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| Strand |
Historical Understanding |
| Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history |
| Topic |
Historical Change and Continuity |
| Benchmark SS.4.1.1 |
Describe both change and continuity of aspects of Hawaiian culture (including religion, land use, and social systems) |
| Sample Performance Assessment (SPA) |
The student:
Organizes data and uses it to create a timeline of one or more aspects of Hawaiian culture and how they have evolved over time. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Analyze both change and continuity of aspects of Hawaiian culture |
Describe both change and continuity of aspects of Hawaiian culture |
Give examples of both change and continuity of aspects of Hawaiian culture |
Recognize examples of change and/or continuity of aspects of Hawaiian culture |
| Strand |
Historical Understanding |
| Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms |
| Topic |
Historical Perspectives and Interpretations |
| Benchmark SS.4.2.1 |
Categorize sources of information as primary or secondary and as providing historical fact or opinion |
| Sample Performance Assessment (SPA) |
The student:
Uses primary and secondary sources of information and identifies facts versus opinions about pre-contact life in Hawaii. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Categorize sources of information as primary or secondary and as providing historical fact or opinion, with accuracy |
Categorize sources of information as primary or secondary and as providing historical fact or opinion, with no significant errors |
Categorize sources of information as primary or secondary and as providing historical fact or opinion, with a few significant errors |
Categorize sources of information as primary or secondary and as providing historical fact or opinion, with many significant errors |
| Strand |
History |
| Standard 3: History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems, and ideas that were significant in pre-contact Hawaiian history |
| Topic |
Early Hawaiian Society |
| Benchmark SS.4.3.1 |
Explain the origins and culture of early Hawaiians |
| Sample Performance Assessment (SPA) |
The student:
Describes features of early Hawaiian life, such as rules and laws, gods/religion, roles of women/classes of people, sports and games, food, kapu system, land ownership taxes, and/or education. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Explain, with clear and precise detail, the origins and culture of early Hawaiians |
Explain, with detail, the origins and culture of early Hawaiians |
Explain, with minimal detail, the origins and culture of early Hawaiians |
Ineffectively explain the origins and culture of early Hawaiians |
| Topic |
Early Hawaiian Society |
| Benchmark SS.4.3.2 |
Explain the history of Hawaii's early economy |
| Sample Performance Assessment (SPA) |
The student:
Describes a typical day in the economic life of a Hawaiian in the ‘ahupua'a system. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Explain, with clear and precise detail, the history of Hawaii's early economy |
Explain, with detail, the history of Hawaii's early economy |
Explain, with minimal detail, the history of Hawaii's early economy |
Ineffectively explain the history of Hawaii's early economy |
| Topic |
Early Hawaiian Society |
| Benchmark SS.4.3.3 |
Describe the cultural contributions of different groups to the development of Hawaii |
| Sample Performance Assessment (SPA) |
The student:
Explains the specific cultural contributions (e.g., religious, economic, artistic) of different groups and how they have helped the development of Hawaii. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Describe, with clear and precise detail, the cultural contributions of different groups to the development of Hawaii |
Describe, with detail, the cultural contributions of different groups to the development of Hawaii |
Describe, with minimal detail, the cultural contributions of different groups to the development of Hawaii |
Ineffectively describe the cultural contributions of different groups to the development of Hawaii |
| Topic |
Exploration, Migration, and Settlement |
| Benchmark SS.4.3.4 |
Describe the theories of early migrations from parts of Polynesia to Hawaii, including migration myths and legends |
| Sample Performance Assessment (SPA) |
The student:
Describes the "who, what, where, when and why" of early Hawaiian migrations. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Describe, with clear and precise detail, the theories of early migrations from parts of Polynesia to Hawaii |
Describe, with detail, the theories of early migrations from parts of Polynesia to Hawaii |
Describe, with minimal detail, the theories of early migrations from parts of Polynesia to Hawaii |
Ineffectively describe the theories of early migrations from parts of Polynesia to Hawaii |
| Topic |
Exploration, Migration, and Settlement |
| Benchmark SS.4.3.5 |
Identify reasons that early explorers, settlers, and immigrants came to Hawaii (including the influence of Pa'ao) or the Polynesian region and describe what their lives and experiences were like |
| Sample Performance Assessment (SPA) |
The student:
Names social, political, geographic, and economic reasons/events that influenced early settlement patterns in Polynesia, including Hawaii, and describes the lives of early settlers and immigrants. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Identify reasons that early explorers, settlers, and immigrants came to Hawaii or the Polynesian region and describe, with clear and precise detail, what their lives and experiences were like |
Identify reasons that early explorers, settlers, and immigrants came to Hawaii or the Polynesian region and describe, with detail, what their lives and experiences were like |
Identify reasons that early explorers, settlers, and immigrants came to Hawaii or the Polynesian region and/or describe, with minimal detail what their lives and experiences were like |
Inaccurately identify reasons that early explorers, settlers, and immigrants came to Hawaii or the Polynesian region and/or ineffectively describe what their lives and experiences were like |
| Topic |
Exploration, Migration, and Settlement |
| Benchmark SS.4.3.6 |
Illustrate patterns and changes in population in Hawaii over a period of time |
| Sample Performance Assessment (SPA) |
The student:
Creates a timeline or graph that shows significant changes and patterns in demographics of a specific island over time. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Illustrate patterns and changes in population in Hawaii over a period of time, with accuracy |
Illustrate patterns and changes in population in Hawaii over a period of time, with no significant errors |
Illustrate patterns and changes in population in Hawaii over a period of time, with a few significant errors |
Illustrate patterns and changes in population in Hawaii over a period of time, with many significant errors |
| Topic |
Exploration, Migration, and Settlement |
| Benchmark SS.4.3.7 |
Describe the interactions (including economic exchanges and wars) among different cultural and ethnic groups in early Hawaii |
| Sample Performance Assessment (SPA) |
The student:
Gives examples from early Hawaiian history of the ways in which pre-contact Hawaiians interrelated with different groups of people, such as Captain James Cook/explorers, traders, whalers, and westerners/missionaries. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Describe, with clear and precise detail, the interactions among different cultural and ethnic groups in early Hawaii |
Describe, with detail, the interactions among different cultural and ethnic groups in early Hawaii |
Describe, with minimal detail, the interactions among different cultural and ethnic groups in early Hawaii |
Ineffectively describe the interactions among different cultural and ethnic groups in early Hawaii |
| Topic |
Hawaiian State Government |
| Benchmark SS.4.3.8 |
Explain the evolution of Hawaii state government |
| Sample Performance Assessment (SPA) |
The student:
Constructs a timeline that explains the evolution in Hawaiian history from self-rule to statehood. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Explain the evolution of Hawaii state government, with accuracy |
Explain the evolution of Hawaii state government, with no significant errors |
Explain the evolution of Hawaii state government, with a few significant errors |
Explain the evolution of Hawaii state government, with many significant errors |
| Topic |
Events in Hawaiian History |
| Benchmark SS.4.3.9 |
Place key events in pre-contact Hawaiian history in chronological order (including volcanic origins, migrations, and Captain Cook's arrival) |
| Sample Performance Assessment (SPA) |
The student:
Selects significant events in Hawaii's history and cultural development to place on a time line, and makes observations about the continuity of those relationships in the Hawaiian culture. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Place key events in pre-contact Hawaiian history in chronological order, with accuracy |
Place key events in pre-contact Hawaiian history in chronological order, with no significant errors |
Place key events in pre-contact Hawaiian history in chronological order, with a few significant errors |
Place key events in pre-contact Hawaiian history in chronological order, with many significant errors |
| Topic |
Events in Hawaiian History |
| Benchmark SS.4.3.10 |
Describe how significant people, including those of legend (including Papa and Wakea, Pele, and Pa'ao) affected pre-contact Hawaii |
| Sample Performance Assessment (SPA) |
The student:
Explains the significance of different people's contributions in the early history of Hawaii. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Describe, with clear and precise detail, how significant people, including those of legend, affected pre-contact Hawaii |
Describe, with detail, how significant people, including those of legend, affected pre-contact Hawaii |
Describe, with minimal detail, how significant people, including those of legend, affected pre-contact Hawaii |
Ineffectively describe how significant people, including those of legend, affected pre-contact Hawaii |
| Strand |
Political Science/Civics |
| Standard 4: Political Science/Civics: GOVERNANCE AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of the Hawaiian kapu system, and the similarities and differences in government across cultural perspectives |
| Topic |
Governance, Power, and Authority |
| Benchmark SS.4.4.1 |
Evaluate the kapu system in the context of the time |
| Sample Performance Assessment (SPA) |
The student:
Proposes guidelines for evaluation of rules in pre-contact Hawaiian history and describes how some of the rules might or might not be appropriate for today. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Evaluate the kapu system in the context of the time, drawing relevant and insightful conclusions |
Evaluate the kapu system in the context of the time, drawing relevant conclusions |
Describe the kapu system in the context of the time |
Identify the kapu system in the context of the time |
| Strand |
Political Science/Civics |
| Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP- Understand roles, rights (personal, economic, political), and responsibilities of the Ali’i, Kahuna, Maka’ainana and Kaua classes and how they participated in civic life |
| Topic |
Civic Participation |
| Benchmark SS.4.5.1 |
Describe the roles, rights, and responsibilities of each class in pre-contact Hawaii |
| Sample Performance Assessment (SPA) |
The student:
Explains his/her roles, rights and responsibilities (personal and social) as a citizen in various situations and how they relate to the roles, rights, and responsibilities of Alii, Kahuna, Konohiki, Maka'ainana, Kauwa during Hawai'i monarchy. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Describe, with clear and precise detail, the roles, rights, and responsibilities of each class in pre-contact Hawaiian society |
Describe, with detail, the roles, rights, and responsibilities of each class in pre-contact Hawaiian society |
Describe, with minimal detail, the roles, rights, and responsibilities of each class in pre-contact Hawaiian society |
Ineffectively describe the roles, rights, and responsibilities of each class in pre-contact Hawaiian society |
| Strand |
Cultural Anthropology |
| Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time |
| Topic |
Cultural Systems and Practices |
| Benchmark SS.4.6.1 |
Explain how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture |
| Sample Performance Assessment (SPA) |
The student:
Describes how specific components of Hawaiian culture assure continuity of the culture and embody cultural values. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Analyze how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture |
Explain how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture |
Explain that language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture |
Recognize language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and/or behaviors as elements of culture |
| Topic |
Cultural Dynamics/Change and Continuity |
| Benchmark SS.4.6.2 |
Describe how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a |
| Sample Performance Assessment (SPA) |
The student:
Explains life in the ahupua'a, particularly the relationships between people and the spiritual realm, the land, and other people. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Describe, with clear and precise detail, how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a |
Describe, with detail, how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a |
Describe, with minimal detail, how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a |
Ineffectively describe how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a |
| Topic |
Cultural Dynamics/Change and Continuity |
| Benchmark SS.4.6.3 |
Describe the changes in Hawaiian culture through contact with Westerners |
| Sample Performance Assessment (SPA) |
The student:
Explains how Hawaiian culture changed, and describes the effects of the changes caused by Western contact. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Describe, with clear and precise detail, the changes in Hawaiian culture through contact with Westerners |
Describe, with detail, the changes in Hawaiian culture through contact with Westerners |
Describe, with minimal detail, the changes in Hawaiian culture through contact with Westerners |
Ineffectively describe the changes in Hawaiian culture through contact with Westerners |
| Strand |
Geography |
| Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world |
| Topic |
Places and Regions |
| Benchmark SS.4.7.1 |
Identify the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses |
| Sample Performance Assessment (SPA) |
The student:
Describes the geographic characteristics and human characteristics of Polynesia, the Pacific region, and Hawaii in the pre-contact era. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Identify, with accuracy, the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses |
Identify, with no significant errors, the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses |
Identify, with a few significant errors, the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses |
Identify, with many significant errors, the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses |
| Topic |
World In Spatial Terms |
| Benchmark SS.4.7.2 |
Collect, organize, and analyze data to interpret and construct geographic representations |
| Sample Performance Assessment (SPA) |
The student:
Uses collected data to construct a map that plots the locations of data and explains the meanings, patterns, and relationships found in geographic data (e.g., collects data about the presence of endemic species in Hawaii, plots the locations of the species, explains the reasons for the patterns of distribution of the species, and describes relationships between the species and other species or the environment). |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Collect, organize, and analyze data to interpret and construct geographic representations, with accuracy |
Collect, organize, and analyze data to interpret and construct geographic representations, with no significant errors |
Collect, organize, and analyze data to interpret and construct geographic representations, with a few significant errors |
Collect, organize, and analyze data to interpret and construct geographic representations, with many significant errors |
| Topic |
Environment and Society |
| Benchmark SS.4.7.3 |
Analyze the consequences of human modification of the physical environment in Hawaii using geographic representations (including lo'i kalo and loko i'a) |
| Sample Performance Assessment (SPA) |
The student:
Compares the effects of land and water use in the `ahupua`a and how similar practices are carried out today. Assesses the positive and negative consequences of such uses on the environment, and makes connections to current environmental practices. |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Evaluate the consequences of human modification of the physical environment in Hawaii using geographic representations, drawing relevant and insightful conclusions |
Analyze the consequences of human modification of the physical environment in Hawaii using geographic representations, drawing relevant conclusions |
Describe the consequences of human modification of the physical environment in Hawaii using geographic representations |
Recognize that there are consequences of human modification of the physical environment in Hawaii |
| Strand |
Economics |
| Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems |
| Topic |
Economic Interdependence |
| Benchmark SS.4.8.1 |
Describe the economic interdependence among those living in the ‘ahupua'a |
| Sample Performance Assessment (SPA) |
The student:
Explains production and consumption in an "ahupua'a" (farming, fishing, production of goods), including how goods and services were exchanged by businesses (producers) and households (consumers). |
| Rubric |
| Advanced |
Proficient |
Partially Proficient |
Novice |
| Describe, with clear and precise detail, the economic interdependence among those living in the ‘ahupua'a |
Describe, with detail, the economic interdependence among those living in the ‘ahupua'a |
Describe, with minimal detail, the economic interdependence among those living in the ‘ahupua'a |
Ineffectively describe the economic interdependence among those living in the ‘ahupua'a |
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