Learning Goals
Students will be able to analyze Hawaiian society before and after unification, including environmental adaptation, power structures, and changes initiated by Kamehameha I, to explain historical context and continuity.
Students will be able to assess the 1819 abolition of the kapu system and the roles of Kamehameha II, Kaʻahumanu, Keōpūolani, and other aliʻi to determine who held power to initiate cultural change.
Students will be able to evaluate missionary influence on Hawaiian work and domestic life, education and literacy, churches, cultural-practice restrictions, and the influence of ʻŌpūkahaʻia to judge benefits, harms, adaptations, and losses.
Students will be able to explain how encounters with foreigners, including differing Hawaiian and Western perspectives on James Cook, foreign political and economic needs, and changing land tenure affected Hawaiian and Pacific societies and environments.
Students will be able to evaluate primary and secondary sources about Hawaiian cultural change by distinguishing fact from interpretation, comparing perspectives, identifying bias, and judging evidence credibility and relevance.
Students will be able to construct and revise an evidence-based historical argument about whether foreign influence produced mostly positive, mostly negative, or mixed effects and who had power to shape change in Hawaiʻi.
Students will be able to defend a collaborative interpretation of what changed, was preserved, adapted, or lost in Hawaiian society through an accessible public exhibit and evidence-based responses to audience questions.
Products
Independent Evidence-Based Historical Argument
Each student independently writes and revises an argument judging whether foreign influence brought mostly positive, mostly negative, or mixed changes to Hawaiian society and explaining who held power to shape those changes. The argument includes a source-credibility evidence log, cited evidence from multiple perspectives, explicit reasoning, and a fair counterclaim with rebuttal.
“When Cultures Collide” Public Historical Museum Exhibit
Teams of 3–4 synthesize members’ research into a public exhibit organized as Before, Collision, Consequences, and Historical Judgment, then defend their interpretation during a gallery-walk Q&A for families and the school community. The exhibit identifies what changed, was preserved, adapted, or lost and indicates where the strongest and most contested evidence lies.
No rubric has been generated yet.