gr · 2020-05-04 · gr document resume. ed 262 130. ud 024 467. title hawaiian studies curriculum...

grDOCUMENT RESUME

ED 262 130 UD 024 467

TITLE Hawaiian Studies Curriculum Guide. Grade 2.INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of

Instructional Services.PUB DATE May 84NOTE 395p.; For the Curriculum Guides for Grades K-1, 3,

and 4, see UD 024 467, UD 024 469, and ED 255 597.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC16 Plus Postage.DESCRIPTORS *Cultural Awareness; *Cultural Education; Elementary

Education; *Grade 2; *Hawaiian; *Hawaiians;Instructional Materials; *Learning Activities;Pacific Americans; Teacher Aides; Vocabulary

IDENTIFIERS *Hawaii

ABSTRACTThis curriculum guide suggests activities and

educational experiences within a Hawaiian cultural context for Grade2 students in Hawaiian schools. First, an introduction discusses thecontents of the guide; the relationship of the classroom teacher andthe kupuna (Hawaiian-speaking elder); the identification andscheduling of kupunas; and how to use the guide. The remainder of thetext is divided into two major units. Each is preceded by an overviewwhich outlines the subject areas into which Hawaiian Studiesinstruction is integrated; the emphases or major lesson topics takenup within each subject area; the learning objectives addressed by theinstructional activities; and a key to the unit's appendices, whichprovide cultural information'to supplement the activities. In Unit I,the activities focus on an in-depth study of the characteristics ofthe community and the interdependence within the community. Thechildren are asked to investigate and familiarize themselves withcommunity,helpers, the goods and services they provide, and how lifein the community today is similar to or different from that of anearlier Hawaii. In Unit II, the activities center on factors involvedin community living,. The children are asked to study naturalresources, their availability and importance in the life of thecommunity, and people's influence on the use and management ofnatural resources in the community. General appendices include abasic Hawaiian vocabulary, a bibliography, and an index to songs andchants cited in the main text. (KM)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

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BEST COPY AVAILABLE

awatian St tes Curriculum Guide*Ara-

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PERMISSION TOREPRODUCE THIS

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCAT NAL RESOURCES INFORMATIONCENTER 1ERtCr

his dot urnent has been reproduced asreceived from the person Jr oryaretrattorrungtna Jr

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MATERIAL HAS BEEN GRANTEDBY

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°A Cif( c SISOW-6 nak .Cc cutaTO THE EDUCATIONAL

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Office of Instructional Services/General Education Bianch Department of EducationState of Hawaii IRS 84 -6137 May 1984

2GRADE 2.

3

BEST CCD" AVAILABLE

The Honorable George R. ArlyoshiGovernor, State of Hawaii

BOARD OF EDUCATION

Noboru Yonamine ChairpersonJohn Penebacker, First Vice-Chairperson

Sherwood M Mara. Second Vice-Chairperson

Rev Darrow L K AionaMargaret K ApoMako ArakiDr Hatsuko F KawaharaJune C Leong

Janie Nakamatsu, J.DMeyer M UeokaWilliam A K WatersRandal YoshidaDr Nancy Foon Young

Francis M Hatan4k a. Acting Superintendent of EducationDr Margaret Y Oda, Acting Deputy Superintendent

Bartholomew A Kane, State Librarian

Claudia Chun. Acting Assistant SuperintendentOffice of Instructional Services

Vernon H Honda, Assistant SuperintendentOffice of Business Services

Albert Yoshio, Acting Assistant SuperintendentOffice of Personnel Services

Gordon Kuwada, Acting District SuperintendentCentral District Office

Lokelani Lindsey. District SuperintendentMaui District Office

Or Koyoto Mauna. District SuperintendentHawaii District Olftro

Dr Mitsugi Nakashima, District SuperintendentKauai District Office

Andy Nu, District SuperintendentLeeward District Office

Clat dio Suyst. Acting District SuperintendentHonolulu District Office

Kengo Takata, District SuperintendentWindward District Office

HAWAIIAN STUDIES PROGRAMR. Lokomaika'iokalani Snakenberg189 Lunalilo Home Road, 2nd FloorHonolulu, Hawai'i 96825

Telephone: 395-8782

HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 2Name (optional) :

EVALUATION FORMSchool/Office:

Grade/Subjects Taugnt:

Date:

(Pnotocopies may be used.)

Aloha k5koul As users of this Curriculum Guide or as persons interested in the direction which the Hawaiian Studies Program rill takeover the next few years, you are being asked to kokua state-OIS Hawaiian Studies Program staff by taking the time to fill out thisevaluation form and sending it back to the address given above.

We ask that you not makeah evaluation of this guide until you have actually had a chance to use it as designed in conjunction withthe kokua of a native speaker kupuna. In an effort such as this, it is inevitable that some aspect of the curriculum could be over-looked, whether it be content det ils, techniques for presenting a lesson, proper references for something which seemed commonplaceto the curriculum developers or a ertain appendix which you might feel should be included. Please forgive the oversight and help us

by calling it or them to our att tion through this form. Mahalo nui loa for your kOkua and your consideration!

A. In this section, please circle the rating number which is the most appropriate. Comments

should be made on a scale of 1 to 5: 1-Strongly Agree, 2-Agree, 3-Undecided/o Opinion,

SA A U D

may be added in the margin. Rating

4-Disagree and 4-Strongly Disagree.

SD Cannentt

I. The open-page format displaying all subject areas through whichthe Learner Objectives are to be integrated made it easy to use. 1 2 3 4 5

2. The size of the document is comfortable to use. 1 2 3 4 5

3. The overviews far the Grade levels/Units were helpful. 1 2 3 4 5

4. In general, the appendices provided most of the teacher informationthat I needed to execute the plans successfully.

1 2 3 4

5. In gemral, the work planned for Grade 2 is too easy. 1 2 3 4 3

6. The Learner Objectives from the Hawaiian Studies Program Guidewere easy to locate in the overviews of each unit, 1 2 3 4 5

(Continued next page)

6

HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 2

EVALUATION FORM

B. In this section, please feel free to expand upon your critique, comments and suggestions. Additional sheets may be attached.

Unit I: 'Ohana in the Community

Unit II: Community Environment and Lifestyle

Vocabulary Lists:

Other Comments:

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FOREWORD

The Department of Education is pleased to present this Hawaiian Studies Curriculum Guide, Grade 2 to teachers, 14unaand other interested parties who are working toward fulfilling the mandate of the State Constitution that a Hawaiianeducation program be established within the Department which provides for the study of 114waiian culture, history andlanguage.

'Whereas the fourth grade has long been the level at which study of the indigenous Hawaiian culture was carried out,the Department wishes to integrate study about_Hawai'i into our various subject areas at all levels of the curriculum.In the lower elementary grades, teachers and kupuna are to provide our students with educational experiences and activi-ties which help them _to understand the self, the 'ohana (family) and the community within our contemporary Hawaiianenvironment. The educational activities incorporated in this guide were developed in accordance with the objectivesof the Hawaiian Studies Program Guide for this grade. This guide includes certain revisions of the draft guide forgrades K-3 which appeared in September 1981. That draft guide is now considered inappropriate and should not be usedsince work with new objectives in Primary Education Curricul over the past several years has resulted in a restruct-uring of much of the material in the original draft document a d the addition of much new material designed to integratethe focus of study of the family and its place within the commu ty into a contemporary context applicable to all of ourstudents in the public elementary schools.

Many of the activities contained herein are designed for collaboratj e use by regular classroom teachers and our beloved

kupuna,. These may deal with aspects of study concerning the Hawaiian language, stories or tales about people or eventsrelated to the students' immediate locale and environment, the use of Hawaiian cultur0 skills still practiced by membersof our-Hawaiian and general communities such as gathering limu or preparing various 'local foods, the singing of Hawaiianand hapa-Haole songs relating to the 'ohana and the communities of Hawai'i, dance and other movement related to ourHawaiian environment and other physical and intellectual activities integrating Hawaiian studies into the regular lowerelementary curriculum.

Teachers who do not: currently enjoy the regular services of kupuna should be aware that this guide was designed with themin mind also since Most of the Hawaiian studies activities can easily be presented by our professionals using the detailedlesson plans and supplementary materials contained in the guide. Training in the use of this guide and in the collaborativerelations,hip between teacher and kupuna_ is available from district and state staff upon request and at certain plannedintervals during the year. Such training and the production of this guide are just a part of the effort being made by theDepartment to fulfill and"support the mandate of the Constitution as it relates to a Hawaiian education program.

Francis M. Hatanaka

9 Superintendent of Education

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4 C K E.DMENTS

The Department of Education is pleased to acknowledge the-kOkua of a number of people, agencies and institutionsthat contributed to the development and final realization of this Hawaiian Studies Curriculum Guide, Grade 2.

Daryl-Jean M5healani Pesca-ia, Hawaiian Studies Curriculum Developer, who wrote this guide andMarilyn Okumura, Likelike Elementary School, who wrote the plans for the original draft guiaefor grade 2 which was published in September 1981.

OM+

Edwina Noelani Kanbho Mahoe, Hawaiian Studies Staff Developer, who provided research and editorialsupport for the development of .this curriculum guide.

The following Educational SpecjalistVState Office Teachers in the Office of Instructional- Services whoreviewed and critiqued the material in/ this guide and who provided invaluable suggestions:

Ms. Jane Kinoshita, Social Studi4Ms. Ann Post, kangudge ArtsMs. Lynda Asato, HealthMs. Marion Ne'e'aina Todd, Music

Mr. Stanley Yamamoto, ArtMs. Katherihe Yamane,.Physical Education'Mr. John Hawkins, Environmental EducationMs. Deanna Helber, Nutrition EducationMr. Miles Murioka, Science Education

The Kamehameha Schools, The Bess Press, the Honolulu Star-Bulletin, the Honolulu Advertiser and the individualcomposers cited herein who graciously permitted the,Department to reprint important references for teacherand student use. .

Robert Lokomaika'iokalani Snakenberg, Educational Specialist, Hawaiian Studies, who guided the developmentof this curriculum guide and who was responsible for quality control and editing of this document..

Dr. Mildred Higashi, Administrator, Sciences and Humanities, who provided invaluable assistance and adviceto the developers and editor in final preparation of this document for printing.

, . 4, %. AGeneral Education Secretaries Amy Morikawa, Joyce'Torres, Chi preen Kato and Terri Sato for typing variousparts of this guide with unfailing patiedce, good humor and aloha.,

All of the teachers, Opuna and administrators.who used the original draft qpcumept published in September1981 and who shared their mana'o (evaluations) with the developers.

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INTRODUCTION

The Hawaiian Studies Program Guide was written in response tothe 1978 Constitutional Amendment which mandates that "theState shall promote the study of Hawaiian culture, historyand language." (Article X, Section 4) The total elementaryschool program is described in the program guide with learnerobjectives for each grade level, K-6. The Learner Objectiveswere developed from Part I and Part II Performance Expecta-tions (PEs) which aro found in Student Performance Expecta-tions of the Foundation Program, RS78-6054, August 197$7--Office of Instructional Services.

While elements of the Hawaiian Studies Program apply to eachof the eight Foundation Program Objectives (FPOs), those FPO'smost critically addressed by the program include:

FPO II Develop positive self-conceptFPO III Develop decision-making and problem-solving

skills .

FPO V Develop physical and emotional healthFPO VII Develop a continually growing philosophy

that reflects responsibility to self aswell as to others

FPO VIII Develop creative potential and aestheticsensitivity

This Hawaiian Studies Curriculum Guide, Grade 2 has beendesigned to provide suggested activities and educationalexperiences within a Hawaiian cultural context which willhelp each student to develop an understanding of the 'ohana(family) and its relationship to the community in an upwt-7.d

spiraling continuum.

This continuum takes the child through an ever-enlargingstudy of self, self within the immediate 'ohana (family),the immediate 'ohana within the extended 'ohana-type lifestyle

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enjoyed by many of our students from different ethnic back-grounds, the 'ohana within the local community and, finallyin Grade 3, the local community in comparison to communitiesthroughout Hawaii and the world.

The Department intends that children in the lower elementarygrades learn about Hawaiian culture as it has survived into

this modern age around us. Since many of these children ingrades K-3 cannot differentiate between events taking placein a time frame of two hundred years ago and those of a year ortwo ago, it was decided to delay the study of early Hawaiianlife until their sense of chronology and history reached acertain level of development. Therefore, it is not until thefourth grade that Hawaiian culture of the pre-European contactera is studied in great detail. This is consistent with thesocial studies curriculum for that grade level and serves tolessen any disruption to the established curriculum that theintroduction of the integrated Hawaiian Studies curriculummight pose.

Students in the fifth and sixth grades study U.S. history andworld cultures respectively in their social studies classes.In Hawaiian Studies, students in the fifth grade have anopportunity to contrast their U.S. history study with a parallelstudy of Hawaii during the same era. The four units coverMigration; Comparative Culture; Outsiders/Diseases/Immigration;and Hawaiian Poetry, Music and Dance. Hawaii is a part ofthe United States and is studied as such. In the sixth grade,

the students have an opportunity to study various cultures ofthe world in a pan-pacific perspective and the relationship ofthese cultures to Hawaiian culture. The other two importantunits of study at this grade level focus on the importantresources, ka wai (fresh water) and ka laina (the land).

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In this curriculum guide for grade 2, the focus of Unit I ison the 'ohana (family) and its relationship to the largercommunity. The children are actively involved in activitiesthat explore the roles of family members and members of theimmediate neighborhood. They study the interdependentnature of community living in the provision oftooft_andservices to meet the needs and wants of people. They alsohave the opportunity to learn the meaning of Hawaiianstreet and place names in the community, learn some Hawaiiansongs and hula appropriate to the study of their environmentand practice the 'ohana concepts of living in their dailyactivities and interrelationships with others.

Unit II involves the children in a study of how people'slives are influenced by their physical location on earth andthe availability of natural resources. The unit focuses onthdoeffects of the environment on the community and theeffects of humans on the environment; the influence of cli-mate, land and natural resources on community life; theinfluence of the past on the present; and, the impact ofthe present on the future.

Instruction is to be carried out by the classroom teachers withthe assistance of Hawaiian-speaking kupuna (elders). Thesecommunity resources have the expertise in Hawaiian culture,including language, and they are an essential element of theprogram at the elementary level. They are to teach Hawaiianlanguage through an informal, culture-based aural-oral methodof teaching incorporating lessons, topics, and plans developedcollaboratively with the classroom teachers.

One major reason for hiring uncertificdted community resourcesto teach in the public school classrooms is that these kupunapossess expertise in Hawaiian language and other aspects ofHawaiian culture which complement the expertise of the class-room teacher in presenting a well-rounded and integrated pro-gram of study.

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During training sessions, it is stressed to the kupuna thatthey should structure their lessons based on ideas receivedfrom the teachers in collaborative planning sessions orthrough written communications if face-to-face meetings are -

difficult to arrange because of time constraints. They havethe same curriculum guides used by the teachers and referencesto specific lessons and activities will help them to planeffective lessons which can be reinforced by the teacher dur-ing other instructional periods.

The General Appendices section of this guide contains thevocabulary lists for grades K-2 which were del/Coped with theinput of a number of program personnel. It is desirable thatteachers and kupuna structure their lessons so that theseHawaiian words are learned by the students before moving upto third grade. In general, active mastery of the words '

listed is expected unless it is noted that exposure is.suf-ficient at this grade level.

Student mastery of Hawaiian vocabulary is just one aspect ofthe learner outcomes expected in the Hawaiian Studies Program.It is not necessarily a major aspect but it is one area inwhich cognitive learning gains can be measured through vocab-ulary tests at various grade levels.

Important affective domain aspects of the Hawaiian StudiesProgram to be addressed in grade 2 include:

Unit I: The 'Ohana in the Community

Hawaiian concepts of aloha (love/greetings); kokua(help, support); olakino maika'i (good health, wellbeing); 'ike (recognition, feelings, understanding);kukakuka Mlking things over, reconciliation);TETTiana (industriousness); alu like (pulling toge-ther)TTaulima (interdependence

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Unit II: Community Environment and Lifestyle

Hawaiian concepts of kuleana (responsibility, roles);kapu (rules, social control ; alu like (social inter-action, working together); hana (work); laulima(interdependence, cooperatfET lokahi (harmony inliving); aloha '5inia (love for the land and thepeople living on it); mo'oleio and mo'okPauhau(sense of history and gem effigy); alaka'i (leadership).

There are many activities promoting these concepts provided tothe teacher and kupuna through this curriculum guide. Theseare offered through an integrative, thematic.approach so thatthe instructional activities can be carried out through anumber of subject areas, addressing the concerns and perform-ance expectations of the particular subject area and HawaiianStudies at the same time.

These instructional activities have been reviewed and critiquedby the various educational specialists in the General EducationBranch of the Office of Instructional Services whose valuablesuggestions have strengthened the Hawaiian Studies curriculumpresented here.

Since the Hawaiian Studies curriculum developers are aware,having been classroom teachers themselves, of the limitedamount of time that classroom teachers have to do research inunfamiliar curriculum areas such as Hawaiian Studies, everyattempt has been made to develop this guide with appendiceswhich include pertinent readings and worksheets for teachersand students which are needed and helpful in presenting inter-esting and thought-provoking lessons. Much information hasbeen included to help the teacher with background in variousaspects of Hawaiian culture.

It should be noted that every attempt has been made to keep thecontent of this curriculum guide as free of sex-role bias aspossible. However, roles defined by sex were an important andacceptable part of the society of the early Hawaiians and this

may be seen in some of the stories, pictures or teacher reference

17 v'

materials. When appropriate, teachers may wish to point outsuch differences in early Hawaiian society and modern Americansociety.

THE ROLE OF THE TEACHER IN THE HAWAIIAN STUDIES PROGRAM

The classroom teacher has the most important role in the imple-mentation of the Hawaiian Studies Program in the classroom.Through the use of this guide and other resources, the teacherplays the key role in the integration of Hawaiian Studies curri-cular materialsand instruction. A teacher is free to choosethose activities in this guide that meet his/her expectationsand plan accordingly. The kupuna is an important part of thisteacher planning because the one hour instruction per week perclass, which most kupuna will be allotted, should be instructionthat enriches the teacher's instructional activities.

It is the responsibility of the teacher to:

provide instructional leadership to the kupuna in theclassroom;work cooperatively with the kupuna to develop short- andlong-range lesson plans based on the state's curriculumplans and the needs of the particular group of students;monitor the instruction of the kupuna in order to give thekupuna the benefit of the teacher's experience in lessonpreparation, presentation and evaluation;participate in the instruction of the class in order to beable to follow up, review and reinforce those concepts,practices and vocabulary taught by the kupuna;assist the principal in the evaluation of the work of thekupuna;include, in the teacher's own instruction, those aspectsof Hawaiian Studies as are presented in the curricularmaterials.

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THE ROLE OF THE KUPUNA IN THE HAWAIIAN STUDIES PROGRAM

The kupuna (grandparent) has an important role in the HawaiianStudies Program. Although a number of kupuna teaching in theschools are over the state's mandatory retirement age forteachers, they have been. accepted to work as Part-Time Teachers(PTT) at the current rate of compensation in this program be-cause they represent within themselves the kinds of qualitiesand knowledge to which we want our students to have exposure.

Although some of the kupuna are not readers nor writers ofHawaiian at a sophisticated level, and the majority of themdid not complete their own secondary education, they nonethe-less speak Hawaiian and have an education for living whichthey have picked up in their many decades of living in thisHawaiian environment. Most of them grew up in the householdsof their own kupuna, learning to speak Hawaiian as a nativelanguage and participating in the kinds of Hawaiian practiceswhich are now only available to our teachers through writtendescriptions in books.

Most of them have as part of their own psychological andcultural make-up the kinds of Hawaiian values which are thesubject matter of the Affective Strand of the nwaiian StudiesProgram. Obviously, then, the selection of bonafide k5 unafor a school is a very important responsibility of sc oodistrict personnel.

It is the responsibility of the kupuna in this program to:

teach the Hawaiian language component of Hawaiian Studies;work closely with the classroom teacher in planning lessonswhich present Hawaiian language and culture to the studentsin accordance with the year-long plan of instruction of theteacher for the particular grade level;attend inservice training sessions in order to learn someof the skills needed for teaching in the public schoolclassroom;

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plan, carry out and evaluate the kupuna's own instruction;work with the other kupuna in the program to improve andexpand cultural knowledge and Hawaiian language speakingability on the part of all of the kupuna;work cooperatively with the district and state personnelwho are charged with managing the program.

COLLABORATI605ETWEEN TEACHER AND KUPUNA

Teachers and k5pun_ are asked to draw upon their own experienceand common sense in deciding what elements of these curriculumplans should be presented to the students of a particular schooland classroom. Readinessis the key. Most of the activities ingrade 2 are not oriented to reading and writing and shouldtherefore be practical even for immigrants who have limitedEnglish speaking abilities.

The Department's Hawaiian Studies Program seeks to give somevalidation and worth to the culture of -the ancestors of manyof the children in our public school system. It is hoped thatthe spark of motivation to learn through the academic systemwith the help of non-college trained teachers such as kupunaand other community person's, will grow in many of our students.

The program provides the opportunity_for children to, learn fromk5puna and kumu (teachers) and the kupuna and kumu in turn toTeTTITa great deal from one another and from their students andthe students' families.

HAWAIIAN STUDIES PROGRAM ADMINISTRATIVE INFORMATION

Different school' districts and communities located throughoutthe State of Hawaii have varying needs and expectations re-lating to the Hawaiian Studies Program. Some of the factorsaffecting needs and expectations are the proportion of Hawaiiansin the school population; the nature of the community, rural orurban; location of the school relative to the sea or to

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Hawaiian agricultural sites; established Hawaiian areasversus newly aeveloped subdivision areas; and, the interestof the school's faculty and administration in the program.

In some areas, qualified kilt:tuna may be abundantly availablewhereas in other areas administrators may not be sure whereto begin looking. The following section is meant to providesome helpful suggestions on what to look for to a kupuna;where and how to identify and.recruit kupuna; a recommendedinterview and selection process; and, some points to considerwhen scheduling kupuna instruction.

Criteria for Selection of Kupuna

The criteria identified in the initial OIS/Hawaiian Studies"Training Plan - Kupuna" (October 1980) for the pilot year1980-81 reflect the kind of person that should be identified,recruited, interviewed and selected for the Hawaiian StudiesProgram. Selected kupuna reflect the following characteris-tics:

1. is a native speaker and fluent or near-fluent inthe Hawaiian Language;

2. is knowledgeable to some extent about Hawaiian culturein general and has knowledge of local history andcultural practices in particular;

3. is physically able to travel and to work on a regular

basis in the classroom;

4. is able to develop rapport with classroom teachersand students;

5. is able to integrate Hawaiian language activitiesinto the classroom program;

6. is able to relate other classroom activities intothe Hawaiian language component of the program; ,

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7. is willing and able to work collaboratively with theteacher(s) in order to plan lessons and activitieswhich address the learner objectives of the HawaiianStudies Program for the various strands in the parti-cular grade level(s) involved;

8. is willing and able to share expertise in Hawaiianoriented activities within the school;

9. is willing to participate in classroom activities withinthe school; and,

10. is able to follow school procedures.

Identification of Kupuna

Hawaiian elders and those of other ethnic backgrounds who arefluent native speakers of Hawaiian can be sought and identifiedin a number of ways. Some of these include:

Contact the Hawaiian Civic Club, Senior Citizens group,or other such community organizations.

Discuss the school's need with the kahu (pastor) of localHawaiian churches.

Ask for referrals from agencies such as Alu Like, HawaiianHomes Department, and Queen Lili'uokalani Children's Center,

Put an advertisement for Hawaiian speaking kupuna inthe daily newspapers and in the community newspapers.

Ask for recommendations from the school community--PTA,custodial and cafeteria staff, teachers, booster clubs,and others.

Broach the subject with likely looking prospects whomone sees in stores, at the beach, in the school officeand elsewhere with the understanding that final selec-tion is based on the interviewing process.

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Interviewing and Selection of 6puna

Many, but not all, older Hawaiians in their late fifties,sixties and seventies can still speak the Hawaiian language.It should not, however, be assumed that every older Hawaiiancan speak the language. Merely asking in English whether aprospective kupuna speaks Hawaiian is not a safe way,ofassuring selection of high quality Hawaiian speaking kupuna.

All candidates for the kUpuna positions should be interviewedby a board of three or four interviewers, one of whom shouldbe an acknowledged fluent Hawaiian speaker. Assistance isreadily available from the state staff if needed for this.

In the course of asking a set of prepared questions during theinterview, the Hawaiian speaking interviewer should ask aquestion or series of questions dealing with the work of theprospective kupuna-teather. This should be done'within a .

conversational context and the questions should hot be tootechnical in nature since the kupuna may lack the technicalvocabulary in Hawaiian needed to discuss academic or school-related topics.

Questions could be centered around topics which the kupunamight ordfharily be expected to teach in a classroom situation- -songs, cultivating kalo, fishing, picking limu, preparing food,etc. How the prospective kupuna-teacher responds must bejudged by the Hawaiian speaking interviewer and that judgmentshould play a large part in the selection of the kupuna, sinceone of the major criteria for selection is fluency or near-fluency as a native speaker of Hawaiian.

A test of reading or writing abilities in Hawaiian is notwarranted ince,the kupuna will be teaching in an aural-oralmode, however, all things being equal, kupuna who can readand write Hawaiian should be selected over those who do notsince many optional learning materials far the kupuna relat-ing to HaW iian culture are available in Hawaiian language

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versions. The ability to read these materials from the lastcentury and the ability to write lesson plans based on suchmaterials will enhance the quality of the kupuna's instruction.

Interviewees whose Hawaiian language speaking abilities arein question can be referred to state staff if desired andfurther interviewing in Hawaiian can take place in person oron the telephone.

Selecition of kUpuna can either be made for a district pool, forspecific schools or a combination of-theitWo. Principals whoseschools are involved in the program should be invited to takepart in the interviews, either personally or through questionswhich they have_ submitted. The principals will presumably havereferred some.kupuna for consideration based on contacts vhichthey are able to make within their school communities. '

Experience has shown.that using kupuna from the school communitycan have both positive and negative aspects. They will usuallyknow and often be related to a number of children in the school.If they are natives or 1png -time residents of the area, theyprobably know stories about the area, the school and the peoplewho have lived and worked in the area. They may be-a..cquainted

with legends, place names, important sites and other aspects ofthe area which would be helpful and interesting in making theHawaiian Studies instruction more localized. Sometimes, kupunaand/or their families have had unpleasant associations with theschool or certain teachers in the past. Principals must informthemselves of such situations so that adjustments can be madein.the kupuna selection or assignment processes or in thescheduling process at the school level.

Scheduling of Kiipuna

The state standardIfor employmat of Part-time Teachers (PTT)limits them to a maximum 17-hour week. Because the kupunaare PTT, there is no provision for them to work overtime orto receive mileage or other benefits. in order to use the

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Personal Services funds with the most cost effectiveness, itis essential that a principal schedule a kupuna into classessomewhat tightly with a minimum of lost time between classes.If teachers do not wish to release time for Hawaiian Studiesinstruction during the early morning hours when the childrenare fresh, the principal should then try to schedule thekupuna into classes between morning recess and lunch orafter lunch until the end of the school day.

The optimum contact time that leads to effective learning ofHawaiian Studies seems to be approximately an hour a week.This can be divided into three 20-minute sessions for thelowest grades or two 30-minute sessions for the middle andupper elementary grades. Teachers are encouraged to cooper-ate by having the students ready for the kupupa and thekupuna are encouraged to have a well planned lesson whichcan be presented with a minimum of delays and wasted time.

like teacher Who work past 3:00 p.m. or devote their weekendtime to their students' extracurricular activities, kupunawho get involved in the life of the school beyond the numberof hours that they are scheduled, do so as volunteers.

HOW TO USE THIS 'CURRICULUM GUIDEV

Each of the two units in this guide is preceded by an over-view section which presents at a glance the subject areasinto which the Hawaiian Studies instruction is integrated;the emphases or major lesson topics taken up within eachsubject area; the Hawaiian Studies Learner Objectives (fromthe Hawaiian Studies Pro ram Guide) addressed in the in-structions activities; and, the appendices which have beenincluded to make teacher/student reference materials morereadily available.

The same Learner Objectives may be applicable and appear in thelisted objectives for several subject areas. The number ofLearner Objectives listed for any particular subject area doesnot necessarily mean that that subject area is any more impor-tant in Hawaiian Studies instruction than another.

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The body of each unit is made up of a series/of columns la-belled with the name of a General Education program area plusa column labelled "Games and Recreation." The subject areasinvolved may vary from unit 0 unit and from grade to grade.For' example, science and mathematics are not-included as majorprogram areas integrating Hawaiian Studies in Unit I. On theother hand, science plays a major role in later grades inintegrating Hawaiian Studies into the curriculum.

The Hawaiian Studies curriculum is social studies-based with*the social studies activities appearing in the far left columnand setting the stage for the activities which can be carriedout during other instructional periods all supporting thebasic theme, topic or emphasis of the unit lesson.

The whole point of the integration of Hawaiian Studies intothe general education curriculum is to use Hawaii- orientedcontent in instructing the program area concepts which theDepartment desires to be taught in the various grade levels.When teachers address the Learner Objectives for HawaiianStudies, they are generally attending to the PerformanceExpectations for the various subject areas upon which theLearner Objectives were based.

26ix

CULTURE STUDY THROUGH DRAMATIC INQUIRY

What is the best way to study another culture? Anthropologists say that one must take oneself out of one's culture andinto another culture in order to get an inside view. One way of experiencing_ another culture is through the process ofdramatic inquiry. This is a systematic approach to learning about another culture through dramatization. In this process,the students are encouraged to dramatize possible uses of cultural artifacts within an arranged environment and to exploreideas and inquire about the life processes of a culture.

The following outline suggests the possible sequence of. activities:

1. An Arranged Environment - An array of familiar as well as unfamiliar Hawaiian artifacts and equipment is displayed.Examples:

'umeke (bowls), ko'i (adzes), 'upena (nets), lale'e (octopus lure), '6'6 (digging stick), mea kaua (weapons) andmea hana (tools).

The children are invited to explore and handle the objects, to'discuss and to hypothesize how the articles were used.

Dramatization -

A. The children select one object each and think about how that object might have been used in ancient Hawai'i.

B. The classroom is divided into .3 areas:

1) Uka - the mountains/uplands2) Kula - the'midlands3) Kai - the sea 41

C. The children decide in which area they would fiave used their object if they were living in ancient Hawai'i.

D. They dramatize how the objects were used in their areas. A recording of a chant may be played to create anatmosphere that suggestsancient Hawaiian living.

E. The groups share their dramatisations with the entire class.

3. Expression of Needs

Thestudents-dUcuss-thei-r-experiences and questions are ratTad and recorded on charts-.---Record all of theirquestions without giving away the names of the objects.

Example:

What is (Draw the object the child refers to; avoid giving the name of the object.)

What was used for?

B. The questions then'become the basis for the year's program.

C. The questions can be grouped into workable research groups by the children. Example: Which questions seem togo together?

4. Series of Learning.Activities - The teacher and students plan activities for gathering information. They also plan

which area of Hawaiian culture to study first based on the students' interests 3rd the dramatization. The activities

may include:

resource speakersresearch - individual and groupfield tripsaudio visual researchexperimentation

5. Further Inquiry - The children share the information learned through participation in learning activities. This

leads to further dramatizations on a higher level of thinking and the entire process repeats itself.

Once the sequence of activities has been completed, it leads back to the original situation where an arranged environmentshould be established and the cycle begun all over again dealing with new questions which the students needed to discuss,dramatize and research. These cycles continue on more complex and accurate levels which refine the students' knowledgeand skills.

It is,important to note that this inquiry technique can be used in many ways. In the place of actual realia or artifacts,

teachers may choose to use photos, drawings, plants, foods, recorded sounds, sheet music, dance instruments or any numberof other kinds of audio-visuarinftructional aids. The children do not .always have to dramatize the use of something, althoughthe silent dramatizations do provide opportunities for the other children to ask questions.

The teacher or kupuna should be careful to encourage questions after a dramatization or any other kind of performance or

presentation. If the children provide answers rather than ask questions, the follow-up research activities cannot really

get started. Through the use of the inquiry technique, teachers can find out what is really important to the children and

build lessons based on that interest. Supplementation can be made later of facts, skills and concepts which the teacherbelieves to be important once the children have been "hooked" into a lesson fashioned from their own expressions of interest

and inquiry.

29-xi

30

CULTURE STUDY THROUGH DRAMATIC INQUIRY

31

E

An Arranged Environment

Cycle

Repetition

Expand and enrich thechildren's experiences

and knowledge by repeatingthe cycle on more complex and

accurate levels.

Invite the childrento explore andhandle the

objects.

Further Inquiry

Lead the children into higherlevels of thinking throughmore elaborate dramatiza-tions and expressionsvia music, art, etc.

Dramatiztion

Motivate the children todramatize the use of the

objects, expressing what theyknow without the use of words

or conversation.

Seriesof Learning

Activities

Expression of Needs

Encourage the students to dis-cuss their experiences andto ask questions they haveas a result of the drama-tization. Write thequestions on wallcharts.

Plan a series oftuities_throug

which the children willbe able to gather inform-

mation in answer to theirquestions.

D

xii

32

TABLE OF CONTENTS

Foreword

Introduction iii

The Role of the Teacher in the Hawaiian Studies Program

The Role of the Kupuna in the Hawaiian Studies Program vi

Collaboration between Teacher and Kupuna vi

Hawaiian Studies Program Administrative Information

a. Criteria for Selection of Kupuna vii

b. Identification of Kupuna, vii

c. Interviewing and Selecting.K5puna viii

d. Scheduling of Kupuna viii

How to Use This Cu"riculum Guide

Culture Study Through Dramatic Inquiry

UNIT I The 'Ohana in the Community 2

ix

- 67 1

2

8

30

31

32

40

41

44

This unit focuses on the family in the community and the interdependence withinthe community. The children investigage and familiarize themselves with community

helpers; goods and services they provide to meet the needs and wants of community

members; and, how life in the community today is similar to or different from that

of an earlier Hawai'i.

Overview

Lesson Activities

Appendix A. Na 'Oihana Like 'Ole

B. Go, Glow, Grow Food Chart

C. Maika'i, Mahi'ai

D. Kauhale

E. Energy in Our Lives

F. Nutrition Fact Sheet

3334

UNIT I (Cont.)

UNIT II

Appendix G. Checklist: Goods and Services

H. Chant: "Eia M5kou Na Mahi'ai"

I. Song: "He Kino Maika'i NO"

J. Chant: "Body Ports Chant"

K. Song: "Na 'Oihana Like 'Ole

L. Song: "'A, Aloha Mai"

M. 'Ohana

68

45

46

47

48

49

51

52

54

67

- 180'

68

78

129

137

138

148

149

151

N. Concepts of Self and 'Ohana

O. My Daily Breakfast foods

Community Environment and Lifestyle

The various factors involved in community living are studied in this unit. The childrenstudy natural resources, their availability and importance in the life of a community andpeople's influence on the use and management of natural resources in the community.

Overview

Lesson Activities

Appendix A. Maps 6f the Islands

--8.---Workshe-et!--Origin0 Source

C. News Articles: Water Problems

D. Food Chain

E. Pictures of King Kamehameha and Prince Ohio

E1 Important Cultural and Historical Contributors to Our Island Communities (Sample)

.Water Cycle

G. Hula Instruments

153

154

155

156

157

H. Song: "Huki I Ke Kalo"

I. Parts of the Kalo Plant

J. Some Natural Resources of O'ahu

35

xiv36

Unit II (Cont.)

Appendix K. Summary ofthe legend, "The Empty Sea" 158

L. Game: "Let's Go Swimming" (gameboard) 159

Ll. Game: "Let's Go Swimming" (word cards) 160

L2. Game: "Concentration" (word cards) 162

M. Song: "Ka'uiki" 165

N. Worksheet: "We Predict" 166

O. Ahupua'a 167

P. Uses of the Breadfruit 171

Q. Picture of a PPG 172

R. Mo'okG'auhau o Kalikaua 174

S. Genealogy Chart 175

T. Chant: "Na Kumu Ola 0 Hawai'i" 176

U. Game: "Know the Alaka'i" 177

1.-lkummary-of the -legend,- "The Flying War Club" 178

W. Language Patterns 179

Basic Hawaiian Vocabulary Lists, Grades K-2 181

Bibliography 188

Songs and Chafits 19t

37 xv 38

Grade 2.

CONTENT AREAS EMPHASES

SOCIAL STUDIES Members of 'ohana (families) experience many changes. 'Ghana within a community must havethe help of other 'ohana and friends in the community in meeting their needs.

People depend OF-iitger people for goods and services. Laulima (interdependence)A community ha§ people who kokua each other. KokuaPeople in a community alu likifo provide goods and services. Alu like (work togeVler)People in a community have kuleana to perform. Kuleana (roles and responsibilities)Everyone in the community niiaTiToha and 'ike (recognition). Aloha (love, caring)

NGUAGE ARTS

O

38

People experience changes in family roles as growth takes place.Listening to a Hawaiian story.

Identifying kuleana changes of 'ohana members.Identifying 7aiiii-Concepts in thFitory.Identifying niFE-of an 'ohana.

There are many community helpers who perform different roles.Learning Hawaiian vocabulary for the various professions.

Reading about various professions and writing a summary about a possible futuret

career choice.

A community has many places of interest:f fel

Writing diaries about activities in the neighborhood and the community.Giving speeches about future career choices.

40,

Grade 2, Unit I

LEARNER OBJECT IVES APPENDICES

Describes the role of the family in society and explains its relationshipto the larger, community.

I

Describes how community members are dependent upon one another in oursociety.

Describes the impoitance of work (hana) within the economic system of thecommunity.

Identifies and describes the major roles and.functions of different membersof the colpunity in Hawaili.

Unit I - N Concepts of Self and 'Ohana,pp. 54-66

Recognizes ways that children in former Hawaiian times may have been alikeand different from the student today.

Identifies objec;.; or people in pictures with simple Hawaiian phrases orsingle word responses.

Responds in Hawaiian to simple oral instructions and requests given inHawaiian.

Listens to and answers questions orally about a legend or story aboutHawai'i told in English but containing Hawaiian content words appropriateto the child's level of language development in Hawaiian.

Imitates with correct pronunciation the Hawaiian words, expressions andphrases modeled by the teacher or kupuna.

Identifies and describes the major roles and functions of differentmembers of the community of Hawaii.

Works with partners or groups on Hawaiian language oriented activities.

41

Unit I - A Na 'Oihana Like 'Ole, p. 30

C Maikaii, Mahilail, pp. 32-33

- D Kauhale, p. 40

- G Checklist, p. 45

42

Grade.2, Unit I


HEALTH Healthful living in the neighborhood today depends on many factors.Studying individual changes in the self and in others.Identifying community helpers who work to keep us healthy.

Categorizing foods into three basic groups (Go, Grow and Glow) for wise food choices.Using the senses to identify healthful foods.Identify feelings associated with food choices.

MUSIC

43

Creating songs and chants in an effective way for children to learn concepts of living.Children participate in creating lyrics and music for their experiences in life.

Na mahi'ai

1715kou Na Mahi'ai"

"Kanaka Mahi'ai""Ku'u Po'o"

Body parts

"Body Parts Chant"

NeighborhoodWho are the People in YoUr Neighborhood?"

Aloha _

"'A, Aloha Mai"

Greetings"Hawai'i's Greetings"

Original compositions by students

4

44

Grade 2, Unit I

LEARNER OBJECTIVES APPEND ICES-

Cites reasons for food choices for self and others.

Identifies changes one goes through physically that affect other kinds ofchanges in food choices, physical activities and in other areas of growth.

Discusses how food choices of the Hawaiians were limited by what was grownor caught by them.

Recognizes that within apy ethnic or racial group, an individual is unique,similar to but different'in some way from all other fellow members of thegroup and from all othet. people.

Listens to and accepts opinions of others in discussions. fr

Unit I - B Go, Glow, Grow Food Chart. p. 31

- E Energy in Our Lives, p. 41

- F Nutrition Fact Sheet, p.'44

- 0 My Daily Breakfast Foods, p. 67

Imitates phrases in a Hawaiian chant.

Sings selected Hawaiian songs introduced by the teacher while playingrhythm instruments in,time with the beat.

Accompanies a Hawaiian chant correctly using an instrument such as anipu, kala'au, ka'eke'eke, or [Wilt.

Performs a rhythmic dance, pa'i umauma (simple chest-slapping hula) orother hula noho (seated hula).

Maps melodic/rhythmic patterns of a Hawaiian chant with hands, simpledance patterns, or body movements.

Composes and performs simple rhythmic patterns using Hawaiian instruments.

455

Unit I - H Eia Mikou Ni Mahi'ai, p. 46

- I "He Kino Maika'i NO", p. 47

- J "Body Parts Chant", p. 48

- K "Na 'Oihana Like 'Ole", p. 49

- L "A, Aloha Mai", p. 51

46

Grade 2, Unit I


ART

4

Creative experiences help develop an appreciation for and an awareness of the elements ofa community.

Timeline compositionsTheme: "Changes We Go Through"

MobilesTheme: "Needs and Wants"

Puppets (paper bag)Theme: "Community Helpers"

Creating logosTheme: "Community Profile"

Mural

Theme: "'Ghana Concepts Practiced in the Community"

Poster makingTheme: "Campaign for Good Health"

GAMES AND RECREATION Children can have fun learning about and improving the coordination of their bodies through theparticipation in simple games and sports and dances of Hawaii.

Grade 2, Unit I

-LEARNER OBJECTIVES APPENDICES

Volunteers to lead or to help in individual or group projects in the familyor in the school.

Practices behavior that illustrates respect for self, fellow schoolmates,teachers and community resource people.

Recognizes that within any ethLic or racial group, an individual is unique,similar to but different in some way from all other fellow members of thegroup and from all other people.

Listens to and accepts opinions of others in group discussions.

Detects factors in the local environment of the home, school or communitywhich affect health and safety.

er

Follows rules in simple Hawaiian games and e.rtivities.

Performs basic body movement patterns in games and dances.

Participates competitively in simple Hawaiian games and sports.

Relates the use of Hawaiian games, sports, and quieter pastimes in formertimes to improving coordination and agility.

497

-Unit I - M 'Ohana, pp. 52-53

50

Grade 2, Unit I

SOCIAL STUDIES_ _ LARG_UAGE_ ARTS I HEALTH

The activities in this unit focus on an in-depth study of the characteristics of the community and the interdependence within theand how life in the community today is similar to or different from that of an earlier Hawaii.

A. Theme: Members of.familiesexperience many kinds of changes.

Bulletin board display.at out pictures showing afamily with a baby and then an'ohana with a grown-up child.Label the pictures "Before"and "Now."

1. Encourage the children tostudy the bulletin board andnotice the changes they see.

2. Have them share some of thechanges they have gone throughsince kindergarten.

. Talk about changes in their

height and weightactivitiesfriends

4. Ask the children to talk totheir parents and to look atpictures in their 'ohanaalbums to discover changes.Have them share these photo-graphs if they so desire.

51

A. Theme: Roles in the 'ohana change asgrowth takes place.

Preparation:

1. Make copies of the pictures inAppendix Unit I-C, pp. 34-39.Color the pictures to make themmore interesting for the childrento look at. Glue the pictures ona backing for easier handling.

2. Write the names of the members ofthe 'ohana on flashcards (see p. 33).

Procedure:

1. Say

U - i! Hele mai (come). Noho i1-075-(sit dowT7 Ho'oloheTiTsten)!I would like to share a specialstory with you about a young boy inearly Hawai'i who learned the mean-ing of "change" and of "growing up."His name was Mahi'ai. Ho'olohe asI read the story. See if you canfind out how he felt after his firstexperience in growing up.

2. Read the story using good voicechanges for character parts.

8

A. Theme: Changes in the physical bodyare due to growth.

Preparation:

Get pictures of children engaged indifferent kinds of physical activity.Mount them on the bulletin board.

Procedure:

1. Have the children observe thepictures and then share what theysee-:

2. Ask:

a. What kinds of things can youdo today as a second graderthat you couldrOt do when youwere a kindergartener?

b. What changes has your bodygone through so that you areable to do more things today?

c. What do we need to do in orderto keep our bodies healthy andstrong?

(Responses: exercise, sleep,eat good food, etc.). Write

these on the board.

52

Music. ART

Grade 2, Unit I

GAMES AND RECREATION

'community. Tht children are asked to investigate and familiarize themselves with community helpers, the goods and services they provide.

Song

A. Theme: 'Body, parts

3.1*

Title: "He Kino Maika'i NO" (A GoodBody)

Source: See Appendix uhit I-I, p. 47.

Procedure: The children have already.learned some body parts inearlier grades. Use thechart, "Ke Kino o ke Kanaka,"from Na Ki'i Ho'ona'auao(set of posters for theHawaiian Studies Program) toidentify those body partschildren already know. As

new body parts are intro-duced, another verse can becomposed for the song. For

more body parts, see AppendixUnit I-J, p. 48.

Chant

B. Theme: Body parts

Title: "Body Parts Chant" (NaM5hele 0 Ke Kino)

53

I. Timeline Compositions

A. Theme: Changes I have gone through.

Materials: Large white drawing or time-line butcher paper; crayons

B. Procedure:

1. Having written the three changesthey have gone through, the childrenwill now illuStrate them on whitepaper.

2. Have the children draw three pictures.These drawings may or may not reflectchanges in other members of their'ohand.

3. Encourage the children to draw largecharacters and to utilize their spacewell. Also, encourage them to fillup the empty spaces so that theirdrawings will look complete.

4. Have them arrange their drawings inthe proper sequence.

5. Encourage them to label each drawingwith the approximate date of theevent illustrated in the drawing.

9.

. Theme: 'Ohana fun

1. Review the members of the 'ohana.See Appendix Unit I-M, p. 52. Shareconcepts of family living in earlyHawai'i with the children. Reviewthe names of family members withthe children.

2. Have the children say the Hawaiianname of each family member.

3. Play the game 'Ohana scramble.

a. Students sit in a large circle.

b. Each student is assigned aHawaiian role name from an'ohana (makua,rime, makuahinekmoo opuna, kup6551alternately.

c. One student is left without anassigned role and stands inthe middle.

d. The teacher or student callercalls out a Hawaiian role name.

e. All students with the assignedrole must exchange places.

54

SOCIAL STUDIES

Grade 2, Unit I

LANGUAGE ARTS HEALTH

5. Have the children share changesthey have observed in othermembers of their. 'ohana. Askthem:

a. How do you feel about thesechanges?

b. Are all changes good?

c. What kinds of changes canmake us feel sad, angry, orhappy?

G. Motivate the children to thinkabout three changes they havegone through since kindergartenand write them on a 3" X 5"card for the bulletin board.

B. Theme: Na 'ohana (families) musthave the help of other people infilling their4needs and wants.

Bulletin board' display.Have two charts labeled "Needs"and "Wants"

1. Ask the children:

a. When you got up this morn-ing, what were some ofyour needs? List them.

'b. How does your family helpmeet these needs?

55

3. Discussion:

a. How old do you think Mahi'ai isin this story?

b. Why was he so excited?

c. What was he going to do todaythat was different from what hehad been doing?

d. What does this change in kuleana(role) tell you about Mahi'ai?

e. How did this change affectMahi'ai by the afternoon?

f. When we go through changes inour bodies, do they causechanges in our activities?

g. What other changes were mentionedin the story? (change in eatingplace, after-dinner responsibi-lities)

h. How many of you have new jobsin your homes now that you'reolder?

i. How dQ these new kuleana makeyou feel?

4. Review the Hawaiian term for eachfamily member by using the picturesof Appendix C and the vocabularylist on p. 33.

10

3. Talk about the differences inindividuals and how they all needdifferent amounts of food, exer-cise, sleep, etc.

4. Have them draw "Before and After"pictures of themselves showingone activity they enjoyed as akindergarten student and whatthey enjoy doing today.

5. Food choices:

Ask:

a. What kinds of food did youenjoy when you were younger?

b. Do people all -aver the worldeat the same kind of food aswe do?

c. What determines the kind offood people eat? (environment,

availability, cost, etc.)

d. Which foods are especiallyimportant in helping you grow?(proteins) Name some of theseprotein-rich foods.

6. Have available the health cards ofthe children. Write their heightand weight of their kindergartenyear on a chart. Have them dis -,

cuss and comment on how they feelabout themselves today as comparedto two years ago.

56

Grade 2, Unit I

Music ART GAMES AND RECREATION

Purpose To teach the children newbody parts. This is a funway to teach simple countingand body parts.

Source: See Appendix Unit I-J, p. 48.As each body part is learned,add it to the yellow wallchart "Ke Kino o ke Kanaka."

Chant

C. Theme: Na mahi'ai (the farmers)

Title: "Eia Makou Na Mahi'ai"

Source: Kamehameha Schools. Explora-

tions: Holomakalikai, 1976-1981. Flora and Fauna Sec-

tion. See also AppendixUnit I-H, p. 46.

Preparation: Write the words on achart with the translation.Set up tape recorders.

Procedure:

1. Talk about the story they hear inlanguage arts and discuss the workof a farmer today compared to afarmer in early Hawaii.

57

II

6. Have them share their timelines withthe class. Display the completedtimelines around the classroom..

7. Discuss with the children what theythink would be a good title for thedisplay.

8. Evaluate the activity by talkingabout how they feel; also whetherthe information on the timeline wasuseful, accurate, and reflectedchanges students have gone through.

. Mobiles

A. Theme: Needs and wants

B. Materials needed: Crayons, paint, con-struction paper, scraps ofpaper, fabric, beans, seeds,etc., dowels of various sizes.

Plan with the children the appropriatesize for the projects so that thedimensions of each article is within acertain limitation and conducive to ahanging mobile.

C. Procedure:

1. Having discussed wants and needs insocial studies, have the childrenchoose one want and one need.

2. Plan a 3-0 model of each item chosen

f. The student without an assignedrole tries to find a spot leftopen by another student andsits in it, leaving someoneelse without a space.

g. Change assigned roles 'after awhile and start playing again.

h. Remind the children to be awareof 'ohana concepts as theyscramble for a space.

(Variation: Caller shouts"(Mena" and everyone mustseek new seat.)

B. Theme: Na mahi'ai

C.

1. Having learned the chant "EiaMakou Na Mahi'ai," the childrenshould be motivated to createhula motions to accompany thechant. See Appendix Unit I-Hp. 46 for the words.

2. Encourage the children to use thetotal body in producing hula

motions.

Theme: Developing better skills usingthe body

1. Show the children some pictures ofHawaiian children playing Hawaiiangames. See Mitchell, Donald,Hawaiian Games for Today,pp. 28-39.

58

Grade 2, 1Unit I

SOCIAL STUDIES LANGUAGE ARTS

c. What are some of your wants?

d. How do members in yourfamily satisfy your wants?

2. Give each child two sheets ofpaper and have all of the chil-dren label one sheet "Needs"and the other, "Wants." Havethem list their own needs andwants in one corner of eachsheet. Have them select onewant and one need to illustrate.Use watercolors. When the pic-tures are done, have the chil-dren share their pictures withthe class.

3. Select a committee of childrento arrange these pictures onthe bulletin board.

4. Evaluate the activities:

Ask:

a. Do all people have similarneeds?

b. Do all people have the samewants? Why?

c. What does this tell usabout.people?

59

B.

5. Have the children identify the'ohana concepts they see illustratedin the pictures.

Theme: All 'ohana experience certainuniversal needs which they seek tosatisfy.

1. Identify the needs that are beingsatisfied in the story. (need forfood, need for sleep, need to, feelimportant, need to feel wanted, etc.).

2. Ask:

a. What did Mahi'ai want but\resisted because of his newkuleana (responsibility)? \

\

b. How important was the work theywere dding to the other 'ohanain the kauhale?

c,' Are we just like Mahi'ai some-times?

Culmination:

See Appendix Unit I-D p. 40. Havethe children study the picture andshare the needs that are being metand roles being played by whom.

12

HEALTH

a. Take then) to the health roomand have their heights andweights taken. Enter thesenew figures on the classchart. Discuss the changes.

b. Ask:

1) Why do some of us growfaster than others?

2) Is it only because of thefood we eat?

3) What other factors areresponsible for some of usgrowing bigger, stronger,or taller than others?

What do all people needin order to, grow up

healthy and strong likeMahi'ai, the boy in ourstory in language arts?List the needs on a chart.Relate this lesson to thesocial studies lesson,Theme B. on pp. 10 to 26.

Evaluation:

Invite a resource person in thecommunity to talk to the childrenabout how children grow. This per-son may be a parent who is a doctoror a public health nurse or a regis-tered nurse.

60

Grade 2, Unit I

Music .6 ART GAMES AND RECREATION

2. Show them a picture of an 1516(digging stick) as was used fordigging in early Hawaii or bringin an actual 'WO, if one isavailable. Check with theDistrict Resource Teacher. Dis-

cuss the differences in toolsused and energy expended.

3. Say the Hawaiian words for them,one line at a time. (A kupunawould be a key person for thislesson.) Encourage the childrento now feel the spirit of thechant.

4. Have the children identify wordsthey have learned or heard beforeand underline them.

5. Chants are done in a minor thirdso encourage the children to com-pose their own chant tones toaccompany the words on the chart.They may work in groups or alone.

6. Have tape recorders ready aroundthe room for them to record theirchants. Allow them ample time topractice.

7. If the children are not sure ofthemselves, have them listen to afew chants. Ask your schoolkupuna for help or play, samplesfrom the following records:

61

3. Steps

a. Draw the outline of the objecton colored construction paper.

b. Put a second sheet of paperunder the first and cut aroundthe outline. This will producetwo identical shapes.

c. Decorate the two shapes.

d. Staple the two shapes along theedges leaving an opening.

e. Stuff crumpled pieces of news-paper inside the shape andstaple the open edge together.

f. Attach a string to the object.

g. When all of the objects aredone, compose a mobile orseveral mobiles to hang fromthe ceiling.

h. Encourage the children to com-pose a simple two-threesentence thought about "wants"and "needs."

i. When the projects are done, talkabout balance as it applies toconstructing a mobile. Encour-

age the children to suggestmethods of achieving balance,e.g., length of string,distancefrom center, etc.

13

2. Explain that the Hawaiians used toroll a stone on the ground to gothrough two pegs. Ask them topredict why they did this. (To

develop eye-hand coordination.)

3. Prepare them for the developmentof better accuracy. Set up twopegs and allow them to roll arubber ball across the groundthrough the two pegs to a partneron the other side.

4. Take turns.

5. Then have them toss an underhandthrow to each other to catch.They should be able to catch eachother's throws.

6. As they get better, encourage themto move further apart from eachother.

7. Many other kinds of body awarenessactivities are available for theteacher in OIS/DOE Leaps and Bounds,a guide for ETV Movement EducationSeries, available to all publicschool teachers. See your libra-rian.

D. Theme: Na Mahele o Ke Kino (Body parts)

Game: "He aha kEia?" What is this?

1. Students sit in a large circle.

62

Grade 2, Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

5. Looking at the list of needsand wants on the bulletialboard, have the children nowfocus on job titles of peoplewhose work helps fill the needsand wants of families.

a. Have the children quicklyshare the names of thesecommunity helpers. Listthem on a chart.

b. Play the song, "Who are thepeople in your neighbor-

,

hood ?" from the OriginalSesame Street, L.P. Encour-age the children to listenvery carefully for the peo-ple named in the SesameStreet neighborhood.

c. Have the children name thepeople who were named onthe record. Have them addother job titles they canthink of and add those tothe list.

d. Have the children look atthe list and categorize theworkers listed into:

1) People who providegoods.

2) People who provideservices.

63

. Theme: Na 'Oihana Like 'Ole (TheVarious Professions)

Procedure:

As the study of "Community Helpers"goes on in social studies, the childrencan be involved in learning the names ofthese people in Hawaiian. If a kupunais available, she/he may be the personto present this lesson.

1. Have available a collection of pic-tures of community helpers. At eachsession, hand out few pictures tothe students. Have them stand andtell what they know about theparticular helper.

2. Place the picture of the communityhelper on the bulletin board andintroduce the Hawaiian name for theworker by writing it on a flash cardand placing it below the picture ofthe community helper. See AppendixUnit I-A, p. 30 for the Hawaiianequivalent.

3. Encourage the children to select onecommunity helper job which theymight like to do when they becomeadults.

a. Have them go to the library toborrow a book or books abouttheir favorite occupation.

14

B. Theme: Community helpers who keep ushealthy

Materials: Pictures of these helpers.

Procedure:

1. Ask:

a. Who helps to keep us healthyin school? in the community?(Write their responses on thechalkboard.)

b. What do these people do tokeep us healthy?

E.g., doctornursehealth aidedentistorthodontist

c. Who helps you with your healthin school? (health aide,cafeteria manager)

d. What does a cafeteria managerdo to keep us healthy? Write

their responses on a chart.

Job Title What We Think What We Found

cafeteriamanager

64

Music ART

Grade 2, Unit I


Mele Inoa, LP Poki Records, byKa'upena Wong

Hi'ipoi I ka 'Aina Aloha, LP HulaRecords, by Edith Kanaka'ole

8. Children are better able to chantwhen they are exposed to recordsand tapes and live chanting.Encourage. them to listen to thesechants by setting up a listeningcorner.

9. Have the children share theiroriginal chant for "Eia Makou NaMahi'ai."

Song

D. Theme: Ka mahi'ai (The farmer)

Title: "Kanaka Mahi'ai"

Tune: "The Farmer in the Dell"

Words: "Kanaka mahi'ai, kanakamahi'aiAloha kauaKanaka mahi'ai"

This song can be sung in a two-partround.

65

D. Evaluation:

1. Look at the variety of wants andneeds expressed by everybody.

2. Talk about differences and similari-ties in people.

3. Ask:

a. Will our wants and needs changeas we grow and mature?

b. Imagine yourself living inHawai'i many years ago. Wouldyour wants and needs be thesame? Why or why not?

III. Paper bag puppets

A. Theme: Community helpers

Materials: Lunch size paper bags,paint, crayons, yarn, con-struction paper, fabricscraps and other craft materials, glue, scissors.

B. Procedure:

1. Have the O think about whatthe community helpers look like.Have them choose one helper andmake a puppet representing theperson.

2. Encourage the children to use avariety of materials to make theirpuppets interesting.

15

2. Teacher asks a student on his/herright, He aha Mar (pointingto a body part)

3. If the student khows the Hawaiianword for the body parts, he/sheresponds, "He maka" (an eye).

4. If the student does not know theanswer, he/she turns to the nextperson on the right and asks "Heaha keia?" The question is askeduntil someone is able to providethe correct response.

5. The person who makes a correctresponse asks the new question.

Variation for above game.

1. Teacher asks, "Is this your po'o?"(pointing to a part of body)

2. Student must respond, "Ae,. it ismy polo," or "Alole it is not mypolo., it is my maka."

3. After giving a correct response,the student may ask the question.

Game: "Simon Says"--Hawaiian Style

1. Teacher needs to be the leaderuntil children become familiarwith the Hawaiian terms for partsof the body. "Simon says, 'Touch

your Wawae.'"

66

Grade 2, Unit I

SOCIAL STUDIES

e. Clarify the terms "goods"and "services" by givingexamples, e.g., "Doctorsprovide services," "Bakersprovide goods."

f. Ask the children:

1) Where can we go to seethese people at work?(shopping centers, cityoffices, farm areas,etc.)'

2) Where do you thinkthese people live inrelation to their jobsites? Do they have totravel far distancesto work?

3) Where do your parentswork? What kinds ofjobs do your parentsperform? (Place acheck next to any jobtitle represented bythe parents of childrenin the class.

4) What do we call a placewhere families livetogether and worktogether and playtogether? (neighbor-hood, community, hous-ing project, condomi-nium or townhousecomplex, family com-pound, etc.)

67

D.

LANGUAGE ARTS

b. Have them share their books withthe class, even if it is onlypictures.

c. Encourage them to take the bookshome and read about the commu-nity,helper job they've choseri.

d: Have them write a paragraph ofinformation about their favoritecommunity helper's job and placethese on the bulletin board.From this activity, they canplan for their activity i.n art'. . .making paper bag puppets.See art lesson, p. 15 Activity#III.

Theme: Knowing the street names in theneighborhood is very important for manyreasons.

(This activity goes along Kith thesocial studies activities dealing Oith,community walks. See activity 7 onp. 18.)

Preparation:

Ask the children to identify thestreets on which toey Me.. Ifthey are not sure, have theM findout when they go home. Have themwrite the name of the street on apiece of paper to assure the correctspelling.

16

HEALTH

2 Arrange to have the cafeteriamanager of your school talk tothe children about nis/her job as

it relates to the health of thechildren. Perhaps a walk throughthe cafeteria kitchen would bebeneficial for the children tosee the preservatioh and storageof food, the cleanliness of thepreparation area and the pre-cautions taken to prevent foodcontamination.

3: Evaluate by filling in the thirdcolumn of-the chart.

4. Project a transparency ofAppendix Unit I-B, p. 31 on theoverhead projector. Discuss thecontents of this transparency.

t Ask: What does this transparency,tell us about the food we eat?Explain the chart completely tothe,children. Stress the impor-tance of the foods in all three ti

groups.

5. Using the same transparency, com-pose a large wall chart. Drawa circle with three equal parts.Donot draw any of the foods onthe chart: Just show the follow-ing outline.

.68

Music ART

Grade 2, Unit


Composing

E. Theme: Community helpers

Procedure:

1. As the children learn about thecommunity helpers, they can com-pose short verses to sing abOateach worker.

2. Using the tune "The Farmer in theDell," compose new verses byusing the Hawaiian equivalent foreach community helper. See Appen-

dix Unit I-A, p. 30 .for the listof job titles, See also Appendix

Unit I-K, p. 49-for more suggestedverses.

3. Encourage the children to writesome verses of their own beforepresenting Appendix Unit I-K.

4. Other compositions can be writtento the tune of familiar nurserytunes., e.g., to the tune of "OldMacDonald Had a Farm," a,dittyabout a dentist could be composedby a group of children. See

Appendix Unit I-K, p. 49.

F. Song

Theme: People in the neighborhood

Title: Who are the People in YourNeighborhood"

3. Have them work in gr=oups andencourage them to alu like (worktogether), kokua (help one another)and laulimalerate).

4. When the puppets are done, encour-age the children to manipulatetheir puppets for each °tiler.

C. Evaluate the activity

IV. Creating symbols or logos

A. Theme: Community profile

B. Materials: scissors, magazines,crayons, paste, paint, drawingpaper, construction paper.

C

C. Procedure:

1. Ask: What is our community like?Do we have places to shop? play?

work? If we were newcomers to thecommunity, how would we know whereto go?

2. Have the children think aboutsymbols or logos they have seenthat have helped them find a parti-cular place, like a cress tosymbolize a place of worship.

3. Show them some logos that arereadily found in your communitylike the red and white bucket ofKentucky Fried Chicken.

17

j

2. If children point to the wrongpart, they must sit out thenext command. They may rejointhe game as soon as someone elsemakes an error.

4

3. As in "Simon Says," commandsshould be given occasionallywithout the clue' words, "SimonSays," in order to build upattentiveness and listeningSkills.

Dance

Song--"Mele PPani E"

Source: Mahoe, E Himeni Hawai'iKakou, 1973 (Available inmost school libraries, pp.90-91. Cassette tapesaccompany the book.)

Preparation: Write the words on awall chart.

Procedure:

1. Have the students listen to thetape to capture the rhythm andmeaning of the story/song.

2. Have the students create movementsto depict the essence of the story/song.

70

G a , Unit I

SOCIAL STUDIES LANGUAGE ARTS

5) Have the childreo bringpictures to school thatshow the above locations.Have them analyze thepictures for similari-ties and differences.

6) Decide with the childrenwhich word best describe&the area in which theylive.

7) Plan walks with.theclass. Using the schoolas a reference point,walk two to three blocksin each direction.

a) Have the childrenlook for communityservices and produc-tion.

b) Have them alsoobserve businessestablishments,neighborhood layoutand importarf land-marks.

8) Place a large sheet ofbutcher paper on thebulletin board with themain street drawn. Planwith the children thesymbols they want to useto represent the busi-nesses, landmarks,housesA

Procedure:

1. Have the children share their streetnames.

2. Write these in the first column ona chart.

3. Say the names as you write them andhave the children repeat them.

4. In the second column write the mean-ing of the street name if it is aHawaiian name. If a kupuna isavailable, she/he might know or beable to find a legend that relatesto the street name, e.g., Kawaiahalo.See Pau'i, Mary, Place Names ofHawai'i for further reference tostreet names.

5. Add these street names to the neigh-borhood map with the help.of thechildren.

6. Call on individual children to go tothe map and show the rest of tpechildren the route they use to getto their homes. Encourage them topronounce the names of the streetsthey have to walk on to get to theirhomes.

Culmination:

Hand each of the children a smaller4 version of the neighborhood map with

only the street names. 'Have them

18

HEALTH

a. Have the children share whatthey ate for breakfast. Writethese foods on the blackboard.Write the three categoriesof food on the chart.

72

Fruits

Vegetables

GOB Meats

GLOWIS 'ROW Beans

Fats

Grains

Breads....-

DairyProd.

Grade 2, Unit I


Source: Original Sesame Street,L.P. Sesame Street

Records

Procedure:

1. The children should be familiarwith the song, having heard itin social studies.

2. Ask: Who are the communityworkers not mentioned in the song?Have them think about thoseworkers we have in Hawai'i thatmay not be found in other places.List these on a chart.

3. Sing the song with the record.When the children are familiarwith the tune, motivate them tocompose a verse for a communityhelper in our Hawaiian community,e.g., lei seller --

Oh, the lei sellers arefounT

With flowers all around.They're people that you'd

meetIf you need someone to greet.They're people in my neigh-

borhood.

fisherlau hala weaverkapa makerquilt makertour bus driverPolynesian dancer

73

4. Give the children a chance to becreative. Have them plan a newcommunity of their own. Have themcreate logos for their communitythat reflect places to eat, placesto play and places to have fun.If they can think of more, encour-age them to do so. Divide theminto 'ohana. Have them alu like(work together) to create a commu-nity they would like to he a partof. This "ideal community" can bean ongoing project to which theycan add new things as the studycontinues.

5 The communities may be created incardboard boxes. Dioramas may bea better means of expressing theircreations.

6 Encourage the children to becreative and to include as manycommunity goods and services aspossible, e.g., police, firestation, city hall (satellite),gas station, plumbing store, etc.

7. To add people, have the childrenthink about the kinds of peoplewho live in their neighborhood anddraw them or take snapshots ofthem. Mount these on the bulletinboard above the diorama.

19

E.

3. Interpret the song using footmovements. A3k your kupuna,Hawaiian Studies or MusicResource Teacher to teach themthe simple k5holo step (vamp)for the lasTFiTi of eachverse.

4. The children will pick. up themelody as you continue to playthe tape. This is a fun danceso encourage the children tohave fun with it.

Theme: Neighborhood living

Game: Getting to know your community

After the children have discussedgoods and services and have made alist, set up a simulated communityin the classroom with places thatprovide goods and/or services.

1. Divide the class into two teams.

2. Each team member has to walk tothe right place when the callercalls out the need.

E.g., Caller: I need a gallonof milk.

Player: Walks to the"supermarket."

74

Grade 2, Unit I

6

SOCIAL STUDIES.

LANGUAGE ARTS HEALTH

hospitals, farms, etc.that are in their commu-nity. The symbols canbe maden art class.Have the childrencreate the map.

9) Upon the completion ofthe map, present thefollowing hypotheticalsituations:

a) If this store wentout of business, howwould the familiesin the community buywhat they needed?

b) If there were nofire station, whatcould be the result?

c) if a constructioncompany were autho-rized to build newhomes on the play-ground next to theschool, how wouldthat affect you?

d) If many of the'ohana in the commu-nity decided to moveout of the community,what might happen?How would it affectthe businesses andservices?

75

draw in the route to their homes fromschool. Then have them share how thewould tell a policeman the directionsto their home without using a map.

Writing diaries

Theme: Interdependence

Procedure:

1. Have the children keep a log of theiractivities in the community. Havethem begin writing a daily journal ofall their activities for a month orlonger.

2. Encourage them to write down everyactivity they participate in andevery service they receive. If they

go to the service station beforeschool and mail a letter on the way,log

the activities down. Encourage themto keep accurate records so by theend of the month, they can readily seehow dependent they are on otherpeople.

3. Have them also write the number oftimes someone depended on them to doa service or provide goods.

E.g., Mom asked me to help her washthe car.

My brother needed the-shoes I

had outgrown.

20

b. Discuss the three categoriesand have the children namefoods for each category.

c. Have available magazinepictures of food. Dividethe class into three 'ohanaand have them cut outpictures to place on thechart.

d. Run off copies of the aboveBasic Three foods chart.See Appendix Unit I-0,p. 67.

76

Have the children write thefoods they eat for break -;ast for one week.

Ask:

1) Are you eating foodsfrom all three groups?

2) Why is it important toeat a balanced meal?

3) What do we need inorder to do activitiesduring the day? (Energy)

What is energy? SeeAppendix Unit I-E, p. 41.

4) What food group givesus energy? (Place the

word GO in the centercircle on the BasicThree Chart.

Grade 2, Unit I

MusIc ART GAMES AND RECREATION

4. The children should be encouragedto alu like (work together) ingroups. Encourage them toho'olohe (listen) to each otherand to kOkua (help) the groupachieve its goal.

5. Have each group share its composi-tions with the entire class.Combine these compositions into aclass booklet so that each studenthas a copy.

Song

G. Theme: Aloha for others

Title: "'A, Aloha Mai"

Source: See Appendix Unit I-L, p. 51.

Preparation: Write the words on achart.

Procedure:

1. Have the children identify thewords they already know. Under-

line the familiar words with redink.

2. Talk about aloha and welcomingpeople into the home or the class-room. Talk about warm feelingsfor others.

77

8. Encourage the_children to composea story about their "IdealCommunity." Have them describe whythey feel this dream community isideal.

D. Culmination

Have a long time resident of the commu-nity come in to class and talk to thechildren about what the community waslike in the old days. Encourage him/her to bring old pictures if he/she hasthem. Encourage the children to talkto community people and ask them forpictures and information about the pastSet up a bulletin board display.

V. Mural

A. Theme: 'Ohana concepts in practice inthe community

B. Materials: 36" x 72" wrapping paper,glue, scissors, scrap paper andfabric, paints, felt pens,buttons, seeds and other oddsand ends.

C. Procedure:

1. Have the children plan how they aregoing to show the 'ohana conceptsas discussed in social studies.

21

3. The team with the most pointsreceives the mayor's recogni-tion award (could be acertificate).

Game: Traffic patterns

1. Ask:

What are some street signs youremember seeing as you rode incars and on buses?

2. List

Make a list of signs.

3. Draw

Students select one of the signsto draw on a large manila drawingpaper (18" x 24").

4. Glue the signs to packing cartonboxes.

5. Form streets on the classroomfloor or playground using lengthsof rope, string, yarn, or tape.

Inc-t

V)ri-

V)ri-

St.

St.

78

Grade 2, Unit I


79

e) If some of thebusinesses in yourcbmmunity failed ormpved to anotherlocation, how would

'ohana in thecommunity cope withthis disruption ofcommunity life? e.g.,service station,grocery store:

10) Talk about the economicbase(s) of your owncommunity and hypothe-size what might happen ifcertain situationsoccurred to disrupt theeconomic life., e.g.:

a) Suppose the truckdrivers all went onstrike, how wouldthe farmers get theirproducts to themarket?,

b) If the store ownersrefused to buy fishfrom the fisher, howwould the fisher meethis/her other needs?

c) Introduce the conceptof ''shipping strike.'

Explain to the chil-dren what happenswhen a strike iscalled.

4. This activity can also be done on achecklist kind of format as shown inAppendix Unit I-G, p. 45.

Evaluation:

At the end of each week, discuss thefrequency with which certain needswere fulfilled as noted in thediaries or checkliits. Ask-the chil-dren to draw some conclusions or makesome generalizations about the inter-dependent nature of communities.

Speaking

Theme: When I grow up

Procedure:

1. Have the children'think of a communityrole they would like to fulfill whenthey become adult citizens of thecommunity. They have had some timenow to study the variety of rolesavailable and needed.

2. Have them prepare a little talk onwhat they want to be when they growup and why they want to be thatperson.

3. Have them project what they need todo in order to become that person:schooling, training, etc.

22

e. Conduct the activities'found in Appendix Unit I-E, p. 41.

f. Ask:

. \

1) Whatlkinds of food helpus gt . . . our bones,our m scles, ourtissue? (meats, dairyproducts, beans)

_What pl nts or animalsgive us hese foods?

g. Have availoibl pictures ofthe animals a d plants thatgive us the foods in thisgroup. Place them on oneside of a chart. As thechildren find pictures offoods we get from theseanimals and plants, pastethem on the chart next tothe correct animal. Intro-

duce the new word.for thisgroup of foods -- "GROW" and

place it on the Basic Threechart.

h. To identify GLOW foods, haveavailable a variety,of clean,cut vegetables and fruits.Ask 3-6 volunteers to parti-cipate in a tasting party.

1) Blindfold each partici-pant.

80 .

Grade 2, Unit I

Music ART

3. Introduce the new vocabulary inthe song. (Use the school kupuna.)Explain that in early Hawai'ieveryone was welcomed into thehome by the phrase "E komo mai."

4. Sing the song for the childrer.Have them sing with you, onephrase at a time, making sure thattheir pronunciation is clear.

5. Make up motions for the song afterthe children have learned it well.

6. Encourage the children. to sharethis song with others.

Song

H. theme: Greetings

Title: "Hawaili's Greetings"

Source: Hawai'i Music Program, ZoneBook B, p. 154.

Procedure:

1. Talk about the time of the day andhow we greet people before noon,afternoon and at night.

2. Introduce the Hawaiian equivalentof the greetings during the day.,,by using the posters in the col-lection, Na Ki'i Ho'onalauao,Series I.

81

2. Makt a list of the activities andthen divide the class into/mini'ohana to work on developing theirideas. Encourage them to use theconcepts as they plan their kuleana(responsibility). Encourage themto include as many coll)Munity helpers

as possible.

3. Help the children make up a titlefor the mural. Write each 'ohanaconcept on 3" x 8" cards. AT--children will use the cards to"identify the concepts by tackingthem on the part of the mural thatdemonstrates the concept. This canbe an ongoing activity to createawareness of the Hawaiian concepts.

VI. Poster making

A. Theme: Campaign for good health

B. Materials: scraps of fabriC, paper,construction paper, 24" x 36"oak tag, paint, brushes, marshpens, colors.

/C. Procedure:

1. Show the children samples of goodposters.

/2. Have them do some sketches fortheir posters_an good health asdiscussed in health.

23

GAMES AND RECREAT101/4

. Place the signs at appropriateTines along the streets.

7. Play

The students choose to be a .

vehicle (bus, car, truck) or apedestrian. They must drive orwalk along the streets followingall the signs.

8. Discuss

When the need for policebecomes obvious, stop the play-ing.

9. Ask:

What person in our communityhelps to keep people safe in

traffic? Discuss what policeofficers do to keep peoplesafe.

10. Play

Resume play with police added.The object for the drivers andpedestrians will be to avoidgetttng a traffic violationticket.

Came: Fun in the neighborhood

. 1. Ask

82

Grade 2, Unit I


d) If there were a ship.-ping strike, howwould we get our foodand other neededproducts?

g. Culmination

1) Ask the children: Basedon what we have studied,what are some of thegeneral statements wecan make about life in acommunity?

2) Name some of the 'ohanaconcepts you've_learnedin earlier years that are'imperative in communityliving. See AppendixUnit I-N, p. 54, e.g.,

laulima - interdependencekOkua - help75-171a" - love, compassionTMEna - responsibility

and rolealu like - working

together

3) Have the children furtheridentify with these con-cepts by play actingsituations that showthese concepts in prac-tice. Divide them intogroups and have eachgroup select a concept torole play.

83

4. Present the mini talks like a T.V.or radio program.

24 84

Place a cut vegetable.in front of .them.

3) Have them eat it andtell what it is theyate.

4) Continue with another.vegetable. This timehave them guess whatit is using their senseof touch.

5) Continue using differentsenses.

Talk about glow foods andwhy they are important inthe diet.

i. Hand out copies of AppendixI-F, p. 44.

1) Talk about the humanbody and how importantit s to eat well so

the body can func-tion well.

2) Encourage the childrento keep a day's recordof all the food theyeat. Be sure to watchfor GO, GLOW and GROWfoods.

3) After a day, evaluatetheir eating habits.

Music ART

Grade 2, Unit I


3. Talk about "Aloha Kakahiaka"(good morning). Have the chil-drer study the chart and noticethe work being done and time ofthe day.

4. Teach them the song using the'ukulele as an accompaniment.

5. Pin the wall chart on the bulletinboard and continue with "Aloha'Auinal5" (good afternoon) and"Aloha Ahiahi" (good evening).

6. Encourage the children to sharethese greetings with others in 1'

school, in theneighborhood, andat home. This is a good song tosing at the beginning and end ofeach school day.

Chants and songs

I. Theme: Greeting and showing alohato others

Chant title: Aloha

Source: Personal compositions

4,

1. The children now have some experi-ence with chanting, so have themwrite a simple chant for greetingeach other:

85

3. Conduct a lesson on lettering.Encourage them to use brief buteffective titles.

4. Mount the completed posters.

25

a. What kinds of things do youdo with your free time?

b. How much T.V. do you watch?

c. What kinds of activitiescould you do if there wereno T.V.? Encourage them tothink of physical activities.

d. What do you suppose thechildren who lived inHawai'i long ago used todo? Did they play thesame kinds of games youplay today?

e. What about the children inother countries that haveno T.V.? What do thosechildren do?

2. Introduce four simple Hawaiianactivities the children in earlyHawai'i used to do in theirkauhale (living compound). SeeMitchell, Hawaiian Games forToday, pp. 68-69.

a. Pahi-pahi

This .game is similar totoday's, "peas porridgehot."

1) Have the children sitwith a partner

86

Grade 2 Unit I


4 )

8

Here are some samplesituations. The conceptsare: knua, laulima, alulike, kuleana, aloha.

a) A community hasworkers who helppeople (kokua).

b) People in a communitydepend on other peoplein the community forgoods and services(laulima).

c) People in a communitywork together (alulike) to meet theneeds of each other.

d) People in a communityhave certain roles andresponsibilities toperform (kuleana).

e) Everyone in a commu-nity needs aloha(love) and lke

(recognitionT Theseare needs that can bemet by the 'ohana andby others in thecommunity.

/

0,

26

a

1

88

J. Write the word "nutritionist"on the chart. Have thechildren predict what theresponsibilities of thiscommunity helper are.

k. Have the children lookup the meaning of theword. Discuss theresponsibilities of anutritionist and writethe information in thecorrect column.

1. Invite a nutritionist todescribe his/her responsi-bilities and roles withinthe community. Plan adiscussion period so thechildren can ask questionsabout proper nutrition.

m. These kinds of inquiriescan be continued to includeother community people deal-ing with health like

doctorsdentistsnursesorthodontistssanitation workerssewage treatment

plannerswater system workersvector control workers

Grade 2, Unit I


Aloha, e nã hoa alohaAloha, e ke kumuAloha kakahiakaAloha mai(Greetings, friendsGreetings, teacherGood morningWelcome)

2. Encourage them to greet communitypeople by chanting. This couldbe a fun activity for everyone.

3. Have the children chant to thebeat of .ipu (gourds), kala'au(dancing sticks), kd'efreke(bam-boo pipes) or pO'ili (splitbamboo). Encourage the childrento create rhythmic patterns thatgo along with the chants theycreate.

Culmination:

Plan a ho'ikc (show and tell) for theschool. The children will be able toshare the songs and chants they havecomposed and learned throughout theyear.

8927

2) Using any one of thechants they've learnedin music, have themcreate motions usingthigh and hand slappingpatterns.

b. Pe'e-pe'e-kua (Hide and seek)

1) This hide and seek gameis similar to that playedtoday. A variation canbe played by having eachperson assigned the roleof a community helper

-named in Hawaiian.-

2) As each person is dis-covered by the haku(master), he/sheannounces his/herHawaiian job title,e.g.,,Lawai'a. Thehaku has to be able totranslate it intoEnglish. If the haku

translates correctly,he/she earns one pluspoint. If the hakuis wrong, one point iscounted against him/her.

9u

Grade 2, Unit I


4

9128

z.

n. Expose the children to asmany of the communityhelpers as possible tobuild awareness.

o. Compose charts for each. health worker that showwhat they do to help keepthe neighborhood healthyand clean.

Culmination

Have the children choose a communityhelper who deals with food or health.Have them plan a campaign for GoodHealth. Posters can be made in art..Campaign speeches can be planned inlanguage arts.

92

Y

g

Grade Unit I


to/

Ale-

93 29

3) The haku has to total-more points thannega ive ones in orderto become a player inthe next game. When

the haku becomes aplayer, he/she mayselect the next haku.

c. Kuwala Po'o/Kuala Po'o(soniersaul ts)

Program IX, pp. 75-82 inLeaps andlounds, A Guidefor,ETV Movement Educationseries describes someexcellent sequentiallessons in tumbling.

1) Describe the somersault-ing techniques done bythe early Hawaiians.(See Mitchell. HawaiianGames for Today, p. 68.)

2) Have the children predictwhy they think somer-saulting tis good fortheiV.b0CtieS.

3) If possible, view theETV series with thechildren so they cansee the movements.

Evaluation:

Have the children keep a diary oftheir free time activities for aweek ata time. Watch for improve-ment in the use of free-time:

9 al

Grade 2, Appendix Unit I-A

Ar

Na 'Oihana Like 'Ole ,

(The Various Professiods)J

e

.

Teacher - kumu Fil'efighter - kanaka kinai ahir

Orthodo/ntist - kauka niho :

n

Princi5a1 - po'o kumu Telephone Repairer - kanaka ho'Oponopono kelepona Profetsor - polopeka/

Custodian-- kanaka malama kula Waiter - kuene Police Officer - maka'i

..Doctor - kauka! Waitress - kuene wahine (/'Secretary - kdkau :Olelo

d

Lawyer -.100 Stevedore - kipikoa .. Bus Driver - mea kalaiwa ka'a 'ohua

. ,-Nurse - kahu ma'i , Dentist . - kauka niho

Cashier mea 'ohi kald

.

1- Babysitter - kahu mdlama kamaikiCook - mea kuke Salesperson - kalepa; mea ka'ai aku

quiritionisf - mea ho'oponopono mea'aiHousekeeper - mea mdiama.haleLetter

Carrier- kana0 lawe"leka

. 4

9'5 30

CafeteriaManager

96

- kahu hale 'aina

GROW, GLOW, AND GO FOODS

Grow, Glow, and Go Foods

FRUITS

VEGETABLES

Nutrition Education Teacher's Guide (Draft). DOE, State of Hawaii, June 1982.

97

Grade 2, Appendix Unit I-C

Maika'i, Mahi'ai!

In Hawai'i long, long ago there lived Mahi'ai, a keikik5ne. He had an 'ohana just as you do. But in his 'ohana were histwo older brothers, two younger sisters, his makua'kane, makuahine, kupuna and aunts, uncles and cousin's. Some of his'ohana lived near the lo'i kalo (taro patches). Some lived near the kagFai (beach).

Mahi'ai apd his family 'rose early each morning starting their day's activities while it was cool. Today was specialbecause Mahi'al's makua kane (father) was going to let him join all the other men and older boys. They were going to work inthe lo'i kalo. He no longer needed to stay with his sisters. He could help in the kalo patch just like Kekoa and Keola, hisolder brothers!

Mahi'ai was the first one ready to go because he was too excited to sleep and had gotten up very early. Everyone had funyesterday trampling in the mud of the lo'i. Now, it was planting day for men and older boys only. Mahi'ai raced ahead towardthe field. Today Mahi'ai was not the water-carrying keiki but a working kane!

When they all got to the fields the leader of the planting offered a prayer to the gods. He prayed that they would helpthe young kalo plants grow big and strong._ He prayed that they would be able to harvest a good crop. After the prayer theworkers began planting. Mahi'ai's makua kane told him that his job was to bring the huli (plant cuttings) to the men who wouldplant them in straight rows. Mahi'ai had to run along the lo'i kalo with the bundles of huli and pass them to the planters.At first, Mahi'ai ran very quickly. As the sun rose higher in the sky, his running slowed The day became warmer andwarmer. Mahi'ai grew more and more tired. He took a sip of water from the water gourd making sure not to drink more than hisshare. His father and brothers neede' a drink too.

Everyone kept right on working and it seemed to Mahi'ai that they did not slow down. He did not know how long he couldkeep up, but he knew that he could not stop or his brothers would see how tired he was. His father might not let him work inthe fields with them anymore. Aue! Just when he.thought he could not lift another bundle, he saw his sisters come with theirlunch. Everyone stopped to eat! 'Ono! Mahilai was so hungry! After eating, he felt like sleeping. But everyone wentquickly back to work. Mahi'ai watched his sisters walking back toward their kauhale and for a minute wishes he could go withthem. They would probably go to the beach for a swim or play in the stream among the rocks.

"Hele mai, Mahi'ai!" Keola was waiting for more huli. Aue! Mahi'ai gathered up his bundle of huli and ran toward hisbrother.

98 32 99

Grade 2, Appendix Unit II-C

At long last, the planting was finished. Mahi'ai was ndt sure he coolo walk home. He was exhausted! His brother Kekoa

saw his dragging footsteps and hoisted him upon his shoulders. "Maika'i, Mahi'ai!" "You worked well today." Mahi'ai felt a

burst of pride but he was too tired to say anything and promptly TiTT asleep atop his brother's shoulders.

"Mahi'ai, Mahi'ai, it's time to eat," said Keola. Mahi'ai awakened and hurriedly went to the hale mua where all the other

men of the 'ohana were gathered. Once inside the hale mua, the men's eating house, Mahi'ai's makua kane offered a prayer tothe 'aumaurisling for help to make the kalo plants grow well and thanking them for the fine planting day. This was Mahi'ai's

first meal with the men. He felt so proud; he no longer needed to eat with the women and younger children.

After eating, Mahi'ai had a new job. He needed to help clean the eating utensils (bowls, cups, spoons). He put them away

and ran to the hale noa (sleeping house). Each night his new job was getting the kukui nuts on the nT'au (coconut mid-rib) and

placing the nT'au into the stone holder. This ihoiho kukui (candle-nutilamp) provided the light for his kupuna kane

(grandfather who told stories of the ' ohana, powerful gods, and great Soon it was time to sleep. Mahi'ai put out the

light and went to sleep. He slept smi ii ng as he remembered his brotherITTaise, "Maika'i, Mahi'ai!"

( By - Marilyn Okumura

Members cf an 'Ohana:

Kupuna - grandparent (pl., kupuna)----Fupuna kane - grandfather, granduncle, male ancestor

kupuna wahine - grandmother, grandaunt, female ancestor

Makua - parent, any relative of the parent's generation (pl., makua)

makua kane - father, uncle, any male relative of the parenITsjenerationmakuahine - mother, aunt, any female relative of the parent's generation

Keiki kane - son, boyKaikamahine - daughter, girl (pl., kaikamahine)

Mo'opuna - grandchildmoropuna kane - male grandchildmo'opuna wahine - female grandchild

Kamali'i - childrenKamaiki - baby

100 33

'Ohana Concepts in the story

alohaaluTikekokua

kuleana

lokahi

lokomaika'ipa anana'ike

loveunited effort

helprole/responsibilitycoopergionharmonygoodness/kindnessindustriousnessrecognition

101

'IL!.

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Grade 2, Appendix Unit I-C

35

104

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riM.-Alt .... 111 ftailallt Mama-. .4 ;4 I

Grade 2, Appendix I-0r/;11

114

, KAUHALE

-Mk.,

°tilt

itk' sS

I ill"' ri,t1,j,ji" '0' 1.4 Cot IP° vt, , .1-,?...,1-

1il I ,.kr''''ii.

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, I4:4

Grade 2, Appendix I-E

ENERGY IN OUR LIVES

Activity: Define energy as something that can make things move or get them hot.

Materials: 1 Worksheet/student (Energy in Our Lives).,,,,

\,,

Suggested Procedure:

The term energy has technical meanings that are expressed as the ability to move or heat objects. At this early point in a

student's development these technical meanings are difficult to grasp. However, since the word energy is.used so.frequently in

many contexts, including nutrition, it is important to establish a definition for the word.

At this point we will talk about things that have energy. Over time, students will learn that all things possess energy in

some form.

Procedure:

1. Explain to the students that we want to talk about (define) a very important word, energy. Get students' ideas about the

word.

2. Use the worksheet. Explain that energy can make something hot and/or move it. We say things have energy when they can make

another thing hot or move it.

3. Go over each picture. Does the thing shown have energy? Can itiheat something? Frame the block around those things that

can heat something in red. Can it move something? Frame the block for those things that can move something in yellow.

1

4. Draw a picture in the box of something that energy can heat Or can move.

r11'3

41117

Grade 2, Appendix Unit I-E

Suggested Questions:

- Which of the things shown have energy? (All of them)

- How do we get energy from gasoline? (Burn it)

- How do we get energy out of our arms? (Move them)

Generalization:

Have students take any object; stick, eraser, chalk. Ask how they can give it energy. (The object can then heat something up

or move something.) Have them note that if we move a thing, while that thing is moving it can move something else. A baseball,

when it strikes a window, will cause that window to noticeably move or break. When we heat a thing, the heated object can heat

something else. A heated pan heats our hand when we touch it.

Have students make a bulletin board display showing things that have energy.

Mnemonic Device:

The following set of couplets may help keep the nature of energy in mind. The first and last couplets are most important.

Energy it takes to move a car.Energy it takes to heat a star.

Energy is in everything that grows.Energy is in everything that glows.

Energy we find in oil from the ground.Energy we find in a horn making a sound.

Energy comes from the light of our sun.Energy comes from wheat from a bun.

Energy is all that we eat.Energy is all motion and heat.

-'Source: Nutrition Education Teacher's Guide (Draft). DOE, State of Hawaii, June, 1982.

118 N 42

119

ENERGY

IN OUR

LIVES

Can Make Things Hot

Fire

Can Make Things Move

...........,........

.......

....

si\

00 00

Stove

Arm

A 7.-

la al saa a a

Gas

\ \

NV

\ ,s :

Horse

2-3

120

e,

FOODS I DO AND DON'T LIKE

[These foods

4E.

SALAD

LettuceTombtoesCabbageCarrots VitaminParsley\tSt#Sprouts

i

Complex

Nutrition Fact Sheet

(Salads -- Cooked Vegetables--Milk)

These--> These 1 Healthycontain which

Substances produce Body Parts

Vitamin

A

Water cress

COOKEDVEGETABLES

CarrotsPeas

Broccoli

SpinachCauliflowerTomatoes

MILK

VitaminC

Vitamin

0

eye

ood kidney digestivetract

complexcell chemistry

skin

EgiPbone muscles

Vitamin bone

muscles

VitaminK

Fiber

reproduction

digestive

tract

Mineral

Calcium

Mineral

Iron

Mineral

Phosphorou

2-17

121

blood

bone

bloodheart muscles

muscles

Grade 2, Appendix Unit I-G

CHECKLIST

. .

Date.

Service(s) Received Service(s) Rendered

E.g.:

Sept. 9

-0

X X, X X

.

Fast foods place for breakfast. Snack slfor ice cream. Service.station for gas.Hdlped my sister cross the street.

..

.

,

,

.

..

.

_ .

. .

12245

123

oppe

"Eia Makou Na Mahi'ai"

a

Eia m5kou Oa mahi'ai(Here we are, the farmers)

Me n5 '6'6 '6'6, iho(With our digging sticks)

'O'o, 'o'o, 'o'o i ka lepo(Dig, dig the soil)

No na mea kanuNo na mea kanu(For the plants)

Maika'i, maika'i(Good, good)

.Eia m5kou na lawai'a kcik;(Here we are the fisherwomen), Iqr

Me n5 pula, hei hei a'e(With eur leaf fronds to snare the fish)

0*-Ata1,

-*.104410) .

Pula, pula, hei i ka i'a(Shake, shdke, snare the fish)

'Hipai i ka 'upenaNui ka i'a(We caught plenty of fish)

Maika'i no!(Very ghd)

Composed by Violet-Marie Rosehill

Reprinted with permission of The Kamehameha chools/Bernice P. Bishop Estate.

402A

HE KINO MAIKA'I No

F

1. Eia ku'u kinor7

Itiu, maka, jaha

Eia ku'u wawae

VuF_

'eku'e wwae

Po'ohiwi, '45

C7

. EPeeelao, piko

PaCpakole (kikala)

Umauma Naha nui) e

Eia ku'u kino

C7

F_Maika'i no!

F C7 F

2. Lauoho, Lehelehe, niho

C7 _ _F_Papalina, me na 'Oa

Tune: AlouetteLyrics: Hawaiian Studies State Staff

Here is my body

Nose, eyes, mouth

Here is my feet

Ankles

Shoulders, stomach

Ears, navel

Buttocks (hips)

Chest (big mouth)

Here is my body

Nice indeed:

Hair, lips, teeth

Cheeks, with the thighs

4-

Grade 2, Appendix Unit I-I

Kikala, kuli

7Me na papakoFle

C7Manamana lima

Manamana wawae e

FEia ku'u kino

C7 F_Maika'i no:

47

Hips, knees

With the buttocks

Fingers

Toes

Here is my body

Nice indeed:

125

s

Grade 2, Appendix Unit I-J

Na M5hele,o Ke Kino

(The parts,of the body)

Ke Kino o Ke Kanaka

(The Human Body)

Ho'om5kaukau - Get ready kikala hips

K5hea - Call out (chant the first line) ku'eku'e lima elbow

P5 - Begin ku'eku'e w5wae ankle

kuli kneeKahi, lua, kolu, ha - po'o (head). Both hands touch the head.(One, two, three, four) lauoho hair

Kahi, lua, kolu, h5 - maka (eye). Both hands touch the eyes. lehelehe lip(s)

Kahi, lua, kolu, h5 - ihu (nose). Both hands touch the nose. manamana lima finger(s)

Kahi, lua, kolu, h5 - pepeiao (ear). Both hands touch the ears. manamana w5wae toe(s)

Kahi, lua, kolu, h5 - waha (mouth). Both hands touch the mouth. niho tooth/teeth

Kahi, lua, kolu, h5 - po'ohiwi (shoulder). Both hands touch the shoulders. pap5lina cheek(s)

Kahi, lua, kolu, h5 - lima (hand). Hands extended, palms up. piko navel

Kahi, lua, kolu, h5 - manamana lima (fingers). Wiggle fingers. umauma chest

Kahi, lua, kolu, h5 - w5wae (foot). Sit back, kick feet up. 16p5 stomach

Kahi, lua, kolu, h5 - manamana w5wae (toes). Wiggle toes. '5115 thighs, lap

Ho'oedka'ikei/Explorations 1973, p. 59.Reprinted with the permission of The Kameham-ha Schools/Bernice P. Bishop Estate.

48

12H

See the accompanying picture of "Ke Kinoo Ke Kanaka" which is a reduction of thebody poster in Na Ki'i Ho'ona'auao/Hawaiian Studies Instructional Visuals,Series I. Laminate the poster. Have thechildren write the names of the body partsusing a non-permanent marker or reusablesigns which can be taped to the poster.

127

Sung to the Tune of: "Farmer in the Dell"

Farmer:

Na 'Oihana Like 'Ole

F

Kanaka mahi'ai, Kanaka mahi'ai,C7

Aloha k5ua, Kanaka mahi'ai.

F

Dentist: '0 ke kauka niho, '0 ke kauka niho,C7

Nani no n5 niho, '0 ke kauka niho.

F

Custodian: Kanaka m5lama kula, Kanaka milama kula,C7

Nui k5na hana, Kanaka m5lama kula.

F

Firefighter: Kanaka kinai ahi, Kanaka kinai ahi,

C7He kanaka koa, Kanaka kinai ahi.

Baby-sitter: Kahu milama keiki, Kahu m5lama keiki,C7

Nui ko'u aloha i5 ia, Kahu m5lama keiki.

Grade 2, Appendix Unit I-K

The farmer, the farmer,

We (two) love the farmer.

The dentist, the dentist,

The teeth are lovely (because of) the dentist.

The custodian, the custodian,

He/She does a lot of work, the custodian.

The firefighter, the firefighter,

He/She is a brave person, the firefighter.

The baby-sitter, the baby-sitter,

I really love her/him, the baby-sitter.

128 12949

Grade 2, Appendix Unit I-K

Sung to the Tune of: "Old MacDonald Had a Farm"

F Bb F

Mai maka'u i ke kauka niho

C7 F

Mino'aka, mino'aka eBb F

He checks our waha and cares for our nihoF

Mino'aka, mino'aka e.

With a mino'aka here, and a mino'aka there,

Here an 'aka, there an 'aka,

Everywhere an 'aka'akaBb F

Mai maka'u i ke kauka nihoC7 F

Mino'aka, mino'aka e.

130 50

Don't be afraid of the dentist

Smile, smile

He checks our mouths and cares for our teeth

Smile, smile.

With a smile here, and a smile there,

Here a laugh, there a laugh,

Everywhere a laugh, laugh.

Don't be afraid of the dentist

Smile, smile.

131

'A, ALOHA MAI

Words and lust,: cy

4114. -db.'A A - lo-ha ma-i 'E E ko-mo ma-i

'I I lo-ko ne-iIT

I lo-ko ne-i

L

'U U-a hau-'o - li e 'U U-a hau-'o-li ecri,...

'A, i. 'i, 16,

7;7 Endin

15.'Ae, mahalo nu-i, ma-ha-lo

;

FAirsioricallerilnu-i, ma-ha-lo nu-i.

i 2nd 2ndinc- i

i

wim_Iiarim....rii147 di S 41.

-0-nu-i, ma-ha-lo nu-i.

Transcribed by: P. Pang, 1982

Reprinted with permission.

132

Grade 2, Appendix Unit I-M

'OHANA

by Mahealani PescaiaInstitute for Hawaiian Culture Studies

"Members of the 'ohana, like taro shoots, are all from thesame root," says Mary K. Pauli.

Kalo, the corm Of the taro plant, was t'h'e,staff of life"in the Hawaiian diet. It was also closely linkk to the originof the people with the birth of Moe. -See the story of HUNin Grades K-1 Appendix Unit II-B, p. 113.

'Ghana included those born with blood ties, those who wereunrelated but accepted by the 'ohana, and those who died andremained spiritual ancestors of the 'ohana. It included the:

0

52

'aumakuakUpuna kualuaUpuna kuakahi

kOpuna kanekilpuna wahine

makua

maua kanemakuahinekeiki

spiritual ancestorsgreat, great grandparentsgreat grandparentsgrandparents and all relatives of the

grandparent generationgrandfathergrandmotherparents and relatives of the parent

geperation (aunts and uncles)fath9fr (uncle)

mother (aunty)first cousins within the 'ohana or hbai

(adopted),

134

Grade 2, Appendix Unit I-M

The 'ohana was the unit that provided for the social, economic, and educational needs. The -'ohana who lived in the uplands

shared kalo (taro), mai'a (banana), and 'uala (sweet potato) with their 'ohana by the seashore who in turn gave them products from

the sea. The entire 'ohana showed up to help an 'ohana member build a hale (house).

The makua performed the daily work of the 'ohana. They worked in the lo'i kalo (taro fields), caught fish, and performed.the

daily tasks necessary for survival. They bore na keiki (the children) to continue the family line.

Na keiki were given responsibilities too. They took care of the aged members of the 'ohana and helped their makua by carry-.

ing food, water and materials for building houses, canoes, etc. Na keiki were scmetimes hanai (adopted). Na makua sometimes gave

a baby to a close relative as a sign of aloha (love). This was usually aone only within an ohana so that the keiki grew up know-

ing his/her real parents.

Na keiki in an 'ohana grew up having many makua to care for them. The 'ohana provided the emotional support, love and

security to the child especially when he/she lost his/her parents or was reprimanded by them. Each child grew up with a feeling

of well-being, acceptance, self-identify and self-worth.

The kapuna (grandparents) were dearly loved and revered by the 'ohana. They were the source of wisdom and unders anding.

The oldest kiipuna usually was the hanau mua (first born) or haku (head of the 'ohana. He/she settled problems and ca led the

'ohana meetings. These .kOpuna took care-7 the little children in the 'ohana while the makua worked. They developed lose ties

with their mo'opuna (grandchildren), especially with the oldest. They were the teachers of the 'ohana and taught pla ting, fish-

ing, housebuilding and weaving. They taught the chants, wise sayings, stories, genealogies and customs. Those child en who

showed special talents were sent to special kahuna (experts) or kumu (teachers) for instruction.

The 'aumacua were the ancestors who remained members of the 'ohana in spirit form. They were guardians and pro ided strength,

inspiration 5a-lielp. They appeared to members of the 'ohana as sharks, birds, lizards, eels, fish, rocks or plants They were a

real part of the Hawaiian 'ohana then, and still are in some 'ohana today.

BIBLIOGRAPHY

Dunford, Betty,The Hawaiians of Old. Honolulu: The Bess PrE4, 1980.

Handy, E.S. Craighill, The Polynesian Family System in Ka'D Hawai'i. Rutland, Vermont: Charles E. Tuttle Company, 1972.

Mary K. et al., Nana I Ke Kumu. Honolulu: Hui Hiinai, 1972.

135.

53 136

CONCEPTS OF SELF AND 'OHANAby M5tnlani Pescaia

Institute fd-r Hawaiian Culture Studies

Aloha, e n5 kumu!

As educators, -our main goal is to equip our students with the tools of survival that will help themlive happy and successful lives. In.order to do this we need to educate the total person. Each studentneeds to gain understanding and knowledge not only of content areas but also of himself or herself andothers.

Thit appendix ls for you to examine and to learn more about working with children and people in general.Understanding yourselves and others can help you be more effective teachers and human beings.

There is a need today for parents and teachers to give each child positive recognition. Often

this recognition is missing in the home so the school environment is a major source. A positive classroomenvironment c 'an build positive self-concepts that will lead to an atmosphere conducive to learning. Often

within a busy day of meeting our academic objectives, we often neglect to develop the "whole person." We

set our goals geared to the average and neglect the emotional and intellectual needs of 'the two extremes.We are drawn to the needs of the verbal, and fail to recognize the needs of the "quiet and well behaved."

The information compiled in these pages combines information from Games People. Play by Dr. Eric Berneand from Nana I Ke Kumu, I,by Mary K. Puku'i. I hope it will provide you with "tools" as you work with yourstudents.

I would like to thank Milie Mossman, Counselor at Windard Community College, for her mana'o (ideas) in

this area and for some of her materials.

NOTE: It should be understocid that the underlying philosophy contained in the section called "The Three Me's,"is NOT a traditional Hawaiian cultural philosophy but rather the adaptation of a modern Americanpsychological perspective redressed in Hawaiian terminology.

13854

THE THREE ME'S

Inside each one of us there are THREE ME'S. These three me'sinfluence what we do and each one acts and reacts differently.

Caring

Figures things out -

Fun

139

Do's and Don'ts

Makes decisions

Feelings

55

THE THREE ME'S

140

ME, THE MAKUA

114%

Makua is the Hawaiian word for parent. The makua part of usreflects the things we learn from our parents or the people whobrought us up. They taught us how to do things and how not to dothings; and we learned by just watching how they talked to eachother and how they treated us.

There are two parts to our makua. One part is critical or bossy,reminding us of the things we shop)d or should not do. The other partis caring, encouraging us to show love and affection, such as kokua,laulima, and aloha.

Anytime .we behave like parents, we are using our makua. Phraseslike "don't: do that", "clean your room", "behave yourself", "don'tworry", "I'll take care of you", "let me help you" are all makuakinds of phrases.

141

to

60 AU KA MAKUA(ME, THE PARENT)

56 142

ME, THE ALAKA'I

Alaka'i is the Hawaiian word for director. This is thepart of us that thinks and figures things out. The alaka'i

part of us gets the facts, examines theme and speaks logicallyand rationally. It is said that the human brain can handleover one billion bits of information which' is more than any

computer can handle. We see, then, that we can learn anything

our alaka'i decides to learn. Sometimes the makua or thekeiki parts of us can inhibit us from learning, effectively.Now that we know this, we can watch out for the keiki andmakua and make sure that doesn't happen. The mciFifWings weTearn about people and the world around us, the strongerour alaka'i becomes and the better decisions we can make.As we are reading this, we are using our alaka'i. When

we examine and evaluate and use words like how, what, where,why and better, nicer, easier, we are using our alaka'i.

14357

`0 AU KE KANAKA NO`ONVO(ME, THE ADULT THINKER)

ALAKA`l

144

ME, THE KEIKI

\-

Keiki is the Hawaiian word for child. The keiki Is the

part of us that expresses feelings of fear, anger, happiness,or sadness. The keiki part of us also likes to have fun.Sometimes we let the keiki run wild like staying up too late,eating too much candy, or fighting. We need to use our alaka'i

and makua to guide us so that all three parts of us are inbalance. When we use words that express our feelings like"wow", "want", "I'm scared", "aw, shucks, "great", "I don'twant to", we know our keiki is at work.

145 58

Pa'ani (Play)

`0 AU KE KEIKI(ME, THE CHILD)

`Da (Pain) Maka`u (Fear)

7' ! Aloha (Love)

bt

% .

i-erwm011.

146

The concepts of self can also be used to help students understand behavior. When students learn tounderstand themselvet and others,they will be better equipped to function in the classroom, on the play-

ground, as well as in the home.

The Hawaiian children were nurtured with much love and aloha. This led to positive concepts of the

self. These feelings of self worth and attitudes of acceptance were reinforced in their daily lives bythe practice of 'ohana concepts of aloha (love), k8kua (help), laulima (cooperation), kuleana (resposibility),and lokahi (harmony, unity). 'Ike (recognition) was given to each other freely and op-a137Within theclose 'ohana (family), they received 'ike not only from parents but also from,grandparents, aunts, uncles,and cousins.

These concepts of 'ohana are also applicable in classrooms today. Many teachers may already be using

these concepts with their students.

The following pages present the Hawaiian concepts of aloha, k6kua, laulima, kuleana, lOkahi, and 'ike

which can be taught to the children.

The children should be continually encouraged to demonstrate these 'ohana concepts in their relation-ships with each other.

("Note: The masters of the drawings which follow are in 17" x 22" posters in the Hawaiian Studies ProgramInstructional Visuals Packet: Na Ki'i Ho'ona'auao, Series I. They are also part of a packet of 8k" x11" masters for duplication and transparencias.)

14759

a

,

'Ike is to recognize everyone

as people. Everyone needs to

be recognized, especiallychildren. 'Ike can be given

in a number oftways in school.It can be a look, a word, Itouch, a hug, a gesture, akiss and even a scolding.Children need to give 'ike toeach other,so if the teachermodels the giving of 'ike thenthe children will interna lizethe behavior. Just to tell

the children how nice theylook, or how happy you arethat they are quiet, or "Howpretty the ribbon in your hairlooks" or "What a handsomeshirt you have on today!" areall ways of giving 'ike. It

helps create a positive atmos-phere'in the classroom and'makes everyone feel. maika'i

N, (good).

14)

,-.

EVERYBODY NEEDS "'IKE"(RECOGNITION)

Kamaiki (Baby),....i.

Na Makua(Mom and Dad)

60

Keiki Kane (Son)

Na Kupyna(Grandparents)

150

..,

*

I.

Aloha has many meanings: ,love,

affection, compassion, mercy,pity, kindness, charity, hello,goodbye, greetings, farewell,alas, regards. It can be shownin a variety of ways. The'ohana provided a ready sourceof love, affection, kindness,courtesy and hospitality. Alohawas shown and given not only to'ohana.members but to all whovisited.

151

.

go

P

ALOHA

61 152

In every 'ohma in old Hawai'i, everymember helped to get the work done.Kokua (help) was an important part ofevery household and family membersusually did not have to be asked tokokua; they helped whenever they sawwork being done.

153

..

KOKUA

62 154

One of the most important kuleana(responsibility) of every o ana

member was to maintain acceptablestandards of behavior. Attentionseeking behavior was frowned uponand respect for social rank andseniority was a must. Each personwas taught what was acceptable andnot acceptable. He or she learnedto accept and carry through his orher kuleana willingly.

155

KULEANA

63 15e

Everyone in the 'ohana shared thework load whether it be planting,building a house or a fishpond,preparing meals, or fishing. Eachperson did a share of the work toget it done.' If a man wanted ahouse built, his 'ohana willinglycame to help. The men gatheredthe building materials, built thefoundation, put up the frame andattached the thatch. The womenwove the floor mats of lau halaand made kapa out of wauke (papermulberry). They also gathered thepili grass and other thatchingmaterials. The children helpedin whatever capacity they coulddepending on their age and sex.This kind of laulima made the work.easier and more enjoyable.

157 64

LAULINIA

158

The 'ohana considered 15kahi (harmony, unity)very important, lokahi not only with peoplebut also with the universe. The members ofthe 'ohana showed this in their daily livingby sharing goods and services with each other.The 'ohana_members generously gave to othersno matter how little they themselves had.Strangers were greeted with aloha and wereinvited to come in and partake of food. Any-one visiting another area took food or a giftof some kind as a symbol of hospitality.They established liikahi with the universe byobserving the kapu of daily living, whichincluded homage to the gods. These kinds ofbehaviors nurtured harmony or 95kahi in the'ohana.

159

LOKAHI

65 16o

Teachers have a tremendous influence on the children with whom they relate and so are very instru-mental in changing behavior. Many children today are growing up with both parents working and thereforeneed to have some family-oriented activities in school with which they can identify.

Teachers can establish a family-type atmosphere in the classrooms by creating a positive,supportive atmosphere. In early Hawaii, the people lived in large 'ohana with parents, aunts, unclesand cousins, grandparents and great grandparents living in close proximity. When a child was reprimandedby his/her parents, he/she had many other sources of aloha and support to make him/her feel better.Today, we as teachers, can provide support systems for our students by teaching them to give 'ike(recognition) to each other more freely. This behavior is learned, so the model we bring to the classroomis of great importance.

I hope,that this narrative on 'ohana has helped you become more aware of the Hawaiian 'ohanaconcepts. By using and modeling these concepts in your classroom, the students will be better equippedto build positive self concepts and attitudes of acceptance in the classroom.

161 162

Meats/Dairy Products/Beans

o

MY DAILY BREAKFAST FOODS

Fruits and Vegetables

67

Monday

Tuesday

c

. Wednesday

Fats/Grains/Breads

Thursday

Friday

Grade 2, Appendix Unit I-0

0

,-.

N/

,

Grade 2, Unit II


SOCIAL STUDIES People's lives are influenced by their physical location on the earth and the availabilityof natural resources.

Map reading: Identifying n5 mokupuni (islands), n5 moana (oceans), n5 '5ina (land areas)Locating famous and important landmarks

. Locating world communities on a globeNatural resources vs., human-made resources

Awareness of natural resources using sensory perceptionsEffect of people and technology on the environment

Importance of wai (fresh water) as a natural resourceToday's water problems

Influence of climate, land and natural resources onFood, clothing, shelterIndustry and other community enterprises

Learning about the historical past so as to understandChangesThe future

ENVIRONMENTAL EDUCATION/

SCIENCE

165

The environment influences people's ways of living and people in turn influence the environment.Sensory activities to develop environmental awarenessAwareness and appreciation of plants

Parts of a plantGermination of a seed

Natural resources vs. human-made materialsRenewability of resourcesCareers involving natural resourcesExperimenting with natural dyesHawaiian cooking methods using natural resources

..Hawaii's water supply

Water cycleConservationPrevention of pollution

Importance of water to Hawaii's kalo productionEnvironmental ethics

Responsibility (Careers)Future environments

68 166

Grade 2, Unit II

LEARNER OBJECTIVES APPENDICES

Identifies the island on which a student lives, locates it on a map, and namesimportant mountain(s) on that island.

Identifies some of the histOrical or legendary landmarks within the student'scommunity or neighboring area.

Names occupations in the community that are directly dependent on various naturalresources--lei maker, tree trimmer, taro farmer, fisher, forest ranger, wild lifemanager, resort staff, tourist industry personnel, water management personnel,etc

Detects factors in the local environment of the home, school, or community whichaffect health and safety.

Discusses the importance of pure water to the community.

Identifies historical figures and events and tells why they are important inHawaiian history.

Unit II-A Maps of the Islands, pp. 129-136

B Worksheet: Original Source, p. 137

- C News articles: Water Problems, p. 138

- D Food Chain, p. 148

- E Pictures of King Kamehameha and PrinceKuhio, p. 149

- El Important Cultural and HistoricalContributors to our IslandCommunities (Samp), p. 151

Describes some of the natural phenomena in Hawai'i and identifies them with theirproper Hawaiian names.

Is aware of the opportunities for scientific investigation which exist in thestudent's community--nature trails, tidal pools, scientific and natural historyinstitutions.

Is able to distinguish between natural and human-made resources in the Hawaiianenvironment.

Cites examples of environmental problems in the community and the State.

Lists a number of environmental factors which may affect the physical oremotional health of human beings in Hawai'i.

Discusses the importance of pure water to the community. a

16769

Unit II-F Water Cycle, p. 153

168

Grade 2, Unit II


ENVIRONMENTAL EDUCATION/

SCIENCE (CONTINUED)

LANGUAGE ARTS

16J

Skill building activities based on social and science/environmental education concepts studied

in this unit.Creating imagery

Descriptive words for the physical features of the mokupuni (islands)

Vocabulary building in English and HawaiianPoetry'about aloha laina, the love of one's home area

Creating poemsImproving writing skills

Planning and creating a tourist brochureLetter writing

Writing for specific purposesJournal writingCreating and memorizing 'olelo no'eau (wise sayings)

Writing haikuPlanning a class mural on the ahupua'a (land division) in which the school is located

Discussion skillsPlanning skillsReporting skills

70 170

Grade 2, Unit II


Is aware of the importance of fresh water to sustain human life and to permitagriculture in former times and today.

Explains the need for cool, resh flowing water in taro cultivation.

Describes an area where taro is still under cultivation.

Identifies which ancient cooking methods are still in use.

Discusses some of the differences in cooking methods available to the Hawaiiansof former times and to people in modern Hawai'i.

Is aware that each person has something to give to and receive from society and

the environment.

Is aware that each person has some responsibility for the care of the 'aina(land), the wai (fresh water) and the kai (ocean) and the resources of each.

Describes some of the natural phenomena in Hawai'i and identifies them with theirproper Hawaiian names.

Expresses the student's feelings about Hawai'i in English- prose or poetry.

o, Imitates with correct pronunciation the Hawaiian words, expressions and phrasesmodeled by the teacher or kupuna.

Identifies objects or people in pictures with simple Hawaiian phrases or single

word responses.

Responds in Hawaiian to simple oral instructions and requests given in Hawaiian.

Answers questions with simple Hawaiian phrases or single word responses.

Initiates simple conversational exchanges using Hawaiian expressions.

Reads with correct pronunciation the Hawaiian words and expressions which havepreviously been learned orally. c.

71

171

Unit 1I-0 Ahupua'a, p. 167

-P Uses of the Breadfruit, p. 171

-Q Picture of a P515, p. 172

- R o'okti'auhau o Kal5kaua, p. 174

-S Genealogy Chart, p. 175

- W Language Patterns, p. 179

172

Grade 2, Unit II


LANGUAGE ARTS (CONTINUED) Listening to and discussing Hawaiian literatureReading and appreciating Hawaiian poetryStories, of origin

Writing stories with environmental themesPlanning a picture storybookBiographies of well-known/important people

Discussing the concept of biographyListening to a biography (Ka'iulani)Understanding the concept of genealogyInterviewing 'ohana members and collecting information (research) needed in biographical

writingListening to and discussing the biography of another famous person (Kathehameha I)Creative writingSpeaking

Narratives of Hawai'i 50 years in the future

MusIc

17j

Many songs and chants of Hawai'i contain expressions of the Hawaiians' love and appreciationfor their environment.

Songs of the islands"Ka'uiki""Na Moku 'Eh5"

"Nani Ke Ao Nei""Lei 'Awapuhi""Wai 0 Ke Aniani""Koni Au""Huki I Ke Kalo""Na Kumu Ola 0 Hawaii-in"Hawaiian Rough Riders""Paniolo Country"

Songs written for and by famous people in Hawai'i's history"'Ainahau" (Princess Ka'iulani's home)"Aloha 'Oe" (Written by Princess Lili'uokalani)" Hawai'i Pono'i" (Written by King Kalakaua)"Makalapua" (About Queen Lili'uokalani)"E Manono" ( Manono, wife of high chief Kekuaokalani)

Creating hula motions as a means of expressing awareness of natural phenomenaLearning the natural sources of Hawaiian instruments

72

174

LEARNER OBJECTIVES

Listens to and answers questions orally about a legend or story about Hawai'itold in English but containing Hawaiian content words appropriate to the child'slevel of language development in Hawaiian.

et

Imitates phrases in a Hawaiian chant.

Sings selected Hawaiian songs introduced by the teacher while playing rhythminstruments in time with the beat.

Accompanies a Hawaiian chant using a rhythm instrument such as an ipu, k5la'au,kaieke'eke, or pu'ili. /

Performs a simple chest - slapping hula or other hula noho (seated hula).

Illustrates the tonal-rhythmic patterns of a ,Hawaiian chant through singingand performing interpretive dance patterns and body movements.

Composes and performs simple rhythmic patterns using Hawaiian instruments.

'Coordinates motions and movements of hands and feet while performing a traditionalhula kahiko or hula 'auana.

Names the stages in the production of poi from the planting of the taro untilthe mixing of the store-bought poi with water as it applies to the chant,

"Huki I Ke Kalo."

17573

rade-2, Unit II

'l

APPEND'', ICES

Unit II-G Hula Instruments', p. 154

- H Chant: "Huki I Ke Kalo," 155

-M Song: "Ka'uiki," p. 165

- T Chant: "N5 Kumu Ola 0 Hawai'i," p. 176

1 76

Grade 2, Unit II

CONTENT- AREAS EMPHASES

ART Children express their feelings about the environment through a variety of experiences in creativeactivities using different media.

Patterns in natureLeaf printsLeaf crayon rubCollage

Favprite places and landmarksPainting posters'Creating travel posters

Environmental appreciation through various mediaIllustrated multi-panel activity display--favorite activities in the environmentMural -,the ahupua'aPainting--improving the environmentDiorama--environmentally-based occupationsIllustra ns of 'olelo no'eau (wise sayings) through collage techniquesMontage-Water conservation (photography)Logo--conservation of natural resourcesDrawing--steps in poi productionPainting group movie roll--"Processing Poi in Hawaii Today"Mobile--sealifeIllustrations/Book Covers--students' storybooks on environmental themesPaintingPrincess Ka'iulani's homeMontage--Princess Ka'iulani's lifeDisplays--souvenirs/mementosCeramics--figurines of well-known community peopleMural--"Hawai'i: 50 Years in the Future"


177

Children participate in physical activities that help them develop their physical skills as wellas their awarerss of the environment as they engage in outdoor as well as indoor games andactivities.

Game - "Racing Arouvd the Islands"Game - "Matching Symbols"Hawaiian games

Coordinati:.1,1

StrengthEnduranceSkill

74 178

Grade 2, Unit II


Expresses one's awareness of the Hawaiian environment by ef.gaging in creativeactivities that allow the free use of a variety of media in a variety of artisticprojects.

Works with partners and groups on Hawai'i-oriented art projects.

e

Unit II-H Kalo: Steps in Making Pot, p. 155

,

Identif4ies recreational opportunities in both human-made and natural environments

in Hawai'i.

Plays'Hawaiian language oriented games with partners or groups.

Follows rules in simple Hawaiian games and activities.

Performs basic body movement patterns in games and dances.

17975

Unit II-L Game: "Let's Go Swimming!" gameboard, p.159

-Li Game: "Let's Go Swimming!" word cards,pp.160-161

-L2 Game: "Concentration" word cards, p.162

, -U Game: "Know the Alaka'i (Leaders)," p.177

7 -V Summary of the legend, "The FlyingWar Club," p.178

180

Grade 2, Unit II



(CONTINUED)

Other ethnic games and physical culture artsAerobic dancing

Children participate in quieter, indoor games to build their nature-related Hawaiian vocabulary,improve their memory and build greater awareness of various aspects of their environment.

Game - "Let's Go Swimming!"Game - "Concentration"Game - "Memory Circle"Creative Personifications

Children participate in a game which reinforces the study of well-known people, living and dead,from their community, Hawai'i, the United States and the world:

Game - "Know the Alaka'i (Leaders)"

HEALTHThe environment provides some natural remedies for physical ills that affect the health and

safety of the people. Human technology has improved the availability and quality of medicines

today.Medicinal practices today

Community helpers involved in caring for people

Modern technology and equipmentMedicinal practices in early Hawai'i

NUTRITION

181

People in a community make food choices based on what is available in their environment.

Classifying foodMea'ai Hawai'i kahiko (early Hawaiian food)

Staple foodsToday: Rice, potato, oi/kalo

Early Hawai'i: Kalo, 'uala sweet potato), 'ulu (breadfruit), mai'a (banana)

Seafoods

76 182

Grade 2, Unit II


Participates competitively in simple Hawaiian games and sports.

Relates the use of Hawaiian, games, sports, and quieter pastimes in former timesto improving coordination and agility.

Detects factors in the local environment of the home, school, or community Unit II-I Parts of the Kalo Plant, p. 156which affect health and safety.

Is aware that Hawaiians had experts who specialized in using herbs and othermethods to improve and restore health and that these people were called kahuna.

Distinguishes which' foods served at a typical luau or pa'ina (feast, dinner)are Hawaiian foods and which are introduced ftE7

Identifies previously unfamiliar Hawaiian foods.a

Identifies some of the plants brought to Hawai'i by the Polynesians.0

Discusses how food choices of the Hawaiians were limited by what was grown orcaught by them.

:,

Names some of the fish species that the Hawaiians in former times and many peopletoday still eat.

Cites reasons for food choices for self and others.

. 18377.

Unit'II -J Some Natural Resources of D'ahu, p. 157

-K Summary of the legend, "Th,e EmptySea," p. 158

-N Worksheet: "We Predict," p. 166

184

Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION

The children/will be involved in activi-ties that will help them understand thatpeople's lives are influenced by theirphysical location on the earth andtheavailability of natural resources.

A. Location

1. Display a physical map of nã moku-puni o Hawai'i nei (the islandsof Hawai'i). Check with theschool librarian if such a map isnot readily available to you.

2. Allow the children to look at themap, study it and do some inquirybefore beginning the followingdiscussion.

3. Ask:

a. What does this map show?

b. Who can come up and Placethis pointer on the mokupunion which we live? '0 Wai ka

inoa o ko kakou mokupuni?(What is the name of our moku-puni?)

c. What does the blue on the maprepresent? moana (ocean)

165

LANGUAGE ARTS

The following activities allow the studentsto use their senses to increase theirappreciation and understanding of theenvironment.

A. Sensory perception

1. Plan a walk to a specific area onthe school grounds that has trees,plants and a variety of otherflora for the children to see.This activity'can also be donein a park or a forested area.

a. Blindfold two students andhave them walk with you,tosome trees. Have them feelthe bark of a variety of trees.Have them share what they feel.Ask:

1) How does this bark feel"?

2) Does it feel the same asthe one before?

3) Is it the same kind of treeas the one before?

4) Can you name the tree?

b. Have some students (blind-folded) feel the textures ofleaves, nuts or needles oftrees that grow in the area

78

The following activities involve thethe children in skill building experi-ences dealing with the topics studiedin social studies and science/environmental education.

A. Skills in creating imagery

1. Ask:

a. What are some of thephysical features of ourmokupuni? (mountains,waterfalls, pali, forests,sunsets, ocean)

2. Write the children's responsesrandomly on a large wall chartand circle each response.

3. Have the children think ofdescriptive words for each ofthe features listed

186

beautiful high

green

high

rugged steep

big

Music ART

The following songs, chants and activi-ties in music involve the children increative expressions of their awarenessof their environment.

A. Songs of the islands

Source: M5hoe. E Himeni Hawai'i

Kakou. Available in most schoollibraries. See also KamehamehaSchools, Explorations, any year.

1. When the children have learnedthe names of the eight mainislands in social studies, playthe island songs for each ofthe islands and have then lis-ten to the ,songs aftr youexplain the meaning of thewords:

2. Teach them the song of theirown island. Talk about themeaning of the words and showthem pictures (scenic) of dif-ferent places on the islandwhose beauty is reflected inthe song. Encourage thechildren to ask their parents,and grandparents for songs ofthe island that would be goodto share with the class.

3. Play elch island song and havethe children identify the islandto which it belongs.

187

The following activities allow the childrento creatively express their feelings abouttheir environment through a variety ofmedia.

A. Patterns in nature

There are a variety of art activitiesthat can be done by the children inthe classroom that go along with thestudy of their environment.

1. Leaf prints

(See Environmental Educationcolumn, activity A.1., p. 78)After experiencing a sensory acti-vity, encourage the children tocollect a variety of leaves.Remind them about taking care ofthe environment as they gather theleaves.

Materials needed:paper, 81" x 11"' tempera paintstraight pins toothbrush

variety of leavesmetal wire screen (or nylon orplastic), 9" x 12"

a. Place a leaf on a sheet ofpaper and secure it to thebackboard.

b. Place the screen over the leaf.

79

'Grade 2, Unit II

GAMES AND ,RECREATION

The following activities are fun games forthe children to help them become more awareof our island environment.

A. Game - "Racing Around the Islands"

1. All the students join hands to formone large circle.

2. Count off in Hawaiian by 'ekahi,'elua, 'ekolu, 'eha.

3. In one game, use the names of thefour major islands and in anothergame, use the names of the foursmaller islands.

4. One person remains the haku (master)who stands in the center of the circle.The haku calls the name of one island.All of the children who representthat island have to run around theoutside of the circle.

B. Game "Matching Symbols"

Preparation:Teacher should prepare at least eightsets of tags. In each set, one tagshould show an island name (Ni'ihau),a lei (pupu) and a color (ke'oke'o /white)appropriate for thv particular7Tand.With more than 24 students in classyou will need some duplicate sets.Color and lei name information can befound on the island maps in Na Ki'iHo'ona'auao.

188

Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONM NTAL DUCATION LANGUAGE ARTS

d. What do you suppose the greenareas represent? the brown?'aina (land) Point to thelegend of the map and explainwhy some areas are brown andothers green.

e. Are there any kuahiwi ormauna (mountains ors

mokupuni? '0 wai na inoa ona kuahiwi ma ko kakou molarMuni? (What are the names ofthe mountains on our21812E1y

f. Where are the. mouptains n themap? What color repres'ertts

the mountains? See AppendixUnit II=A, pp. 129-136 for ainap of your island. Use the

appropriate island posterfrom Na Ki'i Ho'ona'auao,

Series I. Duplicate ,the adi"

x 11" individual maps for all,of the children to work with.

g. How are the mountains shown onthis map? Place you'r finger

on the mountain(s) and say thename(s) after me.

4. Have the children locate theirtown on the map. If the name ofthe town is not pri.nteetn themap, have them write it on theirmap.

189.

1

you select. Have them sharewhat they feel and learn abouteach itenhey touch.

c. Do the same-exercise withoutblindfolds using the sametrees, leaves and nuts orfrwits. See if the childrenare able to identify the itemsthey to4ched when they wereblindfolded.

2. Take the children to an environmentwhere there are several varietiesof living things. Have them sittogether in a group with theireyes closed.

a. Have them listen for soundsand tune in to the smells.

b. Select one student whose eyesare open and instruct him/herto describe a living thing orpart of a living thing usingone or all of his/her senses.When he/she is finished, havethe students open their eyesand identify the living thingdtscribed.

c. Have the children pick up ahandful of soil. Have themsift through it and tell whatthey find in it, such as rocks,sand, shells, leaves, insects,etc. (blindfoldea).

80

Translate these words toHawaiian using the schoolkupuna, The Basic VocabularyLists on pp. 181-187 or the Puku'i/Elbert Hawaiian Dictionary.

Use the simple languagepatterns in Appendix UnitII-W, p. 179 to makeHawaiian sentences.

4. Have the children look for .

pictures of natural phenomenain magazines, tourist brochuresand pamphlets. Have thein cut

out these pictures and arrangethem on a bulletin board. Askfor a committee of volunteersto look up the Hawaiian equiva-lents for the natural phenomenausing the Basic Vocabulary Listson pp. 181-187 of this guide.

5. Look for a variety of poemsthat express the authors' lovefor a place or home site.These are available in avariety of poetry books, songbooks and publications by theOffice of Instructional Ser-vices, e.g., Haku Mele 0Hawaii, various,yolumes (seeyour school librarian forvarious volumes).

190

Grade 2, Unit II

ART GAMES AND RECREATION

4. Teach the children as many ofthe island songs as they arecapable of learning.

B. Song: "Ka'uikinSources: DOE/OIS. Strings andThings. 1966, ETV Guide.

Dances of Hawai'i, Ancient andModern. Bowmar Records of LosAngeles.Mahoe. E Himeni Hawai'i Kakou,p. 81.

See Appendix Unit II-M, p. 165.

1. On a map, point out liana, Mauito the children. Read thedescription of this place namefrom Puku'i/Elbert/Mo'okini.Place Names of Hawai'i, p. 92.

2. Introduce the children to Mauithe demi-god by, reading a fewlegends to them from Thompson.Maui - Full-of-Tricks.

3. Introduce themlto Ka'ahumanu bytelling them about her positionas Kamehameha the Great'sfavorite wife who was a verypowerful influeTice in Hawaii.Show them a piqure of her. See

Feher, Hawai'i:; A Pictorial

History, p. 1511.

4. Relate to sthem !that Ka'uiki Hill

was an important fortress forthe chiefs of Maui to guard

191

c. Select a color. Using thetoothbrush, paint across thescreen. Encourage the childrento be very careful at thisstage. The amount of paint onthe toothbrush must not beexcessive on it will drip ontothe design rather than beingsplattered.

d. Talk about the different sizesand shapes of leaves. ,

e. When the prints are dry, havethe children group togetherthose prints with the similarshapes. Have them group theleaves by sizes. Have themlabel the leaves when the namesare known.

f. Have the children take theleaf prints outside to identifyleaves fodnd outside duringnature walks.

These prints may be left outfor everyone to enjoy and laterplaced in a booklet. This canbe a valuable student-madereference book for others touse in iaentifying leaves.Encourage the children tolearn the Hawaiian nimes alongwith the English names, if

known.E.g., lau kukui (candlenutleaf)

lau kuawa (guava leaf)lau manak6 (mango leaf)

81

Directions:

1. Students are assigned to one"of twolarge groups.

2. One group stands on ope side of thefield and each student.is given atag with an island name on it tohOld/in his/her hand.

3. The/ students in the other group areeach given a tag with a corresponding10i nape or color name in Hawaiian

'.fcir: each child to hold in his/perhand.

4. At a given signal, all the ch1/44drenmust run together and find matching

parihers and sit down together. Theobject is to avoid being the lastmatching trio-to sit.

5. Cards and names are rotated aftereach,roundlaf play.

. Hawaiian games

The Hdwaiian people lived in harmonywith nature. Their daily lives depeod.0,,on products from the land and sea,,fGames and sports ware a source of relax-ation and pleasure. The Makahiki wasa four-month period, beginning in mid-Octqber,Land dedicated to LonoikamakahikicGo) of Sports. Most work stopped duringthis time and the people participatedin games and the hula.

192

Grade 2 , Unit I I

SOCIAL STUDIES

5. Go to some tourist area or agencyon your island to obtain sometourist brochures. Divide thechildren into mini 'Ghana andhave them alu like (work together)to find some famous and importantlandmarks to add to their maps.Encourage them to listen to oneanother and to share their find-ings.

6. Compile all of their research onone map and transfer this infor-mation to the wall chart if itis laminated. If not, place asheet of transparent plastic overthe map before recording theinformation.

7 Have the children work in theirmini 'ohana and cut out picturesfrom the brochures that describespecial places on the mokupuni.Place these pictures on the bulle-tin board around the map of yourmoku puni: Have them locate theplaces on the map. Use lengthsof yarn to connect the picturesto the location on the map. Thiscan be a learning center for thechildren. During their free timethey can practice their locationskills.

193

SCIENCE/ENVIRONMENTAL EDUCATION

3. Give the children drawing paperand crayons. Have them draw asmany shapes and designs they seein their environment. Identifythese shapes in math class givingthem their geometric names suchas, triangular, circular, oval,square, etc.

4. Have them collect things in theenvironment to take back .c.o the

classroom such as leaves', nuts,pieces of bark, stones, flowers,shells, etc.

5. Take the children to a locationsr where they can listen to a wide

variety of sounds. Have themdistinguish bec.ween natural soundsand human-made sounds. Allow astudent to imitate a sound andhave the class guess what thatsound is.

6. Smell: Have the children bring toschool a variety of flowers foundin the environment. Have themidentify each flower by name.Introduce the Hawaiian word forflower--pua,. Set up a display ofthese pua, with the proper labels.Label the display Na Pua o Hawai'i(The Flowers of Hawai'i). Have thchildren come up to smell theflowers and observe the color andtexture. When they can identify

82

LANGUAGE ARTS

a. Read the poems to thechildren and motivatethe children to visual-ize the scenes createdin the poems.

b. Talk about "imagery" andthe use of descriptive.

words to create images.Introduce new adjectivesthat can be used todescribe the naturalphenomena listed on thewall chart in lesson A.1.Have the children listenfor these adjectives inthe poems you share.

6. Have the children look throughsome poetry books for poemsthey especially liked thatdescribe places or homes.

7. Have them share their poemsby reading them to the classand tell why they especiallyliked the poem.

8. Creating poems

a. Having discussed the poemsand the imagery created bythe iise of descriptivewords, motivate the chid --'dren to become poets bywriting their own poetryabout their homes and/orfavorite places.

194

Music ART

against attacks by chiefs sail-ing over from Hawaii. It is

also the site where the infantKa'ahumanu lived while war wasraging further inland.

5. Write the words of the song on'a chart,, one verse at a timeWrite the translation also.

6. Identify the words that arefamiliar to the children byasking:

a. Do you see any familiarHawaiian words in the verse?What are they? Call on stu-dents to underline thesewords.

b. What does this first versetell you about Ka'uiki?Show them a picture ofKa'uiki Hill if one isavailable.

7. Play or sing the song for thechildren after going over thewords. Encourage the childrento sing with feeling in theirvoices so that they sound likethey appreciate Ka'uiki.

8. Encourage them to create hulamotions expressing theirfeelings for Ka'uiki.

195

2. Leaf crayon rub

Materials needed:newsprint, 81" x 11"crayons

a. Encourage the children to lookfor leaves that have distinc-tive characteristics like:prominent veinssawtooth edgesodd shapes

b. Talk about the leaves thechildren bring to class andhave them try to identify them.

c. Follow this procedure forprinting:

1) Place a leaf on the tableand put a sheet of news-print on top of it.

2) Using the side of a crayon,rub it across the leaf A dark crayon°

will produce a betterprint.

3) Experiment with severalleaves.

d. Set up a display of theseprints and encourage thechildren to become researchersby identifying each leaf withits correct names: English,

83

Grade 2, Unit II


1. Develop an English vocabulary listwith some of the following termsas starters:

a. Coordinationb. Strengthc. Enduranced. Skill

2. Discuss with the children reasonswhy they engage in games. Make a

list of reasons why we are such"game-oriented" people today. Ask:

a. Do all people around the worldenjoy games as we do? Whatmakes you think so.

b. Do they play games for the samereasons we do?

c. What kinds of games do you supposethe Hawaiians played? (Have

them make predictions.)

3. Using Dr. Donald Mitchell's HawaiianGames for Today, expose the chi drento the pictures and introduce themto a few of the 60 Hawaiian gameslisted in the book.

Some of the suggested games to usewith second graders are listed below.

a. Games of strength and enduranceHakoko noho - sit down wrestling,p. 18Uma - hand wrestling, p. 19Hukihuki - tug of war, p. 25

196

Grade 2 Unit II

SOCIAL STUDIES

8. Ask the school kupuna to sharesome legends or stories that he/she remembers about landmarks inthe community or outside thecommunity. If there is an histor-ical event that happened in thearea, the event should be shared.Have the children express why theyfeel the event is important.

9. Plan a field trip to visit someof these sites. While on thetrip, have the children point outscenic spots that they feel peoplewould like to visit. Using thetourist brochures as a resource,have the children plan a brochureall their own that they can sendto another second grade class inanother state or country. Thiscan be the beginning of a goodcomparative study of life in acommunity inanother location.Pen pal type letters can be insti-tuted and cultural sharing wouldbe the result. See language artslesson B.2. on p. 88.

10. Obtain several globes in order togive the children a chance towork in small 'ohana to locateHawaii. Encourage them to kokua(help)and alu like (work together.When one 'ohana has locatedHawaii-I, have them give the other'ohana hints as to the location.

E.g.: It's in the Pacific Ocean.It's close to California.

etc.

197

SCIENCE /ENVIRONMENTAL EDUCATION*_

the flowers by sight and smell,blindfold d few of them and havethem identify the flowers by smellonly.

Review

Set up some activities in the classroomin which the children can experience areal appreciation of their five senses.

E.g.:

1. Turn the lights off and darken theroom completely. .Open a bottle ofkim chee and/or other odorous foodsand have the children guess whatthey are smelling.

2. Produce a sound and have themidentify the natural source ofthe sound.

3. Place a section of a fruit or vege-table on their desk in a containerthrough which they cannot see. In

a darkened room, have them openthe container and identify the foodby touch and then by taste.

Many more similar activities can becreated to develop the children'ssensory perceptions. Encourage thechildren to use their senses to developmore awareness of what's in theirenvironment.

84

LANGUAGE ARTS

b. Have them select afavorite place that theyenjo or love and thinkof al the reasons whythey lo the place.

c. Have them wr theirpoems. Those are

motivated may wri more.

Encourage them to sharetheir poems with a friend.

d. Have the children plan apamphlet format for theirpoems. Give them a sheetof construction paper12" x 18". Have themfold it in half to makea pamphlet. Encouragethem to create an illus-tration of theiripoems onthe inside covertNAnd towrite their poems on th,opposite side.

e. Allow the children tocreate their own coverdecoration with an appro-priate title.

f. Have the children sharetheir pamphlets andpoems with another classby having a "poem-sharing"session.

198

MUSIC

9. As each verse is learned, con-tihue to the next verse untilthe whole song is learned. The

children will enjoy creatinghula motions for the verses,using the Engli3h translationas a guide. Call on theHawaiian Studies and MusicResource Teachers and the schoolkupuna for kokua when needed.

C. Song: "g_Moku 'Eh-a"

S9urce: Mahoe. E Himeni Hawai'iKakou, pp. 60-61. (Tapes are

available.) This song describesthe four main islands of Hawaisi--Hawai'i, Maui, O'ahu and Kaua'i.The song tells of the beautifulisland lei and the main kuahiwi(mountain 7 on each island.

1. Talk about your own islandfirst and locate the mainkuahiwi (mountain) on a map.See Na Ki'i Ho'ona'auao and theHawaiian Islands lei posterdesigned for Alexander andBaldwin. Have the childrenidentify the lei of each island.

2. Talk about the description ineach verse and have the chil-dren create hula motionsexpressing the translation of

the words.

199

ART

scientific, and Hawaiian, if possi-ble. Classify the prints by shape,size, color or usage of the tree orleaves.

3. Collage

(See science/environmental educa-tion lesson A,4. on p. 82.

a. Using the materials gatheredon the field trip, have thestudents compose collagesdepicting their feeling aboutthe environment. Encouragethem to work in pairs if.theyso desire.

b. Talk to the children abouttextures and color combina-tions. Have them arrangetheir materials on the sheetsand when they are completelysatisfied, then glue them ontothe paper.

c. When they are done, have themshare their feelings abouttheir art work.

B. Favorite places and landmarks

1. . Painting posters

"My Spacial Place"

Materials needed:butcher/wrapping/Kraft paper,

18" x 36"paint and brushes

85

Grade 2. Unit II


b. Games of skill

'Ulumatka bowling using arounded stone, pp. 28-29.Moapahe'e bowling with atorpedo-shaped dart, pp 34-35.

c. Quiet gamesHu - spinning tops using kukuinuts, p. 64Konane - game of checkers usingwhite coral and black lava stones,p. 62

116Kirno - jacks, p. 60Hei - string games, p. 65 .

The directions for these games areclearly written with colored picturesof students playing the games. The

children need to be exposed to theseHawaiian games so they can experiencethe strength, endurance, skill andcoordination` building involved inearly Hawaiian games.

4. Using the reference listed, share theinformation on p. 6 that describesthe competitions held in early Hawai'i.

5. Initiate discussion and inquiry.

a. Why was it necessary to developrules for each game?

b. If we had the opportunity, howmight we change one of the gamesor the rules?

2o0

Grade 2, Unit II

SOCIAL STUDIES

11. 'Continue this activity as a funexercise as well as a motivationfor the children to become moreinterested in places around theworld. They can look for theUnited States; Japan, where' somany of our cars and TVs comefrom; the Middle East, one of thesources'if our oil; and, otherplaces of importance.

Culmination

Simulate a situation in which thechildren can pretend they are expect-ing relatives or friends from anotherisland or from the mainland who havenever been here before. Their job isto "sell" their island to these rela-tives or friends as a wonderful placeto visit. They will plan a presenta-tion that could be given to a tourgroup. Have them use the brochurethey created in language arts lessonB.1., p. 86 and art lesson B.2. onpp. 89 -91. Present this to anothersecond grade class.

B. Natural vs human -mode resources

Preparation:

Have available a shopping bag filledwith a variety of objects from theenvironment that can be categorizedas having come from a plant, ananimal, the sea or the land.

201

SCIENCE/ENVIRONMENTAL EDUCATION

B. Awareness of plants as an importantpart of our environment.

1. Plan a field trip to FosterGardens or other botanical gardenson your island. Ask for an aware-ness walk through the garden. Askfor sensitivity experiences tostimulate the children's senses.

. After visiting a botanical garden,plan'one of your own on campus.Talk with-the custodian and getthe children involved in beautify-ing the campus. Involve them inplanting flowers, shrubs, ferns,trees, and vegetables. They canhelp weed and keep the campusunlittered by involving them inthis kind of campus beautificationprogram.

3. Talk to the science resource tea-cher in your district about settingup a terrarium. The children willbe able to witness a self-sustain-ing environment for plants.

4. Study plant life even further bygerminating mung bean seeds usingwet paper towels.

a. Place some mung bean seeds ina paper towel that has beenfolded and dampened.

86

B.

LANGUAGE ARTS

I

Improving writing skills

1. Planning and creating atourist brochure

a. Study the tourist bro-chures used in soCialstudies. Have the chil-dren decide the kinds ofthings they would like topresent about their onpart of Hawai'i. Make alist of these.

b. Have them decide whatthey would like toinclude in the brochuresuch as maps, sites tovisit, places to eat andplaces to live whilevisiting their island orcommunity:

c. Have them create all oftheir illustrations, planhow to put the brochuretogethei., and how toorganize the class'so thateveryone participatesactively in the production.

d. Complete the creation ofthe tourist brochure soit can be used in the nextactivity (letter writing).

202

Music ART

3. Teach each verse to the chil-dren and add instrumentationif desired, e.g. pu'ili orkala'au beats.

--

D. Creating hula motions for naturalphenomena

I. As the children become moreaware of the natural phenomenain their environment, take 'sometime to nurture their creativityand sensitivity by creating hulamotions that represent thenatural phenomena. .

2. If.a kupuna is available, thiswould be an excellent lessonfor him/her to present. Someof the phenomena may be:

mahina - moon

a7.7.sun

ua - rainnoe - mistwai]ele - waterfall

honua - earthTiiWwi untairkumu la'c. - tree I

E. The Hawaiians depended upon thenatural resources in their environ-ment for the materials they neededto produce musical instruments.Help the children become aware ofthis by exposing them to theHawaiian instruments

ik 213

(This activity goes along withlanguage arts activity A.8., p. 82)

a. After studying special placesaround the island, have thechildren think about onespecial place they haue beento that has a special meaningfor them. Ask them:

lY Where do you like to gowhen you want to be byyourself?

) Where do you like to bewhen you're sad? Think ofa place where you enjoybeing because it makes youhappy and content with the

. world.

b. Encourage the children topaint this favorite place andto paint themselves in thepicture.

c. When they are done, have them. share their creations and tell

why they enjoy their favoriteplace.

d. Encourage them to write'a 4

simple poem about their favor-ite place and to attach it tothe right...hand corner of their

paper. Mount the posters in ashow area.

Grade 2, Unit II

GAMES AND RECREATION.

c. Do you agree that the games welearned improved the - skills we

said they would? Explain.

6. Activities-_

a. Provide many opportunities tobecome familiar with the Selectedgames.

b. Plan a time when children competeagaist each:other.

7. Hawaiian games used by the warriorsand ali'i of Hawai'i to ready them-

. selves for warfare

Materials needed:moa - tapered dart . .

the - wooden spear'Rah of the above are available

1, through most district offices.Contact the Hawaiian Studies Educa-tional Specialist or Resource Teacher.)wooden stakes

Procedure:

a. Read or tell the .1tory, of TheFlying War Club" found inAppendix Unit II-V, p. 178.

This can be done in languagearts on the day tat this gameactivity will be conducted.

I The-story provides a motivationfor learning some basic physicalskills as learnpd by the earlyHawaiian warriors.

Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

E.g.: seed podsflower

mea kanu (plantwood shavingsbulbs

animal furfeathers holoholona (animalivory

shellsseaweedsand (in a plastic bagcoral

small piecesof lava

dirt (in aplastic bag)

rocks

kai

ie-a)

aina (land)

1. Place the closed shopping bag inview of all the children andarouse their curiosity by asking:

a. Where did this bag come from?

b. Where did the store get thepackage?

c. Where did the producer getthe package?

d. Where did they get the mate-rial to make the package?

e. What did that material comefrom?

205

b. Have the children check theirseeds everyday to watch theprogress of its growth.

c. As the seeds are germinating,introduce a complete plant tothe children and go over itsparts:

roots1ea4sstemsroot hairs

d. Open a mung bean seed and havethe children observe theInside. Explain that thefleshy inside is the food(cotjledori) for the new plant.

e. Talk about the germinationprocess of a mung bean seed.Ask:

1) How long do you think itwill take for the seeds tosprout?

2) What would happen if wedid not water the seed?Keep one paper towelunwatered and use it as acomparison.

3) Will the plants look alike.Will all of the leaves looalike?

88 206

2. Letter writing

a. After completing the bro-chure, conduct a lessonon writing friendlyletters.

b. Read a few letters tothe children as examples.

c. Talk about what should beincluded in the lettersuch as:

.a description of thewriter with likes anddislikes

.reasons for writing

.a paragraph about theschool, community,interesting sites,etc.

d. Teach them how to addressan envelope.

e. Introduce the children tothe concept of a pen pal.Have them think of aplace in Hawaii theywould like to visit anddecide on a single loca-tion for the class.

Music

Teacher preparation:

Set up a display of a variety ofHawaiian instruments.

ieu

kala'au

ka'eke'eke

6 'uli'uli

'ili'ili

puniu

See Appendix Unit II-G, p. 154.

The children are good resources.They may have these instruments athome or may have relatives who arewilling to let them share them inschool. Also see the HawaiianStudies district resource teacher.

1. Introduce each instrument tothe children and have thembecome familiar with the sound.Have the children who are huladancers demonstrate how theinstrument is used.

2. Talk about the natural resourcethat was used to produce theinstrument. Encourage them topredict how the Hawaiians madethese instruments and whatnatural material was used as a

tool.

3. Take one of the instruments andplay a rhythm with it. Have

the children repeat the samerhythm with their hands.

207

Grade 2, Unit II

ART

2. Creating travel posters

In preparation for the brochurementioned in social studies lesson

A.9., p.'84,.have the children cre-ate an attractive poster showing aselec;ed scenic spot on the island.The students should select onephysical feature, one landmarkand one activity to illustrate ontheir poster. Their island's nameshould be in large, black lettersat the top or the bottom of theposter.

Materials needed:butcher/wrapping/Kraft paper,

24" x 36"

tempera paintsbrushes (various sizes)

a. Have the children draw asketch of the poster. Have

them plan the sketch so thatthe action taking, place is the

center of attention. Encourage

them to center their titles sothat their posters appearbalanced.

b. Have them transfer theirsketches to their poster paperusing a variety of paintbrushes.

c. After the paint dries, havethem cut letters for theirtitles and glue them to theposter, being careful onceagain, to center the letters.

89


b. Refer to Mitchell. HawaiianGames for Today, pp. 31-35for directions.

c. Allow the children to handlethe moa and ihe so they getused to the weight and size.Have them predict how muchlarger Palila's moa and ihewere compared to the ones theyare using. The story talksabout a "gigantic" knobbedclub. Have the children dra-matize the "gigantic" warclub. Also have them imaginean ihe of "tremendous" propor--tions that could pierce a raincloud and flood the island.

d. Have them practice and developtheir skill in throwing themoa and ihe.

8. Invite other classes to a Makahikior festival.

a. Children might serve as instruc-tors or assistants.

b. Interested children mightdevelop charts to show gamerules, directions and/ortechniques.

c. Explain how each game we play- -active or quiet--will help toimprove one of the following:

208

Grade 2, Unit II

SOCIAL STUDIES SCIENcE/ENY1RONMENTAL EDUCATION LANGUAGE ARTS

After they have established thesource as being from a tree thatgrows on the land, identify thedifference between natural andhuman-made. See Appendix UnitII-B, p. 137, for a worksheet.

f. At what stage did the paperbag change from a naturalresource to a human-madeitem?

9. What then is the source ofthis paper bag? (land,

plants and human technology)

h. What are some other sourcesfrom which we are able toobtain goods that we enjoytoday? For example, fromwhere did we get this pupu(seashell)? (the kai - sea)Continue until the Tildrenname the four categories:

15ina (land)01sea)mea kanu (plant)holoholona (animal)

Set up a display table withthese four categories.

2. Some of the items may belong tomore than one category. Pass thebag to one of the children andhave him/her pick up one thingand without taking it out of the

209

f. Keep a calendar of events;record everything that happensto the seeds from the firstday until all the parts of theplant are observed (two weeks).

g. Have the children record thenumber of seeds that germinatedand those that did not.

h. As the seeds continue to germi-nate, the children will be ableto answer the questions above.Encourage them to experimentwith other kinds of beans andseeds such as lima beans, Koa

haole, grass seeds and birdseeds.

i. Talk about the variety of usesfor sprouts. Have the childrenname some sprouts that arefamiliar to them.

E.g.: bean sproutsalfalfa sprouts

Discuss the different ethnicuses of bean sprouts.

JapaneseKoreanChineseAmerican (salads)

90

C.

f. Write pen pal lettersand include the brochuresthe children produced.Mail them to a school onthe island or in thecommunity the childrenselected. Use the D3E

Directory for addresses.

Writing for specific purposes

1. Daily journal

Conduct a lesson on journalwriting. Read some excerpts _

from books or from journalswritten in previous yearsby other children. Have thechildren write a daily jour-nal of their observations inscience. Encourage them tobe specific and to write onlywhat they actually see or do.They can also predict whatwill happen in the future,e.g., by tomorrow, the firstleaf will appear.

2. Creating and memorizing Zlelono'eau (wise sayings)


Study the news articles foundin Appendix Unit II-C, pp. 138-147.Write the following 'olelono'eau on the top line of awall chart. "Ue ka lani,ola ka honua."

Music ART

Grade 2, Unit II

E.g., clap two ipu rhythms

u te.1 /u to J to

and have the children echo thebeat.

4. Add other instruments, one ata time and then do echo beatingwith an entire ensemble. Pass

the instruments around so thatthe children experience playingall of them.

5. Show the Ahupua'a poster pro-duced by the Kamehameha Schools.Locate the plants used toproduce the instruments on theAhupua'a poster and talk aboutthe availability of the plantstoday. Have the school kupunaplan a demonstration lesson onthe making of one of theinstruments.

6. Plan a field trip to an oceansite or a nearby stream togather 'ili'ili (pebbles).Teach the children a hula noho(sitting hula) using the'ili'ili.

7. Plan a field trip to an areawhere la'au (sticks) could begatheriaFF cut. Examples ofwood that can be used are,hau, koa haole, milo and kuawaT5'ava). (Each Tfia should be

211.

d. Plan an exhibit of the posters,either in the cafeteria or inthe library.

C. Environmental appreciation throughvarious media

I. Illustrated multi-panel activitydisplay

Children can have a great deal offun sharing a little about them-selves using a folding illustrateddisplay.

Materials needed:butcher/wrapping/Kraft paper,4' long cut into 6" widths sothat each child receives a lengthof paper measuring 6" x 48"

crayons or marking pens

a. Have the children make a listof ten activities they enjoydoing in the environment, e.g.:

1) Climb trees2) Swim in the ocean3) Play with my friends4) Hike in the valleys5) Play on the jungle gym6) Swim in the pool

b. Have them prioritize theiractivities according to theirfavorite pastime.

91


1) Coordination?) Physical strength3) Agility

4) Mental concentration andstrategy planning

Other ethnic games and physical culturearts,

N,

I. Have the children share games theylearned from their parents. Thesemay be active or quiet games thatparents learned from their ownculture.

E.g., Chinese Jump RopeJapanese JacksFilipino Sipa

2. Encourage those children who aretraining in martial arts or otherphysical arts (e.g., Tai Chi, Ki)to demonstrate their skills, coor-dination, physical strength, agilityand mental concentration and strategyplanning.

3. Invite a martial arts or otherphysical culture person to come into talk to the children about theskills involved in the art. Have

the instructor engage the childrenin some basic movements. Encouragethe speaker to explain the spiritualvalue of these arts...the harmonyof self and nature.

212

Grade 2, Unit II


bag, guess what it is using thesense of touch. After stating theguess, have him/her reveal it tothe class and place it in thecorrect category on the displaytable. If everyor.e agrees thathe/she is correct, continue toanother child.

3. If a child picks up a bag of sand,he/she may have a difficult timeidentifying it as sand or dirt orsugar or salt. This is a goodtime to introduce the need foranother sense, sight.

4. Continue this activity, buildingthe children's awareness of natu-ral resources and the use of theseises.

5. On a chart, have the childrencontribute a list of naturalresources other than the fouralready listed. Encourage themto recall the natural featuresthey studied in the location unit.

E.g.: fresh water. mountains

treesminerals (e.g., salt)fish

beautiful scenerynuts/fruitsunlightrain

LANGUAGE ARTS

If possible involve the parentsin preparing-some ethnic dishesfor tasting. The childrenshould be able to understandthe value of young sprouts,both nutritionally and as anenhancement to variety inmeals.

5. Ask:

a. What natural resources arenecessary for plant growth?

b. What would happen if one ofthese resources were notavailable? (food chain wouldbe broken)

Talk about the importance of caringfor our natural resources so thatour natural environment can con-tinue to thrive.

C. Distinguishing between naturalresources and human-made materials.

1. Ask the students to contribute toa list of materials needed to builda house.

a. Divide a chart paper into twocolumns and label themInterior / Exterior andcommence to list as manyproducts as possible.

92

a. Ask:

Have any of you seen thesewords written on a build-ing?

b. Introduce the words 'olelono'eau (wise saying) tothem and explain that this'olelo no'eau is inscribedon, the wall of the Boardof Water Supply in Honolulu.

c. Dil.cuss the meaning of the161elo no'eau: When theheavens weep, the earthlives. Ask: What do youthink the Hawaiians meantby this wise saying?

d. Have the children create'olelo no'eau on the themeof wai--fresh water. Havethem write the 'olelono'eau in'English andinsert Hawaiian wordswhere appropriate. Also,

-, the school kupuna can beasked to translate someof the 'olelo no'eau in-to Hawaiian.

3. Writing haiku

a. After reviewing what con-stitutes a haiku poem anddiscussing the importance

214

Music

approximately 8-12 inches inlength and 1-1 inch in diameter.)Teach the children a hula noho(sitting hula) using kala'au.

F. Song: "Nani Ke Ao Nei"

Sources: Aloha Council, Hawaiians,pp. 140-142Comprehensive Musicianship Program,Zone I, Book B,record and teacher'smanual, pp. 146-149Bowmar Records, Dances of Hawaii,Ancient and Modern

1. Write the words on a wall chartwith the interpretation.

2. Have the children point outHawaiian words they are familiarwith and underline them with ared pen. Encourage the childrento guess the meanings of newwords by looking at the inter-pretation.

3.' Chant the first verse for thechildren. Read the translationwith the children and have themcreate motions for the verse.

Teach each -erse.: Teach therhythmic pattern to be used asthe introduction, interlude andcoda:

.) ilIn - out -lin - out

ct - in

Have the children practice thisrhythm as they chant the verses.

215

c. Give each student a length ofpaper. Instruct them to foldit in half, then in half again,until the rectangular resultmeasures 4" x 6".

d. Have them start their drawingson the second rectangle,leaving the first space fortheir title and artist's name.The bottom of each illustrationwill be on the 4" side so thatthe display can be folded andstand up to provide a 12-paneldisplay.

e. When they have finished, havethem create a title for thefirst rectangle and on thefinal space, write a shortparagraph. "I am happiest whenI can..."

2. Mural - The Ahupua'a

(This activity goes along with les-

son D.2. in language arts on p.96.)

Materials needed:large sheet of butcher/wrapping/

Kraft papertempera paintbrushesglue

sand, shells, and other collagematerials for composing a muralusing collage technique

93

Grade 2 _Unit IL__


E. Aerobic dancing

This activity can be coordinated withthe district resource teacher in phy-sical education and with the musicresource teacher.

Materials needed:dance recordsphonographeach student should have a little towel

Procedure:

I. Ask:

a. How do people keep physicallytit today? (jogging, exer-cising, weight lifting, walking,and aerobics)

b. How do you keep physically fit?

2. Do some warm-up exercises and somestretching with them.

3 Start off with some simple rhythmsand dance patterns.

a. Running in place

b% Running forward four steps,running back, then right, thenleft. A

c. Step, kick with the other leg,etc.

d. Jumping jacks, etc.

216

.(

Grade 2, Unit II a%


As they name things, write themdown, even if they name human-made features. When they haveexhausted their repertoire, goovert-the list once more and havethem circle those features thatare human-made, if any were namedsuch as hotels, shopping centers,s..hool, bridge, etc.

6. Have the children divide into'ohana. Have them brainstorma -1gf of 15 items that arenatural and/or human-made.

7. When they are done, have themswitch lists with another groupand once again, classify theitems.

8. Have the children think of commu-nity helpers who depend uponnatural resources'for theiroccupations or bring in a collec-tion of pictures of communityhelpers. Have the children deter-mine which helpers depend onnatural resources for their occu-pations.

E.g.: lei makertree trimmerforest rangerwild life managertaro farmerfisherresort stafftourist industry personnelwater management personnel

217

it

b. Have the children go home andobserve their own homes andinterview par wits, friends andrelatives who can add to thelist.

c. When the list.is.completed,introduce the children to theconcept of renewability. Hoe

.ftthem research this word so

that they have a clear idea ofwhat this word means.

d. Apply this new concept to thelist of buildirig materials.Have the children indicatewhether or not a resource isrenewable by placing an aster-isk (*) next to it. -'

e. Have the children draw theirhouses using as many of thematerials on the list as possi-ble.

1) First, have them draw theirpictures with no plants, notrees, no environmental

1- additions. Place them onthe chalkboard for everyoneto see and evaluate theaesthetic appeal of eachpicture.

94

D.

LANGUAGE ARTS /

/of wai, motivate thechildren to write haikuexpressing their thoughtsand feelings about wai.

E.g.: Crystal clear waterFlowing gently in

a streamCool and refreshing

b. After editing and rewrit-ing, share these withothers in a show-and-tellformat.

c. Set up a bulletin boarddisplay of these haikuwith illustrations.

Planning a class mural on theahupua'a in which the school islocated.

1. Using Appendix Unit II-0,p. 167 as a visual aid, talkabout the uses of land.

Ask:..

a. What kinds of things growin the uka (uplands)?the kuliTplains)? thekahakai (seashore)? inthe kai (sea)?

Write the Uildren'sanswers on a wall chart.

218 k 0

..

Music

5. Encourage the children tocreate their own motions forthis hula noho. The st2p-by-step motions are given onpp. 147-149 of ComprehensiveMusicianship, Zone I, Book Bor-Aloha Council'''s Hawaiiana,pp. 140-142. The directionsare for the hula kala'au(stick dance). However, onemay very easily use the pu'ilior hand motions or all three.

G. Song: "Let 'Awapuhi"_(Ginger Lei)Source: Elbert and Mahoe.- Na Mele0 Hawai'i Nei, pp. 73-74.The chorus of this song is usuallysung at many parties. This songtells of the beautiful gingerflower and compares it with asweetheart.


a. Have you seen a lei maker?Where a. e these people

located.a (In florist shops,in lei.".h0p, at the a'r-

. lr-. poreistands, at home,

. Ittc.) . \,. -:-

b. How do many people get theirlei? .(Buy, make, someonegiVes them-one, etc.) ,

c. What ahe some of the reasonswhy we make and give lei?

S

219

Procedure:

ART

a. Having met in mini 'ohana forthe planning of the sections ofthe mural, uka, kula, kahakai,kai, have the diTITIFen7Y1W151-an

the total mural. Using theirdiscussion notes, have themvisualize their section on thetotal mural.

b. Have them meet in their 'ohanato sketch their ideas. Work onthis draft form until all four'ohana agree on the content andbalance of elements in thesketches.

c. Have each 'ohana transfer theirsketches to tla final mural.Encourage them to practice the'ohana concepts of:

laulima cooperatiOnkokua - helpkuleana - responsibilityalu like - work togetherlokahi - harmony

3. Painting

Materials needed:butcher$paper, 24" x 36"tekopera paint, brushes ..

95

r

Grade 2, Unit II


4. Increase the length of time eachweek. Have the children sharesome steps their parents or relativesmay have taught them.

5. Call in an Aerobics dance instructorto demonstrate other steps anddance patterns.

6. Continue this activity throughOutthe year by using it as a warm-upexercise. Use the students asdance leaders.

220

Grade 2, Uqit II


Have them describe what eachworker needs today comparedto what they probably usedlong ago in early Hawaili.

E.g.:

Worker Yesterday Today

farmer 1515 tractor,

hoe, shovel

pick, metal(diggingstick)

lei maker pua, ferns, 24,-ferns,maile,maile, hau

-..01-7d- needle,

string

9. Talk about the importance of tak-ing care of the environment sothat these people can continueto engage in their occupations.

10. Ask:

a. If we don't take care of ournatural resources, what willbe some consequences?

b. What has already happened tosome of the resources we usedto have an abundance of?(fish, trees, birds, naturalponds, streams, mountains)

221

2) Then, have the childrentake their pictures andadd trees, plant, birds,animals and a variety ofother things they havearound their homes thatadd to the aesthetic appealof their homes. Evaluateagain and have them gener-alize about how trees, andflowers and plants helpmake life more pleasant forpeople.

f. As an extended adtiVity toimprove observation skills,have the children look aroundthe room and observe what theycan see.

1) Have them write a paragraphdescribing what theyobserve.

) Let a few days go by andsecretly ask a few children(four or five) to bring insome plants to decoratethe cl,assroom.

a) Observe the reactions.Have them write whatchanges they observeand what they feel.

96

LANGUAGE ARTS

222

b. What do we have growingin these areas today?Are they the same as itused to be many yearsago?

c. How has our landscapechanged? Talk aboutthe environment inwhich your communityis located.

2. Plan a class mural of theahupua'a (land division) inwhich your school is located.

a. Encourage the children,to decide what should beshown on the mural.Divide the class intomini 'ohana, one foreach section of land tobe shown.

Uka (uplands)Kula (plain)Kahakai_ (seashore)

Kai sea)

b. Have each 'ohana meet toplan their portion of sthe mural. Each 'ohanawill choose a haku(leader) to conduct thediscussion and each parti-cipant should be encour-aged to actively share inthe planning.

Grade 2, Unit II


hello

goodbyecongratulationsbirthdaysdancing huladecorations

d. Do you know how to make alei?

e. Can yo, name as many differ-ent kinds of lei you haveseen? (List them.)

2. Show them pictures of a varietyof lei. See McDonald, Ka Lei.This source contains a historyof the lei'in Hawai'i andcolored pictures of a variety oflei in Hawai'i.

3. Write thE. words of the chorus

(hui) on a chart. Point out

specific words:

nani - beautyahiahi - eveningleis awapuhi - ginger lei

4. Teach the song.

H. Song: "Wai 0 Ke Aniani"

Source: Na Mele 0 Hawai'i Nei byElbert and Mahoe, pp. 93-94Recording: Note: Most recordingsof this song feature the hui(chorus) mixed with the verses of

223

L

Procedure:

a. Have the children identify anumber of "eye-sore" spots theyhave observed in the neighbor-hood. E.g., Kapa'a Landfilland Kawainui Marsh Road, withold cars piled up three to sixcars high; Waimea Bay alongthe highway.

b. Have them choose one site theyare familiar with and visualizechanges they would like to seethere.

c. Motivate them to paint the siteas they would like to see itwith visual improvements.Encourage them to use naturalimprovements along with human-made improvements such as apavilion.

d. Use these as a way of communi-cating with others about theimportance of taking care ofour environment.

4. Diorama

Materials needed:boxes (shoe box size)variety of collage materialssand, dirt, gravelscrap paper, glue, scissorspaint, brushes

97

The following games can be used to buildvocabulary related to this unit on naturalresources and their uses.

A. Game - "Let's Go Swimming!"

See AppendiZ Unit II-L, p. 159

Number of players: Two to four

Materials needed:

1. gameboard, see Appendix Unit II-L1,

p. 159. Mount on oaktag and laminate.

2. token for each player (as in Monopoly)

3. picture cards (Picture card sheetsmay be photocopied and mounted onoaktag or similar heavy paper beforecutting. See Appendix Unit II-I.,pp. 160-161.

4. mounted and laminqted number cards fromAppendix Unit-IILL, p. 162.

Directions: The object is for a playerto avoid being the last to reach thebeach by moving his/her token along theprescribed path on the gameboard.

1. Each player draws a number card todetermine order.

2. The player must pull a picture cardand say it's Hawaiian name.

3. If the player is successful, he/shemay draw a number card to advance.

224

Grade 2, Unit II


Show some before and afterpictures. Discuss the kindsof things people with theirtechnology have done to changthe environment and any prob-lems that have resultedbecause of the change. Selectone area in yotir community tostudy.

E.g., in Kane'ohe on O'ahu,the fishponds were filled witearth to create land on whichto bu4ld homes. This resultedin silt and pollution flowinginto Kane'ohe Bay and theeventual destruction of sealife in the bay.

E.g., the plains of Honoluluwere tree-less and dusty inthe mid-1800's but an abun-dance of "city" water, streetplantings and home gardenshave made Honolulu into acity very well-planted withgreenery.

C. Importance of Wai (fresh water)

1. On chart paper, put the word"WAI" (fresh water) in the center.Have the students suggest howwater is used. Write theirresponses around the focus word.

225

b) Have them list otherchanges they wouldlike to have. Talkthese over and planhow to go about makingthe changes.

2. Plan a field trip to see a wildlifeconservation worker, a lumberdistributor, a nursery worker, aforest ranger, or similar worker(see social studies lesson B.8.).

a. The children will prepare alist of interview questions toask so that they will be ableto find out how the occupationsof these people depend upon thenatural resources of ourislands.

b. Conduct a group discussion andcompile the information on achart; then have the childrensuggest ways in which they canhelp keep these people workingin their occupations,

3. Experimenting With the naturalmaterials to create various coloreddyes.

a. Have the children predict thesource of the colors used bythe Hawaiians in the making of

98

226

c. Determine who will beresponsible for thevariety of jobs thatwill need to be done onthe mural.

d. Have 'ohana reports fromeach haku. Encourageeveryone to be goodlisteners and to beready with some positivesuggestions.

e. When the reports are alldone, evaluate the dis-cussions they had intheir mini 'ohana.

Ask:

1) Did everyone have achance to participateand give suggestions?

2) Were you good listen-ers as well as con-tributors?

3) How could you havehelped make thegroup perform better?

f. Now that the planning isdone, the actual muralcan be done in art. See

art lesson C.2., p. 93.

O

ivUsIC

another song. The verses of "Wai 0Ke Aniani" are sung to the samemelody as the chorus.

This song describes the mist of finerain and the happy sound of waterflowing over stones. Each kupuna

may know special songs writtenabout water or rain in your area.Ask about these songs and have themteach the songs to the children.

1. Write the words and translationon a chart. Go over thefam414-ar-vocabulary, then_intro-

duce new words to them,especially:

noe - mist

ua li'ili'i - fine rain- stone

Tali - scentEUTT - chillyanuenue - rainbow

2. Point out Kahalu'u, O'ahu on themap of O'ahu. (See Na Ki'iHo'ona'auao for map.Y Read the

translation and explain that thesong describes the cool, crystalwai in Kahal'. u. The Kahalu'uheiau (place of worship), Ka'ilikahi, is mentioned in verse 2.

3. Sing the song or play the'recordfor the children. Teach them

the song. Use the 'ukulele orguitar to accompany the singing.

227

ART

Have the children contributebits and pieces for the collage.

Procedure:

a. Have the children plan anenvironment as it existed manyyears ago when the chief occu-pations were farming, house-building, fishing, kapa makingand lau halo, weaving.

b. Show them pictures of life inearly Hawai'i from a varietyof sources. E.g.:

Feher. Hawai'i: A Pictorial

HistoryScott. The Saga of theSandwich Islands

c. Have the children select oneoccupation and recreate anideal environment using allthe ideas, concepts andtechniques they have learnedthus far.

d. Encourage them to be creativeand guide their use of thematerials. ,,Introduce them topapier mache as a means ofbuilding up the land if theyso desire. This should be anongoing project so that as theproject goes along, the chil-dren can continue to add morethings as the study continues.

99

Grade 2, Unit II


4. If a player draws an 'umi (10) he/shegets an additional turn and an 'ole(0) means he/she must skip a turn.

5. If the player fails to name theobject, he/she may not advance andthe word card returns to the bottomof the deck.

B. Game "Concentration"

Number of players: Two-four per set of cards

Materials needed:A deck of playing cards made up of pairs -one a picture card and the other thematching Hawaiian word for the picture.Use the same deck as used in "Let's GoSwimming!" for the picture cards andpaste up/cut out the word cards inAppendix II-L2, pp. 163-164 for this game.

Directions: The object is to match asmany pairs as possible.

1. Play begins with all cards shuffledand placed face down.

2. Each player turns up two cards tryingto locate matching pairs.

3. The player keeps matching pairs andreplaces face down the ones that donot match.

4. The player with the most-pairs atthe end of the game is the winner.

228

Grade 2, Unit II

SOCIAL STUDIES

2. Ask

SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

a. Which one of these activitiesassociated with water can welive without? (i.e., washingcars, bathing . . . )

b. What might happen if we didnot water plants and crops orhave enoug water to drink?

c. Long ago people could drinkfrom our streams and rivers.Why don't people drink fromstreams and rivers today?(pollution)

d. Where does our water comefrom? Might our supply runout someday? (See sciencelesson D, P. 108.)

3. Read some news articles abouttoday's water problems: See

Appendix Unit II-C, pp. 138-147.

a. Have the children discuss theissues from the viewpoint of-tie Governor, the sugargrowers, farhers, the Depart-ment of Health and homeowners.

kapa. Show them pictures ofcolored kapa or tell them thecolors that were used in theproducticn of kapa.

Carter, Gann. Sightseeing.Historic Honolulu, p. 22.

b. Write the colors used by theHawaiians in one column of awall chart. In a secondcolumn, have the children pre-dict a possible plant or otherenvironmental element that mayproduce the color.('alaea dirt,charcoal, urine, seawater,salt, etc.)

c. Have the children bring in avariety of plants or plantparts. Caution them aboutconservation practices.

d. Allow them to experiment tofind out what color each itemproduces.

e. Have them record their findingsin some format. They may begiven 4" x 6" cards on whichthey can tape the source ofthe color obtained from theplant and write the name ofthe plant.

E. Listening to and discussingHawaiian literature'

Legend: "The Sacred CreadtruitTree" found in The Water of Kaneby Priku'i and Curtis, pp. 141-142. This legend illustratesthe importance of the naturalresources in the lives of theearly Hawaiians and how theyrevered elements in nature.

1. Bring in a breadfruit sothat the children can becomeacquainted with this plant.

2. Show them a picture of thetree or if one is available,show them the real tree.

3. Have th children locatethe breadfruit trees on theKamehameha Schools' Ahupua'aPoster (available for purchaseby schools). Have them pointto the location and indicatewhether it grows in thekahakai, kula, or uka areas.

4. Ask

a. What do you suppose theHawaiians used the bread-fruit for?

. . . the fruit

. . . the leaves

. . . the wood

Music

I. Song: "Koni Au"Source: Elbert and Mahoe. Na Mele0 Hawai'i Nei, p. 68

I. Introduce the song to thechildren by having your kupunasing it for them, or play arecordin such as "Ia 'Oe E Ka

oelrgeLa," olume II, Na KahiliRec ds, Palani Vaughan.

2. Then locate Pua'ena in Waialuaon the map of O'ahu and read tipetranslation of the first verseand chorus to the children.

Note: Teachers need to readthe notes to the song on p. 68to understand the kaona orunderlying meaning whichKalakaua was applying to theword wai. The wai ali'i orroyal liquid that he isthrobbing for in this, song isgin. This is probably why thissong is no popular at parties.

3. Children can enjoy this song forit is a fun tune.

J. Song: "Huki I Ke Kalo"

Source: Kamehameha Schools. Exploz

rations, 1981. Also, see AppendixUnit 11-H, p. 155.This is a simple chant that can betaught to the children to exposethem to the steps of-making poi.

231

ART

e. Share the dioramas with otherclasses. Set up a centralizeddisplay in the school.

5. Illustrations using collagetechniques

Materials needed:colored construction paper,

18" x 24"cellophaneglue, scissorstempera paint, brushescollage materials

a. Have the children'recall the'olelo no'eau (wise sayings)they wrote in language arts.

b., Compose a quick sketch toillustrate the 'olelo no'eauof the Board of Water Supply.Have the children volunteersuggestions and do a quickpencil sketch for the 'olelono'eau.

c. Motivate the children to dotheir own sketches for theirown 'oleic no'eau. Have thechildren creatively use thematerials ,they brought to

complete their 'collage. The''olelo no'eau should be writtenon the collage so that thewhole picture balances.

101

Grade 2, Unit II


C. Game - "Memory Circle"

O.

This simple game can be played to improvethe children's skill in listening andin remembering in a fun way. This gameis based on the children's experiencesin the environment in social studies.

1. Have the children sit in a circle.' The first player begins by telling

everyone what he/she has seen ina forest or in a special placethey have been on a walk-tour.E.g., I saw a bird on a branch.

2. The next student adds to the storyby repeating the statement madeby the first player and then addsa statement to continue the story.E.g., I saw a bird on a branch.I took a picture of the bird, etc.

3. The game continues until the listis too long for the students toremember.

4. Writethe children's statementson a chart and use it as a readinglesson. Have a few children drama-tize the actions as the readersproceed with the reading. Thiscreative fun activity can producescripts that can be used for plays:

Creative personifications

The children will pretend they are some-kind of plant in the forest or on the.

232 I1

Grade 2, Unit II

SOCIAL STUDIES SC I ENCE/ENV I RONMENTAL 'EDUCAT ION LANGUAGE ARTS

b. Simulate a simple panel dis-cussion using the news arti-cles. Encourage all of thechildren to present theirconcerns during the question-ning period. This activitywould bc, an excellent preparadtion for the following experience.

4. Invite a speaker from the Board oWater Supply or similar agency tospeak on water resources, wherethe reservoirs are located and asimple version of the process ofgetting the water to the homes.

a. Have the children prepare alist of questions they wouldlike answered by the resourcespeaker.

b. Encourage them to includeproblems of water supplytoday.

Culmination:

4ve the students prepare a campaignagainst the misuse of wai (water) inthe school, home and community. Theycan create posters in art, writespeeches in language arts, composesongs in music and create dances fortheir songs in physical educationclass. Present the total program ata school assembly.

233

Grapes

Resource: Krohn, Val Frieling.Hawai'i Dye Plants and DyeRecipes, 1980, UniversityPress of Hawai'.i.

4. Introduce the children to a vari-ety of cooking methods involvingnatural resources used by somepeople in Hawai'i today. Usinginquiry, have the children sharewhat they know about the follow-ing methods of cooking, e.g.:

k5lua--cooking outdoors in acovered pit or hole; an imu(underground oven).

laulau--steaming_a_food pack-age wrapped in la'i (ti leaves)in an imu or steamer pot.

15walusteaming by"placingTOTIWrapped in ki leaves onhot coals.

pillehu--broiling in hot embers.

102 234.

See Appendix Unit II-P,p. 171.

5. Read the story. Have thechildren listen for na meakanu (the plants) that arementioned in the story.

6. Discuss the story

a. Where does the storytake place? LocateKalihi on the map.

b. Where did Papa go themorning of our story?(windward beach)

c. Where is the windwardside of the island?Have the children showthis on the map.

d. Is that a long way totravel from Kalihi?How do you suppose shegot there? Was there atunnel in the mountain atthe time of this story?Allow the children topredict the manner oftravel over the Ko'olauMountains in earlyHawai'i.

Music ART

Grade 2, Unit II


1. Write the words on a chart.Discuss the steps involved inprocessing kalo into poi., Havethe children share what theyknow about this native foodproduct.

a. Talk about the hard workinvolved in the raising ofkalo and then in the prepa-ration of poi.

b. If a kupuna is available,have him /.her talk about the

importance of this foodproduct and demonstrate thesteps in making poi.

2. Chant the first verse for chil-dren and have them echo yourchanting. Teach them the threebasic verses. Use the ipu(gourd) as an accompaniment.

3. Create hula motions for eachverse.

K. Song: "Na Kumu Ola 0 Hawai'i"Source: Kamehameha. Explorations,1981, p. 75 or see Appendix UnitII-T, p. 176.

This song, written by two teacherswell-versed in chant and hula,describes the resources of Hawai'i --the life- giving rain, the land, theForests, the sea, the canoe, andpeople.

235

d. Evaluate the exercise and plana way of exhibiting theillustrations.

6. Montage (photography)

The children will all have theirown ideas of what constitutes waterconservation. Tal( about ways ofconserving water as members of an'ohana, students at school, commu-nity members in an environment.Have the children take their owncameras and go into their environ-ment to snap pictures of what theyperceive as water conservationand/or water wastage. When thepictures are developed, discuss theresults and categorize the picturesinto Water Conservation or WaterWastage.

a. Be sure the children writetheir names on all of theirpictures.

b. Have the children decide inwhich 'ohana they will work,Conservation or Wastage. Havethem meet and decide hew theywant to set up their mohtage.Give each group bulletin boardspace.

1) They will arrange theirpictures in some kind ofpattern.

103

school grounds. They will use their

large and small muscles to react todescriptions like the ones below:

Gentle breeze blowingGentle rain fallingPerson climbing up your trunkChild carving initials on your trunk_Birds nesting on your branchesStrong winds blowing through yourbranches

This activity may be done in total groupor in mini 'ohana. Discuss how each-dramatized activity is beneficial ornon-beneficial to the tree.

The following game reinforces the study ofwell-known people, living and dead, fromthe students' community, Hawai'i, theUnited States and the world.

Game: "Know the Alaka'i (Leaders)"

This activity goes along with socialstudies lesson E on p. 116.

Number of players: Three-six

Materials needed:gameboarddice

token3" x 5" information cards written in social

studies

236

Grade 2 Unit II


D. Influence of climate, land andnatural resources on community life

Hawaii.

1. Show the children pictures ofcommunities in Hawai'i that arechilly, especially during thewinter months.

E.g.: Volcano Village on Hdioi'iHaleakala and Kula or MauiRidge areas on Oahu like

Wahiawa, Wai'alae Iki,Nu'uanu Pali

Koke'e on Kaua'iKala'e on Moloka'iLdna'i City on Ldnei

Also show them some pictures ofdry, arid areas like:

Ka'0 and North Kona onHawai'i

Kihei and Lahaina on MauiWai'anae on O'ahuKekaha and Mdnd on KaueiHo'olehua and Maunaloa on

Moloka'iManele on Ldnei

a._Talk about the kind of cloth-'rig people have to wear inorder to be comfortable inthese kinds of environments.Have them study the plantlife, the type of buildings

.237

LANGUAGE ARTS

a. Write each method of cooking ona chart and have the childrentell all they know about eachmethod.

b. Invite a parent or communityresource person to demonstrateone or more of these methods.(School kOpuna,could do thisvery well.)

c. Have the children inquireabout the kinds of foods thatare cooked using each method.Then have them fill in thefoods on the chart.

The final chart may appear likethe one below:

Methods ofCooking Definition Foods

kalua

laulauldwalupOlehu -,

d. Discussion:

1) How do we cook our foodtoday?

104

238

e. What did she do on thewindward side?

f. What are some of thenatural resources men-tioned in the story?

g. What did she see as shewas walking home?.

h. What happened as shehurried home?'

i. What was Papa wearing?(pd'ii) See AppendixUnit II-Q, p. 172 for apicture of a woman wear-ing a ?d'ii (skirt) or seeNa Ki'i Ho'ona'auao wallchart "Kuleana" for apicture.

How did Papa save Makea?What is a kahuna? Whydo you suppose theyneeded to put specialthings before the tree?Do we put special thingslike food in front ofspecial places today?(Some people place foodand/or flowers on gravesand on altars, somepeople burn incense and/or candles, etc.)

Music ART


Write the words on a chart inHawaiian and English.

Procedure:

1. Have the children identify thelife-giving resources in theHawaiian version, e.g.:

lani - heavenua - rainTaina - landTITITTPau - forestkai - seakanaka - person

2. Say the words for each verse andhave the children repeat themafter you.

3. Teach the chant, one verse at atime, and have the childrenchant it without depending onthe chart.

4. Encourage them to createmotions for each verse as theylearn it.

5. Have the children beat ipu ifthey are available. Otherwise,they may use their hands toproduce the basic ipu patternsshown on the music sheet.

239

2) They need to decide on acreative title.

c. Have the children react to thefinished product. Do aninquiry. Encourage the chil-dren to ask questions, makesuggestions and discuss issues.These activities may be con-tinued in science or languagearts class.

d. Evaluate the aesthetic appealof each montage. Have thechildren share their feelings.

7. Logo - drawing and crayon resist

Materials needed:.drawing paper, 81" x 11"colored penssilkscreenT-shirtstextile paintwaxed crayon

a. Select a theme dealing with theconservation of naturalresources. E.g., the statelogo for the litter program- -"Lend a hand to clean our land."Show them a picture of the logo.

b. Motivate the children to createan original logo of their own.

105

Grade 2, Unit II


Directions:

1.- Construct a gameboard like the sample.(See Appendix Unit II-U, p. 177.)

2. The object of the game is to advancethrough the board and be the first tofinish.

3. In order to advance, the player mustname the important person beingdescribed on the information card.Data for the information cards areformulated by the group that did theresearch on the famous person.

9

4. The.playing order is determined by thetoss of the dice or make a spinner ona numbered card.

5. The player picks an information cardand reads it Player must correctlyidentify the person being described.

6. If the player is correct, playeradvances the number of blocks shownon the dice which we're tossed. If

incorrect, the player cannot advance.

7. Answers to all the cards should beprovided on a coded answer card. If

the player's answer is correct, theplayer advances.

8. More cards of famous or well-knownleaders may be added to the card pileas time and additional study progresses..

240

Grade 2, Unit II


(some with chimneys) and theclothing worn by the peoplein the pictures.

b. Ask

1) Are there significantdifferences in the waythe people dress in thevarious areas? What arethey?

2) Are there differences inthe structure of thehomes? What are they?

3) If you were to go on a

trip to Haleakala whichhas a.cool temperature ofabout 400, what kind ofclothing would you wear?

4) If you were to go to adry, arid area likeWai'anae, how would youdress?

2. Divide the children into 'ohanaand have them write a group storyabout the picture they select.They should include informationabout:

a. the climate;

b. the land and what they thinkcould be raised on it;

241

2) What natural resources dowe use today to do ourcooking?

3) What natural resourceswere available to the earlyHawaiians for their cook-ing?

4) What does this tell youabout these early Hawaiianswho lived in Hawai'i whenthere was no electricity?(they were hard workingpeople; they made good useof their environment tomeet their basic need forfood; they were farmersand/or fishers and had toraise and catch their ownfood, etc.)

Culmination:

1. Plan a simple patina (meal) withthe cafeteria manager, parents,children and school kOpuna (ifavailable). This is a good timeto demonstrate some of the methodsof cooking.

2. Involve the children in preparingthe imu; e.g., gathering rocks,the ki and mai'a (banana) leavesand digging the hole.

106

F.

k. Who do you think helpedMakea and Papa escape?

1. What does this storytell us about the impor-tance of natural resourcesto the early Hawaiians?

Reading and appreciating Hawaiianpoetry

Source: Elbert and Moe. Na

Mele 0 Hawai'i Nei, p.50. This resource isreadily available inmost'school libraries.

The ua (rain) and makani (wind)were very important to theHawaiian people who were veryobservant of the beautifulenvironment in which they lived.They had names for the wind andrains in different locations.This is well demonstrated in thesong "Hilo Hanakahi." Write thewords on a wall chart, Englishas well as Hawaiian.

1. Locate Hilo on the islandmap and introduce the child-ren to the island winds andrains of Hawai'i, the largestisland in the Hawaiian chain.

2. As each verse is introduced,locate the place mentionedin the verse on the islandmap of Hawai'i.

2421

Music

6. Motivate the children to writetwo-line verses of their own toadd to the song. The school

kupuna or Hawaiian Studiesresource teacher in your dis-trict will be able to assist totranslation.

. Song: "Hawaiian Rough Riders"

Source: Hausman. Hawai'i: Music

in Its History, pp. 88-89.

\ Also available in Elbert/Mahoe.\Na Mele 0 Hawai'i Nei, pp. 42-43\This source gives the historicalboa koround of this song which is

als sometimes called, "Kilakila Na

ugly Riders.")

For so any of our students, cattleranching is almost an unknown exper.

fence. ,wever, there are places on

most of the\ islands where thechildren maY, be able to go to see a

rodeo, cattle \branding, or cattle

round-up. See TAC guide, 1982, for

a listing of video available-. E.g.,

#0611-1, "'Ulupalakua Ranch" depictsa day with the cowboys of 'Ulupala-kua Ranch, Maui, as they performtheir various responsibilities.

1. IntroduCe the song to thechildren by telling them thehistory of cattle ranching in

Hawai'i. See p. 90 of the above

resource (Hausman).

243

ART

Grade 2, Unit II

HEALTH

c. Have them draw the logos on8k" x 11" drawing paper andfinish their drawings usingcolored pens.

d. Transfer the origihal drawingonto a T-shirt using a waxedcrayon. Using silkscreeningtechniques, commence tosilkscreen the design on tothe shirts. See an artresource teacher if kokua isneeded with these te511ques.

8. Drawing using craypas

(See Appendix Unit II-H, p. 155.for steps in making poi.)

a. Have the children review thesteps in making poi and showthem the music chart.

b. Ask the children if they canthink of additional steps thatmay be involved. Add these newsteps to the chart in thecorrect sequence.

c. Give the students each a sheetof 24" x 36" drawing paper andhave each child compose anillustration showing the stepsinvolved in poi production.

d. Teach children how to highlightthe most important parts oftheir drawing either by enlarg-

107

As the children study the natural resourcesof their community and island, some awarenessactivities may be conducted dealing withthe use of these resources for medicine, asused by the Hawaiians both in early times

and now.

A. Medicinal practices today


a. What do we do today when webecome ill or fall and hurtourselves?

b. Who takes care of us? (mom,

dad, older sister, doctor)?

c. Where do we go when we areseriously ill with a fever orare involved in a more seriousfall or car accident? (hospital)

2. Continue this discussion and havethe children share any personalexperiences they may have had in ahospital or other situations wherehealth services were provided.

3. Talk about the process one has togo through to see a doctor.

a. For a non-serious illness likea cold.

b. For an emergency like a caraccident.

244

Grade 2, Unit II

t


c. the kind of homes and cloth-4ng;

d. the food the people eat; and

e. the kinds of activities thepeople engageai.n,.especiallythe children.

3. When the mini 'ohana are donewith their stories, have themshare with the other 'ohana.

4. On a wall map have the childrenidentify some other communitiesin the world that may be enjoyingthe same kind of climate we havein.Hawai'i. (other equatorialislands)

5. Encourage them to go to thelibrary to borrow some books onlife in these identified commu-nities to see if it really is liklife in Hawai'i. An encyclopediacan also be used as a referencebook.

6. Motivate the children tc, use thelibrary as a resource for furtherinquiry.' Set up a library cornerin the classroom to accommodatethis kind of investigation.

7. As the research continues:havethe children share new discoveriethey make about people in other

245

3. Have the children sing and dancesome of the songs learned in music.

4. Evaluate the activity.

D. Sources-of Hawai'i's wai (fresh water)

1. Have the children name sources andlocations of fresh water. E.g.:

rain waterfalls ponds

snow flumes pipeswells ditches fountainsrivers tunnels springs

.streams pools faucets

Write these on a chart.

Discussion:

a. Where did the water come from?

b. If it did not rain for a longperiod of time, where would weget wai?

c. Where else do we have waterin Hawai'i beides the sourcesnamed above? (Kai/Ocean) Is

it fresh water?

2. Explain briefly how the sun evapo-rates the sea water which becomeswater vapor it air. When thisvapor cools, it forms around adust particle. When the air cools;the water vapor condenses intodroplets and forms clouds. Whenthe droplets get too heavy, theyfall as rain.'

`108

3. Have the children read theverses in Hawaiian and learnsome of the new vocabulary.

E.g.: ua - rainkani - rustlingpaia 'an - fragrantbowers

makani - windkuehu lepo - dirtscattering

4. This song may be taught in.music or in a language artsas a fun way of reading.

G. Dramatizing creative expression

(Do the following activity afterthe health/nutrition activities#1-7, pp. 107-111)

Ns.

Creative movement

Have the children experience spmecreative exprTsion through drama-tization.

Say:

We are all poi people today. We'regoing to have some fun with ourbodies.

Move your bodies to show what thickpoi would look like as I stir it ina bowl.

Use the folltwing clues to elicitdifferent levels of movement: .

246

Grade 2, Unit II

Music ART HEALTH

2. Locate the Parker Ranch atWaimea on the island of Hawai'iusing the Na Ki'i Ho'ona'auaomap.

3. Point out some key words thatthey should learn:

kilakila - magnificent, majesticTi-1751-upu'u - the rain of

Waimeahae - flaglanakila - victory

aches and painkonikoni - throbbingpu uwai - heart

4.6 Go over the words with thechildren, saying them in rhythm.

5. Sing the song for them,encourage them to sing along andto interject the cowboy whoopcall to create some atmosphere.

6. Using the English interpretationin the book, have the childrencreate the motions for theverses.

M. Listening to country-western typesinging by a popular artist

1. Encourage the children to bringin tapes or records of country-western songs. Melveen Leedhas some albums out that aretypical of this style.

247

ing, outlining with black, orusing color against black andwhite.

e. Teach children how to centertheir drawing by dividing theirpaper into even sections first.

9. Painting group movie roll

If a group art project is pre-ferred, the children may beorganized into mini 'ohana to workon a movie roll presentation of"Processing Poi in Hawai'i Today."

a. Each 'ohana will decide on thestep in the poimaking processthey would like to illustrate.

b. Have each 'ohana meet to cometo some consensus. Remind themto practice the 'ohana conceptsas they engage in this decisionmaking process.

c. Having decided, each 'ohanawill plan their illustrationand laulima and alu like tocomplete the groject.

d. Reminders:

1) Fill the entire drawingspace using figures largeenough so they can be seeneasily.

109

Discuss the sequence of events thattake place when a serious accidentoccurs. (ambulance, medics' care,emergency room, doctor, specialistsinvolved, surgical room, etc.)

4. Write the sequence of events on achart and then have the childrenindicate all the community helperswho are involved in caring for theaccident victim.

5. Focus the children's attention onthe modern technology that is avail-able to people today to keep themwell. Have them name some of themodern tools found in a doctor'soffice or a hospital. E.g.:

blood pressure detectorelectronic thermometerx-ray machinesrenal dialysis machinesbody scannerultrasound detection equipment

6. Resource speaker

If the children are not aware ofthe more sophisticated machines,call the Hawai'i Pledical Associationat 536-6988 and ask for help witha guest speaker. The Speakers'Bureau will accommodate you with aspeaker, given two to three weeks'notice.

248

Grade 2, Unit II

SOCIAL STUDIES ] SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

countries and ,how they utilizetheir resource to make livingcomfortable for themselves.

8. Set up a bulletin board displayshowing several countries andtheir utilization of naturalresources. Have the childrenwatch for similarities and differ-ences and have them discuss rea-sons why these occur.


What are some of the things youwould not have

...if there were no trees

...if there were no plants

...if there was no water

...if there was no sun

10. Help the children become awal'ethat the climate of a region andthe kind of soil are'two factorsthat influence the kinds of cropsand animals that communitiesraise and therefore the kinds offood they eat.

Sample questions:

a. Do pineapples grow everywhere?What kind of environment dothey need? Can they grow incold areas like Haleakala orthe Nu'uanu Pali?

24

3. Have the children go outdoors tolook at clouds.

a. Introduce them to the Hawaiianword for clouds: n5 ao.

Encourage them to notice thecloud colors, shapes and thedistances from the earth.

b. Have the children go home andlook through magazines for pic-tures of different kinds ofclouds seen all over the world.Encourage them to use the ency-clopedia to find some informa-tion about clouds. Motivatethem to become cloud watchersand to sketch clouds for a fewdays to observe changes.

4. Have the children draw a pictureof the water cycle. See AppendixUnit II-F, p. 153. Encourage themto use arrows to show the directionof the water flow.

a. Discussion:

1) Where does the water gowhen it falls as rain?

2,) How do we trap enoughwater to supply all ofHawai'i with water?

3) Ho did the early Hawaiianshave ,enough water to irri-

gate their kalo?\\,

\\N

110 250

1. I'm the spoon and I'm liftingyou up and out of the bowl.

2. Now I'm letting you slideslowly, sluggishly back intothe bowl because you are toothick.

3. I'm the spoon and the spoonis stirring more water intothe thick poi, first mixingslowly . . . slowly . . .

now the spoon moves moresmoothly as the poi thins out.

4. Now I'm testing the consis-tency of the poi again. I'm

lifting you up onto the spoonand letting you slide smoothlyback into the bowl.

5. Ahh: Now you are ready tospoon into bowls. Each ofyou will be a scoop of poi.Show me .how you slide offthe spoon and fill the bowlsettling into the bowl.(At this point in the exer-cise, if the children arewilling, take them one at atime or in groups of four orfive.)

6. Since poi is mixed by handinstead of spoon in manyfamilies, this activitymight also be done usingclues relating to hand mixing.

Grade 2, Unit II

Music ART HEALTH

a. Melveen Leed's Grand OleHawaiian Music NashvilleStyle, Lehua Records,SL7053.

b. My Hawaiian Country, LehuaRecords, SL7022.

2. There are a few songs that thechildren may enjoy learning,such as "Paniolo Country" orsome other fun sonTon therecording.

3. Have them listen to othercountry-western artists fromthe mainland. They can learn agreat deal about rural and ranchliving by listening to songs.

N. Songs written for famous people inHawai'i's history

Song: "'Ainahau" (hau - tree land)Sources: Hausman. Hawaii: Musicin Its History, pp 39-41Elbert and Moe. Na Mele 0 Hawai'iNei, pp. 30-31

Preparation:

Write the words on a chart inHawaiian as well as in English.

1. Having read the story of Prin-cess Ka'iulani to the childrenin language arts, introduce thissong written by Ka'iulani's

251

2) Remember that things andobjects in the distancemust be smaller than thosethat appear up front.

10. Mobile - sealife

a. Use tempera or crayons to drawlarge sea creatures (3-6 inches)

b. After completing one drawing,use it as a pattern for adouble-sided figure.

c. Color the second side exactly _the same as the first (on theopposite side).

.d. Glue the two sides togetheronly on the edges. An opening

should be left for stuffing.

e. After the glue has dried, stuffthe figure with shredded news-paper, paper scraps or packingfoam.

f. The effect should give theoriginal flat figure more ofa three-dimensional shape.

g Attach each piece to twolengths of blue yarn, oneattached at the top of thefigure and the other to thebottom.

h. Attach and balance all the seacretures on a wire hanger.

',111

B.

7. Field trip

To further the childrens' awareness,plan a field trip to a hospital ora doctor's office and/or a dentist'soffice. Plan the trip with thedoctor in charge so that specificobjectives are met.

8. Videotape viewing

Call TAC (Technical AssistanceCenter) for the video on Kapi'olaniHospital, #0122-1. This is a17-minute color video about theservices that are available at thehospital.

9. TEL MED, ph. 521-0711

Have available the TEL MED brochureof topics and numbers. Share theappropriate topics that may tiein with the kinds of health topicsyou cover in your class. Callthe Hawai'i Medical Service Associa-

tion at 944-2414. A staff membergenerally is available to serviceteachers and/or students on theTEL MED program, K-12.

Medicinal practices in early Hawaii

To conduct the following activities, itwould be beneficial to read the followingresources for backgrcund. These are

available in all regional librariesand most school libraries.

252

Grade 2, Unit II


b. Can we raise peaches inHawai'i? Where do peachesgrow well? Why?

c. Do we raise cows in Hawai'i?What products do we get from.cows? (milk, leather, ham-burger, s 2aks, manure forfertilizer/compost, etc.)

11. Stimulate a discussion of ranch-ing and have the children sharewhat theyknow about the produc-tion of meat. Start with thebirth of a calf.

a. Raised on milk and then grass,then grains.

b. Trucks take them to feed lots.

c. Meat processors buy cattle atthe feed lot.

d. Meat packers slaughter thecows and dress the carcassesfor store distribution.

e. Stores buy the meat andbutchers prepare the variouscuts.

f. People buy the meat from thestores.

253

b. Present simple explanations ofhow ground water is collectedand stored underground and howsome surface water travelsdownhill and moves towards thesea. When this movementisfast, it carries pebbles,rocks, soil and other debriswith it. Where there is a lotof rain, lots of water collectsunderground. (If available)take the'children to see afresh water spring or pool tosee water bubbling up.)

c. The following questions can beused to discuss other issuesConcerning wai:

1) Why is it not a' very safepractice to drink waterfrom any free runningsource today?

2) What will happen if thereis a sudden change in wea-ther which causes adecrease in rain? (drought)Was it wetter or drier lastyear? How can we,see ifthere is a drought? (The

hills are brown; there'smore dust, etc.)

112

7. Have some poi available.Allow everyone to samplethe poi. Ask them to focuson the smell and texture aswell as the taste.

.254

a. Say

You have all had a tasteof poi. You have allseen and experienced thetexture.

b. Writing

1) Write words thatdescribe poi.

2) Students writesimple similes.Sticky likeThick like.

c. View Taro Tales (ETVproduction). Focus onthe processing of thekalo into poi.

d. Writing

Have students write theirown "Kalo Books." Afterdrawing illustrationsthat depict the steps inmaking poi (can be donein art), they will writea sentence or paragraphto accompany their illus-trations.

Music ART HEALTH

Grade 2, Unit II

mother, Princess Likelike.Show the children a picture ofthe Princess Ka'iulani Hotel ifone is available.

2. Introduce the song to the chil-

dren. The music is availablein the Hausman reference.

a. Cover the Englishtranslation.

b. Go over the Hawaiian wordswith the children, under-lining those words that arefamiliar to the children.

. Have the children read theEnglish translation and findthe Hawaiian counterpart soas to expand their reper-toire of Hawaiian words.

E.g.:

liko -_budmanu pikake - peacock

hulu melemele - yellowfeathers

d. Sing the song for them andhave them sing along if theyknow it.

e. Teach them both verses alongwith the hui (chorus).

255

i. Between the sea creatures,hang lengths of blue andgreen yarn, crepe, or tissuepaper to suggest water and seaplants.

11. illustrations /book covers

Materials needed:crayonsdrawing paper, 81" x 11"raffia

wheat pastewrapping papercardboardfadeless paper

Procedure:

a. 'After the children have writtentheir stories in language artslesson I, p. 118, have them plan a

series of illustrations fortheir stories.

b. Motivate them to draw picturesof "before" and "after" thedrought and some action picturesto add interest to the stories.Fill up all the empty spacesand encourage them to drawlarge figures, avoiding tinyrepresentations.

c. Make hard bookcovers for thestorybook using two pieces ofcardboard or crescent board.Cut these to size 9" x 12".

. Cover these with fadeless paper

using wheat paste.

113

Curtis. Life in Old Hawai'i,pp. 244-255Gutmanis. Kahuna La'au Lapa'auMitchell. Resource Units inHawaiian Culture, 1982 edition

1. Bring in some plants that were usedby the Hawaiians for curing someillnesses. See Mitchell's referencefor a list of plants and uses onpp. 235-240 in the 1982 edition.E.g.:

mountain ginger - underground stemsused for toothache

'ekaha (birdnest) leaves were_steeped for tea to treat weakness

hapu'u (tree fern) - the silky_pulu was used to pad bandageski or ti - fresh leaves were used--to cool the patient's brow and

relieve a headache; the tiew,unfurled leaf could serve as asterile wound covering

(There are many others listed inMitchell's and Gutmanis' books.)

2. Set up a table display of theseplants and write the following titleon a card: "The cures of an earlyHawaiian doctor."

3. Have the children do inquiry byallowing them to predict how eachplant was used. This can be doneindividually or as a group bynumbering each plant and givingeach individual or group a sheet ofpaper like the one in AppendixUnit II-N, p. 166.

j

256

SOCIAL STUDIES

Grade 2, Unit II

SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

12. Have the children set up a chartshowing this food chain insequence.

See Appendix Unit II-D, p. 148for a visual aid depicting t efood chain. The childre m y beable to find pictures in Maga-zines or may choose to draw theirown pictures.

a. Ask: ,

1) What would happen ifsuddenly there was adrought? .What wouldhappen to our food chain?

2) What would happen if themeatpackers went on astrike?

b. Continue with this line ofquestioning to show the chil-dren another side of theinterdependent nature ofcommunity living and theimportance of preserving andconserving our naturalresources.

c. Since we live in an islandcommunity, we can go one stepfurther and ask:

Where do we get our supply ofgrain to feed the cattle weraise in Hawai'i? (mainland)

257

3) What kinds of things can wedo to produce water if ournatural supply is depleted?(desalinization)

4) What can we do to preventwastage of water at school,at home, and in thecommunity?

5. Set up a series of scientificexperiments to demonstrate theeffects of the environment onwater. (pollution)

a. Prepare slide(s) of tap waterfor students to observe undera microscope. Have the stu-dents draw what they see.

b. Prepare slides of water fromother sources like a nearbystream, river, pond or pool.

c. Have the children place a fewcontainers of water in theroom. Add different things(dirt, plant refuse, bugs,etc.) to the containers andobserve what happens to thewater in each container aftertwo weeks.

1) Talk about stagnant waterand what conditions causewater to stagnate.

114

e. Writing

Students will write ascript to accompany a"movie-roll" on "Theprocessing of poi inHawai'i today."

f. Ask

How did the writers'ofTaro TaTes try to maketheir story interesting?

g. When the script is com-pleted and the movie isfinished in art (see artlesson C:9., p. 109),share the entire programwith other classes.

H. Stories of origin

Source: Pauli and Curtis, Talesof the Menehune, pp. 96-98,"Water-Without-Source." This storyis about a village of people inwindward O'ahu who had to leavetheir beloved homes because of adrought.

1. Ask the children to describewhat happens to a land areawhen a drought occurs.

a. What happens to the plantsand crops?

258\

Grade'2, Unit II ,

Music ART NUTRITION

3. Have the children think aboutthe meaning of the song as theysing. Encourage them to singwith feeling, with aloha for ahome that they love.

4. Accompany the song with theautoharp. Have one of thestudents learn theilkeys.

O. Song: Teach students Lili'uokala-ni's, "Aloha 'Oe."Sources: King. King's Book ofHawaiian Melodies, p. 130Elbert and Moe. Na Mele 0 Hawai'iNei, pp. 35-36.

P. Song: "Hawai'i Pono'i" by KingKaldkau'a and Henry BergerSources: Hausman. Hawai'i: Musicin Its History (Share the informa-tion on p. 59.)Elbert and Moe. Na Mele 0 Hawai'iNei, pp. 43-44

Song: "Makalapua"Sources: Elbert and Mahoe. Na Mele0 Hawaii Nei, pp. 75-76Hausman. Hawai'i: Music in ItsHistory, pp. 76-77King. Songs of Hawai'i, pp. 112-113Queen Liliulokalani was the onlyfemale ruling monarch. Her fostermother, Konia, took the words ofthis song from an old chant. Themusic was composed by Eliza Holt.Lili'uokalani was called Lili'u andKamaka'eha and these two names

Q.

259

1) Have the children select,the color they want to useas a cover. Work with thestudents in small groups;some can be working oncovers Oile others work onprinting titles, writingtitle pages, writing dedi-cations and finishingillustrations for the storyand the cover.

2) Punch three holes in eachbook and bind the bookswith raffia that has beenbraided for extra strengthor with some kind of nyloncordage or ribbon.

3) Set up a displ'ay of thefinished products in a

' centralized place, e.g.,a ditplay table in thelibrary

12. Painting - Princess Ka'iulani'shome

Materials needed;butcher/wrapping/Kraft,paper,

24" x 36"tempera paintspaint brushes

a. After the children have. heardthe story of Princess Ka'iulaniand have been exposed-to thesong "'Ainahau" in music, have

115

People in a community use their naturalresources to meet their need for food.

1. Pre-quiz

Given a list of foods, the childrenwill be able to circle the names'of"Hawaiian" foods. Given this sameDist of foods the children will beable to categorize them as:

Mea'ai Hawai'i Kahiko Mea'ai Hawai'i HouEar y Hawaiian food '(Introduced

Hawaiian food)

e.g., Pua'a K5lua e.g., Lomi Salmon

2. Qhasrting

Assign a worksheet designed to helpthe children keep track of what they'eat for a two days.

Day 1 LDay 2

Breakfast

Lunch

'Dinner

3. Ask:

(Looking at their charts after'tWodays, students will respond to thefollowing questions.)

a. How many of you have listed some-'thing that you ate every.aay ornearly every day? List the students'

responses. (bread, nice, milk,potato, etc.)

26o

Grade 2, Unit II

SOCIAL STUDIES _SC I ENCE/ENV I RONMENTAL EDUCATION LANGUAGE ARTS

If we did not have air andocean transportation, whatcould happen to the cattleindustry? Do we'raise enoughcattle to feed everyone inHawai'i?

d Encourage the children tofind answers to these que-tions by asking their pardikts,

store owners and cattleranchers.

e Continue to work on the foodchain chart adding informatias the research continues.

Culmination:

Have the children prepare a list offoods. Compile them on a wall chart.Divide the children into mini 'ohanaand have each 'ohana select one foodproduct from the chart. Each 'ohanawill compose a food chain chart forthe selected food product. Theimportant step is to identify theoriginal natural resource.

E Learning about the past to understandthe present.


Look for pictures of famous men orwomen in our country and the worldcommunity such as:

261

2) Have the children smell thewater. Then ask:

d) The Hawaiians plantedkalo in patches. Do

we still have lo'ikalo today? (yesTWhat would happen tothe kalo if the waterbecame stagnant?(Kalo would rot,become diseased, notgrow so well.)

b) How did the Hawaiiansprevent the water fromstagnating? Show thema picture of earlyHawaiian lo'i kalo.See Kamehameha Schools'The Ahupua'a. This isa large wall chartdepicting life in atypical land division,ahupua'a. Point outthe draining of thewater and the constantflow pattern.

6. Plan a field trip to a lo'i kalo,a lotus patch or a watercress farmto show them how farmers preventstagnation. Have the farmers talkwith the children about waterproblems and the ecosystem involvein the production of these cropstoday.

116,

b. What causes a drought?Encourage the childrento look it up in sciencebooks and in encyclope-dias and dictionaries.

2. Introduce the story to thechildren encouraging themto listen for the effectsof the drought on the land.

3. Discussion

262

a. What was the most impor-tant natural resource inthe story that affectedthe lives of many peopleliving in the village?

b. Describe what happenedto the land whdn thedrought occurred.

c. What did the people do?

d. Why did the two old menrefuse to go? What didthey have that the othervillagers did not have?(experience, faith inthe gods)

e. What happened to thedrought-stricken landwhen the young menreturned?

ART

Grade 2, Unit II

NUTRITION

appear in the song. Also containedwithin the song are some place nameson O'ahu and a variety of lei.

Preparation:

Read about Queen Lili'uokalani inMrantz, Women of Old Hawaii,pp. 34-37.

Write the words of "Makalapua" on achart, Hawaiian on one side andEnglish on the other side. Elbert iand Mahoe's book contains all fourverses.

1. Share a picture of the Queenwith the children as you tellthem a little about QueenLili'u's life.

2. Introduce the song to thechildren by sharing some back-ground on how it came to bewritten.

3 Present the words to the chil-dren. Have them read the wordsto the first verse with you.Then go back and underline thethe that are familiar tothem. E.g.:

lei - wreathmake - part of Kamaka'eha,

Lililu's name, meaning the

sore eye"ka - the (singular)wahine - ladiespua - flowers

263

them do a painting of 'Ainahau,the home of Princess Ka'iulani.Encourage them to recall thescenes described in the storyand the song. Play a recordingof the song in the backgroundas the children engage in thisactivity to create a sereneenvironment.

b. Talk about colors and theireffects on mood. Encourage thechildren to create a picturethat best illustrates the moodof what they have learned aboutPrincess Ka'iulani's life.

13. Montage

Materials needed:drawing paper, 81" x 11"colored pensglue, scissors

Procedure:

a. Have the children think aboutthe story they heard inlanguage arts about Ka'iulani(lesson K.3., p. 122).

b. Ask them to recall the impor-tant events, hobbies andinterests of Ka'iulani. Listthese on a chart.

c.' Have the children select oneevent, hobby, interest or

117,

b. Focusing on the carbohydrates

In Hawai'i kahiko what did theHawaiians have as staple foods?(kalo/poi; 'uala; 'ulu; mai'a)

Explain the term "staple" to thechildren, then talk about staplefoods of other ethnic groups.E.g.:

Japanese - riceChinese - riceKorean riceFilipino - riceGermans/Irish - potatoFrench - breadItalian pasta

4. Show an illustration of someone eatingpoi. Source: Feher, Hawai'i: APictorial History, p. 41.

5. Say:

Poi is made from the corm or undergroundstem of a plant called kalo.

Show an illustration of the kalo plant.See Appendix Unit II-I, p. 156.

6. Ask:

a. Does anyone have a plant like thisat home? (Show a kalo plant.)

b. Will you bring a plant like this toschool?

264

Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION _ LANGUAGE ARTS

Abraham LincolnJohn F. KennedyLech Walensa of PolandMarie Curie of FranceEmperor Hirohito of JapanMahatma Ghandi of IndiaWinston Churchill of EnglandQueen Elizabeth II of England

Prepare a bulletin board with thetitle: "Family Members Help TheCountry in Special Ways." (The term"family member" is being used to referto those individuals being studied whoare members of a family unit of theirown. The children will identify withthem as being a member of an 'ohana.)

1. Mount a picture of Abraham Lincolnon the bulletin board. Have thechildren describe reasons why weremember Lincoln. Use the ency-clopedia for more information andpictures about this great leader.

2. Continue with the other picturesyou collected.

3. Locate the countries these famouspeople helped.

4. Divide the children into 4-6'ohana. Have them look at apolitical map and then choose oneof the countries shown on the map.

265

7. View "Taro Tales" (see the TACvideo guide). This is a 20-minutevideo that develops an awarenessof the legendary historical andcultural aspects of taro inHawai'i.

a. Using a retrieval chart, seehow much the children learnedabout kalo:

1) Review the two systems ofkalo cultivation:

a) Wet, irrigated or lowland cultivation

b) Dryland or uplandcultivation

(Send to UH-College ofTropical Agriculture andHuman Resources, Hawai'iCooperative ExtensionService, UH, Honolulu,Hawaii, 96822, for HomeGarden Vegetable Series,No. 18, "Upland Taro.")

2) Discuss the advantages ofeach. Read to the childrenfrom Begley, Taro inHawaii.

b. Have a community resourceperson talk to the childrenabout the kind of soil and

118

f. What does the title"Water-Without-Source"mean to you? Is therereally a stream withouta source? What is thesource of a waterfall?

I. Writing stories with environ-mental themes

1. Have the children imaginethemselves as living on aranch raising cattle some-where on the island. Havethem describe the land areaand the general location.Suddenly during the summer,an unusual drought takesplace. Have them write adescriptive story of whatchanges take place in theirfamily throughout thedrought period. Encouragethe children to be creativeand to describe the changesin the appearance of theland, the cattle, and theoverall environment.

2. As they write, have themthink of illustrations theymay want to include and markthe places in the story withan X.

3. When they are done, have themshare their stories with theclass.

an

Grade 2, Unit II

Music ART NUTRITION

Using the English translation,encourage the children to learnmore vocabulary by continuingthis activity until' they havegone through all four verses.

4. There are several kinds of leinamed in the song and alsoseveral native ferns andgrasses. The song is verydescriptive and full of imagery.

5. Have the children learn thefirst verse and the hui (chorus).If they are motivated, they caneasily learn more.

6. Divide the group into three'ohana and have them createmotions for the song.

7. Have them share their creationswith the total group.

8. Share the song and motions.

R. Song: "E Manono L5 Ea"Source: Comprehensive MusicianshipThrough Classroom Music, Zone I,Book A, pp. 90-94This song tells of Manono, wife ofhigh chief Kekuaokalani of Puna, wholed a band of rebel warriors againstQueen Ka'ahumanu and King Liholihowho chose to break the sacred eating

person in the princess' lifethat they would like toillustrate.

d. Encourage them to illustrate itusing colored pens.

e. When the drawings are completedhave the children plan theplacement of the pictures toform a montage. Display it onthe bulletin board.

14. Display of souvenirs/mementos(Note: Explain to the childrenthat souvenir is the French wordfor "to remember" and memento isfrom the Latin word "to remember"so both words refer to things thathelp recall pleasant memories ofpeople and places.)

To accompany L.A. lesson K.6.,p. 124, have the children col-

lect a few souvenirs/mementos thatare of some significance to thembecause their makua (parents) orkupuna (grandparents) gave thearticles to them. Or, have themtalk to their 'ohana about thisproject and have them ask theirmakua / kupuna to loan a few posses-

sions that they could share withthe class, such as -

a memento from the parent or yrand-parent's early life

a lock of baby hair

(Check with local kalo/taro farmers orArboreta:" Lyon on O'ahu, Ke'anie onMaui, Pacific Tropical Garden onKaua'i to secure plantable huli sothe class can grow kalo in pots or inthe ground.)

7. Have the childre?,,,contribute to a listof the variety o, ways of using kalobased on their own experiences, e.g.:

cooked tarolaulauluau with chicken or octopus/squidkOlolo

Totkalo chipstaro bread/muffinsetc.

8. Ask:

a. Is kalo still an important agricul-tural product today?

b. What is the biggest problem inraising this plant food? (scarcity of

good land with flowing, cool,fresh water)

Discuss why this is so by'having thechildren meet in mini ' ohana. Have

them discuss why limited water is sucha problem today and why there is ashortage of inexpensive, good agri-cultural land.

Grade 2, Unit II


5. Have each group use the encyclo-pedia to` identify a "family mem-ber" who is an honored citizen ofthe country. Have them writetheir findings on 3" x 5" cards.Have one person from each 'ohanashare the information with theclass.

6. Encourage the children to look inmagazines and newspapers for pic-tures of people who help theircountries in specidl ways. Addthese to the bulletin board,identifying the country on themap.

7. Have the children identify commu-nity people in Hawai'i who contri-buted to the history of thecommunity and/or the island.Consult the district resourceteacher in Hawaiian Studies for alist of community resource personswho may be knowledgeable about thehistorical figures of the commu-nity and the island.

See Appendix Unit II-El, p. 151

for a sample list of names and

a news article on importantchiefs of O'ahu and Kaua'i.

a. Talk about some of the holi-days we celebrate in Hawai'itoday in honor of great

"family members" who helpedHawai'i in some way in the

past.

269

climate that are necessary forkalo to prosper or visit a kalofarm. Plan with the farmerahead of time so an effort ismade to involve the children insome of the steps of kalo farm-ing.

E. Environmental Ethics

The children will learn that each indi-vidual has something which he/she givesand which he/she receives from societyand the environment.

Materials needed:

81" x 11" pictures from Na Ki'iHo'ona'auao Teacher's Guide show-ing 'ohana concepts (available inall elementary school libraries).Use pp. 1, 3, 4, 5, 6, 7, 8.

1. Have the children study the pic-tures and share their ideas ofwhat is happening in the story.Record their responses on a chart.

a. 14ave the children think of aperson in the community-whohas exhibited the kind ofbehavior shown in the pictures.

E.g.: caring for a babyloving othershelping others

120

J. Planning a picture book

1. Have the children plan apicture story book usingthe story they created inthe above lesson.

2. Work with each student inediting their stories,working on spelling, tenseand word usage.

3. Plan with them the illustra-tions they would like tohave as part of their picturestorybook.

4. Plan for the illustrationsto be done in art. Afterthey are completed, thechildren need to rewritetheir stories in finishedform so that they fall incorrect sequence with theillustrations done in art.

K. Biographies of well-known/important people

270

Table Misplay: Set up a bookdisplay of a variety of biogra-phies of famous Americans,explorers, Hawaiians, and otherwell-known/important people.

Music ART

kapu by allowing men and women toeat together. The battle was foughtat Kuamo'o on the island of Hawai'i.Locate this place on a Top ofHawai'i and also Maukele whih wasa place name in Puna.

1. Go over the words of thesongand have the children repeatthem after you.

2. Tell the children that this isa hula pa'i umauma, chestslapping dance.

3. Chant the entire song using anipu as an accompaniment.

4. See the activities suggested inthe reference on p. 92. Hulamotions may be created by thechildren or by the school kupune.

2

a hospital braceletthe parents' wedding invitationa special balloon or toy from a

special person

a. Have the children set up theirdesks in a rectangular forma-tion. Give each of them 15minutes to plan a display ofthe souvenirs/mementos theybrought to class.

b. Have available some multi-colored construction paper touse as a place mat.

c. Have the children share theirdisplays, telling a littleabout each souvenir/memento.

d. Monitor the children as theywalk around visiting eachother's displays. Have themcomment on the general effectof the displays.

15. Ceramics

Materials needed:clay boards glazeclay brushes

This lesson assumes that thechildren have had experiences withclay in the past. This lesson tiesin with lesson E, p. 116 in socialstudies in which the childrenidentify persons in the communitywho, in their estimation, arewell-known or outstanding.

Grade-2 Unit IIk .

NUTRITION

9. See Appendix Unit IIJ, 11. 157 for asketch of O'ahu depicting some naturalresources of O'ahu.

a. Run off copies for the\children.

b. Have the children read the sketchfor information and chat the kindsof information they finwith natural resources.

c. Say:

If you were a Polynesian discoveringthis new island, where wou 4 youchoose to live? Why?

What would you use for food?,

10. The inquiry above could lead to a,study of seafoods. Read the legend"The Empty Sea" from Thompson, HawaiianTales of Heroes and Champions. See

Appendix Unit II-K, p. 158 for a summaryof the legend.

11. Ask:

a. Which fish and sea creatures werementioned in the legend?

b. Are you familiar with their names

c. Do you think people still like toeat these fish today? Are theystill caught for food today?

272

Grade 2, Unit II

SOCIAL STUDIES PCIENCE /ENVIRONMENTAL EDUCATION

E.g.: Kamehameha DayKOhiO Day

See Appendix Unit II-

149-150 for pictures ofthese two leaders.

b. Have the children are whatthey know about t ese woleaders. Some re availa-ble books on the e two menare:

Day, Grove. Kamehameha

Holt, John. Monarch inHawai'i

Kamae, Lori. The EmptyThrone (KOhia)

Mellen, Kathleen.Hawaiian Heritage

Mellen, Kathleen.. TheLonely Warrior(Kamehameha)

Encourage the children to goto the library to find outmore about these two men

d. Set up two bulletin boards,one for each of the men. As

the children discover morefacts about these honorablemen, have them add them to

273

b. Have them draw a picture of howthey feel about the person.Have them share their picturesand tell everyone about their/special community person. /

c. Mount their pictures on the/bulletin board as they shay'eabout their special persod.When everypneis done, placethe word "Responsibility" in

*bold letters on the top of thebulletin board.

d. "'the children:

1) What does responsibilitymean to you?

2) How do you show yourresponsibility at school?at home? in the community?

3) Why is it important tolearn responsibility?

4) Can you be a contributingmember of your community ifyou do not have a sense ofresponsibility?

5) What is the Hawaiian word. for responsibility?

(kuleana) Add this word tothe bulletin board and dis-play the 17" x g2" charton Kuleana from the Na Ki'iHo'ona'auao collection.

122

LANGUAGE ARTS_I:.

1. Talk about biographies andwhat they are.

2. Introduce the children tothe biographies. Have them%state how these books differfrom stories like Clifford, %.

The Big Red Dog. ,

3. Read Princess Ka'iulani by

27

Helen Hwt.

a. Discuss some of thehistorical facts broughtout in the story. Writethem on a chart.

b. Have the children analyzethe facts and then deter-mine the contributionPrincess Keiulini madeto Hawai'i's history.Each studentday have adifferent opinion.

;Accept what they say andthen talk about the' "Greatest" contribution.

c. have the children locate:

Ka'iulani's home,linahauSt. Andrew's CathedralKawaiaha'o ChurchMauna 'Ala (Royal

Mausoleum)

.

275

ART

a Have the children identifypeople in the community, imme-diate or at large, who haveimpressed them either in music,government, education, art,sports or in any other field.

b After talking about thesepeople, have the children eachselect one person he/she wouldlike to remember as being themost special.

c Have them each mold a figure ofthis favorite person in action.E.g., if the child selects afamous surfer, the figureshould be molded to show asurfer in action.

d. Conduct a lesson on glazingcolors that compliment theprofession. *E.g., the surfer

would not be black but perhapsa brown or a blue.

Set up a display of all thefigurines. Have the childrensnare their experiences inthis project.

f. Encourage each student to writea paragraph on a 3" x 5" carddescribing his /her famousperson, and place each cardwith the correct figurine.

123

12. Survey

Grade 2 Unit II

NUTRITION

Make a list of fish and other seafoodsthe early Hawaiians may have caught andeaten. Have students ask their familymembers or neighbors the followingquestions.

a. What fish do you eat today?

b. What fish are caught in Hawaiianwaters?

c. What fish are available in themarkets today?

d. Do we have as much seafood today asthe Hawaiians had many years ago?Why or why not? List the reasonswhy there has been a drop in the amountof seafood.

Resources: Colorful Hawaiian Fish,Boom Books, Box .922, Hilo, Hawai'i,96720 ($1.75)

Titcomb. Native Use of Fi0 in Hawai'i.

13. Field trip

Arrange a field trip to a seafood market.Have students look for items on theirlist and ask the salespersons if theywere caught in Hawaiian %/aters.

276

Grade 2, Unit II


the bulletin board. Encouragethem to talk to their parentsand to community resourcepeople. The children shouldactively participate in thecollection of data on figuresana events in the communitythat have had an impact oncommunity life and expandthat quest to the entireisland.

e. Have the children find theapproximate dates of thesemen's birthdays and add themto the collection of data.

f. Plan some kind of honor pro-gram for these men during theschool year and have the cl.,!1-

dren share the informationthey found with the rest ofthe school.

g. This same type of activitycould be carried out for otherimportant personnages whosenames have been used forschools in the community suchas Lili'uokolani, MayorWilson, Sgt. Solomon, AugustAhrens, Blanche Pope, BenjaminParker, Chiefess Kapi'olani,Ernest de Silva, K'ng Kameha-meha III and Elsie HartWilcox. See Appendix Unit

p. 151, for a samplelist of names.

277

e. Have the students read thenewspapers and look for arti-cles or pictures of communitypeople displaying responsibi-lity. Encourage them to beaware of community people whodo exhibit responsibilityand thank them for taking careof their kuleana.

E.g.: A girl picking up some-one else's candywrapper.

A boy taking time towalk to a rubbish bin toget rid of an emptywater cup.

2. Have the children think about acommunity job they would like tohave that will allow them to beremembered fifty years later as anoutstanding "contributing" memberof the community.

a. Prepare a worksheet similarto the one below.

My Future Contribution

Occupation:Preparation:Skills needed:Job description:Reasons for my success:

124

Pictures of these histori-cal places are availablein Feher's Hawaii: APictorial History.

d. Motivate the children toselect an incident in thelife of Ka'iulani thatmade them happy and onethat made them sad.

e. Ask the children to infertheir own reasons whyPrincess Ka'iulani diedso young.

4. Fill out a genealogy sheetfor Princess Ka'iulani, trac-ing her lineage back throughthe Kalakaua line. See

Appendix Unit II-R, p. 174.

5. Have the children do a genea-logy chart for, themselves,

tracing their lineage back totheir grandparent generation.See Appendix Unit II-S, p. 175for a genealogy chart.

6. Stimulate a discussion ofwhat kinds of activities thechildren's grandparetts and/or parents have engaged inthat ,are of significance tothe'ohana. ,Have the childrerktalk to their kiipuna (grand-parents) about their past,

278

Grade 2, Unit II

ART NUTRITION

16. Mural

Materials needed:collage materialstempera paintbrushes

butcher/wrapping/Kraft paper,36" x 48"

Procedure:

a. After the children have hadsome time to brainstorm their,"Hawai'i 50 Years in theFuture" (see language artslesson L, p. 128), have themdo the actual painting andapplication of collagematerials in art class tocreate a mural.

b. Encourage the use of a varietyof materials. Have the chil-dren combine materials andexperiment with gluing one ontop of another to see theeffect.

c. Evaluate the experience.Encourage the children to sharetheir discoveries.

'125

14. Resource speakers suggested

a. A speaker from a wholesale seafooddistribution company to talk aboutHawaiian seafood products and imports.

b. Invite a commercial fisher to speakabout the different types of fishhe/she catches.

c. Invite a kupuna or parent to showthe students how to prepare a fishor to share a Hawaiian seafood he/shehas prepared, talking about itspreparation.

d. -Contact catering services who'may havea speaker who can share a Hawaiianfood dish with the students.

e. Suggest that children watch the weeklyfishing program, "Let's Go Fishing,"on Sunday afternoons for coverage offishing in local waters, interestingcultural sidelights dealing withfishing and seafood, and preparationof various types of seafood and freshwater food.

f. Invite parents of various ethnic back-grounds to demonstrate the preparationof a seafood of their own culture.E.g.:

Japanese - ogo or food wrapped in noriChinese - steamed mullet or sweet-sour

shrimpFilipino - sinigang na isda/hipon

(boiled dish with fish/shrimp, tomatoes,tamarind, garlic, kamaias and youngleaves of kamole [sweet potato])

280

Grade 2, Unit II

SOCIAL STUDIES SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE' ARTS

F. Hawai'i in the future

1. 'Show the children some picturesof Hawai'i as it looked a hundredor more years ago, fifty yearsago and then today. Use Feher,Joseph, Hawaii'i: A PictorialHistory or any other, pictorialresource such a's:

Cameron. Above Hawai'iScott. The Saga of the

Sandwich Isles

2. Have the children study the pic-tures and note the changes thatthey see in the pictures. Ask:

a. What kinds of changes do yousee?

E g.: Buildings are differ-ent.

Flora has changed,different plantsand trees.

More crowded, morehouses, more peo-ple, etc.

b. How did these changes occur?(humans' effects on theenvironment, technology,erosion and volcanic action,etc.)

c. What will our island be like50 years in the future?

281

b. Have each student work on thisworksheet with their parents aspossible resources. Encouragethem to interview communitypeople to get information onreal life career experiences.

c. Help the children do someresearch in books such as ency-clopedias and non-fictionbooks.

d. Have the children draw a seriesof pictures showing themselvestwenty years later performingtheir job.

e. Set up a performance area andhave the children present theirreports.

f. Have the children name their"outstanding" community persons(career role models) and com-pose a bulletin board on whichtheir names and/or picturesmay be mounted for everyone tosee.

F. Future Environments

The children will understand that ifpeople take care of the earth it willcontinue to meet the needs of all liv-ing things in the future.

126

about the interesting thingsthey've done or heroic or

unusual escapades. Perh,-)s

a tape of these sessionsmay be shared. Or, thesespecial talks may be writtenup and shared.

7. Read another biography to thechildren from one of thefollowing resources:

Day, Grove. Kamehameha.

Mellen, Kathleen. HawaiianHeritage.

Mrantz, Maxine. Women ofOld Hawai'i.

Rizzuto, Shirley. Hawai'i'sPathfinders.

The selections vary from kingsand queens to well knownpersonalities still livingtoday..

8. Talk to'the children aboutKamehameha I who united theislands. Read them the storyof his boyhood from the refer-

ence by Day listed above, pp. 5-6.Share excerpts of his life asan ali'i. (See social studiesactivity #7, pp. 120-124.)

282Continued on the next page...

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION*

Grade 2, Unit II

LANGUAGE ARTS

d. Allo the children to meet inmini 'ohana to discuss thisand to plan Hawai'i 50 yearsfrom now.

e. Give each 'ohana a largesheet of chart paper on whichto draw their futUre projec-tions. Encourage them to plantheir sketches and to get in-put from everyone in theirgroup. Remind them about the'ohana concepts.

Culmination:

Have each mini 'ohana present theirFuture Hawai'i to the class using thenarrations they wrote in languagearts. Encourage them to dress thepart too by using costumes theycreated.

2,.83

1. Prepare a chart similar to the one

below:

Needs Actions Results Cures

Homes cut downtrees

erosion planttrees

Food plowed

moreland

Trans-porta-tion

Recrea-tion

a Conduct inquiry using thischart. Allow the children towork in mini 'ohana so theyhave more of an opportunity to

brainstorm.

b. Work with efach )ohana to moti-vate thinking, processes.Encourage the children toanalyze the environmental prob-lems in the community such as:

pollutionnoiselitter

overcrowding

127

energy shortagesdroughtsdepletion of

ocean foodresources

O

Ask:

a How do we remember thisgreat Ali'i today?(Kamehameha Day Parade,Kamehameha Day celebra-tion, decorate his statue,etc.)

b Name all the things youknow that are calledKamehameha. (highway,school on O'ahu, books,parade, day, songs)

c. If you were a king or aqueen today, what ~kindsof changes would you makein our community?

9. Creative Writing

Motivate the children towrite a poem "If I Were theAli'i." They may choose towrite the poem in a modernday context or in the con-text of the monarchy days.

10. Speaking

a. Have the children sharetheir poems with theclass.

Continued on the next page...284

.Grade 2, Unit II

SCIENCE /ENVIRONMENTAL EDUCATION

c. After working in mini 'ohanafor part of the class period,'have the 'ohana share theirthoughts and write them on theclass retrieval-chart.

2. There are several films availableto teachers that address some ofthese environmental issues. SeeTAC Guidelines and Video HoldingsList, RS 81-2093, OIS, 1982, p.184.Some of the titles are:

a. 0772-2__Who Will Save the Worldfrom Man?

b. 0772-3 Populations

c. 1080-3 Pollution Solutilon

d. 1079-2 Clean Air is a Breeze

Evaluation

1. Have the'children study theretrieval chart. Help them to seetrends and then results.

2. Ask:

a. How can we do more to helpcure and protect our environ-ment?

Altp,

b. What future projectt can weundertake?

285

LANGUAGE PyRTS

b. Encourage them to prac-tice with a partner sothat they have partsof it memorized forbetter oral presentation.

c. Have them compose a titleand then say the titlebefore sharing the poem.Wo'rk on oral speakingtechniques arid goodlistening techniquesbefore the actual "PoetryHour."

d. As the poems are shared,encourage the children tocreate an imagery of them-selves as the ali'i.

Evaluation:

Encourage the children to sharewhat they think life was like'under the chiefs of early Hawaili,If they were given a choice,would they choose to live intoday's world or in the world ofan earbier Hawai'i? Why? orWhy not?

L. Narratives of Hawai'i 50 years inthe Future

4

(This lesson goes hand-in-handwith that presented in socialstudies lesson F.2.e., p. 127)

128

LANGUAGE ARTS:.

1. -Havin'g done the sketches of"Future Hawai'iwin socialstudies, have the childrennow prepare a narration fortheir sketches cooperativelyas a mini 'ohalia.

2. Coach them on expressivewriting, the use of colorfuldescriptive language and theuse of figurative language.

3. Work with them on editiskills. Encourage tilem to

kokua and laulima so thateveryone has input.

4. Have them turn in a finishedcopy of their narration thatcan be mounted on the bulletinboard with their sketches.

286

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Grade 2, Appendix Unit II-B

Worksheet: Original Sources

Many products that we use in our daily lives are processed from original sources such as plants or animals, the earth/landand the sea. Use this worksheet to trace a product through its processing back to its original source. After working on theseproducts, students should become more aware of the origins of the various products they see around them.

Item Original Source

Paper Bag

Hula skirtTFRT or rafia)

-H Supermarket ---) Paper Bag Company > Lumber Supply Company -->Tree Cutting Company Tree Cutter forest tree

mea kanu (plant)3 ---- ---) ---) seed

Canned Pineapple

Koa bowl

.

Red cinders for thegarden

Olivine pendant

Ceramic ware

15ina (land)

Turtle shell bracelet

Coral ring

Canned tuna

kai (sea)

Leather shoes

Woolen sweater

Boar-hair brush

holoholona (animal)


-')

TRADEWINDSi'"" 4

--/ ----\

WATER VAPOR

RAINI,oiti111111:11111111111

L. --. '1.1)

1111111110I'1 t.

III!! kill! 11111

1111'1II IIIirtij 1 j

OCEAN

-) 1

-.....-::,.....,..,-,ar,..../..are.,,,,,-0.--------

14tin610056geteii,StgiaiwilieriWr101",0,_t--r- ZONE OF FRESH WATER

SEA LEVEL

-ARTESIAN BASIN

ZONE OF MIXTURE

This sketch shows the origin of Hawaii's excellent drinking water. Moisture from the ocean isdriven up against the mountains, where it rises, cools, condenses and falls as rain. (A) marks aslanted tunnel, such as the Halawa Shaft, to collect water that has infiltrated into the ground.

297

(B) marks an artesian well, drilled through the caprock, to tap water in the basal lens. Beneaththe zone of fresh water is a zone of mixture, between fresh and salt water.0.etch by Ray Higuchi.

ti

Reprinted with permission of138 The Honolulu Star - Bulletin

A

298


From the Wellto the Tap

This chart shows the flow ofground water from either

wells or tunnel to theconsumer's faucet. It g6es

directly into the reservoir ifthe source is close to thereservoir. If the scarce is

distant from the reservoir, itgoes into the distribution

main, with the excess goinginto the reservoir. During

peak periods, when aboutthree times as much water is

being used as during anaverage period, both

reservoir and water sourcecontribute to the main.

Star.Bulletin diagram byRay Higuchi.

PUMPIt4GSTATION

RESERVOIR LATERALS TO PROPERTIES"INEO.

DISTRIBUTION MAIN

METER REGULATOR OUTLETVALVE

4.

29j300

Reprinted with permission ofThe Honolulu Star-Bulletin 139

01

Rain brings Waimea some reliefHILO The Pig Island had its first big

rain in months Monday night. but itmerely gave officials some breathingroom in the fight against a prolongeddrought. Civil Defense AdministratorHarry Kim declared yesterday

"It's Just a break for us thedrought is not over We've been givensome addittanal time to get organized

More that' an inch of rain fell Mondaynight from lido to North Kohala. givingwelcome relief to parched pastures andempty catchment tanks

The county's two 50milliongallonreservoirs at Waikoloa Stream aboveWaimea began to gain instead of lose Byyesterday afternoon. William Sewake.manager of the water supply depart-ment. said the reservoirs had 18 minim.gallons in storage. They had just 9 mil-lion on Jul? 15.

Despite the gain, mandatory restriclions that took effect Monday with dailymonitoring of Waimea's 1,400 watermeters are continuing.

"We'll see how much this pours intoour system overnight," said Sewake,hopeful of ending the costly monitoringprogram and returning to voluntary con-

servation.Waimea consumers. reluctant at first

to reduce consumption, had cut theirdaily draw to 800,000 gallons by Monday

compared with an average use of 1 3million gallons.

However, this figure does not includevegetable farmers whose agriculturalreservoirs had gone virtually dry untilMonday's storm.

Kim, afraid thi.t the rainstorm was afluke, said all of the pumps necessary toto pump 600.000 gallons of water fromLalamilo well, below Waimea, into theresidential area have been secured.

Under his timetable, the pumps andpiping should be ,nstalied by Aug. 5 andoperating no later than Aug. 10

Removal of emergency pipes from theprivate Waikoloa Village well, which hadbeen easing part of the drought. was wellunder way. The Waikoloa Village sourceis no longer needed now that Lalamilo issending water to, Kawaihae and othercoastid areas of South Kohala.

The pipe is being rushed from Waiko-loa Village to the Kohala Mountains tocontinue aline already started from amillion-gallona-day spring source discov-

ered earlier this yearCounty and state officials hope to have

the spring source fed into a line all theway to the Waikoloa Stream reservoirs,saving 200,000 gallons a day in evapora-tion.

Kim said the piping is expected to compieced later this month

'A Hawaii Preparatory Academy, aprivate school in Waimea, authoritiesmay be contending for first place in theconservation sweepstakes

Through a senes of moves aimed atcutting water use, the school is us.ng be-tween 20 and 50 percent of the water itnormally requires.

Headmaster Ronald Tooman said the .cafeteria dishwasher has been turned offand only paper plates are being used formeals.

The gymnasium showers have beenturned off. Most fountains have been shutdown. Students involved in summer pro-grams are restricted to twominuteshowers. "We are encouraging people toshower with a friend." said Tooman.

"About the only water we are permit-ting staff and students to use is for cook-ing and drinking." Tooman added.

Is there enough water? Yes, if.By Jun Borg4dertmer Staff Wnter

Is there enough water on Oahu?Some of Hawaii's top experts on Water

supply met last night in a public forum todiscuss that question and the answerwas Yes, if .. . .

Current estimates are that without con-servation, the Pearl Harbor basin willrun out of fresh water by the year 2000,said Robert Chuck. manager and chiefengineer of the'division of water and landdevelopment in the state's Department ofLand and Natural Resources.

However. with proper conservation, hesaid. there can be plenty of water.

If all of Oahu's water resources weretapped. furthermore. there would beanother 100 million gallons availabledaily. Chuck said. But he warned thattapping every potential drop would be animpractical if not impossible task.

Meanwhile. Gov. George Ariyoshitoday is expected to announce that a newwell in Wailupe will provide about 600.000extra gallons daily. The state hopes thatmore such wells can be drilled in Manoaand other areas.

About 70 persons attended the meetinglast night at Waipahu High School tit-ting because Waipahu residents havebeen asked by the state to conservewater voluntarily due to shortages. Themeeting was sponsored by Leeward Com-munity College's Science for Citizensproject.

The Pearl Harbor water table is themost threatened of Oahu's water sup-plies. The state has set a daily limit of225 million gallons the so-called "sus-tainable yield" that can be pumpedfrom the basin.

According to Chuck. 115 million gallonsare used ,by Oahu Sugar Co.. 77 mink+are used by the Honolulu Board of WaterSupply, another 25 million are used bythe military and the remaining $ milliongo to private users.

Chuck said that 70 years ago, a typical

well in the Pearl Harbor basin registeredat 25 feet above sea level meaningthere was another 1,000 feet of freshwater below before the table turnedbrackish. Today, he said, that same wellregisters less than 15 feet indicatingonly 600 feet of fresh water, or a loss of400 feet.

Charles Farr, Oahu Sugar Co. civilengineer, said that only about 16 percentof the water the plantation uses would befit to drink. For the year 1919, for in-stance. that translated to 19.44 milliongallons out of the company's averagedaily water use of 122.94 gallons, he said.(Sugar cane doesn't mind certain levelsof brackish water.)

In order to make better use of itswater, Oahu Sugar Co. plans to convertmore than 13,500 of its 18,240 acres todrip irrigation by 1984. Farr said. Dripirrigation allows far less water loss byevaporation than does trough irrigation.Farr said.

But that doesn't mean there will bemore water available for domestic use.In a chip system. the cane uses morewater.

More than 10,000 acres will be drip-irri-gated by the end of the year, he said.

Farr also said the company was in thefinal stages of enclosing 4,500 acres ofEwa fields into a close water systemwhere water is carried directly from the ::z:r3well to the plant underground. That sys-tem will be expanded and computerized.he said.

These improvements will cost $14 mil-lion. he added.

In a subtle assault on the waterhungrysugar concerns. Williamson Chang. anassociate law professor at the Universityof Hawaii. said "whatve need to survivethe year 2000 is a shift in the idea ofprivate property."

Borrowing Buckminster Fuller's con-Icept of "Spaceship Earth." Chang saidwater resources should become publicproperty as demands in Hawaii increase.

Kau Hayashida, manager and chiefengineer of the Honolulu Board of WaterSupply, said the city government hastried to enhance the supply of water by anumber of measures. including a contro-versial push for the preservation ofwatershed lands.

Garden Island wateredLIHUE Kauai's water shortage. if

not over. has been alleviated by substan-tial rains during mid-July.

The National Weather Service earlierreported that rainfall for the first sixmonths of 1981 was about hall the aver-age. Sugar companies said reservoirswere nearly empty and unirrigated canefields suffered from "moisture stress."

The average rainfall for July at LihueAirport, which is drier than many part ofKauai, is 117 inches. But total rainfallthrough yesterday was already 2.93lathes at the airport, the weather service

The weather for most of the past weekon Kauai has been wet.

Both Faye and McBryde Sugar Co.Manager Richard Cameron said thatthey'd had "good water" and that thepressure was off the cane operations.

Cameron said McBryde's reservoirs.which had been near empty, are now upjust above the average water level due tolast week's rains.

County officials earlier said domesticwater supplies had not been affected bythe dry weather. 7/22/81

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Diembd Hind

Islands' Most Basic Blessing:Plentiful Supplies of Water

By Harry Whittenstar-9,19mm Writer

FEWplaces in the world can

lann to have as good wateras Hawaii's This fortunate situa-tion is the result first of geologyand wconilly of generally wisede; elopment and management.

The history of Hawaii's water.howeor. is a history of scarcityfollowed by plenty, of problemsthat were resolved only to be fol-lowed by new ones.

With the year 2000 .only 17%ears away. Hawaii's people findproblems not of crisis dimension.but with a. need for planning topre%ent a crisis.

This is the first article in aseries telling about Hawaii'swater. about the history of devel-opment and use, the agencies in-%oh ed. the legal issues, howwater affects agriculture and111Aelopment, the dangers of con-tamination and what is beingdone by researchers and adminis-trators to assure that there willhe adequate supplies for Hawaii'sneeds when the year 2000 andsucceeding years roll around.

4eogftEmilgt mow siseHydrologists estimate that the

limit of developable ground wateron Oahu will be reached by theyear 2000. The Neighbor Islandsstill have reserves.

The Hawaiian word for water is"wai." Place names are indicativeof the importance of water: Wai-kiki, Waipahu, Waimanalo, Wai-anae, Watalua, Kawaiahao, and soon. The double form of the word

"waiwai" means prosperityor wealth.

WHAT'S THE origin of Hawaii'swater?

First, it must be realized thatfresh water, the kind essential tolife, forms only a small fraction

0.7 percent of all the waterin the world. The oceans contain97 percent of the world's water,while 2.3 percent is brackish orfrozen, such as in polar ice caps.

Hawaii's fresh water is the re-sult of rain. There is a constantmovement of moisture fromwater surfaces to the atmosphereand back to the Earth. Duringthis process, impurities are re-moved and the water again be-comes suitable for consumptionby living creatures, includingman.

If it were not for the moun-

Turn to Page A4, Col. 3

BEST COPY AVAILAr302

Grade 2, Appendix Unit II-C0110011=.

Water Science Hasa Special Language

WATER. like all othersubjects, has a number

of special terms used corenionl, by professionals, lessfrequently by laymen

Here are some of them'AQUIFER: An underground

body of rock or similarmaterial capable of storingwatr and transmitting it toweb( or springs.

ARTESIAN: Water contain-ed under pressure beneathcaprock

BASAL LENS: The freshwater that floats on seawater under much of thesouthern and northern podtions of Oahu.

DEPLETION: Water with-drawal from surface orground water reservoirs at arate greater than the rate ofreplenishment

DIKECONFINED WATER:Ground water, which is im-peded in its flov, toward theocean by underground barri-ers of dense rock, or dikes.formed when molten rockwas forced into volcanic rifts.

DRAFT: Water pumpedforcibly from within the,aquifer. The definition ex-cludes ground water that isfreeiy diseharging, such assprings

EVAPOTRANSPIRATION:Water dissipated to theatmosphere

GIIYBENHERZBERG LENS;Named for the two Dutch-men who independently discovered ihc phenomenonThe rule is that for each footof fresh w ater above sealevel, the fresh water extends40, feet below An allowancemust be made for a zone ofmixing with the salt water

GROUND WATER: Waterthat occurs beneath the land

surface and completely fillsall pore spaces of the rockmaterial in which it occurs. Itis the largest single source offresh water.

HEAD: Level of the groundwater above mean sea level.

HYDROLOGIC CYCLE: Thecirculation of water from thesea, through the atmosphere.to the land and thence (withmany delays) back to the seaby overland and subterranean routes, or directly backinto the atmosphere byevaporation and transpira-)ton

NON-POINT SOURCE: Asource of diffuse waste dis-charged into a water body,such as sediment and certainagricultural chemicals, whichcannot be located specifically.

PERCHED WATER: Groundwater held up at high levelby an impervious layer ofrock

POINT SOURCE: A specificsource from which wastewater is discharged into awater body, such as effluentfrom a municipal sewer systern or outflow from anindustrial plant.

RECHARGE: That rainfallwhich infiltrates the Earthand replenishes ground waterbodies.

SUSTAINED YIELD: Thequantity of water that can be,withdrawn annually fromground water aquifers, dur-ing a period of yens. without'deplerag the available sup-

WATERSHED: A geographicarea from which water drainsInto a particular water body

WATER TABLE: The upperlevel of an undergroundwater body

Thanks to Geology, Good Management

Plenty of Cool, Clear WaterContinued from Page One

tains, the Islands would be bar-ren.-Most of the rainfall in wind-ward areas results from coolingof the moistur -den trade windsas they rise up. the mountainslopes. The winter storms andsoutherly "kona storms" causemost of the annual rainfall in lee-v,ard areas.

The rain may be lost throughevaporation, or may be used byplants, may ren off in streamsand ditches, et may infiltrate intothe ground. It is the rain thatseeps into the ground that is ofmost importance to Hawaii.

Hawaii's geography is such thatwide variations in rainfall occurwithin relatively short distances.'with differences of 100 inches'within three miles not unusual.

THE HAWAIIANS, for the 1,000years they were here beforeWesterners arrived, and otherpeoples, for the 100 years afterCapt. James Cook's arrival. de-pended on surface water. plenti-ful in some places, scarce inothers.

The Hawaiians started waterdevelopment 'by dammingstreams, digging ditches and di-verting water fir the irrigationof wetland taro.

With tie changes that occurredafter the arrival of Westerners,an inadequate water supply be-came a problem. Hooved animalsdamaged the mountain water-shed. Mountains were stripped oftrees, the streams flooded andlater went dry.

The situation changed rapidlyafter 1879, when James Ashleydrilled the first artesian well nearlionouliuli for James Campbell.This major event encourageddrilling of more than 430 wells onOahu by 1910. It made possiblethe development of sugar plantations, which rapidly became adominant factor in the economy

3R

0 3eprinted with permission of The Honolulu Star-Bulletin 142

olemsftem (wagg31 Immo cat

Sugar takes a lot of waterabout a million gallons for every100 acres of cane.

Even before the discovery ofartesian water, ditch systems hadbeen started to irrigate sugarcane. The first such ditch is re-ported to 'nave/ been .built onKauai in 1856, a ditch some 11miles in length. Large-scale devel-opment came with the comple-tion in 1878 of the "Old HaniakuaDitch" on the rugged slopes ofMaui's Haleakala.

WHAT WITH BOTH surfaceand ground water for agricultureand ground water for domesticuse, Oahu entered into a periodof abundance. But water waswasted, a growing population re-quired more, and the water tabledropped. There were a series ofalarms and scandals until theHonolulu Board of Water Supply.an autonomous agency, startedoperation in 1929 and under theable leadership of its first man-ager, Fred Olirt, brought thingsunder control.

Leaky wells were cased, meterswere installed to discouragewaste and the mountain water-sheds were protected. In 1959 theSuburban Water System also wasbrought under the wings of theBoard of Water Supply, resultingin a unified system for the entireisland.

The unified system has beenpraised as efficient and its direc-tors given credit for foresight. Incomparison to the water supply

situation in many cities, there isno doubt Honolulu's is superior,for which fortunate geology aswell as good management mustbe credited

It might be well to look at that

Charles Ewan. hydrologiste Co oi aeyr

chief with the water re-sources division. U.S GeologicalSun ey, says that Oahu, with only605 square miles. has a groundwater system equal to that ofMainland aquifers in complexityand is more complex than many.

EWART 15 DIRECTING a fouryear, study of Oahu's groundwater system. Ten subsystemshave been identified and they areall interrelated.

There are eight basal waterbodies. Basal water is that bodyof fresh water standing over sealevel that floats on the heaviersea water The fresh water formsa lens that floats on sea waterand saturates the rocks to sonicdepth below sea level

The lens has been referred toas a GhybenHerzberg lens,named for the two Dutchmenwho separately discovered thephenomenon The rule is that foreach foot of fresh water abovesea level, the fresh water extends40 feet below. An allowance musthe made for a zone of mixingwith the sea water

When basal water is containedbeneath a caprock. as it is aroundthe Pearl Harbor Basin. it is call-ed artesiawater

BEST COPY AVAIL/il I.

04

There are also dike-impounded:Iwater --steins, such as those,:found in the Koolau and Watanaetflimflams, Dikes consist of near./

ertial slabs of dense. massiverock and are impermeable. Oahualso has perched water, so-called=bee ause it is held up on impervi-ous strata It is of comparativelysmall importance, but sometimesissues forth as springs

THE BOARD OF Water Supply,for management purposes. hasse.en water use districts: Hono-lulu. Windward. WaialuaKahuku,Wahiawa. Walanae. Ewa andPearl Harbor.

Forests also have an importantrelation to water supply, but therelation is complicated. In someplaces fog caught by trees in-creases drip under trees and thusadds to the water supply. Forestvegetation is a sulierior vegeta-tom for promoting infiltration ofwater into the soli Forests canhelp minimize floc.ding and pre-vent erosion

While attempts have beesmade during the years to pro-mote a timber industry in Hawall,most researchers have regardedwater as the most importantproduct of Hawaii's forests.

Gross water use in the entirestate in 1980 amounted to 630 bitlion gallons, equivalent to 1.72 bit-lion ga Ions per day. The 1980 fig-ures sh w the following percent-ages fo class of water use in thesla .riculture. 65, domestic (in-dud g municipal and military),12. hydroelectric, 12, industrial:10, and commercial 1.

Surface water diverted from;streams on Kall3i, Maui and the.Big Island is used for hydroelec-tric. power. About 74 billion gal-lons were used for this purposeto 1980. with much of it beingreused for sugar cane irrigationor other purposesTomorrow: Legal battles over Ha.

Null's "pure sweet" water.


A6 Honolulu StarBulletin Monday. September 19, 1983

For Island Water Authorities

Chemical Contamination Newest WorryBy Harry, WhittenSow' Pullen n writer

FOR sears it was assumed thatcontamination of water in

Hawaii meant salt-water intro.%ion. resulting from taking toomuch water out of the wells thattapped the underground supply

Tins past summer Oahu residents became aware of chemical(ontamination when wells athuma, Mthlam and Waipahuacre closed because the pest'(Iles d ibromochloropropane11)1.1CP1 and ethylene dibromale(EDIO 5% ere found in tinyamounts

1 fore( ast of this summer'stroubles had been the closure ofi Kunia w ell in 1980 because ofdiscoen of small amounts of thetwo pesticides

This summer's problems haveraised all kinds of questions, forimam of w huh there are as yetno answers Is the tiny amount ofthe pesticides found in the waterenough to pose a hazard tohealth' What are safe limits'How long ( an a person be ex-posed before health is affected'What (an the pineapple industrydo to protect its crops fromnematodes. tli tiny root wormsthat were controlled the twopesticides,

AND FIN 11.1.1', how can modern society vain the benefits ofpesticides and other chemicalswithout also getting the harmfuleffects'

Modern man is not apt to stoptheir use, men though some ofthem hase opened up a Pandora'sbox of unexpected problems

The state Department ofHealth, charged with protectingthe quality of Hawaii's water, hasturned to the US EnvironmentalProtection Agency for answersand has expressed frustrationabout the amount of time it takes

for the federal agency 'o setstandards it appears that scien-tists don't yet have many of theanswers and won't until manyyears of research have beendone In the meantime, the numher of chemicals used by modernman keeps mereasing

Chemical contamination ofwater became a concern on theMainland before it did in Hawaii,In fact, this summer's testing re-suited from a call by the EPA.reporting that sampling in Cali-forma had revealed presence ofEDB m three wells and suggest-ing that a sampling be done herealso to find out if pesticides hadpercolated into the aquifer

THE HEALTH Departmentstarted sampling. found EDB aswell as DBCP, and the HonoluluBoard of Water Supply closedwells in which the contaminantshad been found

The state Department of Agriculture, which Issues permits forpesticides. also got into the actand took sod samples

The largest amount of D13CPfound. 90 parts per trillion inMilitant Well No 5, was waybelow the safety level used inCalifornia of 1,000 parts per tril-lion, or one part per billion Isthe California standard adequate"No one really knows, but thegovernor's water task forcerecommended that 20 parts pertrillion be sot as the acceptablelevel for DBCP

Navy Capt John E Osborne, adoctor who is director of the Oceupational Environmental HealthService at the Pearl Harbor Naval


Medical Clinic, filed a minorityreport, saying he would preferthe California standard of onepart per billion.

Ile said the risk of cancer fromexposure to DBCP "is not nearlyas important as the 10 deaths thatoccur every year as a result ofvaccinations. tht. 150 deaths everyyear related to contraceptive useor the 1.000 every year as a resultof bicycle accidents,"

IN A WORLD where funds arelimited and there are many haz-ards to health, Dr. Osborne'sstatement is hound to raise ques-tions as to the best use of avail-able funds.

The EPA has not yet establish-ed standards for ED13, a source offrustration for the Health Depart-ment.

To protect public health, theCongress passed the Safe Drink-ing Water Act in 1974 andamended it in 1977. Thomas E.Annm, as chief, drinking watersection, Department of Health,has the responsibility of adminis-tering Hawaii's participation inthe program.

Arizumi explained that the lawrequires that every communitywater supply serving 15 or moreconnections or 25 people must emsure that its water meets mini-mum standards of purity. TheEPA has established standards (or"maximum contaminant levels" intechnical language) for 10 chemi-cals, six pesticides, bacteria, ra-dioactivity and turbidity (cloudiness They are called "interim"standards because research con-tinues on drinhng water contami.nants.

In the 1974 law, Congress saidit preferred that states take onthe responsibility of the new pro-gram, Each state must adoptdrinking water standards at leastas strict as the national standardsand may set stricter ones if It

143

wishes. Each state also must heable to carry out adequate monitoring and enforcement, and ifthe state doesn't, EPA will step inand conduct the program itself.

HAWAII'S STANDARDS wereas strict as the federal so it wasgiven responsibility for enforce-ment. Hawaii's progrtn operatesunder the EPA and is audited tobe sure it is implemented: Totalfunding for the safe drinkingwater program is about 75 per-cent federal. 25 percent state.

The state's program involvesadministration. surveillance,monitoring and technical assist -ance The Health Department hasa laboratory certification pro-gram. Arizumi said, with labscertified by the Health Departwent and EPA as to quality,methodology and other matters.The Board of Water Supply testsits own water.

State labs can provide answersto chemical questions, but Hawaiidoes not have capability for radionucleids, so this work is contracted out to a California lab.The Health Department tests fordisease, can identify potentialsources of contamination and in-spects where interstate carriersget water, such as harbors andairports.

It has enforcement authorityany time maximums are exceed.ed. For community sources, newspapers, radio and TV stationsmust be notified, for non-com-munity systems notices must beposted in conspicuous places.

The Health Department mustapprove all new sources of pota-ble water.

Arizmni said that much of Ha-waii's work in surveillance andmonitoring of health risk levels isa pioneer effort, since not a greatdeal has been known. Mainlandtests for DBCP have found levelsof 50 tc 100 parts per billion after

Thomas E. ArizumiDrintsing water protection

treatment, levels far higher thanin Hawaii Arizumi has had a callfront Orange 'County, Fla., askingfor information on what Hawaiiis learning.

THE BOARD OF Water Sup-ply's use of cooling towers to re.move DBCP from a Mildani wellis expected to have nationwideimplications.

While amounts of chemical ormicrobiological contaminationhave been increasing nationally.so has the ability to detect con-taminants been improving. Anexample of the improvement isthe ability to detect parts downto the trillionths.

An acute, or immediate illness,may come from a virus or poison

water. Chronic problems. thatmay develop over many years.are not so quickly diagnosed,however. There is scientific con-

cern that prolonged exposure tocertain contaminants, even atvery low levels, may increase theincidence of cancer and heart dis-ease

A major part of the effort toprotect water sources is the construction of sewage treatmentplants, also known as wastewatertreatment plants, and the pumpstations and interceptors connect-ed with the plants.

Since 1960 there have been 119projects on the major islands,with federal grants totaling al.most $293 million The formulahas been 75 percent federal fund.mg. IS percent county and 10percent state, but the formulawill change on Oct. 1, 1984 to 55percent federal. 27 percent county and 18 percent state

THE AMOUNT OF federalgrants has varied from year toyear, but has been about $19 mil-lion in each of the last two years.according to Dennis Tulong, ofthe Health Department's waste.water treatment works. construe.Lion grants branch.

Major projects in recent yearshave included the Sand Island,llonouliuh, KaneoheKatlua andl.ahaina, Maui. systems

The Health Department alsohas adopted rules and regulationsregarding underground injection,the subsurface disposal of liquidwastes Regulations have been ineffect since 1973. but they haverecently been reformulated, withmajor changes, and are now be-fore the governor for his approv-al

Hearings on the new technicalrules that detail the manner inwhich waste water can be injectcd into the ground have beenheld, according to Don ['ono.health Department spokesman.

The regulations are aimed atpreventing pollution and protect-ing ground water sources.

306

honey, Distribution TopNeighbor Isles' Problems

307

By Harry WhittenMar Wall 14 It racr

ONE of the issues the AdvisoryStudy Commission on Water

Resources will wrestle with indevelopment of a water code isthat of home rule.

Neighbor Island officials haveargued that each Island's watersituation is different on Oahusome residents of the Windwardside even object to export ofwater to Honolulu.

The Neighbor Islanders do havea sand point in that they haveadequate reserves of groundwater to last well past the year2000. Most of their problems insolve financing and distribution.

Here is an outline of the situa'tiOns:

BIG ISLAND The County ofHawaii has enough water and itsof good quality, according to Wil-ljam Sewake. managing engineer,Department of Water Supply Theproblem Is that the population isspread out, financing is a prob-lem, and there have beendroughts.

The supply situation is compli-cated with 20 separate systems.varying from the smallest, Kapoho with 18 service connections, tothe largest. Hilo, with more than10.000. The systems are depend-ent on wells, springs, streams,tunnels into dikes, or a combina-tion of types.

The cost of electricity is high.The Island's growth area hasbeen,on the dry Kona side, whilethe windward side, gets much bur.face water.

"Generally. the quality is good.but we chlorinate as a matter ofprecaution."

Sewake said. Chlorination isdone even in Puna Ind Kona.which depend on ground water.

"So far we've had no troublewith pesticides in water, knockon wood." Sewake said, "We ap-pear at hearings to express con

'cern when farm interests want touse pesticides near watersources."

Because of surface wateidrying up during droughts, thedepartment is drilling more deepwells. It is increasing storage atWaimea with a 100million gallonreservoir and plans another. with30.inillion-gallon capacity, fornext year. The reservoir is linedto prevent leakage. but this is

ostly.The bask- rate is 83 cents per

1.000 gallons. with a rate for agn.culture 10 cents cheaper after thefirst 25.000 gallons.

At times the department willask developers to build their ownwater systems, pointing out the rsusings in time if that is done

MAL.31 Enough sources are.available that there isn't muchlikelihood of Maui running out ofground water by the year 2000,according to William S. Ilaine;,;;,director, Department of Wale).Supply.

Chief problem at present. hesays, is compliance with thefederal Safe Drinking Act andthe department is also exploringthe problem of getting addedstorage in upcountry Maui. Waterfor that area has had a dirt andhigh turbidity problem, andbringing it into compliance withthe Safe Drinking Act will beexpensive e.

Farming takes 50 percent ofthe water upcountry and 80 per.runt of the water in lower KulaDuring the recent drought, thedepartment kept up with the de.viand, Haines said, but there wasnot enough gravity flow.

"We asked people to conserves.not to wash their cars. or doexcessise irrigating." he said

"The voluntary response wasgood."

The Central Maui system getswater from wells in the Waihee.Waiehu area, north of Waikiki,.and there is a very good aquiferthere. lie said. Sugar cane in cell-tral Maui gets water from thecentral Maui aquifer.

At present the department isextending a 30 -inch pipelinealong the coast to the boundaryof the Seibu property at MakenaIt won't he 30 inches all the wayand will serve other resorts alongthe way

Molokai. also part of MauiCounty. has a hodgepodge of Ki-s ate, state and county systems :\stud s t..n its first phase on howto itiiproe the *stem

There a re %till many source..possible for des elopment, but thelong distance that water has tobe transported is a problem

Water deselopments on banal.also part of Maw Counts, are allprivate.

144

KAUAI We !use the groundwater: the elnel problem Is finances." says Ha% Mond II. Salo,manager and chief engineer. De-partment of Water.

Ile said the demand on Kauaiis much smaller than Oahu's andthat the department pumps only7 to 8 million gallons daily fordomestic Use Surface water sup.plies only 3 percent of the domes-tic water.

-We base onls 12,000 cOlisliers, which means our revenuesare limited,' Sato said "The statehas helped out IA drilling testwens. Dm elopers has e been re(mire(I to drill wells for theirprotects They are vetilhu g to do itto speed things up

The Outillai e 01iUloet p.q 72cents pet thousaiul gallons 'l hereate ako vecial agriculture rates

vent. per 1 00o gallons for thefirst 25,1XX) gallons. at ter whichthe rate drops to 25 cents per1 000 gallons

3dReprinted with permission of

The Honolulu Star-Bulletin

BEST COPY AVAILABLE

Next Century Poses Crucial Problems

Water OfficialsTins is the lac( report in a In e' part

'ones of arise/0 about Ilatt.liCs%Idler us history or detelopment anduse. the agencies itioled. the legalissues. as effects On agriculture anddetelopmen: and our future needs,

By Harry WhittenStar-Bulletin Writer

TIIE year 2000 has an epochalsound, as if it marks the end

of one era and the beginning ofanother.

For Oahu. hydrologists estimatethat the limit of ground waterpossibilities will be reached bythat y ear. The Neighbor Islandsare in better shape. they haveadequate resoles for some tunein the future

State and county officials areplanning for the future and aredeg eloping projects to take careOf needs in the next few years as

%% ell as exploring programs forthe next century.

The programs range from con-setvation today to projects fur-ther into the future. such as desa-['Mahon of sea water or obtain,'ing fresh water as a byproduct ofocean thermal energy conversiontOTE. They include drilling neww ells. making more use of sur-face water, use of sewage efflu-ent for irrigation, trade-offs withplantations for fresh water, useof brackish water. dual water sys-tents, stretching fresh watersupplies' by blending. and puttinga membrane across one of thePearl Harbor lochs

Projeeted domestic demand onOahu by the year 2000 is 181 mil-lion gallons daily, compared witha bit over 130 million gallonsdaily now.

The programs.


Eye Needs After 2000

CONSERVATION Both KazuIlayashida. manager-chief engi-neer of the Honolulu Board ofWater Supply and Hobert T.('huck. manager-chief engineer ofthe state Division of Water andLand Development, emphasizeconservation. Chuck said that theaverage use on Oahu is 190 gal-lons per person per day. This canbe reduced, thus permitting sup-plies to last longer.

The Board of Water Supplyinstituted a conservation programm 1978 after a dry period caused

ater heads to drop. EdwardUinta, who %%as then the board'smanagerchief engineer. said thatas a result of the program, consumption declined ,8 million gal-Ions per day, from 142 milliongallons per day to 134 million gal-Ions per day, despite 2,000 morecustomers.

The board also adopted far-reaching new regulations that itcould put into effect if the watertable falls or the salt content ofthe underground supply in-creases. Its regulations over bothpublic and private wells, induct-ing plantation %WHS.

In response to danger signals,the board sill call for voluntaryrestraint on consumption istageone;) If this does not %%ork. it canallot consumption by' sectors+stage two) and can order cuts inconsumption of up to 10 percent.If the problem becomes criticalistage three% the board can ordercuts in consumption from private%%ells by as much as 30 percent, Itcan turn off public fountains, banthe serving of water in restaurants, the watering of lawns, thewashing of cars and the use of

Turn to Page A-6, Col.

Grade 2, Appendix Unit 11-C

BEST COPY AVAILABLEPl t ow fir but?' rijun Jcp?einser d.i 3J

Ideas Ranqe from Reverse Osmosis to OTEC Byproduct Use

Oahu Exploring Prolects for Needs Beyond 2000S oiitiiius d front i'ugt' (_Jnt

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Reprinted with permission ofThe Honolulu Star-Bulletin

3i2

Sa

A COOL DRINK -tslineiyeariold NerkoHondo quenchesher thirst at o parkfountain, probablyunaware of thecomplex processinvolved when oneturns on the watertap. shot process Isexplained in thegraph below -Star. Bulletin Photoby Kon Salo:mato


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Tapes OfferWater Data

V010013110. 01 a 1101'1011pabout tamer in 1 1auan are .nalleable for loan to the public frontthe t its t ounell Information\en lets (Mit 0 at CM I lah

Board ot Skater Suppl ti ethate Ilaf aifInda and Hobert

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314

Grade 2, Appc-adix Unit II-D

315

FOOD .CHA IN

1. The sun, the earth and the farmer provide nourishinn nasturclands.

2. The best cattle are bred to produce quality stock.

3. Cattle ranchers protect the cattle from diseases.

'1. Cattle graze freely on the nrasslands and mature in size.

5. At feed lots, cattle are fed special grains jut beforemarketing to increase their size.

6. Cattle are auctioned to wholesale buyers for slaughterand 'dressin

ig7. Dressed beef carcasses are sold to retail outlets.

n. Butchers carve carcasses into various cuts of meat.

9. The beef is packaijed for sale to the public.

10. Beef is prepared for consumption in many different ways.

4

,.11M1,11

Photo, Hawaii State Archives

317 149

Grade 2, Appendix Unit II-E

Kamehameha I

The great warrior chieftain who fought to unitethe various Hawaiian island chiefdoms in thelate eighteenth and early nineteenth centurieswas born in Kohala on the Island of Hawai'i inthe 1750's according to most estimates.

He was recognized as the soo of chief Kalanikupu-akeoua, usually known as Keoua, and high chiefessKeku'iapoiwa. His natural father may have beenthe great chief Kahekili of Maui against whom helater plotted battles. He did wait until Kahekilidied, however, before he moved to take over theMaui chiefdom.

As youngster, Kamehameha lived a solitary lifein Kohala with his chiefly mentor, Nae'ole, whohad saved him from being killed at birth. WhenCaptain James Cook visited Hawai'i in 1779, theyoung chief Kamehameha was one of those in attend-ance upon the great chief Kalani'opu'u. Upon hisuncle's death, Kamehameha received charge of thewar god Kuka'ilimoku from the deceased chief. He

later fought his uncle's sons, his own cousins,.Kiwala'o and Keoua Ku'ahu'ula, to gain control ofthe island-of Hawaili.

He expanded that control through battle victorieson Maui and O'ahu in the 1790's. He acquiredKaua'i politically after failing to conquer thatchiefdom several times. He then provided wise andeffective leadership to the kingdom of Hawai'i untilhis death on May 8, 1819.

318

Grade 2, Appendix Unit II -E

PRINCE JONAH KUHIO KALANIANA'OLE

Prince Cupid, as he was later called, was born to chief DavidKahalepouli and chiefess Kinoiki Kekaulike on March

26, 1871 at Koloa, Kauai not far from the Spouting Horn alongthe southern coast of Kaua'i.

He was descended from Ka'eokiilani and Kaumuali'i on his mater-nal grandmother's side and from Alapa'i on his father's side.He was raised in a lifestyle of chiefly, favor but lost his par-ents at an early age. He and his brothers, Edward Keli'iahonuiand David Kawananakoa, were hanai 'ia (adopted/raised) by thesister of their mother, Queen Kapi'olani, wife of King Kalakaua.Edward died shortly after their mother but Kuhio and Kawananakoalived on to become very involved in the changing political andcultural lifestyles in their beloved Hawaii.

K5hi5 Kalaniana'ole went off to school in California and inLondon. As,a young man he had the opportunity to spend time-in both Europe and Japan. He was well-traveled, well-read, agood conversationalist and an excellent prospect for successionto the Hawaiian throne behind his uncle Kalakaua's sister, Lili'u-okalani, and niece, Ka'iulani.

He never had the chance to become king since Lili'uokalani wasillegally dethroned by the American sugar interests and business-men in 1893. He and his brother were arrested in 1895 for leadingthe counter-revolution to put their aunt back upon her rightfulthrone. He spent time in jail and then set out to see the worldupon his release. He and his wife, Elizabeth Kahanu, returned in1901 and he became involved in local politics. In 1902 he becamethe second Delegate to the U.S. Congress where he served for 20years until his death on January 7, 1922.

He is lovingly remembered as Ke Ali'i Make5inana, the chief (for)the citizens since he strived so long and hard in the democraticlife of the Territory to achieve certain rights and benefits forhis people which had been lost when-their monarchy was taken fromthem. The Hawaiian Homes Act is the most lasting memorial to hisname and his work.

319 150

Photo, Havy,e: i State Archives

3 4 0

Grade 2, Appendix Unit II-El

Important Cultural and Historical Contributors to Our Island Communities (Sample)

1. Ni'ihau

Kahelelani

Benjamin Kanahele

Robinson Family

2. Kaua'i

Kaleo(kIllani)

Kaumuali'i

Prince Jonah,K5hi5 Kalaniana'ole

Rice Family

Wilcox Family

Charles Fern

3. O'ahu

Kahahana

Kalanikiipule

Kuakini, Acting Gov. of O'ahu

John Owen Dominis, Governor.

Duke Kahanamoku

John A. Burns

Daniel K. Inouye

321

4. Moloka'i

Lanikaila

Father Damien

Lot Kapuaiwa Kamehameha

Cooke Family

Dudoit Family

Duvauchelle Family

5. Maui

Kama1515walu

Pi'ilani

Kahekili

Ka'ahumanu

Elmer Carvalho

6. L5na'i

Kaulu15'au

Charles Gay

James D. Dole

Hector Munro

Ka'opuiki Family

151

7. Hawai'i

Liloa-a-Kiha

'Umi-a-Liloa

Keawe-a-'Umi

Kalani'opu'u

KeOua KPahusula

Kamehameha I

Princess Ruth Ke'elikolani,Gov. of Hawai'i

Mary Kawena Wiggin

Edith Kana.keole

Kaulukukui Family

Shunichi Kimura

322

Too little knowledge,sof Oahu,' Kauai ruler

By Samuel Crowningburg-AmaluAdonitarr Colunenssi

Having already finished the history of theancient Hawaii and Maui kings, I have beenspending the past two months researchingand writing the lives and times of thekings, princes and chieftains of Oahu andKauai. Unlike the sovereigns of Hawaii andMADi who were quite warlike and ambi-ilia. the monarchs of Oahu and Kauaii*f.re far more peace-loving, far more car-nig for the welfare of their kingdoms and115eir people.

fact. tt is really a great pity that the1,..1Ang people of Hawaii have never beenehposed to the knowledge of who theseancient kings of Oahu and Kauai were. It isgt even greater pity that Hawaii did notrave a Plutarch who could have written ofthese ancient kings and their lives as Plu-tatchditV of the ancient kings of Greece andgame. The lives of these ancient kingsshould be studied so young Hawaiians oftoday can emulate them.:-Our knowledge of- ancient Hawaii goesliack. if at all, to the conquering Ka-ipihameha and seldom any further. The'Many long centuries of Hawaii's ancienthistory are practically unknown.

Abraham Fornander and Samuel Kama-Vu did write of these ancient kings, buttey took their information from the folk-lore of the Islands and did not have theelliance to inspect thoroughly the royalchants and poetry of Hawaii. Nor are theretinny modern historians or scholars withafictent knowledge of their own to pene-i 'te these dark corridors of time. Thatiirkness must be lifted somehow.

do fortunately still have at least two1lawalian scholars who are comparatively

.,C41.1. versed in the ancient history of Ha-1E. that.. history that antedates

harneha by many centuries. TheseIgo-personages. are Mary Kawena Pukuigild Charles Kenn.

?The years pass. and if we allow theowledge of these two great HawaiianWars to. die with them. we would have.ered an irreparable loss. The University

Hawaii. the Kamehameha Schools, and(Office of Hawaiian Affairs should and

6iust provide the necessary funds to recordgr 'all time the knowledge that still lies!Ridden in the recesses of the minds of these.T4o people.Z-1:)1' the ancient history of the longs of4Etwaii and Maui. some of us have probablyhard the names of Lilioa and Uni-a-Liloa.

Piilani and of Kiha-a-Piilani. but I seri-ously. doubt that there is a single personAlive today who can speak intelligently ofOtte kings of.Oahu and Kauai. Unfortunate -

somehistory -of these Islands were those

of 'the greatest princes in the en-so '

Vim these two islands...;onsider for a moment King MaillKukahi9AOahu. Who has ever heard of him? Yet itAttas he who gave Hawaii- its first code ofVs that among other things made theft11,sd rape punishable by death. He was theaonarch who first divided his kingdom into'tracts which he had marked permanentlyKthat there would be no future land dis-ea*. He also laid out the permanent rightsof the people so that they would forever betree" to leave chiefs who displeased themand to seek another. He forbade human

le the world of Ws ipf

sammy AIL

amalu

sacrifices during his reign and curbed theavarice of his chiefs and priests. He was atruly great prince.

Or consider the famed Kakuhihewa ofOahu and the equally famed Mano-Kalanipoof Kauai. Both were highly venerated bythe people of Hawaii, and Oahu to thisday is known as Oahu of Kakuhihewa even.as Kauai is known as Kauai of Mano-'Kalanipo. Both were princes of great indus-try and perseverance. They both built greatwater courses on their respective is-lands and thus opened-new land for avicul-ture. They looked after their people and didnot allow the chiefs to oppress them. Theyboth maintained large armed forces andfleets to protect their own kingdoms butnever used these armies and fleets to in-vade other kingdoms.

The sons of these two kings: Kailukapu-a-Kakuhthewa of Oahu and Kaumaka-o-Manowere equally Judicious and wise kings whofollowed the policies of their fathers. As aresult of their labors and of the labors ofthe kings who followed them. the islands ofOahu and Kauai were easily the most pros-perous in the group.

Some of the kings of Kauai did not likewhat they saw going on in the other king-doms of ancient Hawaii. They lowered acurtain of isolation over Kauai that lastedfor three whole generations of kings. Final-ly. there came King Kawelo-Mahamahaiawho raised this curtain of isolation and al-lowed his kingdom and people again toenter into commerce with the other islands.

He sent embassies to the courts of hisneighboring kings and received embassiesfrom them. Then he skillfully used theseembassies to keep tabs on the other islandsso that he could nip in the bud any plans ofambitious chiefs who might be casting anavaricious eye on his own kingdom. In adch-ton, he kept a regal but hospitable court towhich all the great artists and poets anddancers flocked to live under his patronageand protection. To the people of ancientHawaii. both this king of Kauai. Kawelo-Mahamahaia. and his son. Kawelo-Makua-lua. were venerated for their gentle andkindly rule.

Then consider King Piliwale of Oahu. theson of Maili-Kukahi. He designated the areaof KualOa- on Oahu as a holy and sacredplace, to be venerated by all. He created thelaw that made it imperative for all canoespassing Kualoa to lower their sails in re-spect. Piliwale also erected tlye great Tem-ple of Lono at Mokapu where the KaneoheMarine Station n3w stands. This becamethe greatest Lono temple in all of Hawaii, atemple dedicated to the god Lono who real-ly loved the people and upon whose altarsthe blood and bodies of men were neversacrificed. Today. these holy spots on Oahuare forgotten.

The conquests and personality ofKamehameha were so great that he ob-scured the great kings who preceded him. 323

HULA INSTRUMENTS

PAHU HULASit before the Oahu andstrike the drum head withboth hands,,using the fingersand heel of the hand.

'ULILIPull the string to twirlthe gourds.

PAPA HEN ITip and tap the boardwith the foot to keeptime. Use with thekd 151au.

KA LAAUHold the long rod inthe left hand close to 8the body and strike it Uv--1

with the short rod.

KA 'EKE 'EKEHold one bamboo pipevertically in each hand,tapping down on theground or on a stonepadded by a mat or a

folded piece of tapa. ,

\

PUN I U/ KAWhile seated, tie thecoconut shell drum tothe right thigh abovethe knee and strike thefish-skin head with afiber thong.

I PU HULAWhile seated, support the gourdwith the wrist loop and left handand thump the bottom down on thefloor. -Strike the side or bottomof the gourd with the fingers andpalm of the right hand. .2.6

Eits

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MEDICINERaw leaf stein ;ubbedon insect bites torelieve pain andprevent swelling. Rawrootstock rubbed onwound to stop bleeding.Undiluted poi used aspoUltice on infectedsores.

PASTE

Poi was used aspaste to gluepieces of tapatogether.

FISHING

Grated raw cormused as a baitfor fish: 'Opelu.

Kalo

DYEJuice from poni varietyyielded rich red dye usedfor dyeing kapa.,Also 7other varieties used fordyes.

"HUKI I KE KALO"

Huki i ke kalo (Pull the taro)Huki, huki mai.

Ku'i i ke kalo (Pound the taro) .

Ku'i, ku'i mai.

'Ai i ke kalo (Eat the taro)Ma'ona maiMm - mm - mm

FOOD

Corm cooked in imu,peeled, and eaten.Poi most importantstarchy food--madefrom corm cooked,

peeled, and poundedinto a thick pastecalled pa'i 'ai. Whenwater is added, thethinner paste is poi.Cooked corm slicedand dried for longtrips.

KOlolo--a puddingmade by cookinggrated raw corm withgrated coconut meatand milk. Youngleaves called 1U'au--cooked with pork inimu (laulau). Leafstems peeled, cookedfor greens. Corm alsoused to fatten pigs.

275 to 300 varieties knownto early Hawaiians.

327

Grade 2, Appendix Unit II-I

a

328

1

1

1

1

,

Parts of the Kalo Plant

huli is that portionof the stem includingthe uppermost portionof the corm that wasused for asexualreproduction (replanting)of the kalo plant.

laubloaro leaf)

ua

(flower)

h5

(item)

luauyoung leaf)

kalocorm)

156 329

'oh5

Toff shoot)

FLAT DIV LktiD

MOUNTAINS

4itplo>t44

kOlk

//y

111

SOME NATURAL RESOURCES OF O'AHU

NIIICrli -I. P4TERLY TRADEWINDS.ti...... _..,

7 , 1 1

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a1 111.

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Grade 2, Appendix Unit II-J

00,

FRESHWATER MIA

-41.'""'.

COCONUT

-s) Vetv\ke' 331

Grade 2, Appendix Unit 11 -K

Summary of the legend, The Empty Sea"

god of_fishing took the form of a fisherman and became head fisherman of the Shark Chief. Through the treachery ofan avengeful akua Ku'ula, his wife, Nina and son, 'Ai'ai were ordered to be burned to death. Ku'ula and Nina escaped takingwith them all the fish and creatures of the sea. They took revenge on the people who tried to burn them. However, they left

their son with four magic-talismen designed to help the good people left without seafood, a major part of their dailydiet. Through Pili a friend of 'Ai'ai,the people asked for four different sea foods. They received the knowledge for catchingeach from 'Ai'ai and with it a warning for the conservation of the resource.

The four magic talismen were as follows:

1.. Kil'ula's special bait stack which attracted hinalea, a fish.

2. The special liihele (cowrie-shell lure) for catching he'e (octopus, commonly called "squid").

3. Four water-washed pOhaku (stones) which were dropped into the sea beyond the breakers and provided a home for iweoweo,a fish.

4. The small kil'ula (stone image) or fishing shrine which when placed on the rocks drew the 'a'ama (rock crab).

The denouement and most important message of this story centers around the breaking of the conservation kapu regardingthe taking of too much sealife. This part should be stressed to the children as it speaks to many of the problems we experi-ence today with regard to fishing and conservation of nature.

332158

Thompson, Vivian L. Hawaiian Tales of Heroes and Champions(Illustrated by Herbert Kawainui Kane), Holiday House, NewYork, 1971, pp. 93-102.

333

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Grade 2, Appendix Unit II-L2

'EKAHI. 'ELUA 'EKOLU4

'EHA/

'ELIMA 'EONO 'EHIKU 'EWALU

'EIWA 'UMI 'UMI 'UMI

ti

'UMI

p 339

'OLE

162

'OLE3,10

'OLE

NUMBER CARDS

K Ia

'EKOLU KALO

Grade 2, Appendix Onit II -L2

KUAHIWI

'ULUa

KEIKI PALI HONU

'EON 034

MOANA

163

UALA IUMI

342

Grade 2, Appendix Unit II-L2

'ELIMA PUA' A

MO A 'T L 1 0

HALE

343

K 6

N

NN

64

KA'UIKI

TraditionalI

C

He a- lo- ha no Ka- 'u-G F7

ki 'A-

Me

i ke ka-

G--

M.MIEMPW'MINIIIIINFAIIIP'4111111/4111.41111=1141111PAIMINI1111

manu a- la.

D7 G D7 G

1. He aloha no Ka'uiki 15,

D7 G E7 A7 D7 G

'Au i ke kai me he manu ala.

VAMP: A7 (2), D7 (2), G (1)

D7 G D7 G

2. Kuhi au, 'o ku'u lei ia 15,

D7 G E7 A7 D7 G

Lei 5nuenue pi'o i ka moana.

VAMP: A7 (2), D7 (2), G (1)

1.- This is a love song for Ka'uki

Extending out into the sea 11,ke a bird.

2. I thought it was my lei,

A rainbow lei arched over the ocean.

cAcri G D7 G D7 G

3. '0 ke ku a ka ua la ko'iaweawe la, 3. The column of light rain appears,

D7 G E7 A7 D7 G

Me he komo kaimana, 'a i ka lima.

VAMP: A7 (2), D7 (2), G (1)

Like a diamond ring, sparkling on the hand.

G D7 G D7 G

4. '0 ke ahi kaulana 'a'a i ka nuku, 4. The famous fire blazing at the rim,

D7 GE7 A7 D7 G

'A'5 i5 Ka'uiki, 'a'5 i ke kai.

VAMP: A7 (2), D7 (2), G (1)

Blazing on Ka'uiki, blazing over the sea.

D7 G D7 G

5. Ha'ina 'ia niai ana ka puana 15, 5. The summary of the story is told-,

D7 G E7 A7 D7 G

He aloha no Ka'uiki, 'au i ke kai

VAMP: A7 (2), D7 (2), G (1)

Hula noho - sitting hula, bright tempo

A love song for Ka'uiki, extending out intothe sea.

116

Appendix Unit II-N

We Predict

Name or picture of the plant Early Hawaiian use(s) Use(s) today

346166

347

Grade 2, Appendix Unit II-0

Ahupua'a

The three drawings of this appendix represent three regions of an ahupua'a: kahakai, kula, and uka. Eachpage is divided in half with the left side representing plants growing in early Hawai'i and the right side withplants introduced here after foreign contact.

Early Hawai'i

Kahakai Hala (Pandanus)

(Beach area) Hau

ipu (Gourd)

Niu (Coconut)

Modern Hawai'i

Kiawe (Algaroba)

La'amia (Calabash tree)

Paina (Ironwood)

Kula Kalo (Taro) Kalo (Taro)

(Inland plains) KT (TT plant) KO (Sugar cane)

KO (Sugar cane) Kope (Coffee)

Mai'a (Banana) Laiki (Rice)

'Ulu (Breadfruit) Mai'a (Banana)

'Uala (Sweet potato) Manak6 (Mango)

Uka H5pu'u (Tree fern) Clidemia

(Upland area) Kou Eucalyptus

lohil ehua Kuawa (Guava)

'Ie'ie Lantana

'Olapa

348167

349 ,

Grade 2, Appendix Unit II-0

3 5 u

AHUPUA'A (KAI)

Grade 2, Appendix Unit II-0 AHUPUA'A (UKA)

FRUIT-

Good sourceof starch &Vitamin B.

Baked in imu.

Made into poi.Used for pudding.Used to fatten pigs.

USES OF THE BREADFRUIT

Ulu DYE

Young male flower makes atan dye. Old one makes abrown dye.

TRUNKDrums (pahu)..surfboards

because oflightness of wood.Poi boards. Woodworkin houses. Canoe bowsand stem pieces.

SHEATH OF MALE FLOWERUsed as sandpaper in final smoothing ofutensils, polishing bowls, and kukui nuts.

MEDICINELatex used forcertain skin diseases.Leaf buds used for cureof thrush ('ea).

LATEXWhen milky sap solidifies,used as chewing gum. Gluefor joining two gourds tomake drum. Caulking to fillseams of canoe. Used tocatch birds so feathers couldbe removed.

Grade 2, Appendix Unit II-P

Reprinted from Holomikeikei/Explorations 1981, p. 105 with the permission of The Kamehameha Schools/Bernice P, Bishop Estate

,356 171357

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360 173

Grade 2, Appendix Unit II-Q

"Ke Kumu 'Ulu/The Breadfruit Tree"

DOE/01S. Na Ka'ao K5hiko, p. 12

In this picture, K5 is seen walk-ing with his family. His wife iswearing a peu, a wrap-around clothgarment similar to a lavalava or apareu. It generally covered thewoman or young girl's body fromthe waist to the knees, thus keepingthe thigh area modestly covered.

The male members of the family arewearing malo, a type of loincloth.Generally, young boys did not beginto wear the malo until they wereabout five or six.

Grade 2, Appendix Unit II-R

Alapeiwahine(w) MUNI= ======

Kamokuiki(w) = Kamanawa(k)

Motokil'auhau o Kalikaua

1

Kepolokalani(k) ==== ...... Keohiwa(w)

'Aikana d(k) = Kamae(w)

Caesar Kapa'akea(k) = ==Ot= Ane Keohokalole(w)(d. 1866) (d. 1869)

David KALXKAUA Kapitolani(1836-1891) (1834-1899)

Lydia LILI'UOKALANI as John Owen Dominis(1838-1917) (1832-1891)

Miriam Likelike = Archibald Scott Cleghorn(1851-1887) (1835?-1910)

Princess Victoria Ka'iulani(1875-1899)

L-- William Pitt Leleiohoku II(1855-1877)

IKey: (k) Itne (husband) (w) wahine (wife) (=) married children Ruling monarchs underlined

362 174 363

Grade 2, Appendix Unit II-S

Genealogy Chart

CHILD PARENTS GRANDPARENTS GREAT GRANDPARENTS

YOU('oe)

MOTHER(makuahine)

GRANDMOTHER(kupuna wahine)

GREAT GRANDMOTHER(kupuna ahine kuakahi)

GREAT GRANDFATHER(kupuna kin' kuakahi)

GRANDFATHER(kupuna k5ne)

GREAT GRANDMOTHER(kupuna wahine kuakahi)

GREAT GRANDFATHER(kupuna kane kuakahi)

GRANDMOTHER(kupuna wahine)

FATHER(makua ki.ne)

- significance or meaning of name(s)


GREAT GRANDFATHER'(kupuna kine kuakahi)

GRANDFATHER(kupuna k5ne)


GREAT GRANDFATHER(kupuna kane kuakahi)

Prepared by: Mikihala Hall St. Laurent

364 175365

J.

NA KUMU OLA 0 HAWAIIThe Life Giving Sources of Hawaii

J.

K5hea: 'Ae, Na kumu ola o Hawai'i

/

1. Aia i ka lani (la) ThOe in the heavens

Ka ua ola o ka 15ina The life-giving rain bf the land

2. Eia ka 15ina (1.5) Here is the land

Uluwehi i ka lau 15'au The forests thrive

II

3. 'Au aku i ke kai (la)0 1,-47- ..,410 cA

Huaka'i hele ma ka wa'a0y,

4. '0 Hawaii.' ke kanaka (15)J.

-17Mama 'ia e n5 pua

Sailing upon the sea

Traveling by canoe

Haviaisi is a person.

Cared for by the people

07

0 5. Puana ko'u mele (15) Tell my storya

0Na kumu ola o Hawai'i The life-giving sources of Hawaii

CD

-h t5hea; He mele no n5 kumu ola o Hawai'i0-1

Basic Ipu Patterns: ka = thump

pa'i slap

Pa = thump-slap

kah0a thump-slap-slap

kuku = thump-thump-thump-slap-slap

(its

Composed by Nu'ulani Atkins and Holoua Stender

KNOW_ THE ALAKA: I ( LEADERS)

Crade 2, Appendix Unit II-U

368

Grade 2, Appendix Unit II-V

Summary of the legend, "The Flying War Club"

Paliii was part man, part spirit, who was raised by his kahu (guardian), Makua, at a temple of the gods, Alan5p6. Hiskahu had taught him all there was to know about using the newa (war club). As he wearied of the practice and drilling,he pleaded with his kahu to permit him to go out in the world and use the knowledge which he had gained. Makua releasedhim to go out and do good with his skill, "Use your skill for good, not evil. Help the good resist the evil."

If he twirled his magic war club, it would transport him to wherever he wished to go. If he used it in a good cause,it would surely bring him victory.

His first adventures were on O'ahu where the High Chief Ahuapau was of such high kapu that the 15 (sun) could notshine upon him, the ua (rain) not'fall upon him, nor the makani (wind) blow upon him. His noble wawae (feet) couldnot be allowed to touch the ground so he was carried everywhere in a manele la covered litter).

The chief went thus throughout the island of O'ahu except in the districts of 'Ewa and Ko'olau: Since there was pilikiain those two districts, Ahuapau asked Palila to go first to 'Ewa to discover the reason for the disappearance of so manyof his po'e kanaka (people).

In a clever manner, Palila found out that there was a shark-man posing as a farmer who was killing and eating swimmers.Through the kokua of the konohiki (overseer) of the district, Palila put the shark-man into a position where he was forcedto remove his kihei (shoulder cape) and thus expose his shark teeth on his back. The Shark-Man of 'Ewa was quickly dispatchedby the other men and Palila returned to Ahuapau to report his success.

After receiving the offer of either of the chief's daughters, Palila declined because he wished to go on more adventuresbefore settling down. He was then sent to Ko'olau where he battled the fearsome Olomano. (This is the spelling used inthis story although most legends concerning Palila speak of his fight with Olomana which is the name of the small mountainin Kailua to the east of the Kawainui marsh.) (Although this legend does not mention it, Palila was reared on Kaua'i.)He taunted the giant Olomano who was 36 feet tall and as broad as a house. Twirling his club, he jumped up on Olomano'spo'ohiwi (shoulder), chanted his identity and struck Olomano on the po'o (head), cleaving him in two.

Upon returning and seeing how vain Ahuapau'trulywas, Palila went off to Hawaii and offered his services to the underdogin the war between the chiefs of Hilo and H5m5kua. He suggested that his ali'i, the chief of Hilo, challenge the chiefof H5m5kua to a fight of the best warrior from each side, winner take all. The chief of Hamakua sent his undefeated teamto fight Palila. They were the renowned Three Warriors of H5m5kua but Palila just yawned and looked bored when they wereintroduced. The First Warrior twirled a gigantic knobbed newa (war club) the like'of which no one had ever see?). TheSecond Warrior brandished a pololu (long spear) of tremendous proportions which reputedly pierced a rain cloud once and floodedthe island. The Third Warrior jabbed and thrusted with a wicked ihe (short spear). It was said that his ihe had torn thegreat hole in the cliff at Onomea. Palila killed all three plus their ali'i thus ending his adventures in this story.

36dThompson, Vivian L. Hawaiian Tales of Heroes and Champions(Illustrated by HerbertiKawainui Kane), Holiday House, NewYork, 1971, pp. 19-28.

178 3 ro

Language Patterns

He + Noun

He pattern

He kuahiwiHe paliHe kualapaHe pohakuHe kumula'au

A pattern

A mountainA cliffA ridgeA rockA tree

He + Noun + Demonstrative

He N keia.

He aha keia?He kuahiwi keia.(A mountain this is)He pali keia.He kualapa keia.He pohaku keia.He kumula'au keia.

<Z,

What is this?This is a mountain.

This is a cliff.This is a ridge.This is a rock.This is a tree.

He + Noun + Adjective + Demonstrative

He N adj keia.

He kuahiwi ki'eki'e keia.(A mountain high this is)

He kuahiwi nui keia.He kuahiwi TITTuli keia,He kuahiwi nani keia.He pali kiinihi keia.He pali nihoa keia.

. 179

This is a high mountain.

This is a big mountain.This is a green mountain.This is a beautiful mountain.This is a steep cliff.This is a jagged cliff.

371

HAWAIIAN STUDIES PROGRN

BASIC HAWAIIAN VOCABULARY LISTS, GRADES K-2

The Basic Vocabulary Lists which follow contain Hawaiian words which range from very basic and culturallyimportant terms to more general ones identifying early and modern Hawaiian and imported values, practices,objects and people. The words have been drawn from the Basic Hawaiian Vocabulary Lists, #'s 1 and 2 which werereprinted in Appendix D, Hawaiian Studies Program Guide (Draft), Office of Instructional Services/General EducationBranch, RS 81-0655, March 1981. The two lists were created for all learners of Hawaiian at the elementary level,whether they he in elementary school, high school, college or adult school, by Haunani Bernardino, Dr. Emily'Ioli'i Hawkins, and Robert Lokomaika'iokalani Snakenberg.

"After using the lists during the 1981-82 school year in the implementation of the Hawaiian Studies Program,District Resource Teachers and kiipuna suggested that the two lists be regrouped to reflect more explicitly'thevocabulary which would be appropriate for each grade level from kindergarten to sixth. The following lists are theresults of a series of meetings held in the Fall of 1982. The Department acknowledges the kakua of and expresses,'Mahalo nui loa!" to the following:

1194nolulu District Solomon Kaulukukui and Kupuna Katherine Makeria Harbottle

Central District Jan KahOkil Yoneda

Leeward District Mililani Allen and Kupuna Elizabeth Kauahipaula

Windward District Elsie Kawao Durante, Kupuna Jessie Pilimauna and Kupuna Lilia Hale

State Office Noelani Mahoe and Lokomaika'iokalani Snakenberg

These lists are constructed so that the words are grouped in categories such as social life and relations, nature,

food, body parts, etc. Within each category, the words are glossed following the order of the sounds in the Hawaiian

alphabet, the Pi'apa. Words beginning with the glottal stop or 'okina (I) are to be found after the words beginning

with the other consonants.

The alphabetical order followed, therefore, is: a, e, 1, o, u, k, 1, in, n, p, w, 'a, 'e, '.4 , 0, 'u

This arrangement in Hawaiian alphabetical order is being applied only to initial vowels and consonants (including

the 'okina) and is being done to underscore the importance of the 'okina in both pronunciation and spelling. It also

serves to help the learner memorize which words begin with the 'okina having them physically separated from the

words spel:ed with the same initial vowel.

372181

373

Social Life & Relations - Plural forms

kaikamahine girls/daughters

kanaka persons, people

k5puna grandparents,

makua parents

wahine women

Nature

honua land, earth

kuahiwi mountain

kumu la'au . tree

la'au bush, tree; herb medicine

lau leaf

Pali cliff

'aim land, earth

Hawaii Lifestyle (hula, music, arts/crafts, games/sports)

lei garland; to put on a garland

Food

inu ' to drink

kalua to steam in imu

Body Part and Functions

kikala hip

374

Grade

2

2

182

ku'eku'e lima elbow

ku'ekue' wawae ankle

kuli knee

lauoho hair

lehelehe lip

manamana lima finger

manamana wawae toe

niho teeth

papakole buttock

papalina cheek

umauma chest

'5ha thigh

...

Household Terms

kukui light, lamp

moe bed

pahu 'ume drawer,- bureau

Miscellaneous Verbs

helu to count

Oike to show

komo to enter

'Olelo to speak

Miscellaneous Adjectives

pilikia trouble

c'375

Miscellaneous

thing, person

Grade 2

Days of Week

exposuremea ~ tee K-1

Numbers Months

0-19

iwikalua twenty

See K-1 exposure

ClothingDecades; concept of kana-

kanakolu thirtyrama'a shoe

kanaha forty lole w5wae pants

kanalimakanaono

fiftysixty

mu'umu'u loose gown

kanahiku seventy pilule shirt

kanawalukanaiwa

eightyninety

*ale hat

Kana is a prefix which indicates that it multiplies

the base work (kolu, ha, etc.)

exposure

Animals.=

exposureHo'okahi (one, alone, See K-1

Transportation

one of somethingsopposed to one ina series)

ho'okahi kama'a (just) one shoe *ka'a car

ho'okahi wa'a (only) one canoewa'a canoe

* Hawaiianized English

376183

377 4

m3kaukau prepared, ready

nani beautiful, pretty

nui big, plenty, many, much

pau finished, consumed, destroyed

piha full

vela hot

Colors

hinahina gray

ke'oke'o white

melemele yellow (golden)

Grades K-1

Days of the Week Exposure

POlakahi Monday

POlalua Tuesday

,PiPakolu Wednesday

PO'aha Thursday

PO'alima Friday

Pii'aono Saturday

1.5pule Sunday

*fmlauAu broom *Months Exposure

*polo` blueKepakemapa September

poni purple"Okakopa October

likala piik'Nowemapa November

'alani orangeKekemapa December

lele'ele black'Ianuali January

I- I 1oma ana o greenPepeluali February

'ula'ula red Malaki March

'Apelila April

School Mei May

*kula school Tune June

kumu kula school teacher Iulai July

noho chair 'Aukake August)

puka door; hole through something

* Hawaiianized English 184 37J

Social Life & Relations

inoa

kaikamahine

kamaiki/*pepe

kine

keiki

keiki k5ne

kupuna

kupuna wahine/kupunalane

makua

114ua k5ne/makuahine

wahine

'ohana

Nature

ahiahi

5nuenue

awakea

hiik5

kahakai

kai

kakahiaka

15

Tani

o

name

girl, daughter

baby

man, husband

child

boy, son

grandparent

grandmother/grandfather

`,.


parent

father/mother

woman, wife

family

evening

rainbow

mid-day

star

beach

sea, salty water

morning

day; sun

heaven(ly); chief(ly)

380

Grade K-1

185

mahina

makani

manu

P6

piihaku

pua

wai

sauinal5

luku,

moon

wind

bird

night, darkness

rock, stone

flower, descendant

fresh, non-salty liquid

afternoon

louse, flea

Hawai'ifLifestyle (hula, music, arts/crafts, games/sports)

aloha

hula

kapu

kOkua

mahalo

Food

i'a

kalo

moa

pPina

poi

pua'a

'ai

,- -

love; to greet

dance; to dance

rules/laws; sacred

help; to help

thanks; to thank; to admire/like

fish

taro

chicken

to dine

mashed kalo, :uala, or 'ulu

pig

to eat; also sometimes used as thegeneral word for the staples kalo,taro, or poi

4....../

381

'Tlio dog puka

'ono tasty, delicious puka aniani

door; hole through something

window

Body Parts Miscellaneous Verbs

ihu nose hana to work, to make, to do

kino body hele mai to come

lima hand, arm hele'aku to go (away)

maka eye hiamoe to sleep

pepeiao ear halo to go, run, sail

piko navel ,., ho'olohe to listen

pold head holomakaukau to prepare, make ready

po'ohiwi -shoulder kahea to call

waha mouth kii -.to stand

vs5wae foot, leg lele to jump, fly

'45 stomach nan5 to look (at)

Household Terms

hale house

*home home

lanai patio

'lua toilet

*lumi room

noho chair

p5kaukau table


382 186

noho to sit

Miscellaneous Adjectives,*

akamai smart, intelligent, clever

anuanu cold

hau'oli happy, glad, content

hou - new

i small

loa long, very

lalihi long

Maikali good

383

GriOes K-1

Poimals Numbers 0-19; concept of -6m5-/-kumama-

*hipa sheep 0 'ole

honu turtle1 'ekahi

2 'elmi'a fish 3 'ekolu

*kaki duck4

5

'eha

'elima

kao goat 6 'eono

*lipaki rabbit7

8

'ehiku

'ewalu

lio horse 9 'eiwa

manu bird 10 'umi

moa chicken11

12

'umikumakahi

'umikumalua

*peleha turkey 13 'umikumakolu

pipi beef, cattle14

15

'umikUmahalumikkalima

pOpoki cat 16 . 'umikumaono17 'umikUmahiku

pua'a pig 18 'umikumawalu

pueo owl19 'umikumaiwa

'ekake /kekake donkey NOTE:

,

In modern secular use from 11 through 99, the numbers

. 'ilio doginvolving units one through nine are formed by usingthe appropriate tens number with the infix, "-k5m5-,"and then the particular unit number; e.g., eleven isten plus one, iumi-kiimi-kahi.

* Hawaiianized English 384 Q187

In the older form,.the Hawaiians used the infix, "-kumama- "Some kiipuna, especially those still active in Hawaiianchurches where the Hawaiian Bible is read out loud, mayprefer the older form. The children should be.exposed toboth forms but they should concentrate on learning to usethe modern form actively.

385

BIBLIOGRAPHY

Ahupua'a, The (poster and kit). Honolulu: The Kamehameha Schools Press, 1982.

Aloha Council, Boy Scouts of America. Hawaiiana. Honolulu, 1975.

Begley, Bryan W. Taro in Hawaii. Honolulu: The Oriental Publishing Co., P.O. Box 22162, Honolulu 96822, 1979.

Cameron, Robert. Above Hawaii. Cameron, 1977.

Carter, Gann. Sightseeing Historic Hawai'i. Honolulu: Tongg Publishing,Co., 1979.

Corum, Ann Kondo. Ethnic Foods of Hawai'i. Honolulu: The Bess Press, 1983.

Day, Grove. Kamehameha, First Kinuof Hawai'i. Honolulu: Hogarth Press, 1974.

Elbert, Samuel H. and Mihoe, Noelani. Na Mele o Hawaii Nei, 101 Hawaiian Songs. Honolulu: The University Press of Hawai'i, 1970.

* Feher, Joseph. Hawaii: A Pictorial History. Honolulu: Bishop Museum Prey's, 1969.

Gillett, Dorothy K. Comprehensive Musicianship through Classroom Music, Zone 1, Books A and B. Menlo Park, California:Addison- Wesley Publishing Co., 1977.

Gutmanis, June. Kahuna Lau Lapa'au. Honolulu: Island Heritage Publishing Co., 1977.

Hanohano, Joyce. A Trip to the Taro Patch. Region IX, U.S. Department .of Health, Education and Welfare,1978.

Hausman, Ruth L. Hawai'i, Music in Its Historx. Rutland, Vermont: Charles E. Tuttle Publ. Co., 1968.

Holt, John D. Monarchy in Hawaioi. Honolulu: Hogarth Press, 1971.

Hoogs, Peter. Colorful Hawaiian Fish. Hilo, Hawai'i: Boom Books, 1973.

Ho'omakeikei/Explorations (various years). Honolulu: The Kamehameha Schools/Bernice P. Bishop Estate, 1981-83.

Hoyt, Helen. Princess Ka'iulani. Honolulu: Island Heritage Publishing Co., 1974.

Kaeppler, Adriennd L. Kapa, Hawaiian Bark Cloth. Hilo, Hawai'i:- Boom Books, 1980.

Kamae, Lori. Thp Empty Throne. Honolulu: Topgallant Publishing Co., Ltd:, 1981.

King, Charles E. King's Book of Hawaiian Melodies. Miami Beach, Florida: Hansen House (reprint), 1977.

King, Charles E. King2sSongsof1lawail-i. Miami Beach, Florida: Hansen House (reprint), 1977.

Krauss, Beatrice H. creatial Hawaiian Ethnobotanical Garden. (Educational Series No. 1), Honolulu: Harold L. LyonArboretum, University of Hawaii, September 1980.

Krauss, Beatrice H. Ethnobotany of the Hawaiians. (Lecture No. 5), Honolulu: Harold L. Lyon Arboretum, Universityof Hawai'i, May 15, 1974. (Publication copyrighted 1978)

Krauss, Beatrice H. Ethnobotany of Hawaii. Honolulu: University of Hawai'i, Dept. of Botany, 1974.

Krauss, Beatrice H. Native Plants Used as Medicine in Hawai'i. Honolulu: Harold L. Lyon Arboretum Association, 1979.

386 188387

le

Krohn, Val Frieling. Hawai'i Dye Plants and Dye Recipes. Honolulu: University Press of Hawai'i, 1980.

1 Lucas, Lois. PlAts of Old Hawai'i. Honolulu: The Bess Press, 1982.

Mahoe, E. Noelani. E Himeni Hawai'i KakOu: Hopolulu: The Governor's Committee on Hawaiian Text, Materials, 1973.

''L

MCDonakci,'Marie A. Ka Lei. Honolulu: Topgallant Publishi g Co., Lid., 1978.

Mellen, Kathleen D. Hawaiian Heritage. New York: Hasting iouse, 1963.

Mellen, Kathleen D. The Lonely Warrior: Kamehameha the Great of Hawai'i. New York: Hastings House, 1980.

Mit. chill, Donald K. Hawaiian Games 'for Today. Honolulu: The Kamehameha Schools Press, 1975.

Mitchell, Donald K. Resource'Units in Hawaiian Culture. Honolulu: The Kamehameha Schools Press, 1982.

Morgan, Roland. Honolulu Then & Now. Orinda, California: Bodima Books, 1978.

Mrantz, Maxine. Women of Old Hawai'i. Honolulu: 4.10a Graphics and Sales, 1975.

Piiku'i, Mary K. and Elbert, Samuel H. Hawaiian Dictionary. Honolulu: University Press of Hawai'i, 1971.

Piiku'i, Mary K., Elbert, Samuel H. and Mo'okini, Esther 1. Place Names of Hawai'i. Honolulu: University Press of Hawai'i, 1974.

Pilkuli, Mary K. and Curtis, Caroline. Tales of the Menehune. Honolulu: The Kamehameha Schools Press, 1960.

Pilku'i, Mary K. and Curtis, Caroline. The Water of Kane. Honolulu: The Kamehameha Schools Press, 1951.

Rizzuto, Shirley. Hawai'i's Pathfinders. Honolulu: The Bess PreSs, 1983. ,

Scott, Edward. The Saga of the Sandwich Islands. .

Thompson, Vivian. Hawaiian Tales of Heroes and Champions. New York: Holiday Houses, 1971-

Thompson, Vivian. Maui-Full-of-Tricks; A Legend of Old Hawai'i.

Titcomb, Margaret. Native -Use of Fish in Hawai'i. Honolulu: University Press of Hawaii, 1972.

Waldron, Else. Honolulu 100 Years Ago. Honolulu: Fisher Printing Co., 1967.

Zambucka, Kristin. Princess Ka'iulani: The Last HOpe of Hawai'i's Monarchy. Honolulu: Mana Publishing Co., 1976.

388189

ti

389

BIBLIOGRAPHY OF DOE/OIS DOCUMENTS

Bibliography for Hawaiian Studies, Multimedia Services Branch, RS'81-2106, December 1981.

Eiementary Social Studies Program Guide, General Education Branch, RS 81-1136,'July 1981.

Haku Mele o Hawai'i, General Education Branch, various volumes/various years.

Hawaiian Studies Program Guide (Draft), General Education Branch, RS 81-0655, March 1981.

Leaps and Bounds, A Guide for ETV Movement Education Series, RS 82-3417, August 1982.

Ni Ki'i Ho'ona'apao/Hawaiian Studies Instructional Visuals and Teacher's Guide, General Edu6tion Branch, October 1981.. _

Nutrition Education Teacher's Guide (Draft), General Education Branch and UH-CROG, June 1982.

Resource Units in Hawaiian Arts and Craftsd General Education Branch, RS 81-0719, April 1981.

Strings and Things, Septembei" 1967.

TAC Guidelines and Video Holdings, Multimedia Services Branch, 'RS 81-2093, January 1983.

DISCOGRAPHY

Melveen Leed's Grand Ole Hawaiian Music NashvilleAtyle, Leh.ua Records, SL 7053

Paniolo Country, J-San Records, JSR-1974, Gabe Kila and the N5n5kuli Sons

The Original Sesame Street, Children's Television Workshop

The Sesame Street Fever, Children's Television Workshop, CTW-79005

3ju190

4..

39i

SONGS AND CHANTS

TITLE/TRANSLATION COMPOSER PAGE SUBJECT SOURCE

.'A-Aloha Mai

Aloha 'Oe(Farewell to,You)

'Ainahau(Hau Tree Land)

E Marano

Haunani Bernardino

Lili'uokalani

Likelike

Traditional

21-23

115

111-115

119-121

\

Aloha

Aloha

Estate of Ka'iulani

Wife of Kekuaokalani who diesat his side during the battleof Kuamo'o

p. 51

Na Mele 0 Hawai'i Nei (NM),pp. 35-36

E Himeni Hawaii K5kou (EHHK), p. 6

Hawai'i Music Program (HMP),Zone 1-Book A, pp. 90-91

Eia Makou Na Mahi'ai Mahela Rosehill 11-15 Farmers p..46

(Here We Are The Farmers)

Hawai'i's Greetings Dorothy Gillett 23-25 Greetings-morning/noon/night HMP, Zonel-Book B, p. 154

Hawaii Pono'i Kal5kaua/Berger 115 Hawai'i's anthem Music Comprehensive Musician-ship Proun, Gr. 6, p. 2

Hawaiian Rough Riders Traditional 107 Cowboys NM, pp. 42-43.

He Kino Maika'i NO Hawaiian Studies State 9 Body parts p. 47

(A Fine Body) Staff

Huki I Ke KalO4 Harriet Ne 101-103 Taro harvesting/preparation p. 155

(Pull the Taro)

Kanaka Mahi'ai Ralph Alapa'i 15-17 Farmers p. 15

(The Farmer).

Ka'uiki . Traditional 81-85 Fortress Hill in H5na, Maui p. 165

(The Gl-immer)

Ke Ao Nani/Nani Ke Ao Nei Kawena Puku'i 93-94 Environmental awareness HMP, Zone 1-Book B, pp. 146-149

(The Beautiful World) Hawaiiana Aloha Council, BoyScouts of America, pp. 140-142.

Koni Au Kal5kaua 101 Royal water King, Charles E. King's Book of

(I Thirst) Hawaiian Melodies TREMH), p. 67

392 191 393

TITLE/TRANSLATION COMPOSER PAGE SUBJECT

Lei 'Awapuhi(Ginger Lei)

Mekia Kealaka'i 95-97 Ginger lei

Makalapua Traditional 115-119 In honor of Lili'uokalani

(Profuse Bloom)

Mele Pa'ani E Katherine Maunakea 17-19 Directions using the body(Game Song)

Na Kumu Ola 0 Hawai'i Nu'ulani Atkins and 103-107 Sources of life(The Life Giving Sourcesof Hawai'i)

Holoua Stender

Na M5hele 0 Ke Kino Explorations Staff 9-11 Body parts(Parts of the Body)

Na Moku 'Eh5 J. Kealoha 85 Hawai'i, Maui, O'ahu, Kaua'i

(The Four Islands)

N5,10ihana Like 'Ole Hawaiian Studies 49-50 Occupations

(Various Occupations) State Staff

Paniolo Country Marcus Schutte, Jr. 111 Cowboys

(Cowboy Country)

Wai 0 Ke Aniani(Crystal Water)

Who Ark The People In YourNeighborhood?

394

Traditional 97-99 Water

SOURCE

NM, pp. 73-74

King, Charles E. King's Songsof Hawai'i, pp. 112-113

EHHK, pp. 90,-91.

p. 176

p. 48

KBHM, p. 80

I). 49-50

Melveen Leed's Grand OleHawaiian Music Nashville Style,L ?, Lehua Records, SL 7053

Paniolo Country, LP, J-SanReci)rds, JSR-1974, Gabe Kila

and the Winikuli Sons

NM, p. 93-94

17-19 Neighbors The Original Sesame Street, LPSesame Street Records

192

0

395

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