Social Studies Document
Seventh Grade
Final
Hawaii School Districts
Prepared by Marzano and Associates
Seventh Grade: History of the Hawaiian Kingdom Summary
Strand / Standard / Topic / Number of ElementsHistorical Understanding / 1 / Historical Change and Continuity / 2
History / 3 / Unification / 2
History / 3 / Foreigners and Missionaries / 2
History / 3 / Sugar and Plantations / 2
History / 3 / Mahele / 1
History / 3 / Overthrow / 1
Geography / 7 / Human and Physical Characteristics in Spatial Terms / 1
Economics / 8 / Role and Function of Markets / 1
Economics / 8 / International Economics / 1
Total / 13
Topic: Historical Change and Continuity
Strand: Historical Understanding
Standard 1: CHANGE, CONTINUITY, AND CAUSALITY—Understand change and/or continuity and cause and/or effect in history.
Grade 7: History of the Hawaiian Kingdom
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· compares and contrasts the political importance between the modern day native Hawaiian political movement and the unification
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving historical change and continuity the student will:
· (SS.7HHK.3.2) analyze both change and continuity during unification (e.g., compare ideas, technology, and people that led to major changes during the unification period and justify their importance within that time period)
· analyze continuity during the monarchy period (compare ideas (e.g., kapu system), technology (e.g., firearms, ships), and people (foreign advisors) that led to major changes during the monarchy period and justify their importance within that time period)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o unification
o monarchy
o change
o continuity
· performs basic processes such as:
o recalling the change that took place after Kamehameha I’s unification
o recalling the elements that continued even after the unification of Kamehameha I
o creating a “before” and “after” unification illustration
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0:
· Ask students to compare and contrast the native Hawaiian movement for independence and the unification by Kamehameha I.
Level 3.0
· Ask students to create a series of timelines to show change and continuity during the Unification in technology, people, and ideas.
· Ask students to write an essay how the technology, people and ideas contributed to major events of that era.
· Ask students to create a chart that show a significant change during each of the monarch.
Level 2.0
· Ask students to define and identify specific terminology: unification, monarchy, change, and continuity.
· Ask students to identify the changes that took place after Kamehameha I’s unified the islands of Hawaii.
· Ask students to create a visual showing the before and after effects of the unification.
Topic: UnificationStrand: History
Standard 3: HISTORY OF THE HAWAIIAN KINGDOM—Understand important historical events in the history of the Hawaii Kingdom.
Grade 7: History of the Hawaiian Kingdom
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· uses the knowledge of the effects of unification on the Hawaiian islands to determine the long term effects on Hawaii today
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving unification the student will:
· (SS.7HHK.3.1) explain the events (including warfare and land control), people (including Kamehameha, Kekuhaupio, Kalaniopuu, Kiwalao, Keoua, Keawemauhili, Kahekili, Kalanikupule, Davies, and Young), and ideas (including foreign advisors, weaponry, and strategies) that led to the unification of the Hawaiian Islands (explain the sequence of events that led to the unification of the Hawaiian islands)
· describe the effects of unification on the Hawaiian Islands (including establishment of monarchy, peaceful rule of Kamehameha, Mamala Hoe Kanawai, organization of government, and rebuilding of resources) (explain how specific changes occurred in Hawaii due to unification)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o Kamehameha I
o Kekuhaupio
o unification
o monarchy
o dynasty
· performs basic processes such as:
o listing important events chronologically that led to unification
o using picture cards, identifying all the people who helped and hurt Kamehameha I
o listing the ideas (foreign technology, weapons, laws, strategies) that led to unification
o describing the old system of government, ali’i, chiefs, etc
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
· Ask students to create a power point presentation which would depict how the unification affects Hawaii today politically, or economically, or socially.
· Ask students to write an essay that shows how the unification affects present day land laws.
Level 3.0
· Ask students to create a time line of wars that led to the unification of the Hawaiian islands.
· Ask students to write an essay that explain how the people (e.g., Kamehameha, Kekuhaupio, Kiwalao, Keoua, etc. influenced the events that led to the unification.
· Ask students to create a timeline which describes the effects of unification on the Hawaiian Islands during that era.
Level 2.0
· Ask students to define and identify the following: Kamehameha I, Kekuhaupio, unification, monarchy, dynasty.
· Ask students to list important events chronologically that led to unification.
· Ask students to describe the former system of government before unification.
Topic: Foreigners and MissionariesStrand: History
Standard 3: HISTORY OF THE HAWAIIAN KINGDOM—Understand important historical events in the history of the Hawaii Kingdom.
Grade 7: History of the Hawaiian Kingdom
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· uses current events to determine how foreigners impact Hawaii politically, socially, and economically today
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving foreigners and missionaries the student will:
· (SS.7HHK.3.3) explain reasons foreigners (including explorers, whalers, traders, and missionaries) came to Hawaii
· explain the political (including change in government and roles/power of leaders), social (including the decline of Hawaiian population, Christianity, the establishment of churches/schools, and end of kapu system) and economic (including the rise of mercantilism) impact on Hawaii (describe the coming of foreigners and missionaries to Hawaii, including the reasons for them coming and the effects they had on Hawaii)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o classical society
o religion
o philosophy
· performs basic processes such as:
o recognizing or recalling various reasons foreigners came to Hawaii
o listing people/foreigners who came to Hawaii and categorizing them as political, social, and economic
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
· Ask student to investigate current events and apply the knowledge about the unification to examine how descendants of the foreigners continue to influence Hawaii today.
Level 3.0
· Ask students to list the reasons foreigners came to Hawaii.
· Ask students to write an essay about how the foreigners impacted Hawaii’s politically, socially, and economically.
Level 2.0
· Ask students to define and identify specific vocabulary.
· Ask students to identify foreigners and categorize them as political, social, and/or economic.
Topic: Sugar and PlantationsStrand: History
Standard 3: HISTORY OF THE HAWAIIAN KINGDOM—Understand important historical events in the history of the Hawaii Kingdom.
Grade 7: History of the Hawaiian Kingdom
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· describes the demise of the sugar industry in Hawaii and the effects it has on Hawaii today
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving sugar and plantations the student will:
· (SS.7HHK.3.4) describe the development of the sugar industry in Hawaii and the effects it had on Hawaii (explain the rise and importance of the sugar industry and the economic, social, and political effect it had on Hawaii)
· identify and describe the sugar plantation immigrant workers and their assimilation and acculturation in Hawaii with Hawaiians and among themselves (explain the experiences of sugar plantation immigrant workers as they adjusted to living and working in Hawaii)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o immigrant
o plantation
o sugar industry
· performs basic processes such as:
o creating a timeline of the sugar industry in Hawaii
o recognizing or recalling various effects the sugar industry had on Hawaii
o recognizing or recalling various immigrant groups in Hawaii
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
· Ask students to read the rise and closing of the major sugar plantations in Hawaii and explain the effects on the economy of Hawaii today.
Level 3.0
· Ask students to create a time line which show the development of the sugar industry in Hawaii and their effects on Hawaii economy during that era.
· Ask students to research and write a character script showing the plight of the immigrant plantation worker working on the sugar plantations in Hawaii.
Level 2.0
· Ask students to define: immigrant, plantation, sugar industry, HSPA
· Ask students to list the various immigrant groups in Hawaii coming to work on the sugar plantations.
Topic: MaheleStrand: History
Standard 3: HISTORY OF THE HAWAIIAN KINGDOM—Understand important historical events in the history of the Hawaii Kingdom.
Grade 7: History of the Hawaiian Kingdom
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· uses the Mahele Book to investigate the status of land ownership in Hawaii today and how it affects the native Hawaiian and the foreigners
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving the Mahele the student will:
· (SS.7HHK.3.6) identify and describe the Mahele of 1848 and explain the effects on Hawaiian natives and foreigners (explain how Hawaiians and others were impacted by the 1848 Mahele)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o Mahele
o crown lands
· performs basic processes such as:
o illustrating the Mahele of 1848 using a pie graph
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0