Kamehameha High School

KAMEHAMEHA HIGH SCHOOL SOCIAL STUDIES DEPARTMENT SCHOOL YEAR 2010-2011

COURSE SUMMARY HONORS HAWAIIAN HISTORY

KUMU `UMI PERKINS

OVERVIEW

A wide array of actions and events from the distant and more recent past have shaped the world before us, your experiences in this context, and the person you have become. The goal of history is to understand the cumulative connections between the past and the current context. Understanding the particular stream of events affecting our kuläiwi (native homeland) of Hawai‘i and Känaka Maoli (Native Hawaiian people) is the goal of this Hawaiian History course. The course begins with a brief survey of ancient pre-contact Hawaiian history. The primary focus of this course, however, involves the period beginning with the rise of Kamehameha Pai‘ea, continuing through the monarchy period, and ending with our contemporary setting.

Integration of Technology Kamehameha Schools provides access to many technological tools to enhance the teaching and learning process such as laptops, online resources, BlackBoard, probes, etc. We support the integration of technology as a critical component in preparing students to thrive in our global society. As appropriate to each course, teachers will provide further classroom expectations and guidelines as to the extent technology (e.g. laptops, websites, BlackBoard, etc) will be utilized for research, instruction, assessment, and communication purposes.

EXPECTATIONS FOR HONORS SECTIONS

Four components of the Honors Hawaiian History course differentiate it from a regular Hawaiian History course: 1. Course content: As a whole, the same general content will be covered in the regular and honors sections. However, honors students will delve more deeply into concepts and topics. In most cases students are expected to provide more supporting data for concepts than is required in a regular section. Students are also required to process information in more sophisticated ways. For instance, while a regular section might be asked to explain why an event occurred and how it affected a later scenario, an honors section would be asked to evaluate why the actors involved in that event did not select a given alternate course of action. Such higher levels of information processing expected of honors students will be reflected in tests and assignments. 2. Reading assignments: The honors sections are college preparatory courses in the sense that the reading assignments are considerable in length and depth compared to the regular sections. Students are expected to grasp both the overall content and the specific dates and details within the readings. HwnHisHonPerkins.doc 4/4/2018 p.1 3. Writing assignments: To receive an honors recommendation, students should have displayed a high level of writing ability. As such, lessons involving writing skills should move fairly quickly in honors sections. Honors students will also be held to a higher standard in terms of the level of writing skills that must be displayed to earn a given letter grade on writing assignments. More opportunities for students to hone their writing skills will also be provided in honors sections. 4. Class participation: Contributing thoughtful and articulate ideas to class discussions is a skill that all honors students will be encouraged to practice. Students will be expected to engage in class discussions in which questions, comments, and retorts are welcome.

COURSE OBJECTIVES

Objectives of this course include four areas of student growth: 1) cognitive objectives relating to the subject content of the course; 2) skills objectives relating to critical thinking, writing, researching, speaking, and other presentation abilities that will be developed through activities and assignments in this course; 3) social objectives relating to in-class expectations and practices which encourage group cohesiveness and cooperation along with individual responsibility; and 4) affect objectives relating to the na‘au-level (gut-level) feelings developed from an increased understanding of Hawaiian küpuna (ancestors) and the effect their actions have had on today’s society. Upon completing this course, you should be able to accomplish the following:

Cognitive objectives 1. Discuss the patterns in the evolution of pre-contact Hawaiian society and their implications. 2. Identify characteristics that define ca. 1778 Hawaiian society. 3. Describe cause and effect relationships between pivotal events in Hawaiian society. 4. Discuss the roles of key historical figures in framing the events in Hawaiian history. 5. Illustrate the ways in which the world context of imperialism and colonialism affected Hawai‘i, Kånaka Maoli and the multi-cultural society that has developed here. 6. Describe various means by which Hawaiian government officials secured Hawaiian political independence in an era of imperialism and colonialism. 7. Evaluate numerous primary documents in relation to what they singularly and cumulatively establish regarding the status of the Hawaiian Kingdom. 8. Evaluate the range of possibilities for the future of a Hawaiian nation. 9. Develop a well-defined sense of how you and your future options have been affected by Hawaiian history.

Skills objectives 1. Contribute thoughtfully and confidently to class discussions. 2. Read assignments thoroughly and critically, extracting both overall content and specific dates and details. 3. Compose essays displaying targeted writing skills, sound logic, and clear organization.

HwnHisHonPerkins.doc 4/4/2018 p.2 Social objectives 1. Create a sense of class cohesiveness by being a part of all class activities and encouraging and inviting others to do so as well. 2. Be responsible for your reaction to whatever is going on in class and conduct yourself in a manner that creates a genuinely pleasant environment (or which improves a less than optimal environment) for yourself and others. 3. Cooperatively work in groups in ways that facilitate the groups’ designated goals and friendly relationships among group members.

Affective objectives Consider the implications of the information you learned in class to refine and possibly reevaluate your feelings about the following: 1. Your being Hawaiian/‘Øiwi Hawai‘i/Kånaka Maoli. 2. Your Hawaiian küpuna and your relationship to them. 3. Various possible future scenarios for Hawai‘i. 4. Your role in shaping the future of Hawai‘i.

HwnHisHonPerkins.doc 4/4/2018 p.3 COURSE MATERIALS

Throughout this course, you will provided with reading excerpts from numerous sources which you will need to keep organized, along with all other class handouts, notes, and assignments. You should have a binder designated to this course.

STUDENT RESPONSIBILITIES

1. Treat others with aloha—with warmth, consideration, and respect. 2. Come to class prepared—having read the appropriate assignments and ready to learn. 3. Complete assignments on time. Assignments are due at the beginning of class on the designated day. Anything turned in after the beginning of the period is late. The only exception is if a student is ill and is absent from school for the entire day. In other words, if you are out for only part of the day or not in class for other reasons (such as due to athletic excuses or college rep visits) then you are expected to get your work in. Late or missing work will receive a zero. 4. Keep track of your grade by checking the school’s intranet (kapalama.ksbe.edu/faculty/jakauka/grades). 5. Initiate study help sessions if your grade is less than satisfactory (C or lower), if you need help with the content material, or to advance your writing skills.

GRADING PROCEDURES

1 st Quarter 40% of semester grade) 2 nd Quarter (40% of semester grade) Exams 40% exams 45% Essays 40% Essays 45% Homework/Classwork/Quizzes 20% Homework/Classwork/Quizzes 10%

Cumulative Final Exam (Objective + Essay) 20% of semester grade

A word of caution: Please note that failing to turn in an assignment results in your earning a zero on that assignment, which is 59% worse than an F.

The Grading Scale

Letter Range in Letter Range in Grade Percentages Grade Percentages

A 93-100% C 73-76% A- 90-92% C- 70-72% B+ 87-89% D+ 67-69% B 83-86% D 63-66% B- 80-82% D- 60-62% C+ 77-79% F 0-59%

HwnHisHonPerkins.doc 4/4/2018 p.4 STUDY HELP

Students are encouraged to initiate study help when and as often as desired. I will be happy to meet with students during my unscheduled periods or during period 9.

EXTRA CREDIT

The operative word here is “extra.” That is, students are expected to expend sufficient time and energy to complete the assigned work at a level required to achieve an A. Students who have not done so, do not deserve the opportunity to increase their class average by doing supplementary work. Therefore, extra credit work is available only to those who have completed all assignments on time and to high quality level. I will only consider extra credit work for students who are achieving an A or B+. Of course, you must initiate the dialogue.

HwnHisHonPerkins.doc 4/4/2018 p.5 KAMEHAMEHA HIGH SCHOOL SOCIAL STUDIES DEPARTMENT SCHOOL YEAR 2010-2011

COURSE SUMMARY HONORS HAWAIIAN HISTORY

KUMU KAUKA

OVERVIEW

A wide array of actions and events from the distant and more recent past have shaped the world before us, your experiences in this context, and the person you have become. The goal of history is to understand the cumulative connections between the past and the current context. Understanding the particular stream of events affecting our kuläiwi (native homeland) of Hawai‘i and Känaka Maoli (Native Hawaiian people) is the goal of this Hawaiian History course. The course begins with a brief survey of ancient pre-contact Hawaiian history. The primary focus of this course, however, involves the period beginning with the rise of Kamehameha Pai‘ea, continuing through the monarchy period, and ending with our contemporary setting.

Integration of Technology Kamehameha Schools provides access to many technological tools to enhance the teaching and learning process such as laptops, online resources, BlackBoard, probes, etc. We support the integration of technology as a critical component in preparing students to thrive in our global society. As appropriate to each course, teachers will provide further classroom expectations and guidelines as to the extent technology (e.g. laptops, websites, BlackBoard, etc) will be utilized for research, instruction, assessment, and communication purposes.

EXPECTATIONS FOR HONORS SECTIONS

Four components of the Honors Hawaiian History course differentiate it from a regular Hawaiian History course: 5. Course content: As a whole, the same general content will be covered in the regular and honors sections. However, honors students will delve more deeply into concepts and topics. In most cases students are expected to provide more supporting data for concepts than is required in a regular section. Students are also required to process information in more sophisticated ways. For instance, while a regular section might be asked to explain why an event occurred and how it affected a later scenario, an honors section would be asked to evaluate why the actors involved in that event did not select a given alternate course of action. Such higher levels of information processing expected of honors students will be reflected in tests and assignments. 6. Reading assignments: The honors sections are college preparatory courses in the sense that the reading assignments are considerable in length and depth compared to the regular sections. Students are expected to grasp both the overall content and the specific dates and details within the readings. HwnHisHonPerkins.doc 4/4/2018 p.6 7. Writing assignments: To receive an honors recommendation, students should have displayed a high level of writing ability. As such, lessons involving writing skills should move fairly quickly in honors sections. Honors students will also be held to a higher standard in terms of the level of writing skills that must be displayed to earn a given letter grade on writing assignments. More opportunities for students to hone their writing skills will also be provided in honors sections. 8. Class participation: Contributing thoughtful and articulate ideas to class discussions is a skill that all honors students will be encouraged to practice. Students will be expected to engage in class discussions in which questions, comments, and retorts are welcome.

COURSE OBJECTIVES

Objectives of this course include four areas of student growth: 1) cognitive objectives relating to the subject content of the course; 2) skills objectives relating to critical thinking, writing, researching, speaking, and other presentation abilities that will be developed through activities and assignments in this course; 3) social objectives relating to in-class expectations and practices which encourage group cohesiveness and cooperation along with individual responsibility; and 4) affect objectives relating to the na‘au-level (gut-level) feelings developed from an increased understanding of Hawaiian küpuna (ancestors) and the effect their actions have had on today’s society. Upon completing this course, you should be able to accomplish the following:

Cognitive objectives 10. Discuss the patterns in the evolution of pre-contact Hawaiian society and their implications. 11. Identify characteristics that define ca. 1778 Hawaiian society. 12. Describe cause and effect relationships between pivotal events in Hawaiian society. 13. Discuss the roles of key historical figures in framing the events in Hawaiian history. 14. Illustrate the ways in which the world context of imperialism and colonialism affected Hawai‘i, Kånaka Maoli and the multi-cultural society that has developed here. 15. Describe various means by which Hawaiian government officials secured Hawaiian political independence in an era of imperialism and colonialism. 16. Evaluate numerous primary documents in relation to what they singularly and cumulatively establish regarding the status of the Hawaiian Kingdom. 17. Evaluate the range of possibilities for the future of a Hawaiian nation. 18. Develop a well-defined sense of how you and your future options have been affected by Hawaiian history.

Skills objectives 4. Contribute thoughtfully and confidently to class discussions. 5. Read assignments thoroughly and critically, extracting both overall content and specific dates and details. 6. Compose essays displaying targeted writing skills, sound logic, and clear organization.

HwnHisHonPerkins.doc 4/4/2018 p.7 Social objectives 4. Create a sense of class cohesiveness by being a part of all class activities and encouraging and inviting others to do so as well. 5. Be responsible for your reaction to whatever is going on in class and conduct yourself in a manner that creates a genuinely pleasant environment (or which improves a less than optimal environment) for yourself and others. 6. Cooperatively work in groups in ways that facilitate the groups’ designated goals and friendly relationships among group members.

Affective objectives Consider the implications of the information you learned in class to refine and possibly reevaluate your feelings about the following: 5. Your being Hawaiian/‘Øiwi Hawai‘i/Kånaka Maoli. 6. Your Hawaiian küpuna and your relationship to them. 7. Various possible future scenarios for Hawai‘i. 8. Your role in shaping the future of Hawai‘i.

HwnHisHonPerkins.doc 4/4/2018 p.8 COURSE MATERIALS

Throughout this course, you will provided with reading excerpts from numerous sources which you will need to keep organized, along with all other class handouts, notes, and assignments. You should have a binder designated to this course.

STUDENT RESPONSIBILITIES

6. Treat others with aloha—with warmth, consideration, and respect. 7. Come to class prepared—having read the appropriate assignments and ready to learn. 8. Complete assignments on time. Assignments are due at the beginning of class on the designated day. Anything turned in after the beginning of the period is late. The only exception is if a student is ill and is absent from school for the entire day. In other words, if you are out for only part of the day or not in class for other reasons (such as due to athletic excuses or college rep visits) then you are expected to get your work in. Late or missing work will receive a zero. 9. Keep track of your grade by checking the school’s intranet (kapalama.ksbe.edu/faculty/jakauka/grades). 10. Initiate study help sessions if your grade is less than satisfactory (C or lower), if you need help with the content material, or to advance your writing skills.

GRADING PROCEDURES

1 st Quarter 40% of semester grade) 2 nd Quarter (40% of semester grade) Exams 40% exams 45% Essays 40% Essays 45% Homework/Classwork/Quizzes 20% Homework/Classwork/Quizzes 10%

Cumulative Final Exam (Objective + Essay) 20% of semester grade

A word of caution: Please note that failing to turn in an assignment results in your earning a zero on that assignment, which is 59% worse than an F.

The Grading Scale

Letter Range in Letter Range in Grade Percentages Grade Percentages

A 93-100% C 73-76% A- 90-92% C- 70-72% B+ 87-89% D+ 67-69% B 83-86% D 63-66% B- 80-82% D- 60-62% C+ 77-79% F 0-59%

HwnHisHonPerkins.doc 4/4/2018 p.9 STUDY HELP

Students are encouraged to initiate study help when and as often as desired. I will be happy to meet with students during my unscheduled periods or during period 9.

EXTRA CREDIT

The operative word here is “extra.” That is, students are expected to expend sufficient time and energy to complete the assigned work at a level required to achieve an A. Students who have not done so, do not deserve the opportunity to increase their class average by doing supplementary work. Therefore, extra credit work is available only to those who have completed all assignments on time and to high quality level. I will only consider extra credit work for students who are achieving an A or B+. Of course, you must initiate the dialogue.

HwnHisHonPerkins.doc 4/4/2018 p.10