1. 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?

2. 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

3. 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)

4. 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

5. 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
Key word: American Protestant missionaries

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. 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

13. 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: )

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

15. Kaliloaʻs ʻIewe / Afterbirth 2010

16. My own childrenʻs piko and ʻiewe are buried here.

17. Piko Article Ka Wai Ola May 20, 2015 Issue

18. 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)

19. Signifance of ʻAumakua
Through the Eyes of
Signifance of ʻAumakua
Connection to past, present, and future = Balance

20. 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?