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 7/28/2017 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 7/28/2017 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 7/28/2017 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
1st Quarter 40% of semester grade)
Exams
40%
Essays
40%
Homework/Classwork/Quizzes 20%
2nd Quarter (40% of semester grade)
exams
45%
Essays
45%
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
Grade
Range in
Percentages
Letter
Grade
Range in
Percentages
A
AB+
B
BC+
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
C
CD+
D
DF
73-76%
70-72%
67-69%
63-66%
60-62%
0-59%
STUDY HELP
HwnHisHonPerkins.doc 7/28/2017 p.4
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 7/28/2017 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 7/28/2017 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 7/28/2017 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 7/28/2017 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
1st Quarter 40% of semester grade)
Exams
40%
Essays
40%
Homework/Classwork/Quizzes 20%
2nd Quarter (40% of semester grade)
exams
45%
Essays
45%
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
Grade
Range in
Percentages
Letter
Grade
Range in
Percentages
A
AB+
B
BC+
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
C
CD+
D
DF
73-76%
70-72%
67-69%
63-66%
60-62%
0-59%
STUDY HELP
HwnHisHonPerkins.doc 7/28/2017 p.9
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 7/28/2017 p.10