ESSAY: How do families preserve culture? Interview and elder. Include a quote, name, date of your source. By date, I mean when did you interview the person. Reflction should be 1 to 2 pages long.

Vocabulary Practice:
1. 4 squares
2. Matching

Vocabulary Quiz

Class presentations






1st quarter STANDARD:
GH.3.3 Use ideas, theories, and modes of geology and geography to explain the formation of islands, including Guam, and the effects of plate tectonics.

Key Question.
1. How was Guam formed? What geologic forces came into play in the creation of Guam? What is plate tectonics?


I. Map Quiz Oceania.
II. Vocabulary: Plate tectonics, theory,  lithosphere, seismic, cite
Review of the theory of Plate Tectonics.
III.  Outline Ch 3,4,5
IV. Vocabulary
V. 1 page essay on Mau Piailug.
VI. Sketch a Proa.

Note:
The Vocabulary is done using 4 square and flash cards. Peer to Peer testing. Please use the vocabulary rubric as a reference.

STANDARD
GH.4.3 Formulate an informed, carefully reasoned position on a community issue.

Current Events - Citing sources and writing summaries.

Topics: Government Corruption, Criminal Law, Recent school disruptions.

Pacific Neighbors Text
Chapter 3,4, and 5. 

15. Theory
16. Lithosphere
17. Doldrums
18. El Nino
19 Global warming
20. Trade Winds
21. Tropical cyclones
22. Tropics
23. Typhoons
24. Australoids
25. Austronesians
26. Culture
27. Curretns
28.DNA
29. Lapita
30. Migration
31. Navigation
32. Compass
33. Course
34. Props
35. Dead Reckoning
36. Hull
37. Latitude
38. Longitude
39. Loran stations
40 navigation
41. North Star
43. Outrigger Canoe
44. Sextant
45. Swell
46. Wayfinder
47 Mau Piailug

Paper on Mau Piailug

VIDEO: Whalerider
Questions.
1. How did the young girl claim her right to be a chief?
2. Why was her grand father so resistant to change?
3. How do you reserve our islands cultures in the times of social and technological change?

2nd quarter standard
OCTOBER 23, 2019
STANDARD
GH.1.1 Analyze patterns for preserving and transmitting culture, including the following:

Goal: Increase vocabulary
Resources:
1. Dictionary
2. Ancient Chamorro Society - red text
3. Hale Ta - grey text
4. Online guampedia.com

Highlighted terms for number 1 are key terms to understanding the standard. Use a dictionary and define these key terms using the four square style. These terms are also to be discussed in groups attempt to put the standard into student friendly language.
1. culture, preserve, transmit, beliefs, language, tradition, values, behavior, ethnocentric, diversity, respect, unity.
2. values
3. cultural transmission
4. cultural diffusion.
5. assimilation
6. acculturation
7. custom
8 makahna - guampedia
9. reciprocity
10. chenchule -guampedia
11. ayudu-guampediaS
12. emmok-guampedia
13. ethnocentrismB
14. oral tradition
15. geneology
16. matrilineal
17. self subsistence
18. extended family
19. clann
20. kinship
21. maga lahi - guampedia
22. maga haga-guampedia
23. poksai - guampedia
24. guma uritao- guampedia
25. latte stone -guampedia
26. quarry
27. Ferdinand Magellan
28. MIguel Lopez de Legazpi
29. Marco Polo
30. San Vitores
31. Mariana de Austria
32. Hurao in Hale-ta and Guampedia
33. Ke'puha in Guampedia
34. Mata'pang in Guampedia
35. proclamation
36. colonization
37. martyr
38. Jesuits
39.Catholic
40. Mission
41.communicable disease
42.galleon
43.  Islas de los Velas Latinas
44. Islas de los Ladrones
45. Spanish-American War
46. Treaty of Paris 1898
47 Jones Act - How does the Jones Act drive prices of consumer goods on Guam? How does the Jones Act impact the USA?

Key question: Can you cite specific evidence from our readings OR videos  to show how the Ancient Chamorros were portrayed by the Spanish in sketches, writings, or maps?
Can you retell how the Ancient Chamorros reacted to Spanish colonization? What are your sources of the information?

Review on Youtube

Anne Hattori on Spanish colonization of Chamorro people.
https://youtu.be/RnFWMmYKblU
Land is Wealth to the Chamorros
https://youtu.be/KkOpJR6z3CM
Anne Hattori Guam Land Taking
https://youtu.be/yZ2fs3O2cIU
How Guam became a territory of the US.
https://youtu.be/bZP91Aout2Q

Guam's most isolated territory (Jones Act)

UNTOLD AMERICA

CHamorro values vs. Spanish values. Create a T Chart with reflIection.
II. Legends of Guam (Read, Sketch, Reflection)
Islas Text or online at Guampedia.com
III. Review Magellan's route to the Spice Islands.
IV. Read and create a 3 column graphic organizer on Marco Polo, Magellan and Legazpi. What did they contribute to history?

Film: related to Western Diet and how it is damaging to our health.Reflection
Forks over Knives
Fat Sick and Nearly Dead



I. Sirena - revisited art project and REFLECTION
II. Notes in Ancient Chamorro Society text: pages 85-89.
III. Discussion of the the differences between Ancient Chamorro and Spanish values. Discussion of American and Chamorro values.T Chart


Question: Stories reflect values, what Ancient Chamorro values are reflected in the Sirena legend?
Read and take notes pages 86-89.
Create a T Chart showing the Spanish and Ancient ChAMORRO vALUES


Communication Skills:
I. Standing Pair Review
Introductions
Expressions of Appreciation
Taking and Giving Compliments
Expressing Condolences
Names of Classmates
Reflection
Discussion.
Questions:
1. What qualities make a good Maga Lahe?
2. What are some basic beliefs of the Catholic Church?
3. What are some cultural practices of Ancient Chamorros related to ancestor worship, and raising young men and women, and social class?
4. When you compare the Spanish beliefs and Ancient Chamorro beliefs can you explain how the Spanish viewed the Ancient Chamorros? Where would you find this information? Could you create a T-chart comparing the two?
5. Review Dr. Ruby Payne's "HIdden Rules of Class", why would it be beneficial to learn how different classes use money, time, and view education?

Agenda: 
I. Maga Lahe Hurao. Read his speech. Take notes.
II. Ancient Chamorro Society page 181-183. Review the terms : Maga Lahe, Maga Haga, Urritao, Guma Urritao, Makahana.

a theory explaining the structure of the earth's crust and many associated phenomena as resulting from the interaction of rigid lithospheric plates which move slowly over the underlying mantle.)

I. RESPONSIBLE USE OF TECHNOLOGY, INTERNET SAFETY.

II. Student Survey - Handwritten repsonse.
Please number your paper 1 to 5 and respond to the questions below.
1. What is your gdoe student email?

Please obtain your gdoe account from the counseling office. All emails and responses will be via your gdoe email address.

2. Do you use internet at home?  Yes, or No?

3. Do you use a smartphone with data?
Yes or No?

3. Do you or have you used Google Docs for a class?

4.  Can you create a powerpoint?

5. Can you type up assigned work independently and email your document?

II. Take the Digital Citizenship Pre Test.  Online survey monkey.
ASSESSMENT: TAKE ONLINE SURVEY. SELF REFLECTION EXIT TICKET
https://forms.office.com/Pages/ResponsePage.aspx?id=ox7c-JYbmESv5ZobqRtqfjMh0kb8y5dPk0kuBFjHpR9UMk1XVk5XUFBPV1FVRUZIVDhaNE9HQklWQy4u
----------------------------------------
Essential Questions.

1. What is the value in particiapting in JFKHS School Routines to include standing and reciting the Pledge of Allegiiance, singing the Guam Hymn reciting the Inifresi, Benedison, and Kennedy Song at the start of the day?

2.  What is the value in knowing the history of  and details within the  Guam Seal? What is the value in preserving the history of Guam?

EXTENSION: Present a powerpoint on one activity you do to preserve your culture or traditions.
(Dance group, cooking with family...)

3. What is the value in knowing location and geography of Guam, and location of island neigbors and countries?

4. How are islands formed? What are basic features?
----------------------------

Activities:
I. Copy the lyrics of the Guam Hymn in English and Chamorro.

Ii. Guam Seal - Sketch, Read Article, Summarize, Select 2 terms and define.

Assessment: Sketch completed

2. Guam Village Map - Sketch, Label,  and Color the map of Guam. Include the Oceans and Seas.

Assessment: Quickwrite
Reflect on the map. How many villages have you visited?

3. Map of the Cultural Areas of the Pacific - Sketch and Label.

Assessment: Quickwrite
Reflect on the term Micronesia. What does this mean to you?

EXTENSION: Read Poem THE MICRONESIAN QUESTION by Kimberly Kihleng. Write a reflection.

5. Sirena - Read about her story online on Guampedia or in our text book. Using the cutout provided, create your own Sirena image. Write a brief summary of her story. Cite your information. Which text did you get your information from, what page? Who is the author of the text?

Assessment: Sirena completed.

6. Hidden Rules of Class by Dr. Ruby Payne - Demonstration, Discussion, Practice of appropriate behaviors.
Handshake practice
and drill. Emphasis on eye contact, square shoulders, hands out of pockets. Greeting multiple people appropriately with respectful language. Emphasis -  this is the tone of the class for the entire year in the use of respectful language with all interactions in class.

Practice respectful speech in Short 1 minute teacher prompted dialogs.

Assessment:
Active participation in dialogs.
Extension: Discussion
What message is Dr. Payne trying to get across with her chart?

7. Discussions: Being critical  consumers of digital media and responsible Digital Citizenship.

Assessment: Exit ticket
Write a brief reflection. 

8. Internet Safety and  Guam Laws.
View the Sex Offender Registry. Reinforce responsible safe use of the internet , existence of predators online and in the community, Guam laws related to Cyber crimes, sexting, bullying.

Assessment: Exit ticket
Write a brief reflection.

------------------------------
VOCABULARY CARDS.
Create one card for the term. One card for the meaning. Pair with 3 people practice spelling, meaning and matching the terms. Take the pre-test. Write out  short reflections on 5 themes discussed in class. This will be extended into a full one page essay with a graphic organizer. I recommend a spider chart or outline be completed prior to your write up, Attach the spider chart or outline with your paper.

Assessment:
Quiz
1 page essay linking how applying a  theme  now can help you in your future job.
(It can be a straight forward  informative essay or a much broader creative piece. Consult with me for extension ideas.
--------------------------------------
Key Question.
1. How was Guam formed? What geologic forces came into play in the creation of Guam and
Island Formation?

Pre-test : Spelling of terms. Pre-writing: Short quickwrites on major themes of the day.

        You can change the topic.
         Consult with me.
EMAIL me at rmsannicolas
Subject: Hafa Adai!
Attach your word document.

Review our padlet site. Watch the videos related to Volcanos and the Ocean.

ASSESSMENT:
email document to rmsannicolas@gdoe.net

Have fun and Thank you so much!


Sept 16 and 17
I. Read Chapter 2: Pacific Neighbors
2. Create vocabulary cards page 15.
atoll
continental island
continental shelf
coral
fertilizer
island
lagoon
limestone
ocean ridge
phosphate
raised coral island
reef
reef island
shelf
typhoon
volcanic island
3. Sketch: Sea mount page 13

September 27,2019
I, Current events: Select 3 articles to review from the PDN or Guam Post.
Cite your source.
Incldue the author, title of the article, which publication PDN or Guam Post, and year, month and date.
Include one quote,
Draft a KWL
Then write a short reflection.

Review Lock Down Procedures and Protocols,

Continue with Chapter 2 readings.


------------------------------------------------

   

Chapter 2:
1. The Islands of Oceania. 
2. Sketch page 13.
3. Vocabulary page 15.
Chapter 3 and 4 Tropical Pacific Weather
1. Notes pages 16 - 27.
2. Sketch 21 Migration
3. Vocab  pg. 19-27.

ISLAS: by Roque Estaquio
Module 7
1. Fiesta time page 40
2. Pagat page 43
3. Samson and the Zori
Module 8
1. A year in old Guam
2. A year in old Guam
3. How Anansi Built a Rainbow
4. A year in old Guam
Module 9
1. The Roofing Party pg 55
2. Red Rice pg 56
3. Means of Securing Livelihood pg 58.
Module 10
1. The Chamorro Funeral 
2. The Chamorro Funeral The Bela pg. 67
Module 11
1. Personal and Domestic Economy pg70
2. A year in Old Guam
3. Eskabeche pg. 76.
Module 12
1. Capture and Surrender
2. Means of Communication pg. 78
3. Impanada pg. 81
Module 13
1. Proclamation of Richard P. Leary Naval Governor of Guam pg. 83.
2. General Orders Issued by the Naval Governor of Guam 1899 -1901 pg. 85
Module 14
1. General Orders Issued
Naval Governor of Guam 1899 - 1900 pg. 90.
2. General Orders Issued by the Naval Governor of Guam 1899 - 1900 pg. 93.
Module 15
1. An Island in Agony: Eight of Dec pg. 97.
2. An Island in Agony: The Surrender pg. 99.
3. An Island in Agony: The Months After pg. 101
4. An Island in Agony: Japanization of Guam pg. 102.
5. Song of Hope A Song of Faith pg. 104.
Module 16
1. A Visit with the Coast Guard on Ulithi pg. 106.
2. How the island of Fais came about pg. 109
Module 17
Typhoon Omar pg. 112
The Mission Guam pg. 115
Module 18
1. Reintegration of the Marianas Isles pg. 120.
2. Legislators Seek Marianas Expect Plebiscite pg. 122
Module 19.
1. Week if our sons have died in Vain pg. 129.
2. Raft Adventures pg. 132
Module 20
1. What have I done to offend the Honarable Judge pg136.
2. Compact Impact - The office of Insular Affairs pg. 140.
3. Crimes and Corrections pg. 142
Day 5
Module 21
1. Guam's Political Destiny pg. 144
2. General Provisions
Organic Act of Guam pg. 146
Organic Act of Guam pg. 147
Module 22
1. Winning Ways: Pre Requisites pg. 157
2. Winning Ways: Financing the Campaign pg. 160.
3. Executive Branch Organic Act of Guam pg. 163.
Module 24
1. Approval of Bills
Organic Act of Guam pg. 165
2. Cockfight Democracy pg. 168
3. Block Voting System pg. 171
Module 25
1. Changing Guam: What does the Future hold pg. 172, 174, 176

(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. 

Objective: Intrinsic retrospective analysis 

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

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.