More about our Hawai'i Inquiries
Our collection of C3 Inquiries designed by local educators for teachers and students in Hawai‘i. Keep scrolling down to see all of our inquiries – 15 total!
Do Pictures Always Tell the Truth?
(Pacific Island Studies inquiry created by Denise Mazurik) This middle grades inquiry provides students with tools for learning how to evaluate the credibility of a source by examining its origin, author, context, and content. Designed for a seventh grade Pacific Island studies class, the inquiry is framed by the question, “Do pictures always tell the truth?” After analyzing a number of locally produced sources, the students are asked to apply what they learn to develop a plan for sharing with family and friends how photos can be used to spread fake news.
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Was the Overthrow of the Hawaiian Kingdom Justified?
This middle grades inquiry asks students to evaluate the political and economic developments leading to the overthrow of the Hawaiian Kingdom, and compare and contrast perspectives of proponents and opponents of the 1893 overthrow of the Hawaiian Kingdom. Designed for a seventh grade History of the Hawaiian Kingdom class, the inquiry is framed by the question, “Was the overthrow of the Hawaiian monarchy justified?” At the end of the inquiry they create a powerpoint, poster board, video, or educational pamphlet that explores the current status of Native Hawaiians today. They can either show a problem and propose a solution to address an issue/need of the Native Hawaiian population today or show ways in which Native Hawaiians are thriving
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What happens when cultures collide?
This middle grades inquiry leads students through an investigation of the impact of foreign influence on Native Hawaiian society. Students will examine Hawaiian views of the relationship between people and land prior to western contact followed by an examination of the social and environmental impact of foreign arrival and settlement. Through the examination of various artwork, photographs, stories and demographic data as well as letters and historical information, students will gain a deeper understanding of the changes that occurred in Hawai’i during the early 1800s.
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How did early Polynesians find their way without modern technology?
This 4th grade geography inquiry leads students through an investigation of wayfinding and Polynesian navigation. By investigating the compelling question “How did early Polynesians find their way without modern technology ?” students learn, apply, and assess the complex skills and strategies related to wayfinding and navigation. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students learn engage in close and critical reading of texts, geographical vocabulary, and participate in a community of inquiry discussions related to indigenous intelligence. At the end of the inquiry students will create an evidence-based argument that applies geographical concepts and explains the complexity and impact of traditional practices of wayfinding. In the end, students will be able to share a comprehensive portfolio of the formative tasks as well as a class created magazine based on their self-discovery of the impact of navigation in their lives.
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Was the economic benefit of the sugar industry worth the environmental cost?
Hawaiʻi is a unique place in the world. Due to its geographic isolation, many of the plants and animals of these islands are found nowhere else in the world. Hawaiʻi’s exceptionality and the growing awareness of the value of place-based education are the inspirations for this inquiry.
The goal of this high school inquiry is to help students develop an understanding of the history of sugar industry in Hawaiʻi from a human-environment interaction perspective, then apply that understanding to a contemporary context. The natural resource management paradigm has shifted from a Manifest Destiny mindset of the mid-1800s to that of stewardship. Through this inquiry students will understand the environmental changes that resulted from the establishment of the sugar industry in the mid-1800s and the lasting impact these changes continue to have today.
Does global security justify the cost to indigenous people?
This 7th grade geography inquiry leads students through an investigation of the toll that past military bombings have had on Pacific Island environments, economy, and society. In addition, it exposes students to the benefits and disadvantages of foreign military installations currently located on Pacific Islands. By investigating the compelling question “Does global security justify the cost to indigenous peoples?” students will weigh the information that they gather and the stories they construct to answer the question and determine whether the ends justify the means. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students become more familiar with economic and geographic concepts. In addition, the formative performance tasks help students to recognize how past bombings and current military presence impacts various aspects of life on Pacific Islands and ultimately may lead to the want or need to emigrate. Throughout this unit, students will work with their peers to produce economic charts, layered maps, and multimedia presentations detailing the economic, environmental, and social impacts of these events on the islands and its peoples.
How does immigration change a society?
The purpose of this geography inquiry is to provide students with a foundational knowledge base on the subject of post-overthrow immigration to Hawai‘i in order for students to come up with their own arguments to answer the compelling question, “How does immigration change a society?” Immigration to Hawai‘i in the late 19th and early 20th century greatly impacted Hawai‘i’s geographic, economic, political and social landscape. The reasons for the wave of immigrants to Hawai‘i during this time can be attributed to the rise of the sugar plantations located on most of Hawai‘i’s islands, and the lack of a local labor force needed to manage it. By the end of this inquiry, students will be able to recognize what specifically caused the importation of foreign labor to Hawai‘i, the effects it had in Hawai‘i, and how immigration lead to changes in Hawai‘i’s culture. Students will be required to complete a number of assignments relating to the three supporting questions. These questions will guide students through the historical implications of post-overthrow immigration and eventually allow them to come up with their own conclusions about immigration to Hawai‘i. This inquiry can lead into further discussion on the reasons immigrants move to Hawai‘i today and how their presence in Hawai‘i continually changes all aspects of life in Hawai‘i.
Are native plants worth protecting?
This 4th grade geography inquiry leads students through an investigation of native and non-native plants that are significant to Hawaiian culture. By investigating the compelling question “Are native plants worth protecting?” students learn, apply, and assess the complex skills and strategies related to plant identification, uses and cultural significance. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students learn engage in close and critical reading of texts, geographical vocabulary, and participate in a community of inquiry discussions related to indigenous intelligence. At the end of the inquiry students will create an evidence-based argument that applies geographical concepts and explains the complexity and impact of native and non-native plants significant to Hawaiian culture. In the end, students will partner with agency/group/program, create a PSA and then aid in planting/replenishing native or non-native plants in specific locations to understand and connect to the impact of native and non-native plants in their communities.
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How can humans address their negative impact on the environment?
And here’s our first inquiry in the C3 Hawai‘i Hub on Human-Environment Interaction developed by a team of teachers at Kailua High School. Designed for high school students enrolled in Modern History of Hawaii, this inquiry engages students with geographic disciplinary concepts and tools related to “human-environment interaction” and the ways in which technology can help us “explain the spatial patterns of cultural and environmental characteristics.” To learn more about the inquiry, read our blog post: BioBlitz Recognized as Integral to Cutting Edge Action-Oriented Inquiry-Based Social Studies Teaching and Learning.
Check it out on our in our Featured Inquiry collection or HERE.
How is Maunaʻala significant in my life today?
See this new inquiry project on modern Hawaiian history. You’ll find two approaches to implementing this unique inquiry as short direct learning unit and a more open inquiry research project. The materials available here include detailed instructional materials and all the sources needed.
This inquiry was created by Kēhau Glassco, Nanea Armstrong-Wassel, Keoni Kelekolio
Download the Maunaʻala Unit C3 Curriculum HERE
Calling all C3 Hawai‘i teachers – we need sample inquiries! In the next year, we will be working with teachers to create sample C3 Framework inquiries that can be used to teach social studies in Hawai‘i.