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PACE

EDUCATION UNITS AND LESSONS
Grade 4: Ancient Hawaiian Rules: Protecting Land and People

Developed by: Sharyl Lynn Fujii
Description: This project aims to immerse students in the historical context and significance of the kapu system in ancient Hawaiʻi. Through engaging activities, students will explore how the kapu system governed behavior, maintained social order, and protected natural resources. By connecting the kapu system to modern societal rules and resource management, students will develop a comprehensive understanding of the balance between regulations and environmental sustainability.
Unit Overview: 6 days, 45 minutes per day

Inquiry Standards


  • SS.3-5.2.3 Gather relevant information from multiple sources that would be helpful in addressing compelling and support questions.
  • SS.3-5.3.1 Develop claims in response to compelling questions
  • SS.3-5.4.3 Present arguments and explanations using a variety of print, oral, and digital technologies
  • SS.3-5.5.1 Identify local, regional, or global problems or issues in various times and places

*If you are making adjustments to the unit, use your teacher expertise to adjust standards by adding/deleting standards.


Content Standards


Social Studies

  • SS.4.6.8.1 Explain how the kapu system regulated people’s behavior and lives
  • SS.4.6.9.2 Analyze how the kapu system maintained natural resources
  • SS.4.4.7.2 Explain how core values of the early Hawaiians are applicable to modern-day Hawaii.

English Language Arts

  • CCSS.ELA-Literacy.RH.4.1: Read grade-level texts with sufficient accuracy and fluency to support comprehension.
  • CCSS.ELA-Literacy.RH.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • CCSS.ELA-Literacy.RH.4.7: Interpret information presented visually, such as in maps, diagrams, timelines, and photographs; and explain how the information contributes to an understanding of the text.
  • CCSS.ELA-Literacy.WHST.4.8: Recall relevant information from experiences or gather relevant information from print and digital texts; take notes and organize information from text.

*If you are making adjustments to the unit, use your teacher expertise to adjust standards by adding/deleting standards.


Nā Hopena Aʻo


Nā Hopena Aʻo Cards

  • Sense of Responsibility: See self and others as active participants in the learning process, question ideas and listen generously, make good decisions with moral courage and integrity in every action, reflect on the quality and relevancy of the learning.
  • Sense of Hawaiʻi: Learn the names, stories, special characteristics and the importance of place in Hawaiʻi, apply Hawaiian traditional world view and knowledge in contemporary settings, share the histories, stories, cultures, and language of Hawaiʻi, compare and contrast different points of view and contributions, treat Hawaiʻi with pride and respect.

*If you are making adjustments to the unit, use your teacher expertise to adjust Nā Hopena Aʻo.


Lesson Flow at-a-Glance


Day 1

Introduction to the Kapu System

Day 2

Kapu and Modern Laws

Day 3

Roles and Responsibilities

Day 4

Consequences and Fairness

Day 5

Creating Kapu Comic Stories

Day 6

Sharing and Reflection

Compelling Question: How did the kapu system shape life in ancient Hawaiʻi, and was it fair?


Overview: This project aims to immerse students in the historical context and significance of the kapu system in ancient Hawaiʻi. Through engaging activities, students will investigate how the kapu system governed behavior, maintained social order, and protected natural resources. By connecting the kapu system to modern societal rules and resource management, students will foster a comprehensive understanding of the balance between regulations and environmental sustainability.


Public Product: Students will create a comic strip that teaches others about the kapu system. The comic strip will include stories, characters, and illustrations that explain kapu rules and their importance. Students will then present their comic strip to the class or share it with a local historical society or cultural center.


Vocabulary:

  • Aha kiole: Council of experts/knowledgeable people in ancient Hawaiian society (e.g., fishing, farming, healing, navigation) who maintained order, protected resources, and preserved traditions.
  • Aliʻi: Chief or noble
  • Consequences of Violations: Punishments for breaking kapu rules (e.g., banishment, death)
  • Gender Regulations: Rules about roles and conduct (e.g., ‘ai kapu food restrictions, work roles)
  • Kahuna: Priest or expert
  • Kapu: Traditional laws regulating behavior and resource use (e.g., food restrictions, work roles)
  • Mana: Spiritual power or energy

Lesson Details


Day 1: Superhero Origins

Teacher Preparation

Materials Needed


Purpose: To introduce the concept of community heroes and to brainstorm ideas for community issues.

Learning Outcome: Students will be able to define a community hero and identify a community issue they care about.

1. Introduction (10 minutes)

  1. Briefly introduce the concept of community heroes and real-life examples. You may choose one or more:
    1. Community Walks:
      1. Take a walk around campus/neighborhood to observe the environment.
      2. Discuss issues noticed (litter, damaged sidewalks, overgrown plants).
    2. Community Surveys:
      1. Create a simple survey for classmates/families about concerns.
      2. Analyze results as a class.
    3. Real-Life Hero Story:
      1. Share a story about a local hero (firefighter, police officer, teacher).
      2. Identify qualities that make this person a hero.
      3. Discuss how these heroes help the community.
    4. Superhero Analogy:
      1. Use popular superheroes to spark interest.
      2. Explain real-life heroes don’t wear capes but do amazing things.
    5. Class Discussion:
      1. Ask open-ended questions:
        1. Who helps others in our community?
        2. What qualities make a good neighbor?
        3. How can we help our community?
    6. Other Suggestions: Local News, Community Websites, Social Media
      1. Share local news broadcasts about community issues.
      2. Visit government/school/nonprofit sites for initiatives and challenges.
      3. Explore social media to see community conversations.
  2. Introduce democratic rights and how they help people be good citizens and help their communities.

2. Learning Experience (20 minutes)

  1. Brainstorming:
    1. Divide students into groups of 4–5.
    2. Explain they will identify a community issue they care about.
      1. Assign roles:
        1. Researcher
        2. Recorder
        3. Spokesperson
        4. Timekeeper
    3. Provide each group with a Community Issue Note Catcher
    4. Here are some issues:
      1. School-Related Issues
        1. Playground Safety
        2. Library Organization
        3. Classroom Cleanliness
        4. Lunchroom Behavior
      2. Community Issues
        1. Litter
        2. Pollution
        3. Park Maintenance
        4. Animal Welfare
        5. Traffic Congestion
    5. Remind: a community issue affects many people in the neighborhood, school, or town.

3. Reflecting on our Learning (15 minutes)

  1. Share group ideas as a class.
    1. Each group shares their brainstormed issue.
    2. Encourage questions and feedback.
  2. Discuss the importance of community involvement.
    1. Guiding questions:
      1. Why is it important to care about our community?
      2. How can we make a difference?
      3. What are the benefits of working together?
  3. Personal Reflection
    1. Think and Write: Students reflect on how they can contribute.

Scaffolds: Provide visual aids (pictures, charts) to support discussion.



Day 2: Superhero Research

Teacher Preparation

  • Review and adjust the Project Presentation Slide Deck.
  • Determine top 3 community issues for students to vote on.
  • Prepare resources for community issue research.

Materials Needed


Purpose: To research the chosen community issue and potential solutions.

Learning Outcome: Students will gather information from multiple sources and identify potential solutions to their chosen issue.

1. Introduction (10 minutes)

  1. Voting on Community Issue
    1. Select the top 3 community issues.
    2. Color-Coding Voting:
      1. Each student gets one vote and places a colored sticker next to the preferred issue.

2. Learning Experience (25 minutes)

  1. Introduce Research Skills
    1. Research Sources: books, articles, online resources.
      1. Provide students with books, articles, and online resources.
    2. Provide Superhero Research note catcher:
      1. Problem
      2. What We Know
      3. Our Solution
      4. What We Learned
  2. Group Research
    1. Groups use the note catcher and resources to conduct research.
    2. Discuss how issues impact people differently.
      1. Connect democratic rights to fairness and solutions.

3. Reflecting on our Learning (10 minutes)

  1. Partner Share
    1. Pair groups to share research.
    2. The Helpful Heroes Feedback Protocol
      1. Decide who shares first.
      2. Listen carefully.
      3. Be kind with positive feedback.
      4. Give helpful advice.
      5. Ask clarifying questions.

Scaffolds: Provide different reading levels for books and articles.



Day 3: Superhero Planning

Teacher Preparation

Materials Needed


Purpose: To plan the creation of an informative infographic.

Learning Outcome: Students will plan and organize the content of their infographic.

1. Introduction (15 minutes)

  1. Recap key findings from the previous day.
  2. Reference the Day 2 Superhero Research.
  3. Introduce infographics and show examples.

2. Learning Experience (25 minutes)

  1. Groups plan their infographic.
    1. Provide template (digital and/or poster) with:
      1. Main Message
      2. Key Points
      3. Visual Elements
  2. Consider how solutions promote equality and opportunity.
    1. Discuss contributions to a just and equitable community.

3. Reflecting on our Learning (5 minutes)

  1. Discuss clear, concise communication.
  2. Quick reflection on next steps.


Day 4: Superhero Creation

Teacher Preparation

Materials Needed


Purpose: To create informative infographics to share findings.

Learning Outcome: Students will create an informative infographic that clearly communicates their message.

1. Introduction (5 minutes)

  1. Recap group plans.
  2. Use the Superhero Infographic Template and the Day 2 Superhero Research.

2. Learning Experience (30 minutes)

  1. Provide materials and guide creation.
  2. Encourage creativity for positive change.

3. Reflecting on our Learning (10 minutes)

  1. Groups share progress and challenges.


Day 5: Superhero Showcase

Teacher Preparation

Materials Needed

  • Group Infographic

Purpose: To share the infographics with the community and reflect on the learning process.

Learning Outcome: Students will present their work to an audience and reflect on their learning.

1. Presentation Preparation (15 minutes)

  1. Review presentation tips and rehearse presentations.

2. Community Showcase (20 minutes)

  1. Present infographics to the class or a community audience.
  2. Discuss how projects contribute to the community.
    1. Highlight the importance of civic engagement and democratic participation.

3. Reflection and Celebration (10 minutes)

  1. Discuss the experience of sharing their work and celebrate the journey.


Super Citizens in Training Rubric


Criteria Super Hero Good Citizen Needs Improvement

Civic Responsibility

SS.3.2.7.3, SS.3.2.7.4

 Shows understanding of being a good citizen and how rights promote equality. Shows some understanding of being a good citizen and how rights promote equality. Has trouble understanding being a good citizen and how rights promote equality.

Understanding the Problem

SS.3-5.5.1

 Knows a lot about the community problem. Knows a good amount about the community problem. Knows a little about the community problem.

Research Skills

SS.3-5.2.3

 Finds lots of good information from different sources. Finds some good information from different sources. Finds a little information from different sources.

Problem-Solving Skills

SS.3-5.5.2

 Has lots of great ideas to solve the community problem. Has some good ideas to solve the community problem. Has a few ideas to solve the community problem.

Communication Skills

SL.3.1, SL.3.5

 Explains ideas clearly and confidently. Explains ideas clearly. Explains some ideas clearly.

Collaboration

SL.3.1

 Works really well with others. Works well with others. Sometimes works with others.

Creativity

W.3.2

 Makes a super cool and creative project. Makes a good and creative project. Makes a kind of creative project.