plan ideas for teaching The Value of Hawai‘i in the high school classroom. Complete with a list of corresponding DOE standards for Language Arts and Social Studies. Download pdf by clicking here: Value of Hawaii High School Lessons
Lesson plan ideas for teaching The Value of Hawai‘i in the college classroom. Download pdf by clicking here: Value of Hawaii College Lessons.
The Value of Hawai‘i Card Game: Seeing the Value
The Value of Hawai‘i Card Game is an interactive card game that explores the trade-offs of value in the issues that matter most to Hawai‘i. Choose a theme, an image, and give it a positive or negative value in effecting that issue for Hawai‘i. See what others value and how your choices interact. See the value! Go to the card game section of the website by clicking HERE
‘Exquisite Value’ is a project encouraging a video-based dialog around the ideas discussed in the book The Value of Hawai‘i.
Please feel free to visit the ISSUES section of this website for specific links and resources organized by essay topic. Also, meet up with us on Facebook to talk with other people concerned about the value of Hawai‘i.
Teaching Resources list of links now available at /teach/resources
NEW: Kapiolani Community College Library has put together a wonderful Research Guide to the book, organized by essay topic. This is a great resource for teachers and those who want to learn more about the issues:
Example high school lesson based on the “Race and Ethnicity” essay (from the “Value of Hawaii High School Lessons” link at the top of this page):
Lifting the Lid: Examining Race and Ethnicity
Common Core Reading for Informational Text Standard 11-12.3
Modern Hawaiian History Standard 3 Benchmark 3.5
Hawai‘i students have been told so often about the positive ethnic and race relations in Hawai‘i, and the happy multicultural melting pot we all live in, that it is possible for many students to come away from a reading of John P. Rosa’s “Race and Ethnicity” essay without a more complicated understanding of these relations. This lesson encourages students to reach “Goal 1″ of Rosa’s: “Avoid the myth that Hawai‘i is a place of perfect racial/ethnic harmony.” The lesson would work with any essay in The Value of Hawai‘i that challenges a group of students to move beyond long-held assumptions.
Several race and ethnicity-themed cards are part of The Value of Hawaii Card Game ambassador deck, and may be accessed here: /cardgame. I suggest saving the positive “Race and Ethnicity”-themed cards to a folder and displaying this portion of the deck to a class that has finished reading Rosa’s essay (images may be saved to a computer with a right click). While displaying the images to a class, engage students in discussion. What is left out of this collection of positive cards on race and ethnicity in Hawai‘i? What additional positive cards could be added? What are some negative card ideas to which Rosa’s essay also points?
Following this discussion, direct students to a selection of short writings on specific racial and ethnic experiences in Hawai‘i. For one possible set of readings to work with, see /teach/resources. Assign independent reading to be completed before the next discussion on race and ethnicity. When students return having read one or more from the selection, give them time in small groups to share what they read with others who made different reading choices. Then ask students to assemble in groups of about eight, making a circle or two rows. Each student should take out a piece of paper and write their name on it. The paper will eventually return to them. Offer the following instructions: 1) Write a caption about race and ethnicity in Hawai‘i. Consider something insightful or original that may not have been shared yet. Pass the paper clockwise, and write the statement again, unless the paper already contains a similar statement, in which case think of a new statement more likely not to be repeated by anyone in the group, and write it. 2) Repeat—writing your statement and passing the paper—until each group member receives his or her original paper back.
This paper-passing activity pushes students to think beyond their first assumptions and ready cliché, resulting in a collection of mostly original statements on race and ethnicity in Hawai‘i. These can form the basis of another class discussion on race and ethnicity, or the seeds of a student essay on the topic. This paper-passing activity could work well with any essay that tends to elicit cliché or narrow thinking on the part of students. For example, it could bring a discussion of Karl Kim’s “Transportation” essay away from a sole focus on rail.