standards

Through this integrated project, we met many of the Hawaii Content and Performance Standards.

Content Standard Benchmarks How Standards Were Met

Social Studies:

CULTURAL DIVERSITY AND UNITY
Students understand and respect the myriad ways that society addresses human needs and wants.

Examine and explain how individual groups and nations deal with conflict, cooperation, and interdependence to become more adept at perspective taking.

We wrote about the past history of Hawaii and it's ethnic groups.

Social Studies:

CULTURAL DYNAMICS/CHANGE AND CONTINUITY
Students understand culture as dynamic, selective, adaptive, and ever changing.

Give examples and explain how change in culture elements can facilitate or disrupt understanding, and analyze different ways of handling cultural differences within and across groups.

We wrote about the past, present and future of the various ethnic groups of Hawaii.

We compared and contrasted the various cultures of Hawaii.

Social Studies:

GLOBAL COOPERATION, CONFLICT, AND INTERDEPENDENCE-Students understand similarities and differences across cultural perspectives and evaluate ways individuals, groups, societies, nations and organizations change and interact.

Identify and evaluate how a community or region's collective behaviors, decisions, actions, or inaction impact and interrelate with the behaviors and decisions of others.

We wrote about the past history of Hawaii's people, and how that affected the present.

We wrote about how the different cultures and ethnicities of Hawaii get along.

Social Studies:

CHANGE, CONTINUITY, CAUSALITY-Students employ chronology to understand change and/or effect in history.

Explain how rules and values of a society determine the behavior and attitudes of its members.

We wrote about the beliefs and views of the various cultures of Hawaii within our reports.

Social Studies:

HISTORICAL EMPATHY-Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems, and decision making.

Explain how rules and values of a society determine the behavior and attitudes of its members.

We wrote about the beliefs and views of the various cultures of Hawaii within our reports.

Language Arts:

READING RANGE
Read a range of literary and informative texts for a variety of purposes.

Read to research a topic.

We read books, magazines, newspaper articles and the Internet to learn about the various cultures and customs of Hawaii.

We went to the Internet and read information about the different cultures to find out the similarities and differences between the past and today. Reading and researching about the different cultures of the past helped us to make better decisions for the future.

Language Arts:

COMPREHENSION PROCESSES
Use strategies within the reading processes to construct meaning.

Infer ideas from text.

Integrate important information gathered from a long passage or text to interpret meaning.

We read information about our topics and came up with our own points of view.

We read information and picked out the most valuable points and ideas/

Language Arts:

WRITING RANGE
Write using various forms to communicate for a variety of purposes and audiences.

Write using forms appropriate to purpose and topic.

Write to communicate information, express opinions, and influence others.

We wrote reports about the various cultures and customs of Hawaii to share with others across the world.

We wrote essays about why Hawaii is a "Mixing Pot of Colors." and why this is important and meaningful.

Language Arts:

COMPOSING PROCESS
Use writing processes and strategies appropriately and as needed to construct meaning and communicate effectively.

Include information from people and texts in writing.

Revise and edit writing as needed.

Publish--in a variety of ways--selected finished products.

We used information from resources in our reports to validate our ideas.

We corrected and improved our report drafts to make it clearer and more concise.

We published our reports using a web editor.

We published our short stories in the form of children books.

Language Arts:

CONVENTIONS AND SKILLS
Apply knowledge and understanding of the conventions of language and research when writing.

Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors.

Cite sources used in gathering information.

We used the knowledge we had of spelling, punctuation and grammar to create our reports, essays and short stories.

We created a bibliography for our reports and citation page for our website to document the resources we used.

Language Arts:

RHETORIC
Use rhetorical devices to craft writing appropriate to audience and purpose.

Conveys meaning, provides information, makes a point, fulfills a purpose.

Has a form or structure where the parts add up to a coherent whole.

We authored short stories and essays to make a point to the audience.

We wrote reports with an introduction, body and conclusion.

We wrote paragraphs within our reports with topic sentences.

Language Arts:

ORAL COMMUNICATION RANGE
Communicate orally using various forms--interpersonal group, and public--for a variety of purposes and situations.

Participate in groups to exchange ideas, explore issues, solve a problem or complete a project.

We used collaboration and communication as we created our websites.

Language Arts:

RHETORIC-Adapt messages appropriate to audience, purpose and situation.

Support ideas with research information as well as personal experiences and knowledge

We used information from books, magazines, newspapers and the Internet to write our reports. Additionally, we added our own thoughts, experiences and beliefs to these same reports.

Fine Arts:

Students exhibit visual understanding in their evaluation and use of visual themes, symbols and metaphors.

Know and use a variety of sources for developing and conveying idea, images, themes, symbols and events in the creation of art.

Apply materials, techniques, and processes in various ways to evoke different responses.

We used pictures from the Internet to enhance our reports.

We created pictures and animations to match our text.

Educational Technology:

BASIC OPERATIONS AND CONCEPTS
Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology.

Use keyboard commands, menu commands, toolbars, and other navigational tools in the operation of software that extends beyond minimal functions.

We used the computer to word process our reports, essays and short stories.

Educational Technology:

TECHNOLOGY AS A TOOL FOR PRODUCTIVITY
Students use technology to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.

Use general purpose productivity tools and peripherals to support personal productivity, and to facilitate learning throughout the curriculum and to remediate skill deficits.

Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

We used the Appleworks and Microsoft Word to word process our reports.

We used Claris Homepage to webpublish our reports, essays and short stories.

Educational Technology:

TECHNOLOGY AS A TOOL FOR COMMUNICATIONS
Students use technology to communicate, collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Use telecommunications efficiently and effectively to access remote information and communicate with others in support of directed and independent learning.

We used the Internet to access information.

We used email to write to web authors for permission to use pictures and graphics.

Educational Technology:

TECHNOLOGY AS A TOOL FOR RESEARCH
Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results.

Determine appropriate technology tools for accessing information and resources.

Develop media literacy by identifying the source of information and the point of view presented for analysis of any bias.

We created activities and games on the Internet in which we had to decide what software to use.

We sorted out information on the Internet by using a search engine.

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Elementary

Content Standard	Benchmarks	How Standards Were Met
Social Studies: CULTURAL DIVERSITY AND UNITY Students understand and respect the myriad ways that society addresses human needs and wants.	Examine and explain how individual groups and nations deal with conflict, cooperation, and interdependence to become more adept at perspective taking.	We wrote about the past history of Hawaii and it's ethnic groups.
Social Studies: CULTURAL DYNAMICS/CHANGE AND CONTINUITY Students understand culture as dynamic, selective, adaptive, and ever changing.	Give examples and explain how change in culture elements can facilitate or disrupt understanding, and analyze different ways of handling cultural differences within and across groups.	We wrote about the past, present and future of the various ethnic groups of Hawaii. We compared and contrasted the various cultures of Hawaii.
Social Studies: GLOBAL COOPERATION, CONFLICT, AND INTERDEPENDENCE-Students understand similarities and differences across cultural perspectives and evaluate ways individuals, groups, societies, nations and organizations change and interact.	Identify and evaluate how a community or region's collective behaviors, decisions, actions, or inaction impact and interrelate with the behaviors and decisions of others.	We wrote about the past history of Hawaii's people, and how that affected the present. We wrote about how the different cultures and ethnicities of Hawaii get along.
Social Studies: CHANGE, CONTINUITY, CAUSALITY-Students employ chronology to understand change and/or effect in history.	Explain how rules and values of a society determine the behavior and attitudes of its members.	We wrote about the beliefs and views of the various cultures of Hawaii within our reports.
Social Studies: HISTORICAL EMPATHY-Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems, and decision making.	Explain how rules and values of a society determine the behavior and attitudes of its members.	We wrote about the beliefs and views of the various cultures of Hawaii within our reports.
Language Arts: READING RANGE Read a range of literary and informative texts for a variety of purposes.	Read to research a topic.	We read books, magazines, newspaper articles and the Internet to learn about the various cultures and customs of Hawaii. We went to the Internet and read information about the different cultures to find out the similarities and differences between the past and today. Reading and researching about the different cultures of the past helped us to make better decisions for the future.
Language Arts: COMPREHENSION PROCESSES Use strategies within the reading processes to construct meaning.	Infer ideas from text. Integrate important information gathered from a long passage or text to interpret meaning.	We read information about our topics and came up with our own points of view. We read information and picked out the most valuable points and ideas/
Language Arts: WRITING RANGE Write using various forms to communicate for a variety of purposes and audiences.	Write using forms appropriate to purpose and topic. Write to communicate information, express opinions, and influence others.	We wrote reports about the various cultures and customs of Hawaii to share with others across the world. We wrote essays about why Hawaii is a "Mixing Pot of Colors." and why this is important and meaningful.
Language Arts: COMPOSING PROCESS Use writing processes and strategies appropriately and as needed to construct meaning and communicate effectively.	Include information from people and texts in writing. Revise and edit writing as needed. Publish--in a variety of ways--selected finished products.	We used information from resources in our reports to validate our ideas. We corrected and improved our report drafts to make it clearer and more concise. We published our reports using a web editor. We published our short stories in the form of children books.
Language Arts: CONVENTIONS AND SKILLS Apply knowledge and understanding of the conventions of language and research when writing.	Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. Cite sources used in gathering information.	We used the knowledge we had of spelling, punctuation and grammar to create our reports, essays and short stories. We created a bibliography for our reports and citation page for our website to document the resources we used.
Language Arts: RHETORIC Use rhetorical devices to craft writing appropriate to audience and purpose.	Conveys meaning, provides information, makes a point, fulfills a purpose. Has a form or structure where the parts add up to a coherent whole.	We authored short stories and essays to make a point to the audience. We wrote reports with an introduction, body and conclusion. We wrote paragraphs within our reports with topic sentences.
Language Arts: ORAL COMMUNICATION RANGE Communicate orally using various forms--interpersonal group, and public--for a variety of purposes and situations.	Participate in groups to exchange ideas, explore issues, solve a problem or complete a project.	We used collaboration and communication as we created our websites.
Language Arts: RHETORIC-Adapt messages appropriate to audience, purpose and situation.	Support ideas with research information as well as personal experiences and knowledge	We used information from books, magazines, newspapers and the Internet to write our reports. Additionally, we added our own thoughts, experiences and beliefs to these same reports.
Fine Arts: Students exhibit visual understanding in their evaluation and use of visual themes, symbols and metaphors.	Know and use a variety of sources for developing and conveying idea, images, themes, symbols and events in the creation of art. Apply materials, techniques, and processes in various ways to evoke different responses.	We used pictures from the Internet to enhance our reports. We created pictures and animations to match our text.
Educational Technology: BASIC OPERATIONS AND CONCEPTS Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology.	Use keyboard commands, menu commands, toolbars, and other navigational tools in the operation of software that extends beyond minimal functions.	We used the computer to word process our reports, essays and short stories.
Educational Technology: TECHNOLOGY AS A TOOL FOR PRODUCTIVITY Students use technology to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.	Use general purpose productivity tools and peripherals to support personal productivity, and to facilitate learning throughout the curriculum and to remediate skill deficits. Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.	We used the Appleworks and Microsoft Word to word process our reports. We used Claris Homepage to webpublish our reports, essays and short stories.
Educational Technology: TECHNOLOGY AS A TOOL FOR COMMUNICATIONS Students use technology to communicate, collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.	Use telecommunications efficiently and effectively to access remote information and communicate with others in support of directed and independent learning.	We used the Internet to access information. We used email to write to web authors for permission to use pictures and graphics.
Educational Technology: TECHNOLOGY AS A TOOL FOR RESEARCH Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results.	Determine appropriate technology tools for accessing information and resources. Develop media literacy by identifying the source of information and the point of view presented for analysis of any bias.	We created activities and games on the Internet in which we had to decide what software to use. We sorted out information on the Internet by using a search engine.