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The Annexation of Hawaii featuring Joseph Kekuku

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TeachRock

Stevens, John L, W. B Oleson, and Nellie M Stevens. Picturesque Hawaii; a charming description of her unique history, strange people, exquisite climate, wondrous volcanoes, luxurious productions, beautiful cities, corrupt monarchy, recent revolution and provisional government. Philadelphia, Hubbard Publishing Co, 1894. Pdf. https://www.loc.gov/item/05012619/.

Subject Social Studies — Native Americans, US History

Grade Level Grades 9-12

Resource Type Handout, Lesson Plan

Standards Alignment

Civic Life (C3) Framework for State Social Studies Standards, Common Core State Standards, State-specific

License

Attribution Non-commercial NoDerivative

CC (BY-NC-ND)

About This Lesson

In this lesson, students will examine the history behind the annexation of Hawaii, and how that history impacted Joseph Kekuku, the inventor of the Hawaiian steel guitar who helped make slide guitar playing a foundational sound in U.S. popular music. To discover this history and Kekuku’s contributions to American music, students will analyze primary sources such as testimonials, speeches, and news articles, as well as listen to excerpts of the podcast, Asian American History 101.

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Files

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EDBRAIN IT

EdBrAIn uses AI to customize lesson resources for your students’ needs.

The Annexation of Hawaii featuring Joseph Kekuku_Lesson.pdf

Lesson Plan

September 30, 2025

486.65 KB

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EDBRAIN IT

EdBrAIn uses AI to customize lesson resources for your students’ needs.

Hawaiian Annexation Graphic Organizer_V2.pdf

Handout

September 30, 2025

1.56 MB

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EDBRAIN IT

EdBrAIn uses AI to customize lesson resources for your students’ needs.

Hawaiian Annexation Graphic Organizer Teacher's Guide.pdf

Handout

September 30, 2025

1.34 MB

External resources

https://teachrock.org/lesson/the-annexation-of-hawaii-featur...

Website

Standards

D2.Geo.11.9-12

Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.

D2.Geo.2.9-12

Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.

D2.His.1.9-12

Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

D2.His.15.9-12

Distinguish between long-term causes and triggering events in developing a historical argument.

3.US2.30

Analyze the history, culture and government structure of at least two countries prior to American intervention (e.g., Hawaii, the Philippines, Puerto Rico).

3.US2.31

Analyze the domestic debates and decisions regarding foreign intervention and the United States’ emergence as an imperial power (e.g., the Spanish-American War, Philippine-American War, intervention in Latin America, the annexation of Hawaii).

3.US2.32

Analyze reasons for and efforts of different nations to maintain or regain economic and political freedoms following American intervention using primary sources from the perspective of native communities (e.g., Hawaiians, Filipinos).

3.US2.33

Evaluate the role of mass media, sensationalism, white supremacy and propaganda in promoting American imperialism.

USI.T7.5.b

the influence of the United States in Hawaii leading to annexation (1898)

US.His.4.b

Analyze how economic and cultural hegemony influenced American perspectives of imperialism at the end of the 19th century (e.g., Cuba, Puerto Rico, Spanish-American War, Annexation of Hawaii and Philippines, dispossession of Latino American lands in the American West).

6.1.12.EconGE.6.a

Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.

CCSS.ELA-Literacy.RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.9-10.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-Literacy.RI.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RI.11-12.2

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.11-12.3

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

1-A.1

Compare and contrast the relationships over time of Native American tribes in New Mexico with other cultures;

CCSS.ELA-Literacy.W.9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.2

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.