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*Statelistory IDENTIFIERS *Hawaii; *Hawaiian Studies

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*Statelistory IDENTIFIERS *Hawaii; *Hawaiian Studies DOCUMENT RESUME ED,255 597 UD 024 145 TITLE Hawaiian, Studies Curriculum Guide. Grade 4. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. PUB DATE Apr 84 NOTE 49p. PUB TYPE uides - Classroom Use - Guides (For Teachers) (052) FDRS PRICE MF03/PC26 Plus Postage. DESCRIPTORS Course Content; Cultural Awareness; *Culture; Curriculum Guides; Elementary Education; Family Role; Food; *Geography; *Grade 4; Hawaiian; Hawaiians; Housing; Instructional Materials; Migration; Recreational Activities; Religion; Social Structure; *Statelistory IDENTIFIERS *Hawaii; *Hawaiian Studies ABSTRACT, This curriculum guide to Hawaiian Studies for fourth graders is designed to be used in conjunction with a social studies guide called "Early Hawaiian Life." The curriculum guide is divided into ten units dealing with the followit;g topics: geography; migration-canoe building; land division; society and governmentfamily; society and government--social structure; society and government--religion; food -- agriculture; food -- fishing; shelter; and kapa (barkcloth). Each unit is preceded by an overview section which presents at a glance the subject areas into which the Hawaiian S ies instruction is integrated (social studies, science, language ar s, health, music art, games and recreation, and in one unit, math); the major lesson topics taken up within each subject area; student objectives; and references to unit appendices which contain teacher/student readings and worksheets, teacher background material, and songs and illustrations. The overview is followe' by instructional activities and the appendices. An introduction to the guide includes discussions of the role of the teacher and the Kupuna (Hawaiian-speaking elders) in the program, and of the study of culture through dramatic inquiry. General appendices contain basic Hawaiian vocabulary lists, maps, a list of Hawaiian concepts depicted in the guide's artwork, and bibliographic materials. 00) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** US. 01PANTIAINT Of SOS/CATION - % NATIONAL INSTITUTE OP EDUCATION - EDUCATIONAL RESOURCESINFORMATION CENTER IERICI his document has been reproduced a received from the person or organIzailon otifelnattng It. U Minor changes have been made to improve reproduction quality Points of vim or opinions stated In this docu ment do not necessanlv represent official NIE position or poky. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTEDBY etteiltiiaft fate. rt (IP TO THE EDUCATIO Al. RESOURCES INFORMATION CENTER (ERIC)." i BEST COPY AVAILABLE The Honorable George R. Arlyoshi Governor, State of Hawaii BOARD OF EDUCATION Noboru Yonarnrie, Chairperson John Penebacker, First Vice-Chairperson Sherwood M. Hasa, Second Vice- Chairperson Rey, Darrow 1..K Alan's Janie Nakamatsu, J.D. Margaret K. Apo Meyer M Ueoka Mako Araki William A.K. Waters Dr Hatsuko F. Kawahara Randal Yoshida June C. Leong Dr. Nancy Foon Young Francis M. Hatanaka, Acting Superintendent of Education Dr Margaret Y. Oda: Acting Deputy Superintendent Bartholomew A Kane. State Librarian Claudia Chun, Acting Assistant Superintendent Office of Instructional Services Vernon H Honoa, Assistant Superintendent Office of Business Services Albert Yoshi!, Acting Assistant Superintendent Office of Personnel Services Gordon KUwada. Acting District Superintendent Central District Office Lokelani Lindsey District Superintendent Maui District Office Dr Klyeto Mizithrt District Superintendent 4 Hawaii District Office Dr: Mitsugi Nakashima, District Superintendent Kauai District Office Andy Nu District Superintendent Leeward District Office Claudio Suyat Acting District Superintendent Honolulu District Office Kengo Takata. District Superintendent Windward District Office 4 Hawaiian Studies Curriculum Guide ,..." e w _'1411IF v,ff a NErr11111, Office of instructional Services/General Education Branch Department of Education State of Hawaii RS 84-6010 April 1984 GRADE 4 -5 HAWAIIAN STUDIES CURRICULUM GUIDE) GRADE 4 HAWAIIAN SUTDIES PROGRAM Name (optional): EVALUATION FORM 189 Lunalilo. Home 'sd. 2nd floor School/Office: Honolulu, Hawai'i 96825 (Photocopies may be used.) Grade/Subjects Taught: Tel 395-8782 Date: EVALUATION NEEDED. BY JUNE .15, 198E Aloha kakou! As users of this Curriculum,Guide, teachers and kupuna teaching in the Hawaiian Studiesprogram are requested to kiikua the Office of Instructional Services Hawaiian Studies program staff by taking the time to fill out this evaluation form after trying. out the activities detailed in this guide. Please return the completed form to the address given above by June 15, 1985 so that comments can be used for future revisions of the guide and for preparation and presentation of appropriate and effective future inser- vice training activities based on this curriculum guide. This guide must be used in conjunction with the grade 4 social studies guide, Early Hawaiian Life.Both guides were written by the Hawaiian Studies Curriculum Developer, a former fourth grade teacher. The purpose of this effort has been to provide fourth grade teachers with detailed lesson plans integrating instruction of Hawai'i-oriented content to support the teaching of concepts, skills, processes and values of the various general education program areas included in the units of this guide. Suggestions and comments relating to content details, techniques for presenting a lesson, appropriate references, collaborative 'plan- fling and lesson presentation by teachers /kupuna, audio-visual instructional aids and any other concerns will be welcome. Additional sheets. may be added. A. In this section, please circle the rating number which is most bppropriate. Comments may be made in the margin. Rating shoul4 be) made on a scale of 1 to 5: 1-Strongly Agree, 2-Agree, 3-Undecided/No Opinion, 4-Disagree and 5-Strongly Disagree. SA A U D SD Comments 1. The material included in this guide is appropriate for grade 4. 1 2 3 4 5 2. The units provide enough activities to carry out Hawaiian studies instruction throughout the entire school year. 2 3 4. 5 4- 3 The scope of the work in this guide is overwhelming to me. 1 2 3 4 5 4. In general, the supporting materials and references made me feel more comfortable in using this guide. 1 2 3 4 5 The overviews for each unit were helpful. 1 2 3 4 5 The Learner Objectives from the Hawaiian Studies Program Guide were easy to locate in the overviews for each unit. 1 2 3 4 5 7. In general, the work planned for grade 4 is made easier with the support of a kuptina teaching with me. 7 1 2 3 4 8. In general, I am satisfied with this guide. 1 2 3 4 5 4 HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 4 EVALUATION FORM B. In this section, please feel free to expand upon your critiques, comments and suggestions. Additional sheets may be attached. Unit I: Unfit Unit IV: UnitVa: b v Unit VI: Unit VII: Unit VIII: Unit IX: Vocabulary Lists: Other comments: I FOREWORD This Hawaiian Studies Curriculum e, Grade 4 is the companion document to the social 'studies guide, Early Hawaiian Life, produced by th ice of Instructional Services in August 1981. This guide includes the rather program areas into which Hawaiian studies content has been integrated. They are science, language arts, music, health4,food and nutrition, art, games and recreation along with mathematics inone of the units. 1 Grade 4 has long been the grade level at which Hawaiian history, values, iltural practices,songs, dances and language have been taught to a certain extent in the public elementary schools.The Hawaiian Studies curriculum is designed to broaden that traditional course of study by providing specific learner objectives to be addressed during the year's instruction, detailed instructional activities integrated into the-various subject areas and a great amount of teacher and student reference materials,games, worksheets, songs, O stories and:visual aids included as appendices to each unit. This latter is done in recognition that today's teachers are responsible for teaching a tremendous amount of knowledge, concepts, values, skills andbehaviors with precious little time and energy available for doing the research needed to find the kindsof materials available at their fingertips in this guide. As with any other State in the Union, the State of Hawai'i has mandated that the history and culture, including language, of our state be studied. In kindergarten through third grade, students are to study aboutour island state in relation to the Hawaiian and other ethnic cultures which blend to formour viable, unique local lifestyle. By the time the students reach the foulh grade, their intellectual maturity and developedsense of chronology permit them to study and understand various aspects Of the culture of the original settlers of this iiina (land). Teachers are encouraged to collaborate with their assigned kiipunaL(Hawaiian speaking elders) tocreate an 'ohana (family) environment in the classroom where the affective concepts detailed inthis guide are used to heighTiii- feelings of self worth and interpersonal esteem. As the students progress in this very important stage of their Hawaiian studies instruction, we hope thatyour students will acquire not only cognitive knowlege of pre-contact Hawaii but, more importantly, a good attitude about learning which will motivate them to strive,for kdowledge and give
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