Grade: 6-12Subject:
English Language Arts, U.S. HistoryNumber
of Activities: 4
Good Americans (1950 – 1960s). This lesson provides an overview of
Hawaiʻi’s history as a kingdom, the development of the plantation
economy in the 19th century, and the shift to statehood in the 20th
century. Since the overthrow of the Hawaiian monarchy in 1893, Native
Hawaiians have been seeking sovereignty from the United States. And
with the gradual influx of Asian immigrants to the island as laborers to
work on sugar plantations, Native Hawaiians have seen their island’s
population change, and with it, a shift in the economic and political
dynamics between the indigenous people and Asian Americans.
Students will learn about:
-
The history of Hawaiʻi before it became the fiftieth state of the
United States in 1959.
-
The shared experiences of immigrant plantation workers in Hawaiʻi that
led to a mixed local culture and the growing political influence of
Asian Americans.
-
Different points of view regarding Hawaiian statehood by Asian
Americans and Native Hawaiians.
- The Akaka Bill.
-
Current events regarding Native Hawaiians’ fight to protect their
sacred land.
-
Challenges faced by Native Hawaiians in fighting for independence and
to save their land.
"Hawaiʻi" throughout this lesson is punctuated by the ʻokina (like an upside-down, mirrored apostrophe), an official consonant in the Hawaiian language that represents a glottal stop. Accordingly, Hawaiʻi is pronounced as"ha-wai-ee" instead of "ha-why." In addition to showing how Hawaiian words should be pronounced, the ʻokina is symbolic of the way Hawaiian language and culture has been preserved by not reverting to or using Anglicized pronunciations of Hawaiian words and names. Instances in which Hawaiʻi is not punctuated with the ʻokina in the lesson are a result of the lack of this punctuation in official titles (e.g. Hawaii Admissions Act and Hawaii Democratic Revolution).
Before Hawai
ʻi became the fiftieth state of the United States, it was an
independent kingdom. Its distinct culture had emerged on an
archipelago
in the Pacific Ocean by the 12th century with multiple kingdoms across
islands. The civilization remained isolated until 1778 when British
explorer James Cook arrived. In 1795, King Kamehameha I consolidated
rule over the islands and started the unified Kingdom of Hawai
ʻi.
Since 1893, Native Hawaiians have been seeking sovereignty when their
monarch, Queen Liliuokalani, was overthrown in a coup by American sugar
planters and the threat of U.S. military force. In 1898, the island was
annexed as a U.S. territory. Although recognized by the United Nations
in 1946 as a non-self-governing nation, the Admission Act (Hawai
ʻi
Statehood) in 1959 removed Hawai
ʻi from that registry, hindering the
international recognition of the Native Hawaiian
sovereignty movement.
Today’s Hawaiian population is comprised of not only Native Hawaiians,
but also Chinese, Portuguese, Japanese, Filipinos, and Pacific
Islanders. This however was not always the case.
During the 19th Century, Americans and Europeans saw the profit
potential in the island nation’s sugar cane
plantations and hired
contract laborers from Asia due to the lack of native labor. The first
Chinese contract laborers arrived in 1852, followed by the Japanese in
1885. In 1890, the Chinese and Japanese made up a third of the
population. Concerned American colonizers and Native Hawaiians
established a commission in 1894 to investigate the growing Chinese and
Japanese population, concluding that although the growing Asian
population was not good for the island their labor was nevertheless
necessary. By 1900, Asian Americans were 65% of the population, while
Native Hawaiians shrank to just 24%.
By the 20th Century, Asian Americans became a majority of the
population, while the white (“
haole”) population became the minority.
This shift in the population gave rise to the political influence of
Asian Americans, including the island-wide strikes of the Hawaii
Democratic Revolution of 1954 which led to the overthrow of white
minority rule, better working conditions and statehood. Compared to
Asian Americans however, Native Hawaiians suffer from lower income,
higher poverty, incarceration, and high school dropout rates or don't
attend college. Due to their limited access to land, they are
disenfranchised economically and socially.
The Native Hawaiian sovereignty movement continues to seek to reclaim
the lost land and culture of the native people. In 1921, the Hawaiian
Homes Commission Act allowed the
homesteading for people of 50% or more
Hawaiian ancestry.
In 1993, President Bill Clinton signed the Apology Resolution, admitting
the United States’ responsibility in the overthrow of the monarchy and
that the native people did not directly relinquish their land. However,
in 2009, the U.S. Supreme Court ruled that several clauses in the
Apology had no binding legal effect in terms of land claims by Native
Hawaiians.
From 2000 to 2009, Senator Daniel Akaka proposed a series of bills, the
Native Hawaiian Government Reorganization Act (Akaka Bill), to gain U.S.
federal recognition of indigenous Hawaiians similar to Native
Americans.
Works Cited
- Archipelago: a group of islands1
-
Haole: someone not descended from the aboriginal Polynesian
inhabitants of Hawaiʻi; and used to describe white people, whether or
not they are Hawaiian-born2
-
Homesteading: obtaining ownership of government land, based on
legislative action that promoted the settlement and development of
that land3
-
Plantation: large agricultural property dedicated to planting a
few crops on a large scale4
-
Sovereignty: freedom from external control; the ability to rule
over oneself without outside interference5
-
How did social, political, and economic factors lead to a rise in
immigrants from Asia to Hawaiʻi?
-
Why were immigrants from different countries able to work together,
both in the fields and in workers’ rights movements?
-
How did the passage of the Hawaii Admission Act impact Asian Americans
and Native Hawaiians differently?
-
How did the labor movement lead to a “political revolution” in 1954?
-
What are the benefits and disadvantages of the Akaka Bill to the
ongoing Native Hawaiian sovereignty movement?
Activity 1: Native Hawaiian History
Students will learn about Hawai
ʻi’s history in order to understand the
social and political implications to the island’s indigenous and foreign
population and later becoming a state of the U.S.
Distribute the
Native Hawaiian History Timeline Activity
handout. Explain to students:
-
Use the dates at the bottom of the handout. Enter a date to a
corresponding historical event in the Date/Time Period column.
-
Show the
Native Hawaiian History Timeline Activity
slides which are also available in
PDF. For slides
use sorter mode for students to see all eight images on one screen.
- Ask students to enter the image # in the Image Number column.
-
Once the timeline is complete and checked for accuracy
Native Hawaiian History Timeline Activity Answer Key
: Image Number order: 4, 6, 3, 1, 5, 8, 2, 7
After the class has completed the timeline, discuss the following
questions:
-
What impact did European and American relations have on the Kingdom
of Hawaiʻi?
-
How did social, political, and economic factors lead to a rise of
immigrants from Asia to Hawaiʻi?
-
Why did plantation owners hire laborers from different countries
instead of one place?
-
Why were immigrants from different countries able to work together,
both in the fields and in workers’ rights movements?
Activity 2: Hawaiian Statehood
In 1959, the Hawaii Admissions Act established Hawai
ʻi as the fiftieth
state of the United States. Although the shift to statehood was a huge
boon to the political progress of Asian Americans on the island, it
simultaneously complicated the chances of sovereignty for Native
Hawaiians. Divide students into groups of three to four and have them
conduct research on the following labor movement events:
-
Hawaiian Sugar Strike of 1946 – What happened and why? What was the
result?
-
Hawaii Democratic Revolution of 1959 – What happened and why? What
was the result?
Groups will conduct research on the Hawaii Admissions Act ballot
vote, including support and opposition by different demographic groups
on the island using the below fact sheet and other sources. Students
will analyze the issues that matter to each of these groups.
Fact Sheet
-
Japanese, Filipino, Chinese, Korean, and Mixed Asian groups would
benefit from statehood. As descendants of immigrant laborers, many
of whom are laborers themselves, they want to ensure they have
representation on the U.S. federal level to protect the workers with
rights they have been fighting for.
-
Puerto Rican laborers, who came to Hawaiʻi after Puerto Rico’s own
sugar plantation industry was affected by two hurricanes in 1899,
would benefit from statehood for similar reasons as stated above,
but with the added caveat that while Puerto Rico was also a U.S.
territory, it was not being considered for statehood. And so
achieving statehood in Hawaiʻi would grant Puerto Ricans more
political representation than they would receive elsewhere.
-
Caucasians are split. Many see statehood as a way to improve foreign
relations within Asia, where Communism was on the rise. So a
stronger American presence in the Pacific would benefit the U.S.
Additionally, granting Hawaiʻi statehood would challenge the
accusations of colonialism in a post-colonial world. However, some
would see the possibility of more non-white members of Congress as a
disruption of the status quo, which mainly benefits white citizens.
-
Native Hawaiians would generally not benefit from statehood, as
they see the overthrow of the Hawaiian monarchy as illegal, and,
thus, U.S. annexation should be seen as illegal, too. Statehood
would solidify America’s control over the islands. Native Hawaiians
preferred an option to vote for “Independence” on the ballot, but
there was none provided.
As a whole class, have a discussion on the following questions:
-
What was the Hawaiian Sugar Strike of 1946, and how did it lead to
multi-ethnic worker solidarity?
-
What was the Hawaii Democratic Revolution of 1954, and how did it
lead to Hawaiian statehood?
- How would Hawaiian statehood assist America in the Cold War?
-
How did the passage of the Hawaii Admission Act impact Asian
Americans?
-
How did the passage of the Hawaii Admission Act impact Native
Hawaiians and their struggle for sovereignty?
Since the last sovereign Hawaiian government was overthrown by American
businessmen in the late 19th century, native Hawaiians have been denied
the right to self-determination. Beginning in 2000, Senator Daniel
Akaka, the first U.S. Senator of Native Hawaiian ancestry, has proposed
various versions of what is now the Native Hawaiian Government
Reorganization Act of 2009, more commonly known as the Akaka Bill. The
bill would give Native Hawaiian recognition by the federal government,
similar to an Indigenous American tribe, and provide for negotiations
between the United States and the proposed new Hawaiian government
entity. If passed, the bill could give Native Hawaiians a legal means
to fight for their rights and sovereignty.
Assign students to research the Akaka Bill to discuss the benefits and
disadvantages of the bill, as seen from the point of view of Native
Hawaiians. Students will answer the following questions for a whole
class discussion:
- In your own words, what is the goal of the Akaka Bill?
-
How is the bill a response to events you learned about in Hawaiian
history?
-
What connections can you make between the political progress made by
Asian Americans and Native Hawaiians in the 1950s and ‘60s, and the
Akaka Bill (2000-2009) today?
- What are some arguments for passing the Akaka Bill?
- What are the arguments against passing the Akaka Bill?
-
Do you think it is possible for the U.S. to one day recognize a Native
Hawaiian government? Why or why not?
Extension Activity: Protecting Sacred
Land
In 2019, Native Hawaiian advocacy groups and people made headlines by protesting
the construction of the Thirty Meter Telescope on Mauna Kea, a dormant
volcano considered to be sacred in Hawaiian religion and culture. The
summit was chosen for its ideal location for capturing images from deep
space. The protests at Mauna Kea are an extension of the continued
contention between the native Hawaiian population and the U.S. government
over the legitimacy of the overthrow of Hawaiʻi's monarchy and its
annexation.
Students will conduct research on the Protect Mauna Kea movement by
Native Hawaiians, and answer the following questions for a whole class
discussion:
-
Why is Mauna Kea an ideal spot for an astronomical research center?
-
Why are Hawaiians protesting the construction of the Thirty Meter
Telescope?
-
How might this protest be related to the struggle for Native Hawaiian
rights?
-
How does this event connect to the larger themes of this lesson, such
as sovereignty or political power?
Schmitt, Robert C. Historical Statistics of Hawaii. Honolulu,
Hawaiʻi: University Press of Hawaii, 1977.
Takaki, Ronald.
A Different Mirror: A History of Multicultural America (Revised
Edition). New York: Back BayBooks, 2008.
Wilmshurst, Janet M., et al. “High-Precision Radiocarbon Dating Shows
Recent and Rapid Initial Human Colonization of East Polynesia.” PNAS,
National Academy of Sciences, 1 Feb. 2011. Web, Accessed August 24,
2020.
https://www.pnas.org/content/108/5/1815.full
California Common Core Standards Addressed
National Standards for History:
U.S. History Grades 5-12 6.2A.2
Trace patterns of immigrant settlement in different regions of the
country and how new immigrants helped produce a composite American
culture that transcended group boundaries. [Reconstruct patterns of
historical succession and duration]
U.S. History Grades 5-12 6.2A.3
Assess the challenges, opportunities, and contributions of different
immigrant groups. [Examine historical perspectives]
U.S. History Grades 5-12 6.2B.1
Analyze the scientific theories of race and their application to society
and politics. [Examine the influence of ideas]
U.S. History Grades 5-12 6.2B.4
Analyze the arguments and methods by which various minority groups
sought to acquire equal rights and opportunities guaranteed in the
nation's charter documents. [Identify issues and problems in the past]
U.S. History Grades 5-12 6.3B.2
Explain the ways in which management in different regions and industries
responded to labor organizing workers. [Formulate historical questions]
U.S. History Grades 5-12 6.4B.2
Describe how geopolitics, economic interests, racial ideology,
missionary zeal, nationalism, and domestic tensions combined to create
an expansionist foreign policy. [Analyze cause-and-effect relationships]
College- and Career-Readiness Anchor Standards:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.7
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2
Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.4
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Grades 6-8:
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and
secondary sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social
studies.
CCSS.ELA-Literacy.RI.6.7
Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
CCSS.ELA-Literacy.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of
the text, analyzing each medium’s portrayal of the subject (e.g., how
the delivery of a speech affects the impact of the words).
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the
same topic.
CCSS.ELA-Literacy.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts
in the grades 6–8 text complexity band independently and proficiently.
CCSS.ELA-Literacy.W.6-8.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content.
CCSS.ELA-Literacy.W.6-8.2.b
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
CCSS.ELA-Literacy.W.6-8.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.6.7
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
CCSS.ELA-Literacy.W.7-8.7
Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further
research and investigation.
CCSS.ELA-Literacy.SL.6-8.1
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 6-8 topics,
texts, and issues, building on others’ ideas and expressing their own
clearly.
CCSS.ELA-Literacy.SL.6-8.1.a
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.6-8.1.c
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.
CCSS.ELA-Literacy.SL.6-8.1.d
Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
CCSS.ELA-Literacy.SL.6-8.2
Interpret information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a
topic, text, or issue under study.
CCSS.ELA-Literacy.SL.6-8.4
Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
CCSS.ELA-Literacy.L.6-8.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Grades 9-10:
CCSS.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 information.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop
over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects
of history/social studies.
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a
person’s life story in both print and multimedia), determining which
details are emphasized in each account.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and
secondary sources.
CCSS.ELA-Literacy.RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts
in the grades 9–10 text complexity band independently and proficiently.
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.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
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.9-10.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
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.9-10.1.a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate
the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of
the evidence and reasoning presented.
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.L.9-10.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Grades 11-12:
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including analyzing how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison defines faction in
Federalist No. 10).
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary,
into a coherent understanding of an idea or event, noting discrepancies
among sources.
CCSS.ELA-Literacy.RH.11-12.10
By the end of grade 12, read and comprehend history/social studies texts
in the grades 11-CCR text complexity band independently and
proficiently.
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.11-12.2.b
Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge
of the topic.
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.W.11-12.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
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.11-12.1.a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information
or research is required to deepen the investigation or complete the
task.
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.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.