Social Studies Unit 3: Ahupuaa

9/16

I can analyze the purpose of
the Ahupuaa

Week 1: Friday, September 16 Friday, September 23

This packet is DUE on Monday, September 26!
9/19

I can demonstrate the
importance of the uka
section of the Ahupuaa

Day 2: Uka

9/20

I can demonstrate the
importance of the kula
section of the Ahupuaa

Day 3: Kula

9/21

I can problematize why the
Ahupuaa System no longer
exists

Day 0: P4C

9/22

I can demonstrate the
importance of the kai section
of the Ahupuaa

Day 4: Kai

Name: ___________________________________________

Class: _______________________________

Day 1: Intro to Ahupuaa

9/23

I can evaluate the advantages
and disadvantages of the
Ahupuaa

Day 5: Evaluating the
Ahupuaa

DO NOW:

SILENT CONVERSATION

9/16/2016

DIRECTIONS:
You will respond to the prompt for 60 seconds. I will let you know when time is up.
Then, you will pass your packet to the person on your right. They will have 30 seconds to
read your response and 60 seconds to respond to it. The process will continue (pass to
the right, 30 seconds to read, 60 seconds to write) until your packet is returned to you.
Remember, this will be graded.

QUESTION:
How do we get everything we need to survive? (Food, water, electricy, gas)








Response 1:








Response 2:








Response 3:

Introduction to Ancient Hawaii:

The Ahupuaa System

Background:
The concept of private
property was unknown to
ancient Hawaiians, but they
did follow a complex system
of land division. All land was
controlled ultimately by the
highest chief or king who
held it in trust for the whole
population. Who supervised
these lands was designated
by the king based on rank
and standing. A whole island,
or mokupuni, was divided in
smaller parts.







Each mokupuni was divided into several moku, the largest units within each island,
usually wedge-shaped and running from the mountain crest to shore. O`ahu was
divided into six moku.
A moku was then divided into ahupua`a, narrower wedge-shaped land sections
that again ran from the mountains to the sea. The size of the ahupua`a depended
on the amount of natural resources available in the area. Poorer agricultural
regions were split into larger ahupua`a to compensate for the lack of natural
abundance. Each ahupua`a was ruled by an ali`i or local chief and administered by
a konohiki, or land overseer.

Three main divisions existed within an ahupuaa: Uka (mountain), Kula
(open land), and Kai (sea). The ahupuaas wedged shaped was intentional,
following the natural boundaries of the watershed. A watershed is an area
of land from which all surface and ground water flows from higher
elevations downhill to a common body of water, such as a stream, lake, or
ocean.

The ahupuaa usually contained all the natural resources that people relied
on for survival, from fish and salt, to fertile land for farming taro or sweet
potato, to koa and other trees growing in upslope areas. Villagers from the
coast traded fish for other foods or for wood to build canoes and houses.
Specialized knowledge and resources distinct to a small area were also
shared among ahupua`a.




Through sharing resources and constantly working within the rhythms of their natural environment, Hawaiians enjoyed
abundance and a quality lifestyle with leisure time for recreation during the harvest season of the year. This lifestyle
also encouraged a high level of artistic achievement. Many crafts, including Hawaiian kapa and featherwork, were the
finest in the Pacific. Hawaiians devoted themselves to competitive sport and martial arts as well as expression through
dance and chant, creating rich traditions that continue today.

Introduction to Ancient Hawaii:

The Ahupuaa System

Review Questions:
Define the following vocabulary, and then answer the remaining questions.

1. mokupuni
2. moku
3. ahupuaa
4. aliI
5. konohiki
6. Uka
7. Kula
8. Kai
9. watershed
10. Who ultimately controlled the land in the Ancient Hawaiian system of land division?



11. Explain the division of land, starting with the mokupini all the way down to the divisions of the
ahupuaa. (you can draw diagrams if you prefer)







12. What determined the size of the ahupuaa?



13. What are some examples of the natural resources that were available in an ahupuaa?



14. Explain the sharing that took place within the ahupuaa that made it so sustainable.




15. What effect did the success of the ahupuaa have on the broader Hawaiian culture?

Directions for Ahupuaa Activity:

Over the next few days, we will be learning about each section of the Ahupuaa in
more depth.

You will learn about the Uka section on Monday (9/19)
You will learn about the Kula section on Tuesday (9/20)
You will learn about the Kai section on Thursday (9/21)

Each day, you will read about the assigned section, list a few resources and what
they were used for in the chart, and fill in the table on page 7 for that section.

Then, you will use a blank piece of paper to create a full page drawing of that section
that includes at least five drawn and labeled resources. Labels must include names
of the resources and their uses. In order to get full credit you MUST use color.

Examples of Uka Drawings:

If these are not finished in class, they must be finished for homework THAT night.
On Friday, you will be taping the three pages together to create a full Ahupuaa.


This is not a full-credit
example. This is just here to
show you that you will be
taping all three pages
together. Your three pages
can be either portrait or
landscape direction, but you
must be consistent and keep
all three the same.

The Three areas of the ahupuaa

An ahupuaa was made up of three areas. These areas were uka (uplands), kula (valley), and kai (sea). These
areas gave people most of the things they needed.

Uka (mountains/uplands)

Hawaiians believed the gods lived in the highest parts of the mountains. Father down the
mountain was the rain forest. Giant trees and ferns grew there. It was usually rainy and cloudy.
The lowest forest was the most useful. From its birds came feathers for cloaks, helmets, and
kahili. From the roots of ieie (climbing plant), people wove baskets and fish traps. From maile
they made lei. They use mamaki bark for kapa. They made spears and tools from the kauila tree.
They made canoes, house posts, and images from koa. They made cordage from olona.

1. What was the uka also known as?

2. Name three important resources found in the uka section, and describe their uses.

resource

use

Kula (valley/field)

Kula were the flat, sloping lands between uka and kai. Farmers raised food plants here.
They raised banana, breadfruit, sugarcane, sweet potatoes, taro, and yams. Other useful plants
and trees grew there also. People made lei from flowering plants. They used some plants to
make medicine. They used bamboo to make fishing rods and stamping tools for kapa. They made
containers and musical instruments from ipu. They used kukui nuts for oil and lighting. They
used pili grass as thatch for houses. They used ti leaves as wrapping for food and as rain capes.
They made the finest kappa from wauke bark.

3. What was the kula also known as?

4. Name three important resources found in the kula section, and describe their uses.

resource

use


Kai (ocean/sea)

From the kai, Hawaiians got fish, salt, limu (seaweed), and other seafood. They sued
seawater as medicine. The coconut tree and the hau tree grew along the shore. Craftsmen used
hau wood to make adze handles and outrigger canoe booms and floats. They used milo to make
bowls. Noni fruit was used for medicine. The inner bark of noni was used to make a yellow dye.
Ponds built along the shore gave the alii a supply of fresh fish. Amaama (mullet) and other fish
were raised and kept in these fishponds

5. What was the kai also known as?

6. Name three important resources found in the kai section, and describe their uses.

resource

use

Directions: Fill in the table below with pictures of items found in each section of the Ahupuaa.




KAI
KULA
UKA
What does this section look like?

What does this section look like?

What does this section look like?

What resources can be found here?

What resources can be found here?

What resources can be found here?

Cornell Notes

Topic/Objective:

Name:
Class/Period:
Date:

Essential Question:

Questions:

Summary:

Notes:

Evaluating the Ahupuaa system

Directions:
You are an alii in old Hawaii that controls the Kona moku. Some of your people want
to get rid of the ahupuaa system. You are faced with the decision of whether or not to
keep the ahupuaa system. One of your advisers has submitted a detailed report on the
ahupuaa to you.
Read your advisers report then write a power paragraph explaining your decision.
Sir,
Here are my findings on the ahupuaa after studying them very carefully and
interviewing many alii, kahuna, and even some makaainana.
Positives
People knew where their ahupuaa ended and where it began.
People could use whatever grew in their ahupuaa
If their ahupuaa did not have something they needed, people in another
ahupuaa shared with them.
Each ahupuaa was provided with access to a sample of ALL the resources in all
the regions (mountains, valley, and sea)
All usable land was used
Areas were not overcrowded
Negatives
People were limited to the resources found in their ahupuaa. (ex. If your reef
did not have crabs or lobsters, you could not look elsewhere)
People could not just take what they wanted from another ahupuaa.
People needed special permission to gather, farm, or fish in other ahupuaa
People could not choose where they wanted to fish, farm, or gather. It had to be
within their ahupuaa
I hope that my report helps you make your decision.
Your humble servant,
Kekoa

Evaluating the Ahupuaa System: Power Paragraph

Position (circle one):

Keep the Ahupuaa System

Get rid of the Ahupuaa System

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CHECK THAT YOU COMPLETED EVERYTHING

P1 ___ P2 __ P3 ___ P2 ___ P3 ___ P2 ___ P3 ___ P4 ___

Now Highlight: P1 = Green, P2s = Yellow, P3s = Blue, P4 = Pink