This Document Contains:
Updated KHLC of May 2006
Refinements and Additions in blue
Foundational Competencies requiring attention in orange
[1]COMMUNICATION: 1) interpersonal communication 2) listening and reading skills and 3) oral, written and visual presentations, all conducted in Hawaiian language
Value: Honorancestorsandelders,family,school,self,protocolandtheHawaiianoraltraditionTOPIC: Self, Family, Home, School, Occupation, Sports, Leisure, Clothing, Events, Protocol
FOUNDATIONAL / DEVELOPING / ADVANCED
1. / Trace genealogy [at least 3 generations; use lineal descent]. / 1. / Presentgenealogy orally and/or in writing [at least 3 generations]. / 1. / Presentgenealogytracingasfarbackaspossible.
2. / Interpretbodylanguage correctly[e.g.headlevelfor respect,eyecontactwhenspokentoorwhenscolded,puttingahandonheadfordeepthinking,etc.]. / 2. / Useformalgreetingsandclosings. / 2. / Interact withHawaiian speakersusing more complex Hawaiian [e.g. teachers,küpuna,visitorsandfamily].
3. / Develop correct pronunciation and enunciation. / 3. / InteractwithHawaiianspeakers using basic Hawaiian[e.g. teachers,küpuna,visitorsand family]. / 3. / Read, listen to and viewauthentic*materialswithcomprehension.
4. / Usegreetings,leave-takingsand courtesyexpressions[e.g.Howareyou?;thank,apologize,express failure to understand,greet and addressküpuna and othersappropriately]. / 4. / Read with comprehension basic materials in Hawaiian. / 4. / Deliver prepared andimpromptuspeechesontopicsimportanttotheselfand forprotocol.
5. / Giveandfollowsimpleinstructions[e.g.comeinside,sitdown,listen...]. / 5. / Deliver prepared presentation. / 5. / Express in written form complex ideas and thoughts [e.g. letters, essays, research paper...].
COMMUNICATION: 1) interpersonal communication 2) listening and reading skills and 3) oral, written and visual presentations, all conducted in Hawaiian language
Value: Honorancestorsandelders,family,school,self,protocolandtheHawaiianoraltraditionTOPIC: Self, Family, Home, School, Occupation, Sports, Leisure, Clothing, Events, Protocol
FOUNDATIONAL / DEVELOPING
6. / Usethealphabet,thespellingsystem,andtheresources correctly[e.g.dictionary ofplacenames...]. / 6. / Create basic writing pieces.
7. / Provideandobtain basicpersonalandpracticalinformationaboutself[e.g.fullname,nickname,parents,küpuna,birthplace andresidence. / 3.
4.
5.
6. / 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
CUSTOMSTRADITIONS
Values: HonortheHawaiiancustomsandtraditions;createharmonywithpeople,environmentandGodTOPIC: Music
FOUNDATIONAL / DEVELOPING / ADVANCED
1. / SingsongsinHawaiian:
[the number of verses is campus specific] / 1. / SingsongsinHawaiian and explainthebasicbackground and the meaningofthefollowing:[the number of verses is campus specific] / 1. / Translateandgivethemeaningandthemainideaofthefollowing:
a. / Patrioticsongs[Hawai‘iPono‘ï,KaNa‘iAupuni] / a. / Patrioticsong[KaulanaNäPua] / a. / Patrioticsong[Kuläiwi
b. / Christianhymns [Ho‘onaniikaMakuaMau,Hawai‘iAloha] / b. / Christianhymns[‘EkoluMeaNui,KeAkuaManaë,IesünökeKahuhipa,Ke Aloha O Ka Haku (Queen’sPrayer)] / b. / Christianhymns[KanakaWaiwai,UaMau
c. / Schoolsongs[IMua
Kamehameha,HeInoa noPauahi,Pauahi‘oKalani] / c. / Schoolsong(s)[campus specific] Kamehameha March, Kamehameha Waltz / c. / School Song(s)[campus specific] Kamehameha Home Ho‘ona‘auao
2 / Createoriginalsongs in Hawaiian followingtheguidelinesandtechniquesofsongcomposition.
CUSTOMSTRADITIONS
Values: HonortheHawaiiancustomsandtraditions;createharmonywithpeople,environmentandGodTOPIC: Chant [Mele Oli]
FOUNDATIONAL / DEVELOPING / ADVANCED
1. / Recitememorizedchantswithcorrectpronunciation,enunciationandintonation. Identifytheappropriatecontextandprotocolforeachchant. / 1. / Recitememorizedchantswithcorrectpronunciation,enunciationandintonation. Identifytheappropriatecontextandprotocol foreachchant. Summarizethe meaning of the chantsinEnglish. / 1. / Recite a repertoire ofchantsinappropriatecontextswith properprotocol. TranslatethechantsintoEnglish. Provide information regarding importantplacesinthechantandhiddenmeanings [e.g. koÿihonua, genealogicalormigrationchant].
a. / Entering chant[call
andresponse] / a. / Thankingchant / 2. / Composechants following the guidelines, techniques and protocol of chant composition.
b. / Greeting chant / b. / Namechants
c. / Givinglei chant (adopted by Performing Arts Dept.) / c. / Occasionalchants[i.e. chantsappropriate tooccasionsofsignificance]
CUSTOMSTRADITIONS
Values: HonortheHawaiiancustomsandtraditions;createharmonywithpeople,environmentandGodTOPIC: Pule and Scripture
FOUNDATIONAL / DEVELOPING / ADVANCED
1. / RecitememorizedprayerinHawaiian. Identifytheappropriatecontextandprotocol[e.g.offer thekupuna when presenttodotheprayer...]. / 1. / Recitememorizedprayer: / 1. / Offerimpromptuprayerwithappropriatepuleconstruction.
a. / PuleakaHaku[Lord’sPrayer] (moved) / a. / PuleKahikolu[Trinity
Prayer - Inthenameof the Father...] (moved)
b. / puleho‘omaika‘i[a grace formeals]
2. / Readone personally meaningful versefrom the
Biblewithcorrectpronunciation. Memorize its English meaning. / 2. / Recite from memoryone personally meaningful versefrom the Biblewithcorrectpronunciationin Hawaiian and English.
(adopted by Hawaiian 3) / 2. / Recite from memorytwo personally meaningful versesfrom the Biblewithcorrectpronunciation in Hawaiian and English.
(adopted by Hawaiian 3)
SOCIETY
Value: Honorthewisdomofwords,homeland,natureandthetraditionalfoodandtheinterconnectednessofallNOTE: Competencies should require higher order thinking skills and personally meaningful applications.
TOPIC: Literature
FOUNDATIONAL / DEVELOPING / ADVANCED1. / Recite and identify appropriate context for atleast5‘ölelo no‘eau. Translate them into English. / 1. / Recite and identify appropriate context with literal and figurative meanings forat least10‘ölelo no‘eau. Translate them into English. / 1. / Recite and identify appropriate context with literal and figurative meanings foratleast20‘ölelo no‘eau. Translate them into English.
2. / Identify and analyze representative works of Hawaiian literature and their literary/personal significance. / 2. / Critically analyze translated Hawaiian literature [Emerson’s Pele and Hi‘iaka]. / 2. / Use primary source Hawaiian literature to re-translate mo‘olelo [story] to reflect accurate interpretation.
3. / Identify the significance of mo‘olelo (story) of one’s own wahi pana (home or other special place). / 3. / SummarizeinHawaiianastorywritteninEnglish. / 3. / TranslateintoEnglishauthentic*Hawaiianliteratureandsources.
4. / 4. / Tell stories in English using the Hawaiian story-telling techniques. / 4. / Tellstories in Hawaiian usingthetraditional Hawaiian story-tellingtechniques.
5. / Compose anoriginalstoryinHawaiian.
*Authentic: Literature, oral excerpts and other resources accepted by the general community of Hawaiian speakers both native and bilingual.
SOCIETY
Value: Honorthewisdomofwords,homeland,natureandthetraditionalfoodandtheinterconnectednessofallNOTE: Competencies should require higher order thinking skills and personally meaningful applications.
TOPIC: Geography & History
FOUNDATIONAL / DEVELOPING / ADVANCED
1. / Identifythemain8Hawaiianislands. / 1. / Identifythepoetic Hawaiian nameofeachIsland. / 1. / Identifythedistrictsofeachisland.
2. / Identifythemajor town, flower,color,mountains,songs and ali‘iofeachisland. / 2. / Identify a wind, a rain, and the districts of student’s home island. / 2. / Identifynäkai‘ewalu(oceanchannels).
3. / Identifythekings,queensandother members of royal family[e.g.Kamehameha,Kaläkaua,Lili‘uokalani,Lunalilo...]. / 3. / Identifysignificanthistoricalplaces and facts[campusspecific]. / 3. / Identify the Küpuna Islands.
4. / Identifythesignificanthistorical events oftheHawaiianlanguage. [e.g. introduction of written Hawaiian...] / 4. / Identify significant historical events and explain their historical impact. / 4. / Identify andprovideinformationinHawaiianaboutthesacred and historicplaces.
5. / Research and discuss and/or present paper on native Hawaiian issues. / 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.
SOCIETY
Value: Honorthewisdomofwords,homeland,natureandthetraditionalfoodandtheinterconnectednessofallNOTE: Competencies should require higher order thinking skills and personally meaningful applications.
TOPIC: Science
FOUNDATIONAL / DEVELOPING / ADVANCED1. / Identifynativeplantsandanimals of land and sea and explain their cultural significance. / 1. / Recitethemoonphases and explain their cultural significance. / 1. / Identify terminologiesforHawaiianmeasurementsandamounts.
2. / Identifythelanddivisions and explain their cultural significance [i.e. mountaintothesea]. / 2. / Identify the relationships between areas of anahupua‘a[e.g.partsoflo‘i(irrigatedtarogarden),partsoffishpond,partsofwa‘a(canoe),partsofthehale(house)...]. / 2. / Discusstherelationshipofahupua‘aelementsinHawaiian.
3. / Participate in and reflect upon culturally significant activities involving the ecosystem[e.g.taroirrigation,fishing,canoeingandthetraditionalHawaiianhouse...]. / 3. / Participate in and reflect upon culturally significant activities involving the ecosystem [e.g.taroirrigation,fishing,canoeing thetraditionalHawaiianhouse...]. Investigate and analyze the impacts of the role of each element/aspect/player. / 3. / Participate in sustaining or restoring balance in ecosystem[e.g.taroirrigation, fishing, canoeingandthe traditional Hawaiianhouse...].
SOCIETY
Value: Honorthewisdomofwords,homeland,natureandthetraditionalfoodandtheinterconnectednessofallNOTE: Competencies should require higher order thinking skills and personally meaningful applications.
TOPIC: Health & Wellness
FOUNDATIONAL / DEVELOPING / ADVANCED1. / Identifyand participate in the preparation of Hawaiian food. Use protocol associatedwith: whoeatsfirst,poietiquette, communal nature of
eating...].
(need multi-dept. adoption) / 1. / Identifytheprocessofharvesting,preparingandeatingHawaiianfood. / 1. / UseHawaiiantodemonstratethepreparationofHawaiianfood.
2. / Examine the significance of traditional Hawaiian food [e.g. kapu, kinolau...]. / 2. / Examine the historical and cultural significance of Hawaiian life-style practices [birthing, ceremonial...].
3. / Examine the evolution of Hawaiian lifestyle [e.g. physical, mental, emotional, spiritual...]. / 3. / Examine the evolution of Hawaiian lifestyle and its impact on health [e.g. physical, mental, emotional
spiritual...].
COMMUNITY, LAND & THE SEA
Value: Honor, care and nurture community, land and seaTOPIC: OUR COMMUNITY
FOUNDATIONAL / DEVELOPING / ADVANCED
1. / Participate in one of the following: / 1. / Participate in one of the following and explain the personal meaning of the event: / 1. / Help to plan and organize a Hawaiian civic event or performance.
a. /
Hawaiian civic events
[Kü i ka Pono march, ceremonies, presentations...] / a. / Law case on the topic of Hawaiian civic issuesb. /
Public Performance
[dance, song, speech...] / b. / Public discussion on Hawaiian issues2. / Greet and interact with native/bilingual speakers.
(need school-wide adoption) / 2. / Converse with native/bilingual speakers using basic Hawaiian. / 2. / Interact at a high level with native/bilingual speakers [e.g. hänai-a-kupuna program...]
3. / Use the Hawaiian-related resources for research[e.g. internet sites, literary magazines...] / 3. / Expand the body of knowledge in Hawaiian resources[e.g. websites, magazine articles, artwork...] / 3. / Expand the body of Hawaiian language resources[e.g. chants, materials for immersion programs...]
4. / Identify the appropriate context and protocol for one’s role in the ‘ohana and the community, and demonstrate this knowledge [e.g. kaikaina, kaikua‘ana...] in the school setting.
(need school-wide adoption) / 4. / Demonstrate the protocol for one's role in the ‘ohana and the community. / 4. / Assume the role and responsibility to demonstrate the appropriate protocol for one's role in the ‘ohana and the community.
COMMUNITY, LAND & THE SEA
Value: Honor, care and nurture community, land and seaTOPIC: Our ‘Äina & Kai
FOUNDATIONAL / DEVELOPING / ADVANCED1. / Performcommunityservice[e.g. reforestation,beachclean-up,He‘eiafishpond...] / 1. / Perform community service and explain the personal meaning. / 1. / Plan and participate in community service project.
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) / 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]. / 2. / Expain how Pauahi’s land benefits the community at large [e.g. Kamehameha School’s sibling relationship with other ali‘i trusts...].
[2]
Updated KHLC including May 2006 Refinements, Additions and Foundational Competencies requiring attention.