Alexander & Baldwin Sugar Museum Education Program 2nd Grade Teacher Resource Packet

P.O. Box 125, Puunene, 96784 Phone: 808-871-8058 Fax: 808-871-4321 [email protected] http://www.sugarmuseum.com/outreach/#education https://www.facebook.com/AlexanderBaldwinSugarMuseum/

The Alexander & Baldwin Sugar Museum is an 501(c)(3) independent non-profit organization whose mission is to preserve and present the history and heritage of the sugar industry, and the multiethnic plantation life it engendered.

All rights reserved. In accordance with the US Copyright Act, the scanning, uploading and electronic sharing of any part of these materials constitutes unlawful piracy and theft of the Museum’s intellectual property. For more information about the legal use of these materials, contact the Alexander & Baldwin Sugar Museum at PO Box 125, Puunene, Hawaii 96784.

Alexander & Baldwin Sugar Museum Education Program 2nd Grade Teacher Resource Packet Table of Contents

Education Program Statement Overview: • Reservations • Tour Size & Length • Admission Fee • Chaperone Requirements • Check In • Lunch • Rain • Rules Nametags Gallery Map Outdoor Map of Activity Stations* Education Standards Vocabulary Words The Process of Sugar Explained One Armed Baldwin Story Greetings in Different Languages *For a complete description of outdoor activities, see “Second Grade Activities Descriptions” or “Chaperone Activities Descriptions” at our website, http://www.sugarmuseum.com/outreach/#education

Alexander & Baldwin Sugar Museum Education Program Statement

What we do As the primary source of information on the history of sugar on , the Alexander & Baldwin Sugar Museum responds to the educational needs of the community by developing programs that interpret the history of the sugar industry and the cultural heritage of multiethnic plantation life; providing online learning materials in an historic setting; providing learning materials online, and supporting educators’ teaching goals.

For whom do we do it For Maui’s students’ pre-K to college, families with school aged children, teens, adults and seniors, residents and visitors alike.

How we do it In partnership with Maui’s students, teachers and communities of learning, we provide an extension of the classroom on-line with meaningful learning materials and in an historical setting, using authentic objects and hands on activities along with guided instruction and question and answer techniques to encourage critical thinking. We strive to align our content to State of Hawaii Department of Education benchmarks, and remove barriers that would otherwise deny access to learning.

Why we do it To create an awareness of the influence of the sugar industry on the island, and the legacy it left behind, which is evident today in its people and landscape; to make connections between the past and present; to create a deeper understanding of the , and to instill a passion for lifelong learning beyond the classroom.

Welcome to the Alexander & Baldwin Sugar Museum Education Program for Second Graders! Overview: The Alexander & Baldwin Sugar Museum is a 1902 plantation supervisor's home turned into a multi-faceted historical museum focusing on the social, cultural, and technological aspects of the sugar industry as it has evolved in Hawaii. The Education Program operates on Tuesdays and Thursdays, 9:30 a.m. to 11:30 a.m., September through May. Guided tours of the museum gallery give the students an understanding of the islands’ plantation heritage. Special activities are provided to enhance the curriculum.

Reservations It is recommended that reservations be made as soon as possible. Reservations are taken on a first come, first served basis. Visit our website at http://www.sugarmuseum.com/outreach/#education and use our online reservation form. All the information and forms you need to prepare for your visit are on our website. Alternately, you can call 871-8058, or email your reservation request to [email protected].

Tour Size and Length The ideal group size is 40-60 students. The program time is 2 hours, not including lunch. Arrival is at 9:15 am. The program begins promptly at 9:30 am.

Admission Fee Second Grade Students, $1, all other grades, $2. Teachers and chaperones are admitted free. Please remit payment to museum front desk upon arrival. Cash, check, Visa or MasterCard accepted. If your school requires an invoice, please let us know and your school will be billed after your last visit day.

Chaperone Requirements • Six (6) adults are required per visit. You are welcome and encouraged to bring more than the required number of chaperones. Teachers should be in addition to required chaperones, and can act as “floaters” to assist with the entire group. • Chaperones are arranged by the participating school. A Chaperone Agreement and Chaperone Activities Descriptions are required, and can be downloaded here. You must either instruct the chaperone to print the documents from our website, or you print them out and distribute. It is mandatory that the chaperone bring the signed Agreement page to us before or on the day of the visit. No Agreement, No Admittance, No Exceptions. • Chaperones are expected to get familiar with the activities and actively participate in the program and supervise their groups at all times. (continued next page)

• Cell phone or electronic device use by all adults in all groups is prohibited during the program, except in the case of an emergency. However, phones may be used for taking pictures. • Chaperones may not bring other children, such as infants, toddlers or other school aged children.

Check In • Please arrive by 9:15 a.m. If you arrive earlier, you may offer a snack and a stretching session to your students. • Upon arrival, the Education Coordinator will greet you in the museum’s front yard, go over program and museum rules and what is expected of your group. There will be time to pay museum admission and secure belongings and students’ lunch packs outside the museum. • Divide students into six groups with one or more adult chaperones per group. • Program begins.

Lunch You are welcome to bring your picnic lunch for after the program. Picnic tables are available for use, or you may bring mats and enjoy the large grassy areas in the museum yard.

Rain We do not have covered areas in case of rain. If possible, your visit will be rescheduled. You will be notified by 8:00 a.m. on the day of your visit if your field trip needs to be rescheduled due to the weather. We will attempt to reschedule your visit at this time, but cannot guarantee your alternate date will be available.

Museum Rules • Groups must stay together at all times while in the museum and on the grounds. • No food, drinks, cellphones, personal electronic devices or chewing gum permitted in the museum. • Students are expected to speak in quiet voices while inside the museum. • No running! Students must walk at all times while in the museum and on the grounds. • Appropriate footwear is required. We request students wear closed toe shoes. • Please handle educational materials with respect. • Please give your full attention to the docent (tour guide) during the museum tour, and thank them when the tour is complete. Help your students do the same. • Climbing on the outdoor exhibits and trees is prohibited. • HAVE FUN!

Hawaii Department of Education Second Grade Standards

The Sugar Museum’s Second Grade Educational Program follows the Hawaii Department of Education’s Standards Based Education Curriculum and General Learner Outcomes.

In our effort to teach the students about Maui’s sugar industry, we hope that all students who participate in this program will be: • Self –directed Learners (the ability to be responsible for one’s own learning) • Community Contributors(the understanding that it is essential for human beings to work together) • Complex Thinkers (the ability to demonstrate critical thinking and problem solving) • Quality Producers (the ability to recognize and produce quality performance and quality products) • Effective Communicators (the ability to communicate effectively) • Effective and Ethical Users of Technology (the ability to use a variety of technologies effectively and ethically)

The basis of the activities and museum tour are centered on the Hawaii Content & Performance Standards III for Social Studies, Next Generation Science Standards, and Common Core Language Arts and Mathematics Standards.

Hawaii Content & Performance Standards III for Social Studies

Strand: Historical Understanding • Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY- Understand change and/or continuity and cause and/or effect in history o Topic: Chronological Thinking ▪ Benchmark SS.2.1.1: Construct timelines to sequence events • Standard 2: Historical Understanding: INQUIRY, EMPATHY, AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms o Topic: Historical Inquiry ▪ Benchmark SS.2.2.1: Investigate the history of families using level- appropriate primary sources (e.g., artifacts, photographs, interviews, documents)

Strand: History • Standard 3: History: HISTORICAL CONTENT: Understand sharing and caring for people and earth o Topic: Stewardship ▪ Benchmark SS.2.3.1: Describe ways in which specific government agencies are responsible for environmental issues and concerns

Strand: Cultural Anthropology • Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY- Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time. o Topic: Cultural Systems and practices ▪ Benchmark SS. 2.6.1: Describe ways in which own and other cultures express their cultural beliefs and practices through music and art.

Strand: Geography • Standard 7: Geography: WORLD IN SPATIAL TERMS – Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic region and societies around the world. o Topic: Human and Physical Characteristics in Spatial Terms ▪ Benchmark SS. 2.7.1: Identify and explain the human (man-made) and physical (natural) characteristics of a neighborhood and community. o Topic: Environment and Society ▪ Benchmark SS.2.7.3: Describe a variety of the earth’s natural resources (e.g., water, forests, and oil) and ways in which people use them.

Strand: Economics • Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT - Understand economic concepts and the characteristics of various economic systems o Topic: Economic Interdependence ▪ Benchmark SS. 2.8.3: Explain how people benefit form trade (the exchange of goods and services) o Topic: Role and Function of Markets ▪ Benchmark SS. 2.8.4: Compare the roles of buyers and sellers and explain how they depend upon each other.

Next Generation Science Standards

Structure and Properties of Matter • 2-PS1-1: Plan and conduct and investigation to describe and classify different kinds of materials by their observable properties • 2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose • 2-PS1-4: Construct an argument with evidence that some changes caused by heating and cooling can be reversed and some cannot.

Earth’s Systems: Processes that Shape the Earth • 2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

K-2 Engineering Design • K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Common Core Language Arts Standards

Stand: Reading Informational • Topic: Key Ideas and Details o 2.RI.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. o 2.RI.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Strand: Writing • Topic: Text Types and Purposes o 2. W.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Common Core Mathematics Standards

Domain: Measurement and Data • Cluster: Measure and estimate lengths in standard units o 2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. o 2.MD.3: Estimate length using units of inches, feet, centimeters, and meters.

VOCABULARY WORDS

Samuel Alexander and Henry Baldwin - two businessmen who started the plantation and expanded it, bringing water to central Maui for irrigation purposes.

Artifact - any object made by human work of long ago. (The Sugar Museum has many artifacts pertaining to plantation life, such as a kau kau tin, bottles, charcoal iron and coconut grater.)

Ethnic - having to do with people from other countries. (The Sugar Museum has many artifacts and photos relating to various ethnic groups, such as Filipinos, Japanese, Portuguese, Chinese, etc.)

Museum - a building for exhibiting historical, artistic, and/or scientific objects. (The Sugar Museum has photo exhibits, artifacts of plantation life, scientific objects relating to sugar cane growing and processing, and a gift shop.)

Plantation - a place where a large crop is grown, where people work as well as live, making it a community in itself. (The Sugar Museum shows plantation life with artifacts, photos and scale models.)

Sugar Cane - a giant grass from which sugar is produced. (Other products from sugar cane are molasses and bagasse, dried cane fiber which was used to fuel mill processes.)

Inverted Siphon - Inverted means to turn upside down. Large inverted siphons are used to transport water across valleys for irrigation. Pressure from liquid flowing in one end simply forces liquid up and out the other end. (The Sugar Museum has an exhibit of an inverted siphon, and it is one of the outdoor activities within the school program.)

What is Sugar Cane, and how is it made into Sugar?

Sugar cane is a giant grass with stalks growing 8 to

30 feet tall. The stalk is full of a sweet juice. Sugar cane grows from cuttings.

When the cane was ripe, it would be harvested. The leaves were burned during cane fires. The stalks were cut and sent to the sugar

mill.

At the mill, giant shredders would take out the sweet juice.

This juice was cooked into thick syrup and dried to raw sugar.

The raw sugar was sent away to a refinery to be processed into the white sugar you

know.

One-Armed Baldwin Descending into Maliko Gulch*

Between the years 1876 and 1878, was trying to build the historic ditch, so that he could bring water to the dry central area of Maui. Work nearly stopped when his workmen came to Maliko Gulch. This dangerous gulch was the last great obstacle in completing the ditch. To finish the ditch, the men had to lay the pipe down and up the sides of the gulch. This was a very steep cliff. The men were supposed to lower themselves over the cliff by rope, hand over hand. At first, they absolutely refused to do so because they felt that it was too dangerous a task, and they didn’t believe the project would actually work. This was a very serious situation for Mr. Baldwin, as he needed the water for sugar crops in the central area.

Mr. Baldwin had lost his right arm in a mill accident in Paliuli in 1876, but he slid down the rope using his legs and his one arm. He gripped and released the rope to take a fresh hold lower down, and continued this way until he was two hundred feet straight below at the rocks. The workmen were so inspired by Mr. Baldwin's show of courage that they did not hesitate to follow him down the rope. Because of everyone's determination and hard work, the Hamakua Ditch was completed in 1878 and water was brought to Maui's central area.

*See Art Kodani's rendition of this story in the Human Resources room at the museum!

Greetings in Different Languages

Greeting Hawaiian Chinese Japanese Spanish Korean Filipino

Hello Aloha Le Ho Ma Konnichiwa Hola Anunahaseyo Kumusta Mahalo Nui Arigato Muchas Thank You Loa Mh Goi gozaimasu Gracias Kamsahamnida Salamat

Good bye Aloha Joi Gin Sayoonara Adios Jalgaseyo Paalam

Delicious Ono Hou Sik Oishi Delicioso Matt-it da Masarap