DOCUMENT RESUME ED 262 131 UD 024 468 TITLE Hawaiian Studies Curriculum Guide. Grade 3. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. PUB DATE Jan 85 NOTE 517p.; For the Curriculum Guides for Grades K-1, 2, and 4, see UD 024 466-467, and ED 255 597. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS *Cultural Awareness; *Cultural Education; Elementary Education; *Environmental Education; Geography; *Grade 3; *Hawaiian; Hawaiians; Instructional Materials; *Learning Activities; Pacific Americans IDENTIFIERS *Hawaii ABSTRACT This curriculum guide suggests activities and educational experiences within a Hawaiian cultural context for Grade 3 students in Hawaiian schools. First, an introduction discussesthe contents of the guide; the relationship of classroom teacher and the kupuna (Hawaiian-speaking elder); the identification and scheduling of Kupunas; and how to use the guide. The remainder of thetext is divided into two major units. Each is preceded byan overview which outlines the subject areas into which Hawaiian Studies instructionis integrated; the emphases or major lesson topics takenup within each subject area; the learning objectives addressed by the instructional activities; and a key to the unit's appendices, which provide cultural information to supplement the activities. Unit I focuseson the location of Hawaii as one of the many groups of islands in the Pacific Ocean. The learning activities suggestedare intended to teach children about place names, flora and fauna,songs, and historical facts about their community, so that they learnto formulate generalizations about location, adaptation, utilization, and conservation of their Hawaiian environment. Unit II presents activities which immerse children in the study of diverse urban and rural communities in Hawaii. The activities promote the study of factors that influence the start and growth of communities in Hawaii and elsewhere in the world, the ecosystem, environmental ethicsand economics, and the adaptation of animals and plants to the various environments found in Hawaii. General appendices includea basic Hawaiian vocabulary list, discussions of the concepts of self and "'ohana" (family-based community); a bibliography and discography; and a list of songs cited in the text. (KH). *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** US. SIMPARTIIIIINT Of INIUCATION INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER IERICI decurront has ban roprediocel as P.1-2.14-41c, mead from the moon or oeparsanion Ortrinirtirte rt. n.r Seta. 4yd" 1roitcc., C.1 Miner charges hove bun mods so improve - solu -tion quality. 144, 7/..Ltstrucki:uffuutiea Poises:4 view or opinions Mimi in this docu- TO THE EDUCATIONAL RESOURCES ment de not moan* moment oftialNEE INFORMATION CENTER (ERIC)." NOW elb...__..,,pli/ny. A t1a**4 BEST COPY AVAILABLE The HonorableGeorge R. Arlyoshl Governor, State ofHawaii BOARD OF EDUCATION Rev. Darrow K, Alone.Chairperson Mako Araki, FirstVice-Chairperson Randal Yoshida. Second Vice-Chairperson Margaret K. Apo Charles Norwood Sherwood M. Hare John R. Penebacker Dr. Hatsuko F, Kawshara Akira Saklma Michael Matsuda Meyer M. Ueoke Ronald Nakano William A.K. Waters Francis M. Hatanaka. Superintendent of Education Dr. Margaret Y. Oda,Deputy Superintendent Bartholomew A. Kane, StateLibrarian Claudia Chun. Assistant Superintendent Office of InstructionalServices Vernon H. Honda, Assistant Superintendent Office of BusinessServices Albert Yoshii, AssistantSuperintendent Office of PersonnelServices William Araki, DistrictSuperintendent Leeward District 'attics Gordon Kuwada, DistrictSuperintendent Central District Office Lokelani Lindsey. DistrictSuperintendent Maui District Office Dr. Kiyoto Mizub DistrictSuperintendent Hawaii District Office Dr Mitsugi Nakashima, District Superintendent Kauai District Office Chiudio Suyat DistrictSuperintendent Honolulu District Office Kongo Takata, DistrictSuperintendent Windward District Office 4 HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 3 Name (optional): HAWAIIAN STUDIES PROGRAM School/Office: R. Lokomaika'iokalani Snakenberg EVALUATION FORM Grade/Subjects Taught: 189 Lunalilo Home Rd., 2nd Flr. Honolulu, Hawai'i 96825 Date: Telephone: 395-8782 Evaluation needed by June 30, 1985 Aloha kikou! As users of this Curriculum Guide or as persons interested in the direction which the Hawaiian Studies Program will take over the next few years, you are being asked to kokua state OIS Hawaiian Studies Program staff by taking the time to fill out this evaluation form and sending it back to us by June 30, 1985. Please send the completed evaluation to the address given above. We as that you not make an evaluation of this guide until you have actually had a chance to use it as designed in conjunction with the kokua of a native speaker kupuna. In an effort such as this, it is inevitable that some aspect of the curriculum could be over- lookiaTTihether it be content details, techniques for presenting a lesson, proper references for something which seemed commonplace to the curriculum developers or a certain appendix which you might feel should be included. Please forgive the oversight and help us by calling it or them to our attention 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 may be added in the margin. Rating should be made on a scale of 1to 5: 1-Strongly Agree, 2-Agree, 3-Undecided/No Opinion,4-Disagree and 5-Strongly Disagree. SA A U D SD Comments 1. The open-page format displaying all subject areas through which the 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 for the Grade levels/Units were helpful. 1 2 3 4 5 4. In general, the appendices provided most of the teacher information that I needed to execute the plans successfully. 1 2 3 4 5 5. In general, the work planned for Grade 3 is too easy. 1 2 3 4 5 6. The Learner Objectives from the Hawaiian Studies Program Guide were easy to locate in the overviews of each unit. 1 2 3 4 5 (Continued next page) a 6 HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 3 EVALUATION FORM B. In this section, please feel free to expand upon your critique, comments and suggestions. Additional sheets may be attached. Unit I: Unit II: General Appendices: Other Comments: FOREWORD The Department of Education is pleased to present this Hawaiian Studies Curriculum Guide, Grade 3 to teachers, kiipuna and other interested parties who are working toward fulfilling the mandate of the State Constitution thata Hawaiian education program be established within the Department which provides for the study of Hawaiian culture, historyand language. Whereas the fourth grade has long been the level at which study of the indigenous Hawaiian culturewas carried out, the Department wishes to integrate study about Hawai'i into our various subjectareas at all levels of the curriculum. In the lower elementary grades, teachers and kupuna are to provide our students with educational experiences and activities which help them to understand the self, the 'ohana (family) and the community withinour contemporary Hawai- ian environment. The educational activities incorporated guide were developed in accordance with the objectives of the Hawaiian Studies Program Guide for this grade. This guide includes certain revisions of the draft guide for grades K-3 which appeared in September 1981. That draft guide is now considered inappropriate and should not be used since work with new objectives in Primary Education Curriculum over the past severalyears has resulted in a restruct- uring of much of the material in the original draft document and the addition of muchnew material designed to integrate the focus of study of the community into a contemporary context applicable to all ofour students in the public elemen- tary schools. Many of the activities contained herein are designed for collaborative use by regular classroom teachers andour beloved kiipuna. These may deal with aspects of study concerning the Hawaiian language, stories or tales about peopleor events related to the students' immediate locale and environment, the use of Hawaiian cultural skills still practiced by members of our Hawaiian and general communities such as gathering limu or preparing various local foods, the singing of Hawaiian and hapa-Haole songs relating to the various communities an islands of Hawai'i nei, dance and other movement related to our Hawaiian environment and other physical and intellectual activities inteTifing Hawaiian studies into the regular lower elementary curriculum. Teachers who do not currently enjoy the regular services of kipuna should be aware that this guide was designed with them in mind also since most of the Hawaiian studies activities can easily be presented by our professionals using the detailed lesson plans and supplementary materials contained in this guide. Training in the use of this guide and in the collaborative relationship between teacher and kupuna is available from district and state staff upon request bld at certain planned intervals during the year. Such training and the production of