V. Appendices
A. Appendix 1: Kamehameha Schools Hawaiian Language Competencies
Kamehameha Schools
Hawaiian Language
Competencies
Submitted to the Headmasters of Kamehameha Schools
(Dr. Michael J. Chun, Dr. Rod Chamberlain, and Dr. Stanley Fortuna)
P R E F A C E
This document is a work in progress. It launches the process of defining the essential language and cultural knowledge useful and practical for Kamehameha students to develop before graduation. These competencies are not designed to be a mere checklist. The true test of the value of these competencies is in their thoughtful implementation. For example, learning the factual information should be the result of meaningful experiential activities, not simply of memorization. Nor should the competencies be interpreted as a rigid rule. A student interested in music may want to satisfy part of the language, literature and music competencies in the creation of an original song. If the student then goes on to perform the song for an audience, it will satisfy a part of the community competency as well. It is a tool which, when applied with heart, will support each student to discover again and again what it is to be a Hawaiian. It is hoped that the knowledge contained in the competencies will come alive as a living and breathing part of each student’s life. May this instrument continue to be refined in the spirit of Nohona Hawai‘i [holistic application of ‘Ike Hawai‘i] so that it becomes an integral part of the process of our students acquiring an understanding of what it is to live in today’s society as a Hawaiian.
Hawaiian Language Competencies Overview
Contributors: Tri-campus Committee [Kapälama, Maui and Hawai‘i Campus Representatives]; Kapälama Hawaiian Language
Committee; Competencies Sub-committee, Faculty Competencies Review Committee, Students, Faculty, Staff and Alumni of Kapälama campus; and the Faculty of Maui and Hawai‘i campuses.
Levels:These competencies are not rigid.
Foundationallevel is the initial building block to language learning, likened to planting a seed. It refers to the set of
competencies all Kamehameha students must meet before high school graduation.
Developinglevel is based on the foundational knowledge and helps to build personal understanding, much like the seed
growing into a flower. It refers to the set of competencies which are possible for Kamehameha students to meet
between elementary school and the end of middle school or through student’s activities in the community.
Advanced level fosters a deeper understanding and appreciation for what it is to be a Hawaiian, similar to the flower
developing into a fruit. It refers to the set of competencies which are possible for those students who take fourth year
or fifth year Hawaiian in high school or those who have extensive immersion school experience. “Developing” includes “foundational competencies” and “advanced” includes “foundational” and “developing” levels. It is expected that as Kamehameha grows in experience as a Hawaiian school, these competency levels as well as the competencies themselves will grow.
Language:Conscious effort was made to use language which would be understandable to all. The language used to describe competencies is specific when particular items [e.g. songs] must be learned, and general when a variety of means are available and discretion can be used to meet the competencies.
The How:An attempt has been made to honor the experiences of students outside of Kamehameha. Competencies can be acquired through a variety of means from formal Hawaiian language courses offered from K-12 and from the Hawaiian language experiences through extracurricular activities, home and the community. Some competencies may be acquired from courses other than Hawaiian language [e.g. English, Performing Arts, Ekalesia, Hawaiian History, etc.] and from the daily bulletin, morning announcements, Song Contest, Character Education community service, etc. Yet competencies may be acquired informally by enlisting the help from other knowledgeable students, coaches, teachers and community members.
Timeframe:These competencies can be met any time during the student’s life at Kamehameha regardless of when the student entered Kamehameha. Some students may even meet all the foundational competencies at the time of entry.
Scope:This set of competencies applies to all three Kamehameha campuses. Each school community will develop its own
implementation plan, assessment and evaluation.
COMMUNICATION: 1) interpersonalcommunication, 2) listening and reading skills and 3) oral, written and visual presentations, allconducted in Hawaiian language
Value: Honorancestorsandelders,family,school,self,protocolandtheHawaiianoraltradition
TOPICS / FOUNDATIONAL / DEVELOPING / ADVANCED
- Self
- Family
- Home
- School
- Occupation
- Sports
- Leisure
- Clothing
- Events
- Protocol
2. Interpretbodylanguage correctly[e.g.headlevel for respect,eyecontactwhenspokentoorwhenscolded,puttingahand onheadfordeepthinking,etc.].
3. Develop correct pronunciation and enunciation.
4. Usegreetings,leave-takings and courtesyexpressions[e.g.Howareyou?;thank,apologize,express failure to understand,greetküpunaappropriately,
addressothers appropriately].
5. Giveandfollowsimpleinstructions[e.g.comeinside,sitdown,listen...].
6. Usethealphabet,thespellingsystem,andthe resources correctly[e.g.dictionaryofplacenames...].
7. Provideandobtainbasicpersonalandpractical informationaboutself[e.g.full name,nickname,parents,küpuna,birthplace andresidence,tel.#,address...]. / 1. Presentgenealogy orally and/or in writing
[at least 3 generations].
2. Useformalgreetingsandclosings.
3. InteractwithHawaiianspeakers using basic
Hawaiian[e.g. teachers,küpuna,visitorsand
family].
4. Read with comprehension basic materials in
Hawaiian.
5. Deliver prepared presentation.
6. Create basic writing pieces.
Apply #3 - #6 in the following contexts:
a. identifying objects,people, andlocation
[e.g. relatedtohome,family,school,sports,leisureactivities, clothingandoccupation]
b. naming kinshipterms[e.g. siblingrelationship,howtorefer tothesamegender,agedifference...]
c. expressinglikes,dislikes,preferences, needsandfeelings
d. inviting people to events
e. requestingthingsand asking for help
f. planningforactivities
g. negotiating fordesiredoutcome / 1. Presentgenealogytracingasfar
backaspossible.
2. Interact withHawaiian speakers
using more complex Hawaiian
[e.g. teachers,küpuna,visitorsand
family].
3. Read, listen to and viewauthentic*
materialswithcomprehension
4. Deliver prepared andimpromptu
speechesontopicsimportanttothe
selfand forprotocol.
5. Express in written form complex
ideas and thoughts [e.g. letters,
essays, research paper...].
*Authentic: Literature, oral excerpts and other resources accepted by the general community of Hawaiian speakers both native and bilingual.
CUSTOMSTRADITIONSValues: HonortheHawaiiancustomsandtraditions;createharmonywithpeople,environmentandGod
TOPICS / FOUNDATIONAL / DEVELOPING / ADVANCED
- Music
[number of verses are campus
specific]
a.Patrioticsongs[Hawai‘i
Pono‘ï,KaNa‘iAupuni]
b.Christianhymns[Ho‘onanii
kaMakuaMau,Hawai‘iAloha]
c. Schoolsongs[IMua
Kamehameha,HeInoano
Pauahi,Pauahi‘oKalani] / 1. SingsongsinHawaiian and explainthebasic
background and the meaningofthefollowing:
[number of verses are campus specific]
a. Patrioticsong[KaulanaNäPua]
b. Christianhymns[‘EkoluMeaNui,KeAkua
Manaë,IesünökeKahuhipa,Queen’s
Prayer]
c. Schoolsong(s)[campus specific] / 1. Translateandgivethemeaning
andthemainideaofthefollowing:
a. Patrioticsong[Kuläiwi]
b. Christianhymns[KanakaWaiwai,UaMau]
c. School Song(s)[campus specific]
2. Createoriginalsongs in Hawaiian
followingtheguidelinesand
techniquesofsongcomposition.
- Chant
correctpronunciation,
enunciationandintonation.
Identifytheappropriatecontext
andprotocolforeachchant.
a. Entering chant[calland
response]
b. Greeting chant
c. Givinglei chant / 1. Recitememorizedchantswithcorrect
pronunciation,enunciationandintonation.
Identifytheappropriatecontextandprotocol
foreachchant. Summarizethe meaning of
the chantsinEnglish.
a. Thankingchant
b. Namechants
c. Occasionalchants[i.e. chants appropriate to
occasionsofsignificance] / 1. Recite a repertoire ofchantsinappropriatecontextswith properprotocol. TranslatethechantsintoEnglish. Provide information regarding importantplacesinthechantandhiddenmeanings [e.g. ko‘ihonua, genealogicalormigrationchant].
2. Composechants following the
guidelines, techniques and protocol
of chant composition.
CUSTOMSTRADITIONS (continued)
Values: HonortheHawaiiancustomsandtraditions;createharmonywithpeople,environmentandGod
TOPICS / FOUNDATIONAL / DEVELOPING / ADVANCED
- Pule and
Hawaiian. Identifytheappropriate
contextandprotocol[e.g.offer the
kupuna when presenttodothe
prayer...].
a. PuleKahikolu[Trinity Prayer
- Inthenameofthe Father...]
b. puleho‘omaika‘i[a grace for
meals]
2. Readone personally meaningful
versefrom the Biblewithcorrect
pronunciation. Translate the verse
into English. / 1. Recitememorizedprayer:
a. PuleakaHaku[Lord’sPrayer]
2. Recite from memoryone personally
meaningful versefrom the Biblewith
correctpronunciation. Translate the verse
into English. / 1. Offerimpromptuprayerwith
appropriatepuleconstruction.
2. Recite from memorytwo personally
meaningful versesfrom the Bible
withcorrectpronunciation.
Translate the verses into English.
SOCIETY
Value: Honorthewisdomofwords,homeland,natureandthetraditionalfoodandtheinterconnectednessofallNOTE: Competencies should require higher order thinking skills and personally meaningful applications.
TOPICS / FOUNDATIONAL / DEVELOPING / ADVANCED
- Literature
context for atleast5‘ölelo no‘eau.
Translate them into English.
2. IdentifykeyHawaiianhistorical
and literaryfigures [e.g. Kamehameha, Mäui, Pele...]. Evaluate their significance.
3. Identify the significance of mo‘olelo (story) of one’s own wahi pana (home or other special place). / 1. Recite and identify appropriate context with literal and figurative meanings forat
least10‘ölelo no‘eau. Translate them into
English.
2. Identify and analyze keyworksofliterature and their personal significance.
3. SummarizeinHawaiianastorywritteninEnglish. / 1. Recite and identify appropriate context with literal and figurative meanings foratleast20‘ölelo no‘eau. Translate them into English.
2. TranslateintoEnglishauthentic*
Hawaiianliteratureandsources.
3. Tellstoriesusingthetraditional
Hawaiian story-tellingtechniques.
4. Compose anoriginalstoryin
Hawaiian.
- Geography
2. Identifythemajor town, flower,
color,mountains,songs and ali‘i
ofeachisland.
3. Identifythekings,queensandother members of royal family[e.g.Kamehameha,Kaläkaua,Lili‘uokalani,Lunalilo...].
4. Identifythesignificanthistorical
events oftheHawaiianlanguage.
[e.g. introduction of written
Hawaiian...] / 1. Identifythepoetic Hawaiian nameofeach
Island.
2. Identify a wind, a rain, and the districts of
student’s home island.
3. Identifysignificanthistoricalplaces and facts[campusspecific].
4. Identify significant historical events and
explain their historical impact. / 1. Identifythedistrictsofeachisland.
2. Identifynäkai‘ewalu(oceanchannels).
3. Identify the Küpuna Islands.
4. Identify andprovideinformationinHawaiianaboutthesacred and historicplaces.
5. Identify significant historical places and facts. Explain their impact on people living today.
6. Identify significant historical events and explain their impact on today’s society.
*Authentic: Literature, oral excerpts and other resources accepted by the general community of Hawaiian speakers both native and bilingual.
SOCIETY (continued)Value: Honorthewisdomofwords,homeland,natureandthetraditionalfoodandtheinterconnectednessofall
NOTE: Competencies should require higher order thinking skills and personally meaningful applications.
TOPICS / FOUNDATIONAL / DEVELOPING / ADVANCED
- Science
animals and explain their cultural
significance.
2. Identifythelanddivisions and
explain their cultural significance
[i.e. mountaintothesea].
3. Participate in and reflect upon
culturally significant activities
involving the ecosystem[e.g.
taroirrigation,fishing,canoeingand
thetraditionalHawaiianhouse...]. / 1. Recitethemoonphases and explain their
cultural significance.
2. Identify the relationships between areas of anahupua‘a[e.g.partsoflo‘i(irrigatedtarogarden),partsoffishpond,partsofwa‘a(canoe),partsofthehale(house)...].
3. Participate in and reflect upon culturally
significant activities involving the ecosystem
[e.g.taroirrigation,fishing,canoeing the
traditional Hawaiianhouse...]. Investigate
and analyze the impacts of the role of each
element/aspect/player. / 1. Identify terminologiesforHawaiian
measurementsandamounts.
2. Discusstherelationshipofahupua‘a
elementsinHawaiian.
3. Participate in sustaining or restoring
balance in ecosystem[e.g.taro
irrigation, fishing, canoeingandthe
traditional Hawaiianhouse...].
- Health and
preparation of Hawaiian food.
Use protocol associatedwithfood
etiquette[e.g. kupunaeatsfirst,poi
etiquette, communal nature of
eating...]. / 1. Identifytheprocessofharvesting,preparingandeatingHawaiianfood.
2. Examine the significance of traditional
Hawaiian food [e.g. kapu, kinolau...].
3. Examine the evolution of Hawaiian
lifestyle and its impact on health
[e.g. physical, mental, emotional,
spiritual...]. / 1. UseHawaiiantodemonstratethe
preparationofHawaiianfood.
2. Examine the historical and cultural
significance of Hawaiian life-style
practices [birthing, ceremonial...].
3. Examine the evolution of Hawaiian
lifestyle and its impact on health
[e.g. physical, mental, emotional,
spiritual...].
COMMUNITY,LANDTHESEA
Values: Honor,careandnurturecommunity,landandsea
TOPICS / FOUNDATIONAL / DEVELOPING / ADVANCED
- OurCommunity
a. Hawaiian civicevents[Küi
kaPonomarch,ceremonies,
presentations...]
b. Publicperformance[dance,
song,speech...]
2. Greetandinteractwithnative/
bilingualspeakers.
3. UsetheHawaiian-related
resources for research [e.g.
internet sites, literary magazines...].
4. Identify the appropriate context and protocol for one’s role in the
ÿohana and the community, and
demonstrate this knowledge [e.g. kaikaina, kaikua‘ana...] in the school setting. / 1. Participate in one of the following and
explain the personal meaning of the event:
a. law case on the topic of Hawaiian civic
issues
b. public discussion on Hawaiian issues
2. Conversewithnative/bilingualspeakersusingbasicHawaiian.
3. Expand the body of knowledge in
Hawaiian resources [e.g. websites,
magazine articles, artwork...].
4. Demonstrate the protocol for one’s role in
the ohana and the community. / 1. Help to plan and organize a Hawaiian
civic event or performance.
2. Interact at a highlevelwithnative/
bilingualspeakers[e.g.hänai-a-kupuna
program...]
3. Expand the body of Hawaiian
language resources [e.g. chants, materials for immersion programs...].
4. Assume the role and responsibility to
demonstrate the appropriate protocol
for one’s role in the ÿohana and the
community.
- Our‘äinaandkai
[e.g. reforestation,beachclean-up,
He‘eiafishpond...]
2. Identify and explain Pauahi’s
Kamehameha School campus [e.g.
how we became an institution on
current site, how Kapälama campus
encompasses the entire ahupua‘a...].
(campus specific) / 1. Perform community service and explain the
personal meaning.
2. Identify and explain Pauahi’s land legacy in
terms of historical perspective[e.g. how the
land came to her ownership...], and the uses
of land resources and their impact on
Kamehameha Schools [e.g. conservation,
agricultural, commercial and residential]. / 1. Plan and participate in community
service project.
2. Explain how Pauahi’s land benefits
the community at large [e.g. Kamehameha School’s sibling relationship with other ali‘i trusts...].