Driving Question: How does an individual or a group contribute to an ahupua‘a?

Goal: All students on the Kauila Team will be strive to be responsible, ethical, contributing leaders of their diverse communities, and prepared to practice and perpetuate the Hawaiian values and traditions of our beloved founder, Ke Ali‘i Pauahi.

The Process

SETTING THE FOUNDATION: Team Building and Community Building
Throughout the duration of the project, students will participate in Tribes activities that foster collaboration and reflection. The end result is the creation of a community conducive to learning and growing. You will also be asked to reflect on your experiences regularly throughout the project.


STEP 1: DESCRIBING THE COMMUNITY
For this portion of the project, you will create a brochure that includes the information listed below. Your brochure is due to Mrs. Teraoka at the beginning of your section on Wednesday, September 14.

Location
Absolute
• Determine the latitude and longitude of your ahupua‘a
Relative
• Provide at least 3 pictures/maps with captions to explain the relative location of your ahupua‘a.

Place
• The English translation for the name of your ahupua‘a
• Provide a description of a Hawaiian mo‘olelo for your ahupua‘a
• Provide a brief history of this ahupua‘a in 1-2 paragraphs
• Indicate the name of the wind in this area and provide the English meaning
• Indicate the name of the rain in this area and provide the English meaning
• Include the lyrics to a song about your ahupua‘a and a brief history
• Issues identified in the survey from members of this ahupua‘a

Movement
• How do people move in this ahupua‘a? List and describe any major roads and highways; describe the main means of transportation. (one paragraph or more)

Human-Environment Interaction
• Write a paragraph that highlights the significant changes that have occurred in this ahupua‘a since the early Hawaiian period.

Region
• English translation for the term “ahupua‘a”
• Traditional boundaries or division of an ahupua‘a
• Provide a description of the how the ahupua‘a was used in early Hawai‘i (one paragraph or more)
• Provide a description of the cultural and economic activities that occurred in the ahupua‘a

STEP 2: A CALL TO ACTION
For the remainder of this project, you will help individuals across the world to learn more about the ahupua‘a concept or one of the three ahupua‘a listed above. To accomplish this, you will revise an interactive version of a portion of the printed text for the ahupua‘a you researched earlier. You will use the internet, your research, additional research, and iMovie to create this web-based version of the ahupua‘a book. In addition, your teachers will take you on a bus tour of your ahupua‘a to capture digital and still photography to include in your interactive, web-based book. You will learn how to create iMovies in Social Studies, while you will learn how to create webpages in Science class using Dreamweaver MX.

You can enhance the student webpages in the following ways:
•Correct any spelling or grammatical errors that exist on the page.
•Add additional research or making corrections to the existing text.
•Replace current pictures with more relevant pictures or better quality pictures.
•Include a mo‘olelo (Hawaiian legend) that applies to your term.
•Include a Hawaiian Bible scripture that applies to your term (with the English translation).
•Include an ‘ōlelo no‘eau (Hawaiian proverb) that applies to your term.

STEP 3: WRAP-UP AND REFLECTION
FINAL PROJECT due February 9, 2007 (Interactive book webpages must be completed by end of 8th period; a 1-page, typed reflection due to Mrs. Teraoka on Monday, February 12, 2007).

Your group’s portion of the interactive ahupua‘a book must be submitted to Mrs. Teraoka’s drop box by the end of 8th period on Friday, March 3. Individually, group members must complete a final reflection of the entire project. Use the Reflecting on Your Learning Experience worksheet for question prompts.