Strand

Historical Understanding 

Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history

Topic

Historical Change and Continuity

Benchmark SS.7HHK.1.1

Analyze both change and continuity during unification and the monarchy period

Sample Performance Assessment (SPA)

The student: Compares ideas (e.g., kapu system), technology (e.g., firearms, ships), and people (foreign advisors) that led to major changes during the unification and monarchy period and justifies their importance within that time period. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Analyze both change and continuity during unification and the monarchy period, making significant connections, insights, and generalizations 

Analyze both change and continuity during unification and the monarchy period 

Describe change and/or continuity during unification and the monarchy period 

Recognize change and/or continuity during unification and the monarchy period 

Strand

Historical Understanding 

Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms

Topic

Benchmark SS.7HHK.2

No benchmark at this level

Sample Performance Assessment (SPA)

Rubric

Advanced

Proficient

Partially Proficient

Novice

Strand

History 

Standard 3: History: HISTORY OF THE HAWAIIAN KINGDOM-Understand important historical events in the history of the Hawaii Kingdom

Topic

Unification

Benchmark 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

Sample Performance Assessment (SPA)

The student: Explains the sequence of events that led to the unification of the Hawaiian islands. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Explain, with clear and precise detail, people, and ideas that led to the unification of the Hawaiian Islands and elaborate on the role each had in unification 

Explain, with detail, the events, people, and ideas that led to the unification of the Hawaiian Islands 

Explain, with minimal detail, the events, people, and ideas that led to the unification of the Hawaiian Islands 

Ineffectively explain the events, people, and ideas that led to the unification of the Hawaiian Islands 

Topic

Unification

Benchmark SS.7HHK.3.2

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)

Sample Performance Assessment (SPA)

The student: Explains how specific changes occurred in Hawaii due to unification. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Describe, with clear and precise detail, the effects of unification on the Hawaiian Islands 

Describe, with detail, the effects of unification on the Hawaiian Islands 

Describe, with minimal detail, the effects of unification on the Hawaiian Islands 

Ineffectively describe the effects of unification on the Hawaiian Islands 

Topic

Foreigners and Missionaries

Benchmark SS.7HHK.3.3

Explain reasons foreigners (including explorers, whalers, traders, and missionaries) came to Hawaii and 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

Sample Performance Assessment (SPA)

The student: Describes the coming of foreigners and missionaries to Hawaii, including the reasons for them coming and the effects they had on Hawaii. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Explain, with clear and precise detail, reasons foreigners came to Hawaii and the political, social, and economic impact on Hawaii 

Explain, with detail, reasons foreigners came to Hawaii and the political, social, and economic impact on Hawaii 

Explain, with minimal detail, reasons foreigners came to Hawaii and the political, social, and economic impact on Hawaii 

Ineffectively explain reasons foreigners came to Hawaii and the political, social, and economic impact on Hawaii 

Topic

Sugar and Plantations

Benchmark SS.7HHK.3.4

Describe the development of the sugar industry in Hawaii (including the fall of whaling, demand/production of sugar, and plantations) and the economic, social, and political effects it had on Hawaii (including the interest of American businessmen, establishment of Big 5, 1848 Mahele, and immigration of contract laborers).

Sample Performance Assessment (SPA)

The student: Explains the rise and importance of the sugar industry and the economic, social, and political effect it had on Hawaii. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Describe, with clear and precise detail, the development of the sugar industry in Hawaii and the economic, social, and political effects it had on Hawaii 

Describe, with detail, the development of the sugar industry in Hawaii and the economic, social, and political effects it had on Hawaii 

Describe, with minimal detail, the development of the sugar industry in Hawaii and/or the economic, social, and political effects it had on Hawaii 

Ineffectively describe the development of the sugar industry in Hawaii and the economic, social, and political effects it had on Hawaii 

Topic

Sugar and Plantations

Benchmark SS.7HHK.3.5

Describe the coming of early immigrant groups (including Chinese, Portuguese, and Japanese) to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them (including beliefs, knowledge, and/or practices), and the relationships that developed between themselves as well as others (including inequities on the job, cultural diffusion, and/or assimilation)

Sample Performance Assessment (SPA)

The student: Explains the experiences of immigrant groups in Hawaii and the impact they had in influencing change in Hawaii's culture and society. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Describe, with clear and precise detail, the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and the relationships that developed between themselves as well as others 

Describe, with detail, the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and the relationships that developed between themselves as well as others 

Describe, with minimal detail, the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and/or the relationships that developed between themselves as well as others 

Ineffectively describe the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and the relationships that developed between themselves as well as others 

Topic

Mahele

Benchmark SS.7HHK.3.6

Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others

Sample Performance Assessment (SPA)

The student: Explains how Hawaiians and others were impacted by the 1848 Mahele. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Describe, with clear and precise detail, the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others 

Describe, with detail, the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others 

Describe, with minimal detail, the Mahele of 1848, why it came about, and/or the social, political, economic effect it had on native Hawaiians and others 

Ineffectively describe the Mahele of 1848, why it came about, and/or the social, political, economic effect it had on native Hawaiians and others 

Topic

Overthrow

Benchmark SS.7HHK.3.7

Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the Overthrow

Sample Performance Assessment (SPA)

The student: Analyzes how the Overthrow was the consequence of the actions and ideas of individuals and groups. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Analyze the roles of significant individuals and groups and their involvement in the Overthrow, using compelling and relevant evidence to justify position 

Analyze the roles of significant individuals and groups and their involvement in the Overthrow, using relevant evidence to justify position 

Describe the roles of significant individuals and groups and their involvement in the Overthrow 

Identify the significant individuals and groups that were involved in the Overthrow 

Strand

Political Science/Civics 

Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives

Topic

Benchmark SS.7HHK.4

No benchmark at this level

Sample Performance Assessment (SPA)

Rubric

Advanced

Proficient

Partially Proficient

Novice

Strand

Political Science/Civics 

Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action

Topic

Benchmark SS.7HHK.5

No benchmark at this level

Sample Performance Assessment (SPA)

Rubric

Advanced

Proficient

Partially Proficient

Novice

Strand

Cultural Anthropology 

Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time

Topic

Benchmark SS.7HHK.6

No benchmark at this level

Sample Performance Assessment (SPA)

Rubric

Advanced

Proficient

Partially Proficient

Novice

Strand

Geography 

Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world

Topic

Human and Physical Characteristics in Spatial Terms

Benchmark SS.7HHK.7.1

Analyze the relationship between economic activities, their location, and the physical characteristics of a given place (including businesses, plantations, and trading)

Sample Performance Assessment (SPA)

The student: Traces the economic growth and development of a specific place and/or urban area over time and hypothesizes how the location and physical characteristics of place have contributed to its unique development. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Analyze the relationship between economic activities, their location, and the physical characteristics of a given place, using compelling and relevant evidence to justify the analysis 

Analyze the relationship between economic activities, their location, and the physical characteristics of a given place, using relevant evidence to justify the analysis 

Explain the relationship between economic activities, their location, and the physical characteristics of a given place 

Name economic activities of a given place 

Strand

Economics 

Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems

Topic

Role and Function of markets

Benchmark SS.7HHK.8.1

Explain how prices and products (including sandalwood, whales, and sugar) were affected by the interactions between producers in Hawaii and global buyers in this era

Sample Performance Assessment (SPA)

The student: Describes how prices and products were affected by consumers and producers in this era. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Explain, with clear and precise detail, how prices and products were affected by the interactions between producers in Hawaii and global buyers 

Explain, with detail, how prices and products were affected by the interactions between producers in Hawaii and global buyers 

Explain, with minimal detail, how prices and products were affected by the interactions between producers in Hawaii and global buyers 

Ineffectively explain how prices and products were affected by the interactions between producers in Hawaii and global buyers 

Topic

International Economics

Benchmark SS.7HHK.8.2

Describe how trade between Hawaii and other countries is affected by regulations

Sample Performance Assessment (SPA)

The student: Explains the effect of taxes and/or treaties (e.g., Reciprocity Treaty) on trade between Hawaii and the United States. 

Rubric

Advanced

Proficient

Partially Proficient

Novice

Describe, with clear and precise detail, how trade between Hawaii and other countries are affected by regulations 

Describe, with detail, how trade between Hawaii and other countries are affected by regulations 

Describe, with minimal detail, how trade between Hawaii and other countries are affected by regulations 

Ineffectively describe how trade between Hawaii and other countries are affected by regulations