Unit #3 - Hawaiian Governance Student Learning Outcomes Evaluate key themes, figures in Hawaiian history Interpret historical evidence in oral and written analysis. Painting by Brook Parker Guiding Questions Who and what are our sources of knowledge? How did Hawaiians organize themselves? (Maloʻs Metaphor) Lessons from moʻolelo Who are Maʻilikūkahi, ʻUmi, and Kamehameha Why is the history of our home relevant? Our kuleana? What are ʻaumakua?

Davida Malo (1795 – 1853) Hawaiian Antiquities (Moolelo Hawaii) 1898 Authority in Hawaiian traditions Educated at Lahainaluna Seminary on Maui Father connected to army of Kamehameha

Poʻe Mahiʻai, Nā Lawaiʻa Head of Govʻt Aliʻi Nui Nā Aliʻi Ke Kino o Ke Aupuni The Chiefs Main Counselor Kalaimoku Kahuna Kiʻi Advisors/Religious Experts Makaʻainana Commoners The Soldiers Poʻe Mahiʻai, Nā Lawaiʻa Nā Koa Farmers, Fishermen Maloʻs Metaphor (Beamer, 2015; 26)

ʻĀina – Land Boundaries Mokupuni (island) Moku (district) Kalana / Okana Ahupuaʻa ʻIli, ʻIli Kūpono, Lele Reyes, 2017, based on Beamerʻs 2015 work, No Mākou Ka Mana

Samuel Manaiakalani Kamakau 19th Century Hawaiian historian and scholar Educated at Lahainaluna Seminary on Maui Interviewed kupuna about practices and history. Published articles on Hawaiian culture, history & genealogy in Hawaiian language newspapers Kamehameha Schools Publishing and Bishop Museum published his articles in books: Ruling chiefs, Ancient Works 1815 - 1876 Key word: American Protestant missionaries

Māʻilikūkahi Kamakauʻs Legacy – Preserve & teach about the past Significance of moʻokuʻauhau (genealogy) Māʻilikūkahi – Puaʻakahuoi and Nononui parents Born at Kūkaniloko, birth place of aliʻi Asked to be mōʻī of Oʻahu Redivided Oʻahu into moku and placed other aliʻi to manage Known for bringing peace and prosperity to Oʻahu Painting by Brook Parker

ʻUmi-a-liloa (15th century aliʻi) Son of Liloa (aliʻi) and Akahi (commoner?) ½ brother of Hakau, his nemesis Asked to kill brother and take over Hawaiʻi Island Unified Hawaiʻi Island Many “wives” & descendants ʻUmi-a-līloa Mural Project Lessons from Moʻolelo: How leaders were determined Genealogy/rank matters (mana) Place matters (mana) Conflict over control of ʻāina Aliʻi were loved or hated. Athletic prowess peace and prosperity

John Kaʻimikaua (1958 – 2006) Kumu hula Graduated from ʻAiea High School Resided in Makakilo Expert on Molokaʻi traditions Legacy continues: hula, oli, moʻolelo, Ka Hula Piko Watch excerpt from A Mau A Mau. ʻAha Councils based on ʻaha cord analogy

Excerpt from A Mau A Mau ‘Aha Councils ‘Aha cord analogy group of experts meet to discuss societal & environmental issues fishermen, farmers, priests, etc. manage natural resources ‘Aha cord analogy Each cord represents an expert Braid represents the unity of strength

Matthew Kaopio ‘Aumakua deified ancestors various nature and animal forms relationship between the ancestors & the living endure today Kamehameha Schools ʻ90 Resides on Kauaʻi Mouth brush artist & writer By Matthew Kaopio

Christopher Caravalho ʻAumakua: Guardians of Hawaiʻi Local superheroes protecting the people and the islands Kailua High School grad Police Officer Comic book artist

Kanila Tripp Chang Apana Series Kamehameha Schools ʻ89 Resides in Kapolei Colorist for DC Comics Art instructor for Kapolei Juvenile Detention Facility Pele at Excelsior Art

Triple Piko Story Piko ‘Ī - spiritual Piko ʻŌ - genalogical Piko ʻĀ - creative/inventive Hawaiian-based Standards Kumu Honua Mauli Ola 1st Piko (fontanel) connection to ancestors 2nd Piko (navel) connection to parents 3rd Piko (private parts) connection to future generations (Reyes, 2013: 8 - 10)

Why is Hāloa associated with kalo? Return to the origins or birth of Hawaiians Why is Hāloa associated with kalo?

Kaliloaʻs ʻIewe / Afterbirth 2010

My own childrenʻs piko and ʻiewe are buried here.

Piko Article Ka Wai Ola May 20, 2015 Issue

Significance of “Releasing Placenta…” Article by OHA Reclaiming burying ‘iewe tradition Hawaiians challenge law to prevent disposal of ‘iewe Previous state law – placenta as infectious waste Educating the courts, hospitals, and public on Hawaiian rights Ka Wai Ola (May 20, 2015, p. 10)

Signifance of ʻAumakua Through the Eyes of Ancestors @ʻOiwiTv http://oiwi.tv/hokulea/through-the-eyes-of-ancestors/ Signifance of ʻAumakua Connection to past, present, and future = Balance

Connection to past, present, and future = Balance Haʻina – Review Student Learning Outcomes Evaluate key themes, figures in Hawaiian history Interpret historical evidence in oral and written analysis. Connection to past, present, and future = Balance By Herb Kane Guiding Questions Who and what are our sources of knowledge? How did Hawaiians organize themselves? (Maloʻs Metaphor; Kaimikauaʻs ʻAha) Lessons from moʻolelo Who are Maʻilikūkahi and ʻUmi? Why is the history of our home relevant? Our kuleana? What are ʻaumakua?