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Naval Governor's General Orders with multiple choice worksheet.

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Naval Governor's General Orders with multiple choice worksheet.

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Leary Proclamation and General Orders Questions (1)

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The Naval Executive Orders of Guam are a series of mandates produced by the naval government of Guam during the island's US Naval Era (1898-1941) and Post World War II Era (1945-1950) before the signing of the Organic Act in 1950, which would grant the people limited self government.

It is important to note that the lapse between 1941 and 1945 was due to World War II when Guam was occupied by Japanese enemy forces. Naval rule resumed after the island was recaptured by US forces toward the end of WWII.

US Navy Captain Richard Philips Leary was appointed as Guam's first naval governor in January 1899. In August, Leary would issue what were the first executive general orders of Guam. Throughout naval rule, there were numerous general orders issued that made unreasonable demands upon the people and there were mandates with an intended voice of benevolence.

Naval governors were appointed for two-year terms, which made exacting the orders difficult. During their terms, the appointed naval officers, often ruled the island similar to the way they ran their ships; expecting the people to be orderly and well-trained. Fortunately, for the colonized peoples of Guam- known as CHamorus- there were sympathetic governors, such as Willis Bradley who believed in the CHamoru people and their right to self government. Bradley issued orders that gave the people hope for justice and equality.

This entry lists links to Executive Orders by Governor and by year.

General Order Nos. 101-200, from 1905 to 1916 are available at the Nieves M. Flores Public Library located in Guam's capital Hagåtña. General Order Nos. 301-394 from 1918 to 1924 are also located at the library.

The University of Guam's Richard F. Taitano Micronesian Area Research Center (MARC) provided General Order Nos. 67, 70, 79 and 80. In addition, Executive General Order Nos. 180 - 194.

Executive Orders by Governor
Richard P. Leary General Order Nos. 1 - 21
Seaton Schroeder General Order Nos. 22 - 32
William Swift General Order Nos. 33 - 34
Seaton Schroeder General Order Nos. 35 - 48
William E. Sewell General Order Nos. 49 - 73
Raymond Stone General Order Nos. 74 - 77
George Leland Dyer General Order Nos. 78 - 80
William John Maxwell Executive General Order Nos. 180 - 194
Executive Orders by year

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The Naval Executive Orders of Guam are a series of mandates produced by the naval government of Guam during the island's US Naval Era (1898-1941) and Post World War II Era (1945-1950) before the signing of the Organic Act in 1950, which would grant the people limited self government.

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From 1899 to 1941 U.S. Marines given the title "Insular Patrolman" were selected to live in Guam's villages and maintain order. Among their many duties was to enforce the island's sanitary and public health regulations as dictated by the U.S. Navy administration.

From the time the United States gained control of Guam, the insular patrolmen became its eyes and ears - and enforcers - to ensure that its strict new rules were followed. The naval administration exerted almost full control over Guam residents through its stringent regulations. The justification given for this was they were trying to improve the overall health of the island and for the protection of military personnel and the Chamorro people. Some of the sanitation and public health rules enforced included:

weeds around homes could not reach beyond six-inches in height;

laundered clothes must be dried at least eighteen inches from the ground; and,

school girls were ordered to wear skirts which bottoms had to be at least four inches from the ground (effectively banning the use of the traditional mestisa).

Such regulations were put in place to promote hygiene and with respect to the rules on clothes, it was a measure to prevent dirt from getting on the clothing. The insular patrol had the power to ticket or issue fines to offenders. Repeat sanitation violators were arrested.

House-to-house inspections became an everyday reality in every village by the end of the first decade of naval rule. The inspections were not limited to houses and grounds, but also for the identification of ailing Chamorros during epidemics.

Health regulations and leprosy

In 1902, naval Governor Seaton Schroeder issued General Order No. 43 which mandated the segregation of people thought to have Hansen's disease or leprosy. Not only did it establish a "leper colony" in Ypao on Tumon Bay, but it directed patrolmen to identify and apprehend suspect cases of Hansen's disease. Those "diagnosed" with the disease were immediately confined at Tumon. Families were also fined or arrested for attempting to conceal or aid relatives in escaping confinement.

Chamorros were often misdiagnosed and treated as prisoners in the Tumon leprosarium. They were referred to as "inmates" instead of as patients suffering from a disease. In Colonial Dis-Ease, Guam historian Anne Perez Hattori writes of the misdiagnoses:

On Guam early in the twentieth century, despite the certainty that the disease was a menace to the island, definition and treatment of it were still uncertain procedures. Ailments such as gangosa, yaws, and syphilis were frequently misdiagnosed as Hansen's disease, and persons suspected of suffering from it were confined in a "leper colony" before undergoing a medical examination.

Once at the colony, patients were guarded and not allowed to leave the premises, which were mostly surrounded by a high barbed wire fence. Visitors had to seek permission from the naval governor to visit those confined at the colony. An article in the Guam Recorder, a newspaper at the time, stated that at night patients were placed in houses that had iron bars on the windows and padlocked doors.

This harsh treatment led many Chamorro families to flaunt the laws and attempt to conceal sick family members from the patrolmen. In addition to the already standing order to arrest family members caught hiding family members suspected of having the disease, Governor E.J. Dorn in 1910 began taking Chamorro parents who hid their sick children to court.

Schroeder and subsequent appointed governors considered their efforts to separate the "leper" from the community noble and in the best interests of the people on the island and the military's mission. They defended the need for the establishment of the Tumon colony, the enforcement of confinement and the eventual exile of persons thought to have the disease. Governor George Dyer wrote in a 1905 letter to the assistant secretary of the Navy:

The necessity for the segregation of the lepers for the protection of the white population, and incidentally the existence and efficiency of the Naval Station, is unquestionable. This has been demonstrated in many places notably in Hawai`i.

In 1912, (this would be the first of several forced relocations until the practice ceased in 1924) close to twenty patients were involuntarily shipped to a larger colony on Culion Island in the Philippines. The prior year, Governor George R. Salisbury began the efforts to remove the patients to the Philippines. Navy administrators-and by extension the patrolmen-were unable to securely quarantine patients from the community.

Navy administrators believed that their inability to contain the patients could potentially cause the spread of the disease to military personnel and the community, and they also wanted to relieve the economic burden of detaining and feeding the patients. Most of the patients would never see their families again.

For further reading

Angeny, G.L. "Leprosy in Guam." The Military Surgeon: Journal of the Association of Military Surgeons of the United States 25, no. 1 (July 1909): 312-317. Also available online at Google Books: The Military Surgeon (accessed August 12, 2010).

Hattori, Anne Perez. Colonial Dis-Ease: U.S. Navy Health Policies and the Chamorros of Guam, 1898-1941. Honolulu: University of Hawaii Press, 2004.

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From 1899 to 1941 U.S. Marines given the title "Insular Patrolman" were selected to live in Guam's villages and maintain order. Among their many duties was to enforce the island's sanitary and public health regulations as dictated by the U.S. Navy administration.

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The arrival of the USS Charleston at Apra Harbor 20 June 1898 and the capture of Guam by the Americans during the Spanish American War heralded the beginning of significant change, once again, for the Chamorro people. US Naval Captain Henry Glass claimed Guam for the US, seized the Spanish officials on Guam, and set sail for the Philippines.

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Lessons Plan for Social Studies.

Objective: Intrinsic retrospective analysis

Vocabulary: humanity, disabilities, extolling, natural, query, ecstatic, potential, hero, intentions, deliriously, spectators, society

Instruction: Read the passage. Reflect on the situation of each character.  Answer the questions Honestly. (There are no wrong answers)

Questions:

1) If it was your last game of the season as a senior, would you have agreed to let Shay play?

2) In no less than 3 parahraphs explain why?

Story:

At a fundraising dinner for a school that serves children with learning disabilities, the father of one of the students delivered a speech that would never be forgotten by all who attended. After extolling the school and its Dedicated staff, he offered a question:

'When not interfered with by outside influences, everything nature does, is done with perfection.   Yet my son, Shay, cannot learn things as other children do. He cannot understand things as other children do.  Where is the natural order of things in my son?'

The audience was stilled by the query.

The father continued. 'I believe that when a child like Shay, who was mentally and physically disabled comes into the world, an opportunity to realize true human nature presents itself, and it comes in the way other people treat that child.'

Then he told the following story:

Shay and I had walked past a park where some boys Shay knew were playing baseball. Shay asked, 'Do you think they'll let me play?' I knew that most of the boys would not want someone like Shay on their team, but as a father I also understood that if my son were allowed to play, it would give him a much-needed sense of belonging and some confidence to be accepted by others in spite of his handicaps.

I approached one of the boys on the field and asked (not expecting much) if Shay could play. The boy looked around for guidance and said, 'We're losing by six runs and the game is in the eighth inning. I guess he can be on our team and we'll try to put him in to bat in the ninth inning..'

Shay struggled over to the team's bench and, with a broad smile, put on a team shirt.. I watched with a small tear in my eye and warmth in my heart. The boys saw my joy at my son being accepted.

In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three.

In the top of the ninth inning, Shay put on a glove and played in the right field. Even though no hits came his way, he was obviously ecstatic just to be in the game and on the field, grinning from ear to ear as I waved to him from the stands.

In the bottom of the ninth inning, Shay's team scored again.

Now, with two outs and the bases loaded, the potential winning run was on base and Shay was scheduled to be next at bat.   At this juncture, do they let Shay bat and give away their chance to win the game?

Surprisingly, Shay was given the bat. Everyone knew that a hit was all but impossible because Shay didn't even know how to hold the bat properly, much less connect with the ball.

However, as Shay stepped up to the   Plate, the pitcher, recognizing that the other team was putting winning aside for this moment in Shay's life, moved in a few steps to lob the ball in softly so Shay could at least make contact.

The first pitch came and Shay swung clumsily and missed.

The pitcher again took a few steps forward to toss the ball softly towards Shay.   As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher.

The game would now be over.

The pitcher picked up the soft grounder and could have easily thrown the ball to the first baseman.   Shay would have been out and that would have been the end of the game. Instead, the pitcher threw the ball right over the first baseman's head, out of reach of all team mates.

Everyone from the stands and both teams started yelling, 'Shay, run to first! Run to first!'

Never in his life had Shay ever run that far, but he made it to first base.   He scampered down the baseline, wide-eyed and startled.

Everyone yelled, 'Run to second, run to second!'

Catching his breath, Shay awkwardly ran towards second, gleaming and struggling to make it to the base.

By the time Shay rounded towards second base, the right fielder had the ball. The smallest guy on their team who now had his first chance to be the hero for his team.

He could have thrown the ball to the second-baseman for the tag, but he understood the pitcher's intentions so he, too, intentionally threw the ball high and far over the third-baseman's head.

Shay ran toward third base deliriously as the runners ahead of him circled the bases toward home.   All were screaming, 'Shay, Shay, Shay, all the Way Shay'

Shay reached third base because the opposing shortstop ran to help him by turning him in the direction of third base, and shouted, 'Run to third!

Shay, run to third!'

As Shay rounded third, the boys from both teams, and the spectators, were on their feet screaming, 'Shay, run home! Run home!'

Shay ran to home, stepped on the plate, and was cheered as the hero who hit the grand slam and won the game for his team

'That day', said the father softly with tears now rolling down his face, 'the boys from both teams helped bring a piece of true love and humanity into this world'.

Shay didn't make it to another summer. He died that winter, having never forgotten being the hero and making me so happy, and coming home and seeing his Mother tearfully embrace her little hero of the day!

We all have thousands of opportunities every single day to help realize the 'natural order of things.'

A wise man once said every society is judged by how it treats it's least fortunate amongst them.

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STATES RIGHTS ON REOPENING BUSINESS OVER PRESIDENT TRUMP, EXPLAINED
https://www.usatoday.com/videos/news/justthefaqs/2020/04/17/states-rights-reopening-businesses-over-president-trump-explained/5150012002/

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States rights on reopening businesses over President Trump, explained

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The 10th Amendment protects state powers and puts a hamper on presidential powers. Here's how the fight for control is playing out today.

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Guam: Why America's Most Isolated Territory Exists

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Take time to look for positive ways to handle staying at home and keeping mentally and physically healthy.

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Stay up to date with world news. Seek a variety of news sources. Keep in mind not everything you read online is true. You must vet or fact check what you read. Do not take information at face value.

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Stay up to date with world news. Seek a variety of news sources. Keep in mind not everything you read online is true. You must vet or fact check what you read. Do not take information at face value.

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I. Follow the status of the spread of COVID virus on Guam and the world.
II. Follow the controversy surrounding the Navy's firing of  Captain Brett Crozier of the USS Theodore Roosevelt and the sailors staying in quarantine on Guam's hotels in Tumon.
II. Follow different stories related to how people deal with having the virus.
III. Follow positive ways to handle social quarantine time. Stay positive.

Chris Cuomo shares chest X-rays.
https://edition.cnn.com/videos/business/2020/04/07/chris-cuomo-coronavirus-chest-x-ray-gupta-cpt-sot-vpx.cnn/video/playlists/coronavirus/

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Breaking News, Latest News and Videos | CNN

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View the latest news and breaking news today for U.S., world, weather, entertainment, politics and health at CNN.com.

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You can still renew your registration for your vehicle, pay your taxes, renew your business license online and much more.
You can also pay your bills online. Below is an example of my car registration which I renewed online.

MYGUAMTAX.COM

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Guam confronts 'Americanisation' - 07 Jul 07

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Guam Proclamation is a short clip from the Governor Bradley film. The film was produced during Gov. Bradley's term as Governor of Guam in 1929 to 1931. In this clip, Gov. Bradley signs the Proclamation declaring the people of Guam to be citizens. Gov. Bradley also created a Bill of Rights and in appreciation the citizens of Guam held a parade in his honor.  The film is currently in the care of the Micronesian Area Research Center.

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Citizenship and Self Government for Guam.

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Corona Virus

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JFK participates in 8th Latte Peace Festival

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Dengue Fever Project Selfie with School Nurse Kathleen Estremadura

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Dengue Fever Project Selfie with School Nurse Kathleen Estremadura

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Micronesian Wayfinding Legend Papa Mau on BITV

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Dr Pius Mau Piailug Teaches His Star Compass Part 1

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ISLAS: Improving Reading Comprehension by Roque Estaquio.
Module 1:
1. The Legend of the Creation of the Island of Guam pg. 1
2. Geological Summary of Guam pg. 2
Module 2:
1. Guam place names pg. 8
2. Mount LamLam pg. 8
3. Micronesian Tehnology pg. 10
4. Let's make coconut oil pg. 12
Module 3:
1. Early Prehistoric Settlements in Micronesia pg 15.
2. Gil the Gualik pg. 17
3. Chamorro Dwellings pg

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GLOW and GROW: First column write one great thing about yourself. Second column write one thing you want to improve upon.

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This video explains the differences between assets and liabilities. You will see real world examples of assets as well as liabilities. I hope you enjoy the video. Comment what you would like to see next!

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This "Speak like a Manager" lesson teaches you eight English verbs with hundreds of uses. A real vocabulary hack to learn English faster then ever! Learn to use the words identify, resolve, motivate, focus, minimize, maximize, generate, and implement. These verbs are especially useful in business and professional situations.

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Juan Enriquez: Your online life, permanent as a tattoo

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What if Andy Warhol had it wrong, and instead of being famous for 15 minutes, we're only anonymous for that long? In this short talk, Juan Enriquez looks at the surprisingly permanent effects of digital sharing on our personal privacy. He shares insight from the ancient Greeks to help us deal with our new "digital tattoos."

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BOARD POLICY 406 Introduction: It is the policy of Department of Education that the use of cellular phones by students is a privilege that is allowed on school campuses within the parameters of this policy. The purpose of this policy is to ensure that student possession and use of cellular phones does not interfere with academic instruction, does not disrupt school operations, and its use is not in violation of the law.

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409-Prohibiting Harassment, Intimidation or Bullying, Cyberbullying, Sexting, Sexual Harassment (Students).

A. HARASSMENT, INTIMIDATION OR BULLYING 1. 17 GCA Section 3112.1 (a) - “any gesture or written, verbal, or physical act that a reasonable person under the circumstances should know will have the effect of harming a pupil or damaging his or her property or placing a pupil in reasonable fear of harm to his or her person or damage to his or her property, or that has the effect of insulting or demeaning any pupil or group of pupils in such a way as to disrupt or interfere with the school’s educational mission or the education of any pupil. Harassment, intimidation, or bullying includes but is not limited to, such a gesture or written, verbal, or physical act that is reasonably perceived as being motivated by a pupil’s religion, race, color, national origin, age, sex, sexual orientation, disability, height, weight, or socioeconomic status, or by any other distinguishing characteristic.” 2. Bullying behavior components: a. aggressive behavior that involves unwanted, negative actions b. involves a pattern of behavior repeated over time c. involves an imbalance of power or strength 3. Common forms of harassment, intimidation or bullying include: a. Repeated negative behaviors intended to frighten or cause distress to a student or group of students. Behaviors also include assault & battery, pushing, shoving, teasing and name calling. b. Posting of negative messages on bathroom walls, school walls, and classroom walls thus creating an atmosphere of distress to the point that a student or students are frightened to attend school or their classes. c. Verbal expressions, physical acts, gestures and antagonism intended to strike fear in students and school staff. d. Threatening notes, phone calls, and other means of electronic communication which indicate some form of retaliation. e. Aggressive behavior of an individual or group meant to use greater power by threatening and generally oppressing a targeted individual or group of individuals. f. Acts of intimidation that prevents students from engaging in the academic learning process. g. An action that targets a student or group of students and causes distress or suggests oppression based on race, color, religion, disability and beliefs as well as negatively impacts students’ ability to focus and perform academically. h. Physical aggression such as assault, kicking, punching, hitting and biting. i. Physical and aggressive gestures imitating an action to hit another person. Page 3 of 8 j. Extortion for lunch money or other student property. k. Teasing in such a manner as to impact a student’s emotional or academic functioning. l. Writing nasty notes on walls, paper, or other surfaces in an attempt to demean and defame a person’s character or integrity. m. Other behaviors meant to create a climate of fear and that affect the daily functioning of students on and off campus. n. Behaviors that cause or intend to cause social exclusion or isolation of another student; lies, false rumors and/or other behaviors that promote relational aggression. o. Having money or other things taken or damaged, or threatening and/or forcing others to engage in bullying behaviors. B. CYBERBULLYING 1. The use of any electronic communication device to harass, intimidate or bully as defined in 17 GCA Section 3112.1 (2). Cyberbullying is bullying through email, instant messaging, in a chat room, on a website, or through digital messages or images sent to a cell phone (Kowalski et al. 2008). Cyberbullying like traditional bullying involves an imbalance of power, aggression, and repetitive negative action. 2. Common forms of cyberbullying include but are not limited to the following: a. Harassment: Repeatedly sending offensive, rude and insulting messages. b. Denigration: “Dissing” someone online. Sending or posting cruel gossip or rumors about a person to damage his or her reputation or friendships. c. Flaming: Online fights using electronic messages with angry and vulgar language. d. Impersonation: Breaking into someone’s email or social networking account posing as that person and sending messages to make the person look bad, get that person into trouble or danger, or damage that person’s reputation or friendships. e. Outing and trickery: Sharing someone’s secrets or embarrassing information online. Tricking someone into revealing secrets or embarrassing information which is then shared online. f. Cyberstalking: repeatedly sending messages that include threats of harm or are highly intimidating; engaging in other online activities that make a person afraid for his or her safety. g. Exclusion: Intentionally excluding someone from an online group like a “buddy list” or a game. h. Trolling: Intentionally posting provocative messages about sensitive subjects to create conflict, upset people, and bait them into “flaming” or fighting. C. SEXTING 1. 9 GCA §28.100: a minor is guilty of an offense of Illegal Use of a Computer Telecommunications Device Involving a Minor, otherwise known as Sexting, if the Page 4 of 8 minor, by use of a computer or any telecommunications device, recklessly or knowingly creates, receives, exchanges, sends, disseminates, transmits or possesses a photograph, video, depiction or other material that shows himself or herself, or of another minor, in a state of nudity. 2. Common forms of sexting include but are not limited to the following: a. Electronically transmitting offensive, sexually explicit and/or inappropriate pictures, images or drawings that damage a student’s reputation, educational standing, social standing or that interferes with the educational mission of the school. b. Electronically transmitting offensive messages, postings, texts, instant messages and/or other forms of written communication that contain sexual content that interfere with the educational mission of the school. c. Electronically transmitting offensive music, sound bites, voices, noises or any recorded material that contain sexually explicit and/or inappropriate content that interfere with the educational mission of the school. D. SEXUAL HARASSMENT 1. Office of Civil Rights Title IX - Sexual harassment is defined as “unwelcome conduct of a sexual nature” that may include unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Sexual harassment also encompasses nonsexual conduct, provided the behavior is unwelcome, is based on sex or sexual stereotyping, and has the effect of interfering with a student’s ability to participate in or benefit from a school program. Sexual harassment of students is, therefore, a form of sex discrimination prohibited by Title IX. Sexual harassment may occur as a pattern of degrading sexual speech or action ranging from verbal or physical annoyances or distractions to deliberate intimidation and frank threats or sexual demands. Forms of sexual harassment may include but are not limited to the following: a. verbal, non-verbal and physical sexual behaviors b. coerced sex c. sexual jokes and innuendoes d. remarks about a person's body e. turning discussions inappropriately to sexual topics f. whistling or cat calls g. looking a person up and down or staring in a sexually suggestive manner h. invading someone's personal space or blocking her/his path i. sexually explicit visuals such as pin-ups j. suggestions of sexual intimacy k. repeated requests for dates l. unwanted letters, electronic mail or other computer communications m. unwanted gifts

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CHILDREN’S INTERNET PROTECTION ACT:INTERNET CONTENT FILTERING / SAFETY POLICY BOARD POLICY

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CHILDREN’S INTERNET PROTECTION ACT:INTERNET CONTENT FILTERING / SAFETY POLICY BOARD POLICY

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Internet Safety Instruction:
In accordance with CIPA, GDOE will provide, to students in Kindergarten through 12th Grade,
instruction designed to promote the proper and safe use of the internet. To be in compliance with
FCC regulations for CIPA and E-Rate, GDOE is required to provide students instruction in
appropriate online behavior, Social Networking and Cyber Bullying. Curricula for such a course
of study shall be age appropriate and developed according to the needs and abilities of students at
successive grade levels in order to provide awareness, skills, information and support to aid in
the safe usage of the internet.

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COVID Enrichment Activities.

Naval Administration of Guam, World War II AND Current EVENTS.
Objectives:
1. Students review Naval Administration of Guam.
Watch Naval Era Guam Leprosy Insular Patrol, Read Navy Governor's Executive Orders videos and General Orders with multiplce choice worksheet.
Complete graphic organizer to best of your abilityn (T-chart or spider web)  Share your new learning with a family member. Write a short reflection. I recommend keeping a COVID journal either online or in a notebook. This is a significant point in Guam's history. Your journal will help you remember and reflect upon this experience as you share with future generations how your family handled the global pandemic as a resident of Guam.

2. Review the  Character Education.post: The Art of Compassion. Reflect and share your readings and opinion with a family member or peer.

Upcoming
1. Basic WWII information and Guam.

2.Organic Act, Guam

5. Current Pandemic issues on economy and recovery from quarantine.

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When American troops joined the epic battle against the Japanese in World War II, a British journalist followed along, equipped with a movie camera, some rolls of color film, and a powerful friendship with General Douglas MacArthur. Follow the travels of war correspondent William Courtenay and his unrivaled reporting on the Pacific campaign and its great commander. Then witness his remarkable archival recordings, from multiple island attacks to the aftermath of the bombings of Nagasaki and Hiroshima.

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Footage of the Moment the Japanese Surrendered

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When American troops joined the epic battle against the Japanese in World War II, a British journalist followed along, equipped with a movie camera, some rolls of color film, and a powerful friendship with General Douglas MacArthur. Follow the travels of war correspondent William Courtenay and his unrivaled reporting on the Pacific campaign and its great commander.

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The Organic Act of Guam: A Stepping Stone Forward?

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The Organic Act of Guam: A Stepping Stone Forward?

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Great Pacific Garbage Patch - Ocean Pollution Awareness

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I. Take notes on 129-148
2. For each illustration 5 questions (8 illustrations)
3. Sketch a pirate theme image. Define 2 vocabulary related to piracy. Write a reflection on how pirates link to Guam History.
4. Current Events: Discussion and reading online on the Castle Doctrine Law of Guam.

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(Image: © Hawaii Department of Land and Natural Resources)

George the snail won't be leaving any more silvery trails in his wake. The 14-year-old champ - the last known snail of his species - died in captivity on New Year's Day, 2019, according to Hawaii's Department of Land and Natural Resources (DLNR).

George belonged to the species Achatinella apexfulva, the first of more than 750 land snail species that Western scientists described from the Hawaiian Islands. The snail was named for the Pinta Island Galapagos tortoise Lonesome George, who was also the last of his kind when he died in 2012.

A. apexfulva snails were once plentiful in the Ko'olau Mountains of Oahu. Because they lived at lower elevations than other snails and were easy to collect, A. apexfulva often ended up in Hawaiian leis, the DNLR said. [ Amazing Mollusks: Images of Strange & Slimy Snails]

In fact, the first mention of A. apexfulva dates to 1787, when Capt. George Dixon, an English explorer, landed at Oahu and received a lei with a beautiful snail shell on it, the DNLR said. These snails were so common, that 10,000 could easily be collected in just one day, 19th-century records suggest.

"Anything that is abundant in the forest is an integral part of it," Michael Hadfield, an invertebrate biologist who formerly directed the rare Hawaiian snail captive-breeding program, told National Geographic. For instance, Hawaii doesn't have any native earthworms, so it's largely up to land snails to decompose organic matter.

But A. apexfulva numbers plummeted over the decades, largely because of invasive species that gobbled them up, such as rats, Jackson's chameleons (Kenyan natives brought to Hawaii as pets) and the rosy wolfsnail, a predatory snail from Florida that was brought in the 1950s to eat agricultural pests. In other words, A. apexfulva was so tasty, it barely stood a chance.

So, in 1997, scientists scooped up the last 10 A. apexfulva found in the wild. These snails were taken to the University of Hawaii for captive breeding, but all of the offspring died, except for George.

And George, quite understandably, acted like a loner.

"For a snail, he was a little bit of a hermit," David Sischo, a wildlife biologist with the Hawaii Invertebrate Program, told NPR. "I very rarely saw him outside of his shell."

Snails are hermaphrodites, so George wasn't technically a male because "he" had both male and female reproductive organs. But A. apexfulva snails don't appear to mate without a partner, which George (unfortunately) did not possess.

In 2017, scientists snipped off a 0.07 inch (2 millimeters) piece of George's foot for research purposes. The still-living tissue is now stored in a deep-freeze container at San Diego's Frozen Zoo, but it remains to be seen whether some new technology, such as CRISPR, will be able to one day bring the snail back. As of now, the science isn't there yet, Sischo told WAMC, Northeast Public Radio.

George's death "is a significant loss to locals as he was featured in numerous articles and hundreds of school children have viewed him over the years," the DLNR said in its statement.

Hawaii's other land snails also face an uphill battle for survival, as climate change and invasive species affect the islands' fragile ecosystems.

"As we are all mourning George, I hold tighter the thought that hope still does exist for these native snails," Norine Yeung, the malcology (or study of molluscs) collection manager at the Bernice Pauahi Bishop Museum in Honolulu, where George's remains are now stored in ethanol, told National Geographic. "Please don't forget them."

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George the Snail, the Last and Loneliest of His Kind, Dies

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(Image: © Hawaii Department of Land and Natural Resources) George the snail won't be leaving any more silvery trails in his wake. The 14-year-old champ - the last known snail of his species - died in captivity on New Year's Day, 2019, according to Hawaii's Department of Land and Natural Resources (DLNR).

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Serianthes nelsonii is a tree species that is endemic to the Mariana Islands of Guam and Rota. Each island has its own unique local name for this plant. On the island of Guam, it is called håyun lågu, meaning "northern tree" or "foreign tree" (Figure 1), and in Rota, it is called trongkon guåfi or trongkon fi'a, meaning "fire tree".

In 1919, western Pacific botanist Elmer D. Merrill named S. nelsonii after Peter Nelson of the Guam Department of Agriculture, who originally brought the species to the attention of botanists. It is the tallest tree in the Marianas Islands, with the highest recorded tree reaching 40 meters. Since its discovery, S. nelsonii has been listed as a rare tree species because less than 150 individual trees have been documented.

Scientists recorded the known uses of S. nelsonii in 1991 as shade and timber. A possible reason for the lack of other cultural uses may be that the tree was never common enough for people to use often, or it was so heavily used that it was over-harvested early in the history of the islands and has never recovered. It is a beautiful tree with striking flowers and a large presence in the native forests, similar to the value of the giant redwoods in California.

Last tree standing on Guam

Today, there is only one naturally occurring S. nelsonii in Guam, located in Northwest Field, Andersen Air Force Base. In 1987, S. nelsonii was federally listed as endangered by the US Fish and Wildlife Service.

Håyun lågu belongs to the legume, or pea, family ( Fabaceae, subfamily Mimosoideae) and typically towers over the forest canopy. S. nelsonii was classified by Dr. Lynn Raulerson, former University of Guam Biology professor, as "a large tree that can reach a height of 36 meters and a diameter of 2 meters. Leaves are a dark glossy green color, twice pinnately compound, containing 10-20 pairs of pinnae each, and with 20-22 pairs of leaflets" (Figure 2).

The midrib of the leaf is hairy and rust- colored. The flowers grow in panicles from leaf axils, resembling a brush, due to their long pinkish filaments coming out of the center (Figure 3). Its fruits are 7 to 12 cm long and 2 to 2.5 cm wide, hairy, brownish pods that have a slight constriction between each of 1 to 7 seed(s). Seeds are shiny, dark brown, smooth, flat, and 10 x 8 mm in size (Figure 4).

More on Rota

Today, there are less than 50 wild individual trees in Rota and only one remains in Guam. All naturally occurring S. nelsonii trees in Rota and Guam are found on limestone-derived soils. Håyun lågu is found with other common limestone plant species such as Guamia mariannae, " paipai"; Ochrosia oppositifolia (formerly called Neisosperma), " fagot"; Macaranga thompsonii, " pengua"; Ochrosia mariannensis, " langiti"; Premna obtusifolia, " ahgao"; Psychotria mariana, " aplokhating"; and Pisonia grandis, " umumu ".

In Rota, these trees can be found growing on or near limestone cliffs from 150 to 420 meters in elevation, while trees in Guam grow from 120 to 175 meters elevation. The lone wild tree in Guam, in Northwest Field Andersen Air Force Base, is at an elevation of 150 meters. The tree was approximately 36 meters tall before a typhoon broke the main trunk. Today it is approximately 10 meters tall, but still growing.

A håyun lågu was observed growing at the base of Mt. Tenjo and Mt. Alutom, where soil is primarily of the savanna grassland type. However, this tree died of natural causes by the time of the initial listing of S. nelsonii.

The lone standing, mature tree on Guam is threatened by insects, ungulates, pathogens, typhoons, decreased number of pollinators and seed dispersers, and habitat loss due to human activity. Habitat loss is a critical issue for S. nelsonii because there are very few individuals remaining in the Marianas, and without its habitat conserving remaining trees and managing possible reintroductions is very challenging.

Pests are also a problem. Mealybugs, butterfly larvae, katydids, and seed weevils attack different parts of the plant. Mealybugs infest the leaves, roots, and shoot tips, and suck the juices out of the plant, leaving it in a weakened state.

The butterfly Eurema blanda lays its eggs on S. nelsonii leaves and the larva eat the leaves. Katydids lay their eggs in the stems of seedlings and small branches of the mature tree, causing structural damage to that area of the plant. Seed weevils burrow into the seedpod and damage the seeds, preventing them from being able to germinate. Pigs and deer disturb and destroy regenerating seedlings. The mature tree has large conks from a fungus called Ganoderma sp. that rots the wood.

Recovery plan in place

Measures are being taken to recover the species. In 1994, The US Fish and Wildlife Service established a recovery plan for S. nelsonii. One of the plan's main goals was to create four populations of 500 trees throughout the island. In order to increase the local population of S. nelsonii on Guam, propagation and out-planting of seedlings are necessary. Seeds are collected from the mature tree when available, and planted in a nursery where they are protected from pests (Figure 5).

After the trees reach a height of one meter or more they are planted in conservation areas around the island. Out planted trees are surrounded with netting to prevent E. blanda and katydids from laying their eggs on the trees (Figure 6). The trees are routinely watered and monitored for pests, to aid in establishment. The Rota Forestry Division has already established S. nelsonii in areas around Rota, and some of those trees are now producing seeds. This has proven that it is a viable conservation method and these methods may be viable for Guam as well.

There is a small amount of information on the history and growth cycle of S. nelsonii. Pollinators and seed dispersers of the species are unknown, although Mariana Fruit Bats were occasionally seen eating its flowers. Other research includes in vitro propagation and genetic analysis. The last mature tree growing on Guam may be genetically unique.

Due to a decline in its health and the many threats, it is valuable to keep vegetative parts of the mother tree alive in other areas. In vitro propagation involves taking meristematic tissues and cloning them in the lab. It is possible to produce hundreds or thousands of clones from a small piece of tissue. The protocol for this type of propagation is still being developed, but has had some success.

Rota is the only other island with S. nelsonii occurring naturally, and the question has been raised as to whether the Guam and Rota plants are genetically different. Genetic analysis of leaf samples from both islands is being conducted to determine if they are the same species or two unique species, and how closely related they are. Such studies will help to develop a better understanding of this species and its needs. From there, islands can efficiently introduce new individuals out into the field, slowly increasing the population in the wild.

Although this tree may be relatively unknown to the public, it is unique to Guam and Rota and should, therefore, be preserved. Through conservation practices this species can become more widespread on island and more visible to the public. In order to conserve this invaluable species, it is important to protect the last standing tree on Guam and its seedlings underneath it, collecting seeds and propagating them in a nursery, exploring alternative propagation methods, out planting nursery grown seedlings in different areas of the island, and conducting genetic research. All of these activities help build the knowledge for our unique håyun lågu. Successful conservation could possibly remove this species from the Endangered Species list.

About the authors

Gregorio "Goro" Borja III graduated from the University of Guam (UOG) with a Bachelor's degree in Tropical Agriculture and is currently a graduate student in the Sustainable Agriculture, Food, and Natural Resources (SAFNR) graduate program at UOG. He is a Project Associate with the Guam Plant Extinction Prevention Program.

Jonathan "Kawika" Davis is a graduate student in the Sustainable Agriculture, Food, and Natural Resources (SAFNR) graduate program at UOG. He is the Rare Plant Nursery Manager with the Guam Plant Extinction Prevention Program.

Mario Martinez is currently a graduate student in the Sustainable Agriculture, Food, and Natural Resources (SAFNR) graduate program at UOG. He works with the Guam Plant Extinction Prevention Program.

Editor's Note

These authors were beginning graduate students in 2018 taking a course in scientific writing at the University of Guam. This article was assigned to provide the student with practice in communicating science to non-scientists. The student chose the topicwhich is related either to their thesis project or work experience. The instructor in the course is Dr. Laurie Raymundo, a UOG Marine Laboratory faculty member.

For further reading

" Serianthes Nelsonii," Guam Plant Extinction Prevention Program. Retrieved 4 September 2018. http://www.gpepp.org/serianthes-nelsonii/

Raulerson, L., Rinehart, A., " Trees and Shrubs of the Northern Mariana Islands " CNMI: Coastal Resources Management, 1991.

Stone, B.C., The flora of Guam: a manual for the identification of the vascular plants of the Island, Micronesica 6:1-695, 1970.

US Fish and Wildlife Service, Recovery plan for Serianthes nelsonii, US Fish and Wildlife Service, Region 1, Portland, Oregon. 60 pp. 1994.

US Fish and Wildlife Service, Serianthes nelsonii (Hayun lagu) 5-year Review Summary and Evaluation, US Fish and Wildlife Service Pacific Islands Fish and Wildlife Office Honolulu, Hawaii, 2012.

Wiles, G. and Williams, E. , Serianthes nelsonii. The IUCN Red List of Threatened Species 2017, 2017. Retrieved 4 September 2018. http://www.iucnredlist.org/details/30437/0.

Wiles, G.J., Schreiner, I.H. Nafus, D., Jurgensen, L.K. and J.C. Manglona. The status, biology, and conservation of Serianthes nelsonii (Fabaceae), an endangered Micronesian tree, Biological Conservation 76:229-239, 1996.

# data[].attributes.attachment_link.description
Serianthes nelsonii is a tree species that is endemic to the Mariana Islands of Guam and Rota. Each island has its own unique local name for this plant. On the island of Guam, it is called håyun lågu, meaning "northern tree" or "foreign tree" (Figure 1), and in Rota, it is called trongkon guåfi or trongkon fi'a, meaning "fire tree".

# data[].attributes.attachment_link.readable_text
Serianthes nelsonii is a tree species that is endemic to the Mariana Islands of Guam and Rota. Each island has its own unique local name for this plant. On the island of Guam, it is called håyun lågu, meaning "northern tree" or "foreign tree" (Figure 1), and in Rota, it is called trongkon guåfi or trongkon fi'a, meaning "fire tree".

In 1919, western Pacific botanist Elmer D. Merrill named S. nelsonii after Peter Nelson of the Guam Department of Agriculture, who originally brought the species to the attention of botanists. It is the tallest tree in the Marianas Islands, with the highest recorded tree reaching 40 meters. Since its discovery, S. nelsonii has been listed as a rare tree species because less than 150 individual trees have been documented.

Scientists recorded the known uses of S. nelsonii in 1991 as shade and timber. A possible reason for the lack of other cultural uses may be that the tree was never common enough for people to use often, or it was so heavily used that it was over-harvested early in the history of the islands and has never recovered. It is a beautiful tree with striking flowers and a large presence in the native forests, similar to the value of the giant redwoods in California.

Last tree standing on Guam

Today, there is only one naturally occurring S. nelsonii in Guam, located in Northwest Field, Andersen Air Force Base. In 1987, S. nelsonii was federally listed as endangered by the US Fish and Wildlife Service.

Håyun lågu belongs to the legume, or pea, family ( Fabaceae, subfamily Mimosoideae) and typically towers over the forest canopy. S. nelsonii was classified by Dr. Lynn Raulerson, former University of Guam Biology professor, as "a large tree that can reach a height of 36 meters and a diameter of 2 meters. Leaves are a dark glossy green color, twice pinnately compound, containing 10-20 pairs of pinnae each, and with 20-22 pairs of leaflets" (Figure 2).

The midrib of the leaf is hairy and rust- colored. The flowers grow in panicles from leaf axils, resembling a brush, due to their long pinkish filaments coming out of the center (Figure 3). Its fruits are 7 to 12 cm long and 2 to 2.5 cm wide, hairy, brownish pods that have a slight constriction between each of 1 to 7 seed(s). Seeds are shiny, dark brown, smooth, flat, and 10 x 8 mm in size (Figure 4).

More on Rota

Today, there are less than 50 wild individual trees in Rota and only one remains in Guam. All naturally occurring S. nelsonii trees in Rota and Guam are found on limestone-derived soils. Håyun lågu is found with other common limestone plant species such as Guamia mariannae, " paipai"; Ochrosia oppositifolia (formerly called Neisosperma), " fagot"; Macaranga thompsonii, " pengua"; Ochrosia mariannensis, " langiti"; Premna obtusifolia, " ahgao"; Psychotria mariana, " aplokhating"; and Pisonia grandis, " umumu ".

In Rota, these trees can be found growing on or near limestone cliffs from 150 to 420 meters in elevation, while trees in Guam grow from 120 to 175 meters elevation. The lone wild tree in Guam, in Northwest Field Andersen Air Force Base, is at an elevation of 150 meters. The tree was approximately 36 meters tall before a typhoon broke the main trunk. Today it is approximately 10 meters tall, but still growing.

A håyun lågu was observed growing at the base of Mt. Tenjo and Mt. Alutom, where soil is primarily of the savanna grassland type. However, this tree died of natural causes by the time of the initial listing of S. nelsonii.

The lone standing, mature tree on Guam is threatened by insects, ungulates, pathogens, typhoons, decreased number of pollinators and seed dispersers, and habitat loss due to human activity. Habitat loss is a critical issue for S. nelsonii because there are very few individuals remaining in the Marianas, and without its habitat conserving remaining trees and managing possible reintroductions is very challenging.

Pests are also a problem. Mealybugs, butterfly larvae, katydids, and seed weevils attack different parts of the plant. Mealybugs infest the leaves, roots, and shoot tips, and suck the juices out of the plant, leaving it in a weakened state.

The butterfly Eurema blanda lays its eggs on S. nelsonii leaves and the larva eat the leaves. Katydids lay their eggs in the stems of seedlings and small branches of the mature tree, causing structural damage to that area of the plant. Seed weevils burrow into the seedpod and damage the seeds, preventing them from being able to germinate. Pigs and deer disturb and destroy regenerating seedlings. The mature tree has large conks from a fungus called Ganoderma sp. that rots the wood.

Recovery plan in place

Measures are being taken to recover the species. In 1994, The US Fish and Wildlife Service established a recovery plan for S. nelsonii. One of the plan's main goals was to create four populations of 500 trees throughout the island. In order to increase the local population of S. nelsonii on Guam, propagation and out-planting of seedlings are necessary. Seeds are collected from the mature tree when available, and planted in a nursery where they are protected from pests (Figure 5).

After the trees reach a height of one meter or more they are planted in conservation areas around the island. Out planted trees are surrounded with netting to prevent E. blanda and katydids from laying their eggs on the trees (Figure 6). The trees are routinely watered and monitored for pests, to aid in establishment. The Rota Forestry Division has already established S. nelsonii in areas around Rota, and some of those trees are now producing seeds. This has proven that it is a viable conservation method and these methods may be viable for Guam as well.

There is a small amount of information on the history and growth cycle of S. nelsonii. Pollinators and seed dispersers of the species are unknown, although Mariana Fruit Bats were occasionally seen eating its flowers. Other research includes in vitro propagation and genetic analysis. The last mature tree growing on Guam may be genetically unique.

Due to a decline in its health and the many threats, it is valuable to keep vegetative parts of the mother tree alive in other areas. In vitro propagation involves taking meristematic tissues and cloning them in the lab. It is possible to produce hundreds or thousands of clones from a small piece of tissue. The protocol for this type of propagation is still being developed, but has had some success.

Rota is the only other island with S. nelsonii occurring naturally, and the question has been raised as to whether the Guam and Rota plants are genetically different. Genetic analysis of leaf samples from both islands is being conducted to determine if they are the same species or two unique species, and how closely related they are. Such studies will help to develop a better understanding of this species and its needs. From there, islands can efficiently introduce new individuals out into the field, slowly increasing the population in the wild.

Although this tree may be relatively unknown to the public, it is unique to Guam and Rota and should, therefore, be preserved. Through conservation practices this species can become more widespread on island and more visible to the public. In order to conserve this invaluable species, it is important to protect the last standing tree on Guam and its seedlings underneath it, collecting seeds and propagating them in a nursery, exploring alternative propagation methods, out planting nursery grown seedlings in different areas of the island, and conducting genetic research. All of these activities help build the knowledge for our unique håyun lågu. Successful conservation could possibly remove this species from the Endangered Species list.

About the authors

Gregorio "Goro" Borja III graduated from the University of Guam (UOG) with a Bachelor's degree in Tropical Agriculture and is currently a graduate student in the Sustainable Agriculture, Food, and Natural Resources (SAFNR) graduate program at UOG. He is a Project Associate with the Guam Plant Extinction Prevention Program.

Jonathan "Kawika" Davis is a graduate student in the Sustainable Agriculture, Food, and Natural Resources (SAFNR) graduate program at UOG. He is the Rare Plant Nursery Manager with the Guam Plant Extinction Prevention Program.

Mario Martinez is currently a graduate student in the Sustainable Agriculture, Food, and Natural Resources (SAFNR) graduate program at UOG. He works with the Guam Plant Extinction Prevention Program.

Editor's Note

These authors were beginning graduate students in 2018 taking a course in scientific writing at the University of Guam. This article was assigned to provide the student with practice in communicating science to non-scientists. The student chose the topicwhich is related either to their thesis project or work experience. The instructor in the course is Dr. Laurie Raymundo, a UOG Marine Laboratory faculty member.

For further reading

" Serianthes Nelsonii," Guam Plant Extinction Prevention Program. Retrieved 4 September 2018. http://www.gpepp.org/serianthes-nelsonii/

Raulerson, L., Rinehart, A., " Trees and Shrubs of the Northern Mariana Islands " CNMI: Coastal Resources Management, 1991.

Stone, B.C., The flora of Guam: a manual for the identification of the vascular plants of the Island, Micronesica 6:1-695, 1970.

US Fish and Wildlife Service, Recovery plan for Serianthes nelsonii, US Fish and Wildlife Service, Region 1, Portland, Oregon. 60 pp. 1994.

US Fish and Wildlife Service, Serianthes nelsonii (Hayun lagu) 5-year Review Summary and Evaluation, US Fish and Wildlife Service Pacific Islands Fish and Wildlife Office Honolulu, Hawaii, 2012.

Wiles, G. and Williams, E. , Serianthes nelsonii. The IUCN Red List of Threatened Species 2017, 2017. Retrieved 4 September 2018. http://www.iucnredlist.org/details/30437/0.

Wiles, G.J., Schreiner, I.H. Nafus, D., Jurgensen, L.K. and J.C. Manglona. The status, biology, and conservation of Serianthes nelsonii (Fabaceae), an endangered Micronesian tree, Biological Conservation 76:229-239, 1996.

# data[].attributes.attachment_link.description
Serianthes nelsonii is a tree species that is endemic to the Mariana Islands of Guam and Rota. Each island has its own unique local name for this plant. On the island of Guam, it is called håyun lågu, meaning "northern tree" or "foreign tree" (Figure 1), and in Rota, it is called trongkon guåfi or trongkon fi'a, meaning "fire tree".

# data[].attributes.attachment_link.readable_text
Wildlife & Habitat

After World War II, the brown tree snake was accidentally introduced into Guam. With no natural predators and abundant prey, the snake population steadily grew and spread throughout the island. As the snakes dispersed, forest bird and fruit bat populations plummeted. By the late 1980s, 12 species of birds and the little Mariana fruit bat had disappeared from Guam. The Refuge provides habitat for the last remaining populations of the endangered Mariana fruit bat, Mariana crow, and the Serianthes nelsonii tree. The brown tree snake is considered the primary cause for the decline of native Guam bird species.

Birds

Mammals

Reptiles & Amphibians

Insects

Habitat

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Wildlife & Habitat - Guam - U.S. Fish and Wildlife Service

# data[].attributes.attachment_link.description
After World War II, the brown tree snake was accidentally introduced into Guam. With no natural predators and abundant prey, the snake population steadily grew and spread throughout the island. As the snakes dispersed, forest bird and fruit bat populations plummeted. By the late 1980s, 12 species of birds and the little Mariana fruit bat had disappeared from Guam.

# data[].attributes.attachment_link.readable_text
Wildlife & Habitat

After World War II, the brown tree snake was accidentally introduced into Guam. With no natural predators and abundant prey, the snake population steadily grew and spread throughout the island. As the snakes dispersed, forest bird and fruit bat populations plummeted. By the late 1980s, 12 species of birds and the little Mariana fruit bat had disappeared from Guam. The Refuge provides habitat for the last remaining populations of the endangered Mariana fruit bat, Mariana crow, and the Serianthes nelsonii tree. The brown tree snake is considered the primary cause for the decline of native Guam bird species.

Birds

Mammals

Reptiles & Amphibians

Insects

Habitat

# data[].attributes.attachment_link.title
Wildlife & Habitat - Guam - U.S. Fish and Wildlife Service

# data[].attributes.attachment_link.description
After World War II, the brown tree snake was accidentally introduced into Guam. With no natural predators and abundant prey, the snake population steadily grew and spread throughout the island. As the snakes dispersed, forest bird and fruit bat populations plummeted. By the late 1980s, 12 species of birds and the little Mariana fruit bat had disappeared from Guam.

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FEBRUARY and MARCH         Objectives: Pre War Guam and the Naval Administration of Guam.  Students will compare and contrast pre war Guam practices verses modern practices for marriage, Christmas, funerals. Attention to reciprocity, familial involvement, shared responsibilities of family,  church as center of the community. Current Events: Students will analyze different points of view on issues related to illegal immigration,  and deportation.Review Organic Act Guam------------------------- Military buildup of Guam and changing demographics of the island. Upcoming Students will be able to:recognize the historical periods within U.S. Naval Government recognize changes and challenges when communities shift from agricultural to urban communities. FEBRUARY    

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FEBRUARY and MARCH         Objectives: Pre War Guam and the Naval Administration of Guam.  Students will compare and contrast pre war Guam practices verses modern practices for marriage, Christmas, funerals. Attention to reciprocity, familial involvement, shared responsibilities of family,  church as center of the community. Current Events: Students will analyze different points of view on issues related to illegal immigration,  and deportation.Review Organic Act Guam------------------------- Military buildup of Guam and changing demographics of the island. Upcoming Students will be able to:recognize the historical periods within U.S. Naval Government recognize changes and challenges when communities shift from agricultural to urban communities. FEBRUARY    

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Organic Act of Guam.
Students will know the structure, contents of, historical importance of the Organic Act of Guam 1950.
Cooperative Tasks:
Graphic Organizers
Wall Posters
Audio Recordings
Summaries

Islas: Life in Old Guam
Module 8 pages 48-54.
Students will read three articles in Module 8, Create a mini poster with teacher set guidelines.

Title of text

Article, page number

Summary

Fun Facts. Did you know?

2 vocabulary defined

My advice to you.

(Give advice to the younger generation)

Target skills:
1. Citing sources.
2. Accurately summarizing main ideas.
3. Determine the meaning of terms in a sentence.
4. Using time productively.

Castle Doctrine, PLAY BY THE RULES.
Upcoming Class lectures:
A. Spanish American War
B. Organic Act of Guam
C. Castle Doctrine Act
D.  Immigration.

Products:
1. Color sheet and reflection on respect behaviors.
2. Castle Doctrine vocabulary defined, srenario, poster.
3. Play by the rules
THREE mini posters DID YOU KNOW?..
4. ORGANIC ACT

UPCOMING READINGS: Guam Under the Stars and Stripe

Topic: Stretching your sentences and increasing your awareness of the Index and Bibliography pages in your text.

I. USING THE INDEX
Students will find the page numbers for selected terms in the Index page of our text.

II. VOCABULARY REVIEW AND SENTENCE BUILDING
Given terms, students will practice stretching their sentences using WHO, DOING WHAT, WHEN, WHERE, WHY.

III. CITING SOURCES:
Students will list three books used in class using the format under the Bibliography page of our text.

IV.  ONLINE
Current Events:
Students will review H2B visa decision by the Federal Government on no more Filipino H2B workers in USA and how this impacts Guam. Students will review Stand Your Ground Law of Guam and how the changes may affect public safety.

UPcoming Chapter Readings
CH 8 Pirates & Treasure
Ch 9: Scientists & Explorers
Ch 10 : Whalers on Guam
Ch 11: Prisoners on Guam
Ch 12: Guam under the Stars and Stripes
Ch 13: A Year in Pre War Guam
Ch 14: Guam During World War II
Ch 15 A New Guam Is Born
Ch 16 Guam Builds for the Future
Bibliography

Index/330

Reminders:
Previous Sketches:
1) Mermaid
2) Turtles
3) Village Scenes
4) Shells

Sketches due:
1) George the Hawaiian Snail.
2) Whaling on Guam.
3) Pirates on Guam
4) Prisoners on Guam

Key Question: What is the history of Filipino laborers on Guam?
I. Readings in Guampedia on the FORZADO system.
II. Sketch an image related to prisoners.
III. Define 2 vocabulary terms.
IV,. Summarize new learning in a paragraph.
V. Create 2 questions on Filipino labor on Guam.\
VI. Handout: readings History of Filipino workers on Guam.

FORZADO SYSTEM
https://www.guampedia.com/forzado-system-and-the-mariana-islands/#Who_were_the_forzados

Key question: How will this impact the future of Guam? Where will Guam find the next labor pool?

Current Events; H2B decision to not allow Filipino H2 to enter USA on grounds of Overstaying and Human Trafficking

Key question: What is the value in preserving samples of plants, animals, and cultural artifacts for future generations?

Chapter 8 Pirates and Treasures
Chapter 9 Scientists and Explorers
Ch 10 Whalers
Ch 11 Prisoners,
Ch 12 Guam Under the Stars and Stripes.
Conservation  and Preservation.
Discussion of endangered species and impact of invasive species on Guam.

Sketches: Mermaids, Shells, Snails, Whales,
Pirate treasure map or parrot,

Filipino patriots: Mabini and Rizal readings.

Stand your ground Law / Castle doctrine.

Skills emphasized: Citing sources, taking notes, summarizing materials read, sketching, research.

Common Core State Standards:
9RLHS 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

HOG Standard: Culture. Students learn about the systems of beliefs, knowledge, values, traditions, of various cultures and how those aspects influence behavior.

I. Pirates: Take notes 129-148
II. For each illlustration create 5 questions.
III, Sketch a pirate theme icon. Define 2 terms related to piracy. Write a reflection on pirates on Guam.
IV. Current Events: Stand your ground.

Goal: Student will be able to retell relevant details of European explorers and scientists contribution to Guam's history.,

I.  Complete readings on Scientists and Explorers.
II. Sketch a shell. Research the uses of a shell. Write a summary on how island cultures use shells in daily life. Define two terms related to shells.
III. Copy Guam Hymn and Saina Latte songs.
IV. Research the now extinct Lonely George the snail from Hawaii Sketch George, write a reflection on his role in Hawaiian culture.

Whalers and Prisoners
I. Note take the chapter on whaling.
II. Sketch the sperm whale, write a short summary on whaling. Define two terms related to whaling. Keep in mind the questions 1.How do whales tie into the history of Guam? 2. Animal cruelty and whaling what is the connection?
III. Current Events: Catholic Church declares bankruptcy and National News the Furlough in 4th week.

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The warm tropical waters of the South Pacific are an important breeding ground for whales journeying from feeding grounds to mate and calve.

It is thought that 58 species of cetaceans (whales, dolphins, porpoises) exist in the Pacific. This includes the traditionally significant Sperm Whale and the largest extant mammal, the Blue Whale

WWF's involvement in protecting cetaceans to date has largely consisted of working with Pacific Island governments to declare their Exclusive Economic Zones (EEZ) as whale sanctuaries. WWF and partners in the South Pacific suceeded in creating in the largest whale sanctuary in the world, encompassing the EEZs of 11 South Pacific countries, the sanctuaries cover more than 30 million km ² of ocean, creating a global blueprint for whale conservation and the management of shared marine resources.

WWF has also worked on raising awareness of the status of whales with national stakeholders as a part of lobbying for the declaration of sanctuaries, and in lobbying Pacific Island Government members of the International Whaling Commission to vote for the non-resumption of commercial whaling at the commission's annual meetings.

WWF is now moving towards facilitating the development of management plans for these declared whale sanctuaries, research, and to build the capacity of national implementers to manage and monitor these protected areas. This work is being carried out in collaboration with organisations, including the Secretariat of the Pacific Regional Environment Programme, the Whale and Dolphin Conservation Society, the International Fund for Animal Welfare and the South Pacific Whale Research Consortium.

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The warm tropical waters of the South Pacific are an important breeding ground for whales journeying from feeding grounds to mate and calve. It is thought that 58 species of cetaceans (whales, dolphins, porpoises) exist in the Pacific.

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English Colonialism & Piracy from the Atlantic to the Pacific

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Joseph Keppler, a cartoonist working for Frank Leslie's Illustrated established Puck Magazine in 1876. The name of the magazine was taken from the elfin character in Shakespeare's Midsummer Night's Dream. Up until this time, American humorous journals had been modeled on Punch Magazine. However, Keppler refused to do this and created a different type of magazine. Each week the front-cover of the magazine featured a different cartoon. The centerfold and front and back covers were also in colour.

Puck started as a German-language weekly but an English version appeared the following year in March, 1877. The 16 page magazine sold for ten cents. For several years the English language magazine operated at a loss and was subsidized by the German version. However, circulation gradually increased and by the early 1880s Keppler was selling over 80,000 copies a week.

The drawing on the front page of Puck and the double-spread in the middle were political in character, while the one on the back cover usually dealt with social issues. Joseph Keppler had traditional views on the role of women and never tired of poking fun at those involved in the campaign for women's suffrage. Nor did he show much sympathy for the emerging trade union movement.

Joseph Keppler, Puck, (March, 1877)

At first Keppler drew all the cartoons for Puck. Later Keppler recruited several talented artists including Frederick Opper, James Wales, Livingston Hopkins, Eugene Zimmerman and Bernard Gillam. It has been argued that Keppler had a great influence on the artistic development of these cartoonists.

Keppler gave certain politicians a hard time in his magazine. Ulysses Grant was attacked for his drinking whereas Rutherford Hayes was criticised for his decision to ban drink from the table in the White House. It has been argued that Puck played a significant role in ensuring that Grover Cleveland defeated James Blaine in the 1884 presidential election. Bernard Gillam portrayed Blaine as the tattooed man. On Blaine's body was engraved details of charges of corruption made by his political past. Blaine threatened to sue but was persuaded by his political friends to back down.

Keppler also disapproved of religious hypocrisy. Puck included several cartoons that suggested that the accusations against the preacher, Henry War Beecher, were true. The magazine was also hostile to the Catholic Church and Leo XIII was portrayed unsympathetically after becoming the new pope in 1878. Joseph Pulitzer was another target and responded by trying to buy the magazine.

Joseph Keppler died in 1894 and the magazine was taken over by his son, Joseph Keppler Jr., who was also an cartoonist. Harry Leon Wilson became editor until being replaced in 1904 by John K. Bangs, the former editor of Harper's Weekly.

The magazine opposed Theodore Roosevelt and William Taft and supported Woodrow Wilson in 1912. Keppler belied that the United States should fully support the Allies during the First World War. This was reinforced by the employment of Louis Raemaekers who highlighted German atrocities that had been committed in Germany.

The magazine was purchased by William Randolph Hearst in 1917. The magazine became a fortnightly in 1917 and a monthly in March, 1918. This failed to increase sales and Hearst closed Puck in September, 1918.

(1) Brander Matthews, Scribner's Magazine (September, 1896)

At first Joseph Keppler did not care for politics. But he soon saw how great an influence might be wielded by the editor of a comic paper who would accompany the political cartoon with persuasive comment; and with the perception came a sense of his own responsibility. He began at once to reason out for himself the principles of political action. He did his own thinking in politics as in literature.

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Joseph Keppler, a cartoonist working for Frank Leslie's Illustrated established Puck Magazine in 1876. The name of the magazine was taken from the elfin character in Shakespeare's Midsummer Night's Dream. Up until this time, American humorous journals had been modeled on Punch Magazine .

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An excellent source of Primary Source documents in American History.

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Free to Use and Reuse: Native American Heritage Month

Selected images represent the historical experiences and achievements of indigenous peoples across North America. A formal celebration of Native American heritage occurs each year in the United States in November. Unless otherwise noted, the images here are from the Prints & Photographs Division.

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The world's largest library. View historic photos, maps, books and more. Contact experts for help with research. Plan a visit. Home of U.S. Copyright Office.

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Queen Liliokalani on a platter

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Cartoons American Imperialism

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SPANISH AMERICAN WAR

GUAM MUSEUM
http://guammuseum.org/
GUAM PEDIA READINGS
Source for class readings

Common Core State Standards:
9RLHS 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

HOG Standard: Culture. Students learn about the systems of beliefs, knowledge, values, traditions, of various cultures and how those aspects influence behavior.

Textbook: Guam, A History of Our Island.

Goal: Students will be able to retell the impact of Pirates on the economy of Guam.

Skills Focus:
1.Taking bullet point notes.
Goal: Given readings in Guam, A History of Our Island pages 114-128. Students will read, discuss, bullet point the positive contributions of the Jesuits to Guam.

Skill Focus:
1. Taking bullet points on the POSITIVE contributions of the Jesuits to Guam

Goal: Students will be able to retell the effects of the Spanish American War on the colony of Guam.

Students REVIEW the resources in the LIBRARY OF CONGRESS primary source documents.

Students will participate in Service Learning Activities.

Students will complete handout readings on reasons for and against American imperialism and expansion into the Philippines, Cuba, Guam, and eventually Hawaii..

Readings
1)  A Filipino Representative Appeals to the American People.  SOURCE: Galicano Apacible "A letter from the Filipino Junta" The Pubic 10 June
1899

2.  A Senator Speaks in Support of Empire Source: Congressional Record  56th Congress 1st Session, 9 Jan 1900, 704-712

3. William Jennings Bryan Speaks Against Imperialism Source:  Recorded in 1901; from Michigan State University, Earliest Voices: A Gallery from the Vincent Voice Library.

VOCABULARY
1. NATIONALIST
2. ANNEXATION
3. SELF-GOVERNMENT
4. LIBERAL
5. WAGE
6. HOSTILITIES
7. PROVINCES
8. ANARCHY
9. IMPERIALISM
10. EMPIRE
11. REPUBLIC
12. DERIVE
13. COLONIALISM
14. RACE QUESTIONS
15. SUBJECTS
16. ANNEX
17. RENOUNCE
18. TRUSTEE OF GOD
19. SURPLUS
20. SECURING
21. THE EAST
22. BARBAROUS
23. ANGLO-SAXON

Students will learn to critically analyze political cartoons, videos, advertisements and hidden messages embedded within the cartoons, videos, ads.

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Objectives

Students will discuss how images and symbols are combined by political cartoonists to convey ideas.

Students will analyze a political cartoon about U.S. imperialism in the 1890s.

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9–12.4.4 Comply with the GDOE Acceptable Use Policy.
9–12.4.2 Practice safe and responsible sharing of information and opinions online.

Standard 4: Digital Citizenship

Students demonstrate safe, legal, and ethical behavior when using technology to communicate or create a product.

9–12.4.1 Understand privacy issues and how data is made available and protect systems with firewalls, filtering systems, and antivirus programs.

9–12.4.2 Practice safe and responsible sharing of information and opinions online.

9–12.4.3 Follow protocols when accessing multiple digital communities (e.g., online lists and forums).

9–12.4.4 Comply with the GDOE Acceptable Use Policy.
9–12.4.5 Practice responsible and appropriate use of technology systems, software, and information and comply with copyright laws.

9–12.4.6 Assess and explain the connection between the emerging technologies and ethical and unethical uses and the impact on individuals, societies, and cultures.

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I. Spanish administration of Guam.
II. Spanish Landmarks of Guam.
III. Note taking (Cornell)
IV. Citing sources in research.
ART/SERVICE LEARNING
A. Decorate Room
B. Cranes for Peace
C. Stars for Hope
D. Rocks/Shells decoration
MUSIC
A. Hagu by Flora Baza Quan
B. Guam Hymn

I. POLITICAL CARTOONS
Using the Imperialism in Cartoons worksheet. Review with a partner a minimum of 3 political cartoons. Complete the worksheet, discuss your observations, share with the class.

https://herb.ashp.cuny.edu/items/show/655

https://herb.ashp.cuny.edu/items/show/626

https://herb.ashp.cuny.edu/items/show/647

https://herb.ashp.cuny.edu/items/show/646

II. SPANISH AMERICAN WAR

US IMPERIALISM,

Insular Cases, Territorial Clause,

First Guam Congress,

Second Guam Congress,

1933 Petition,

Leary Proclamation,

citizenship,

Hansen disease,

Baltazar J. Bordallo,

Francisco B. Leon Guerrero,

Richard P. Leary,

William Safford,

Henry Glass,

Roy C. Smith,

Willis Bradley

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Standard 1: Culture: Students learn abou the systems of beliefs, knowledge, values, and traditons of various cultures and how those aspects influence human behavior.
GH 1.1 Analyze patterns for preserving and transmitting culture including the following its function as it relates to customs, traditions, beliefs, language, values, and behavior. Cultural ethnocentrism. The reasons for and values of diversity and unity.

Standard 2: History
Students learn how human beings view themselves in and over time.
GH 2.1 Examine and interpret primary and secondary source documents.
GH 2.2 USe concepts such as time, chronology, causality, change, conflict, ad complexity to explain connnections and patterns of historical change and continuity.

GH 2.3 IDENTIFY AND DESCRIBE HISTORICAL PERIODS AND PATTERNS OF CHANGE DURING THE ERAS OF GUAM.

GH4.3 FORMUALTE AN INFOMRED CAREFULLY REASONED POSITION ON A COMMUNITY ISSUE.

9-12.1.1 PRODUCE ORIGINAL MEDIA PRODUCTS THAT INCORPORATE DIFFERENT CONTENT AREAS USING A COMBINATION OF TEXT, IMAGES, SOUND, MUSIC , VIDEO FOR PERSONAL OR GROUP EXPRESSION AND INCLUSION IN PORTFOLIOS.

CC -ELA - LITERACY RH 9-10.1 CITE SPECIFIC TEXTUAL EVIDENCE TO SUPPORT ANALYSIS OF PRIMARY AND SECONDARY SOURCES ATTENDING TO SUCH FEATURES  AS THE DATE AND ORIGIN OF THE INFOMRATION.

COMMON CORE STATE STANDARDS

CCSSLA - LITERACY RH 9-10.4 DETERMINE THE MEANING OF WORDS AND PHRASES AS USED IN TEXT, INCLUDING VOCABULARY DESCRIBING POLITICAL, SOCIAL OR ECONOMIC ASPECTS OF HISTORY/SOCIAL STUDIES.

CCSS ELA LITERACY SL 9-10-6. ADAPT SPEECH TO A VARIETY OF CONTEXTS AND TASKS, DEMONSTRATING COMMAND OF FORMAL ENGLISH WHEN INDICATED OR APPROPRIATE.

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What is BLACKBIRDING? What does BLACKBIRDING mean? BLACKBIRDING meaning, definition & explanation

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English Colonialism & Piracy from the Atlantic to the Pacific

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Grand Master Mau Piailug And His Star Compass

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Satawalese navigator Mau Piailug talks about the story of the first navigators

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Ministerio de Asuntos Exteriores, UE y Cooperación

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Ferdinand Magellan  - First Circumnavigation of the Earth

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Video in Spanish but has great images.

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The Life Story of Marco Polo in Under 3 Minutes

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This Incredible Animation Shows How Deep The Ocean Really Is

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Plate Tectonics for Kids - from www.makemegenius.com

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Gloria Asuncion Nelson: Miss Earth Guam Contestant #8 "INIFRESI"