DOCUMENT RESUME ED 262 130 UD 024 467 TITLE Hawaiian Studies Curriculum Guide. Grade 2. INSTITUTION Hawaii State Dept. of Educat

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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 84 NOTE 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

ABSTRACT This curriculum guide suggests activities and educational experiences within a Hawaiian cultural context for Grade 2 students in Hawaiian schools. First, an introduction discusses the contents of the guide; the relationship of the classroom teacher and the kupuna (Hawaiian-speaking elder); the identification and scheduling of kupunas; and how to use the guide. The remainder of the text is divided into two major units. Each is preceded by an overview which outlines the subject areas into which Hawaiian Studies instruction is integrated; the emphases or major lesson topics taken up within each subject area; the learning objectives addressedby the instructional activities; and a key to the unit's appendices, which provide cultural information'to supplement the activities. In Unit I, the activities focus on an in-depth study of the characteristics of the community and the interdependence within the community. The children are asked to investigate and familiarize themselves with community,helpers, the goods and services they provide, and how life in the community today is similar to or different from that of an earlier Hawaii. In Unit II, the activities center on factors involved in community living,. The children are asked to study natural resources, their availability and importance in the life of the community, and people's influence on the use and management of natural resources in the community. General appendices include a basic Hawaiian vocabulary, a bibliography, and an index to songs and chants cited in the main text. (KM)

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*Ara-REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION PERMISSION TO BY BEEN GRANTED NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS EDUCAT NAL RESOURCES INFORMATION CENTER 1ERtCr P.Tz his dot urnenthas been reproduced as received from the person Jroryaretrattorr T_cleft2,4' ungtna Jr .Cccuta Minor changes have been roads reprove °A Cif( cSISOW-6 nak ,CPrOductrue qrherty FIESURCES TO THEEDUCATIONAL (ERICOI Points of view or upaTions St4terl CENTER Oes dot u INFORMATION rnnt do not necessants represent othi err NIE positron or pokv

------111111sonoolo ....- Office of Instructional Services/General Education BianchDepartment of Education State of Hawaii IRS 84 -6137 May 1984 GRADE 2. 2 3 The Honorable George R. Arlyoshi Governor, State of Hawaii

BOARD OF EDUCATION Noboru Yonamine Chairperson John Penebacker, First Vice-Chairperson Sherwood M Mara. Second Vice-Chairperson Rev Darrow L K Aiona 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 Hatan4k a. 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 Honda, Assistant Superintendent Office of Business Services

Albert Yoshio, Acting Assistant Superintendent Office of Personnel Services

Gordon Kuwada, Acting District Superintendent Central District Office

Lokelani Lindsey. District Superintendent Maui District Office

Or Koyoto Mauna. District Superintendent Hawaii District Olftro

Dr Mitsugi Nakashima, District Superintendent Kauai District Office

Andy Nu, District Superintendent Leeward District Office

BESTCCD" AVAILABLE Clat dio Suyst. Acting District Superintendent Honolulu District Office

Kengo Takata, District Superintendent Windward District Office HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 2 HAWAIIAN STUDIES PROGRAM Name (optional) : R. Lokomaika'iokalani Snakenberg EVALUATION FORM School/Office: 189 Lunalilo Home Road, 2nd Floor (Pnotocopies may be used.) Honolulu, Hawai'i 96825 Grade/Subjects Taugnt: Telephone: 395-8782 Date:

Aloha k5koul As users of this Curriculum Guide or as persons interested in the direction which the Hawaiian Studies Program rill 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 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 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- looked, whether it be content det ils, techniques for presenting a lesson, proper references for something which seemed commonplace to 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.Commentsmay be added in the margin. Rating should be made on a scale of 1 to 5: 1-Strongly Agree, 2-Agree, 3-Undecided/o Opinion,4-Disagree and 4-Strongly Disagree.

SAA U D SD Cannentt I. 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 far the Grade levels/Units were helpful. 1 2 3 4 5

4. In general, the appendices provided most of the teacher information 1 2 3 4 that I needed to execute the plans successfully.

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 Guide were 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:

b s FOREWORD

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

'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 activities which help them _to understand the self, the 'ohana (family) and the community within our contemporary Hawaiian environment. The educational activities incorporated in this 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 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 integrate the focus of study of the family and its place within the commu ty into a contemporary context applicable to all of our students 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 events related to the students' immediate locale and environment, the use of Hawaiian cultur0 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 'ohana and the communities of Hawai'i, dance and other movement related to our Hawaiian environment and other physical and intellectual activities integrating Hawaiian studies into the regular lower elementary curriculum.

Teachers who do not: currently enjoy the regular services of kupuna 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 the guide. Training in the use of this guide and in the collaborative relations,hip between teacher and kupuna_ is available from district and state staff upon request and at certain planned intervals during the year. Such training and the production of this guide are just a part of the effort being made by the Department to fulfill and"support the mandate of the Constitution as it relates to a Hawaiian education program.

Francis M. Hatanaka Superintendent of Education 9 10 4 C K E.DMENTS

The Department of Education is pleased to acknowledge the-kOkua of a number of people, agencies and institutions that 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 and Marilyn Okumura, Likelike Elementary School, who wrote the plans for the original draft guiae for grade 2 which was published in September 1981. OM+

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

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

Ms. Jane Kinoshita, SocialStudi4 Mr. Stanley Yamamoto, Art Ms. Ann Post, kangudge Arts Ms. Katherihe Yamane,.Physical Education' Ms. Lynda Asato, Health Mr. John Hawkins, Environmental Education Ms. Marion Ne'e'aina Todd, Music Ms. Deanna Helber, Nutrition Education Mr. Miles Murioka, Science Education

The Kamehameha Schools, The Bess Press, the Honolulu Star-Bulletin, the Honolulu Advertiser and the individual composers cited herein who graciously permitted the,Department to reprint important references for teacher

and student use. .

Robert Lokomaika'iokalani Snakenberg, Educational Specialist, Hawaiian Studies, who guided the development of 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 advice to the developers and editor in final preparation of this document for printing.

, . 4, %. A General Education Secretaries Amy Morikawa, Joyce'Torres, Chi preen Kato and Terri Sato for typing various parts 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 September 1981 and who shared their mana'o (evaluations) with the developers.

ii 11 12 INTRODUCTION

The Hawaiian Studies Program Guide was written in response to enjoyed by many of our students from different ethnic back- the 1978 Constitutional Amendment which mandates that "the grounds, the 'ohana within the local community and, finally State shall promote the study of Hawaiian culture, history in Grade 3, the local community in comparison to communities and language." (Article X, Section 4) The total elementary throughout Hawaii and the world. school program is described in the program guide with learner objectives for each grade level, K-6. The Learner Objectives The Department intends that children in the lower elementary were developed from Part Iand Part II Performance Expecta- grades learn about Hawaiian culture as it has survived into tions (PEs) which aro found in Student Performance Expecta- this modern age around us. Since many of these children in tions of the Foundation Program, RS78-6054, August 197$7-- grades K-3 cannot differentiate between events taking place Office of Instructional Services. in a time frame of two hundred years ago and those of a year or two ago, it was decided to delay the study of early Hawaiian While elements of the Hawaiian Studies Program apply to each life until their sense of chronology and history reached a of the eight Foundation Program Objectives (FPOs), those FPO's certain level of development. Therefore, it is not until the most critically addressed by the program include: fourth grade that Hawaiian culture of the pre-European contact era is studied in great detail.This is consistent with the FPO II Develop positive self-concept social studies curriculum for that grade level and serves to FPO III Develop decision-making and problem-solving lessen any disruption to the established curriculum that the

skills . introduction of the integrated Hawaiian Studies curriculum FPO V Develop physical and emotional health might pose. FPO VII Develop a continually growing philosophy that reflects responsibility to self as Students in the fifth and sixth grades study U.S. history and well as to others world cultures respectively in their social studies classes. FPO VIII Develop creative potential and aesthetic In Hawaiian Studies, students in the fifth grade have an sensitivity opportunity to contrast their U.S. history study with a parallel study of Hawaii during the same era.The four units cover This Hawaiian Studies Curriculum Guide, Grade 2 has been Migration; Comparative Culture; Outsiders/Diseases/Immigration; designed to provide suggested activities and educational and Hawaiian Poetry, Music and Dance. Hawaii is a part of experiences within a Hawaiian cultural context which will the United States and is studied as such. In the sixth grade, help each student to develop an understanding of the 'ohana the students have an opportunity to study various cultures of (family) and its relationship to the community in an upwt-7.d the world in a pan-pacific perspective and the relationship of spiraling continuum. these cultures to Hawaiian culture. The other two important units of study at this grade level focus on the important This continuum takes the child through an ever-enlarging resources, ka wai (fresh water) and ka laina (the land). study of self, self within the immediate 'ohana (family), the immediate 'ohana within the extended 'ohana-type lifestyle

iii 13 14 In this curriculum guide for grade 2, the focus of Unit I is During training sessions, it is stressed to the kupuna that on the 'ohana (family) and its relationship to the larger they should structure their lessons based on ideas received community. The children are actively involved in activities from the teachers in collaborative planning sessions or that explore the roles of family members and members of the through written communications if face-to-face meetings are- immediate neighborhood. They study the interdependent difficult to arrange because of time constraints. They have nature of community living in the provision oftooft_and the same curriculum guides used by the teachers and references services to meet the needs and wants of people. They also to specific lessons and activities will help them to plan have the opportunity to learn the meaning of Hawaiian effective lessons which can be reinforced by the teacher dur- street and place names in the community, learn some Hawaiian ing other instructional periods. songs and hula appropriate to the study of their environment and practice the 'ohana concepts of living in their daily The General Appendices section of this guide contains the activities and interrelationships with others. vocabulary lists for grades K-2 which were del/Coped with the input of a number of program personnel. It is desirable that Unit II involves the children in a study of how people's teachers and kupuna structure their lessons so that these lives are influenced by their physical location on earth and Hawaiian words are learned by the students before moving up the availability of natural resources. The unit focuses on to third grade. In general, active mastery of the words ' thdoeffects of the environment on the community and the listed is expected unless it is noted that exposure is.suf- effects of humans on the environment; the influence of cli- ficient at this grade level. mate, land and natural resources on community life; the influence of the past on the present; and, the impact of Student mastery of Hawaiian vocabulary is just one aspect of the present on the future. the learner outcomes expected in the Hawaiian Studies Program. It is not necessarily a major aspect but it is one area in Instruction is to be carried out by the classroom teachers with which cognitive learning gains can be measured through vocab- the assistance of Hawaiian-speaking kupuna (elders). These ulary tests at various grade levels. community resources have the expertise in Hawaiian culture, including language, and they are an essential element of the Important affective domain aspects of the Hawaiian Studies program at the elementary level. They are to teach Hawaiian Program to be addressed in grade 2 include: language through an informal, culture-based aural-oral method of teaching incorporating lessons, topics, and plans developed Unit I: The 'Ohana in the Community collaboratively with the classroom teachers. Hawaiian concepts of aloha (love/greetings); kokua One major reason for hiring uncertificdted community resources (help, support); olakino maika'i (good health, well to teach in the public school classrooms is that these kupuna being); 'ike (recognition, feelings, understanding); possess expertise in Hawaiian language and other aspects of kukakuka Mlking things over, reconciliation); Hawaiian culture which complement the expertise of the class- TETTiana (industriousness); alu like (pulling toge- room teacher in presenting a well-rounded and integrated pro- ther)TTaulima (interdependence gram of study.

iv 15 16 Unit II: Community Environment and Lifestyle materials. When appropriate, teachers may wish to point out such differences in early Hawaiian society and modern American Hawaiian concepts of kuleana (responsibility, roles); society. kapu (rules, social control; alu like (social inter- action, working together); hana (work); laulima THE ROLE OF THE TEACHER IN THE HAWAIIAN STUDIES PROGRAM (interdependence, cooperatfET lokahi (harmony in living); aloha '5inia (love for the land and the The classroom teacher has the most important role in the imple- people living on it); mo'oleio and mo'okPauhau mentation of the Hawaiian Studies Program in the classroom. (sense of history and gem effigy); alaka'i (leadership). Through the use of this guide and other resources, the teacher plays the key role in the integration of Hawaiian Studies curri- There are many activities promoting these concepts provided to cular materialsand instruction. A teacher is free to choose the teacher and kupuna through this curriculum guide. These those activities in this guide that meet his/her expectations are offered through an integrative, thematic.approach so that and plan accordingly. The kupuna is an important part of this the instructional activities can be carried out through a teacher planning because the one hour instruction per week per number of subject areas, addressing the concerns and perform- class, which most kupuna will be allotted, should be instruction ance expectations of the particular subject area and Hawaiian that enriches the teacher's instructional activities. Studies at the same time. It is the responsibility of the teacher to: These instructional activities have been reviewed and critiqued by the various educational specialists in the General Education provide instructional leadership to the kupuna in the Branch of the Office of Instructional Services whose valuable classroom; suggestions have strengthened the Hawaiian Studies curriculum work cooperatively with the kupuna to develop short- and presented here. long-range lesson plans based on the state's curriculum plans and the needs of the particular group of students; Since the Hawaiian Studies curriculum developers are aware, monitor the instruction of the kupuna in order to give the having been classroom teachers themselves, of the limited kupuna the benefit of the teacher's experience in lesson amount of time that classroom teachers have to do research in preparation, presentation and evaluation; unfamiliar curriculum areas such as Hawaiian Studies, every participate in the instruction of the class in order to be attempt has been made to develop this guide with appendices able to follow up, review and reinforce those concepts, which include pertinent readings and worksheets for teachers practices and vocabulary taught by the kupuna; and students which are needed and helpful in presenting inter- assist the principal in the evaluation of the work of the esting and thought-provoking lessons. Much information has kupuna; been included to help the teacher with background in various include, in the teacher's own instruction, those aspects aspects of Hawaiian culture. of Hawaiian Studies as are presented in the curricular materials. It should be noted that every attempt has been made to keep the content of this curriculum guide as free of sex-role bias as possible. However, roles defined by sex were an important and acceptable part of the society of the early Hawaiians and this may be seen in some of the stories, pictures or teacher reference

17 v' 18 THE ROLE OF THE KUPUNA IN THE HAWAIIAN STUDIES PROGRAM plan, carry out and evaluate the kupuna's own instruction; work with the other kupuna in the program to improve and The kupuna (grandparent) has an important role in the Hawaiian expand cultural knowledge and Hawaiian language speaking Studies Program. Although a number of kupuna teaching in the ability on the part of all of the kupuna; schools are over the state's mandatory retirement age for work cooperatively with the district and state personnel teachers, they have been. accepted to work as Part-Time Teachers who are charged with managing the program. (PTT) at the current rate of compensation in this program because they represent within themselves the kinds of qualities COLLABORATI605ETWEENTEACHER AND KUPUNA and knowledge to which we want our students to have exposure. Teachers and k5pun_ are asked to draw upon theirown experience Although some of the kupuna are not readers nor writers of and common sense in deciding what elements of these curriculum Hawaiian at a sophisticated level, and the majority of them plans should be presented to the students of a particular school did not complete their own secondary education, they nonethe- and classroom. Readinessis the key. Most of the activities in less speak Hawaiian and have an education for living which grade 2 are not oriented to reading and writing and should they have picked up in their many decades of living in this therefore be practical even for immigrants who have limited Hawaiian environment.Most of them grew up in the households English speaking abilities. of their own kupuna, learning to speak Hawaiian as a native language and participating in the kinds of Hawaiian practices The Department's Hawaiian Studies Program seeks to give some which are now only available to our teachers through written validation and worth to the culture of -the ancestors of many descriptions in books. of the children in our public school system. It is hoped that the spark of motivation to learn through the academic system Most of them have as part of their own psychological and with the help of non-college trained teachers such as kupuna cultural make-up the kinds of Hawaiian values which are the and other community person's, will grow in many of our students. subject matter of the Affective Strand of the nwaiian Studies Program. Obviously, then, the selection of bonafide k5 una The program provides the opportunity_for children to, learn from for a school is a very important responsibility of sc oo k5puna and kumu (teachers) and the kupuna and kumu in turn to district personnel. TeTTITa great deal from one another and from their students and the students' families. It is the responsibility of the kupuna in this program to: HAWAIIAN STUDIES PROGRAM ADMINISTRATIVE INFORMATION teach the Hawaiian language component of Hawaiian Studies; work closely with the classroom teacher in planning lessons Different school' districts and communities located throughout which present Hawaiian language and culture to the students the State of Hawaii have varying needs and expectations re- in accordance with the year-long plan of instruction of the lating to the Hawaiian Studies Program. Some of the factors teacher for the particular grade level; affecting needs and expectations are the proportion of Hawaiians attend inservice training sessions in order to learn some in the school population; the nature of the community, rural or of the skills needed for teaching in the public school urban; location of the school relative to the sea or to classroom;

vi 20 Hawaiian agricultural sites; established Hawaiian areas 7. is willing and able to work collaboratively with the versus newly aeveloped subdivision areas; and, the interest teacher(s) in order to plan lessons and activities of the school's faculty and administration in the program. which address the learner objectives of the Hawaiian Studies Program for the various strands in the parti- In some areas, qualified kilt:tuna may be abundantly available cular grade level(s) involved; whereas in other areas administrators may not be sure where to begin looking. The following section is meant to provide 8. is willing and able to share expertise in Hawaiian some helpful suggestions on what to look for to a kupuna; oriented activities within the school; where and how to identify and.recruit kupuna; a recommended interview and selection process; and, some points to consider 9. is willing to participate in classroom activities within when scheduling kupuna instruction. the school; and,

Criteria for Selection of Kupuna 10. is able to follow school procedures.

The criteria identified in the initial OIS/Hawaiian Studies Identification of Kupuna "Training Plan - Kupuna" (October 1980) for the pilot year 1980-81 reflect the kind of person that should be identified, Hawaiian elders and those of other ethnic backgrounds who are recruited, interviewed and selected for the Hawaiian Studies fluent native speakers of Hawaiian can be sought and identified Program. Selected kupuna reflect the following characteris- in a number of ways. Some of these include: tics: Contact the Hawaiian Civic Club, Senior Citizens group, 1. is a native speaker and fluent or near-fluent in or other such community organizations. the Hawaiian Language; Discuss the school's need with the kahu (pastor) of local 2. is knowledgeable to some extent about Hawaiian culture Hawaiian churches. in general and has knowledge of local history and cultural practices in particular; Ask for referrals from agencies such as Alu Like, Hawaiian Homes Department, and Queen Lili'uokalani Children's Center, 3. is physically able to travel and to work on a regular basis in the classroom; Put an advertisement for Hawaiian speaking kupuna in the daily newspapers and in the community newspapers. 4. is able to develop rapport with classroom teachers and students; Ask for recommendations from the school community--PTA, custodial and cafeteria staff, teachers, booster clubs, 5. is able to integrate Hawaiian language activities and others. into the classroom program; Broach the subject with likely looking prospects whom 6. is able to relate other classroom activities into one sees in stores, at the beach, in the school office the Hawaiian language component of the program; , and elsewhere with the understanding that final selection is based on the interviewing process.

21 vii 22 Interviewing and Selection of 6puna versions. The ability to read these materials from the last century and the ability to write lesson plans based on such Many, but not all, older Hawaiians in their late fifties, materials will enhance the quality of the kupuna's instruction. sixties and seventies can still speak the Hawaiian language. It should not, however, be assumed that every older Hawaiian Interviewees whose Hawaiian language speaking abilities are can speak the language. Merely asking in English whether a in question can be referred to state staff if desired and prospective kupuna speaks Hawaiian is not a safe way,of further interviewing in Hawaiian can take place in person or assuring selection of high quality Hawaiian speaking kupuna. on the telephone.

All candidates for the kUpuna positions should be interviewed Selecition of kUpunacan either be made for a district pool, for by a board of three or four interviewers, one of whom should specific schools or a combination of-theitWo. Principals whose be an acknowledged fluent Hawaiian speaker. Assistance is schools are involved in the program should be invited to take readily available from the state staff if needed for this. part in the interviews, either personally or through questions which they have_ submitted. The principals will presumably have In the course of asking a set of prepared questions during the referred some.kupuna for consideration based on contacts vhich interview, the Hawaiian speaking interviewer should ask a they are able to make within their school communities. ' question or series of questions dealing with the work of the prospective kupuna-teather. This should be done'within a . Experience has shown.that using kupuna from the school community conversational context and the questions should hot be too can have both positive and negative aspects. They will usually technical in nature since the kupuna may lack the technical know and often be related to a number of children in the school. vocabulary in Hawaiian needed to discuss academic or school- If they are natives or 1png -time residents of the area, they related topics. probably know stories about the area, the school and the people who have lived and worked in the area. They may be-a..cquainted Questions could be centered around topics which the kupuna with legends, place names, important sites and other aspects of might ordfharily be expected to teach in a classroom situation- - the area which would be helpful and interesting in making the songs, cultivating kalo, fishing, picking limu, preparing food, Hawaiian Studies instruction more localized. Sometimes, kupuna etc. How the prospective kupuna-teacher responds must be and/or their families have had unpleasant associations with the judged by the Hawaiian speaking interviewer and that judgment school or certain teachers in the past. Principals must inform should play a large part in the selection of the kupuna, since themselves of such situations so that adjustments can be made one of the major criteria for selection is fluency or near- in.the kupuna selection or assignment processes or in the fluency as a native speaker of Hawaiian. scheduling process at the school level.

A test of reading or writing abilities in Hawaiian is not Scheduling of Kiipuna warranted ince,the kupuna will be teaching in an aural-oral mode, however, all things being equal, kupuna who can read The state standardIfor employmat of Part-time Teachers (PTT) and write Hawaiian should be selected over those who do not limits them to a maximum 17-hour week. Because the kupuna since many optional learning materials far the kupuna relat- are PTT, there is no provision for them to work overtime or ing to HaW iian culture are available in Hawaiian language to receive mileage or other benefits. in order to use the

23 viii 24 Personal Services funds with the most cost effectiveness, it The body of each unit is made up of a series/of columns la- is essential that a principal schedule a kupuna into classes belled with the name of a General Education program area plus somewhat tightly with a minimum of lost time between classes. a column labelled "Games and Recreation."The subject areas If teachers do not wish to release time for Hawaiian Studies involved may vary from unit 0 unit and from grade to grade. instruction during the early morning hours when the children For' example, science and mathematics are not-included as major are fresh, the principal should then try to schedule the program areas integrating Hawaiian Studies in Unit I.On the kupuna into classes between morning recess and lunch or other hand, science plays a major role in later grades in after lunch until the end of the school day. integrating Hawaiian Studies into the curriculum.

The optimum contact time that leads to effective learning of The Hawaiian Studies curriculum is social studies-based with* Hawaiian Studies seems to be approximately an hour a week. the social studies activities appearing in the far left column This can be divided into three 20-minute sessions for the and setting the stage for the activities which can be carried lowest grades or two 30-minute sessions for the middle and out during other instructional periods all supporting the upper elementary grades. Teachers are encouraged to cooper- basic theme, topic or emphasis of the unit lesson. ate by having the students ready for the kupupa and the kupuna are encouraged to have a well planned lesson which The whole point of the integration of Hawaiian Studies into can be presented with a minimum of delays and wasted time. the general education curriculum is to use Hawaii- oriented content in instructing the program area concepts which the like teacher Who work past 3:00 p.m. or devote their weekend Department desires to be taught in the various grade levels. time to their students' extracurricular activities, kupuna When teachers address the Learner Objectives for Hawaiian who get involved in the life of the school beyond the number Studies, they are generally attending to the Performance of hours that they are scheduled, do so as volunteers. Expectations for the various subject areas upon which the Learner Objectives were based. HOW TO USE THIS 'CURRICULUM GUIDE V Each of the two units in this guide is preceded by an overview section which presents at a glance the subject areas into which the Hawaiian Studies instruction is integrated; the emphases or major lesson topics taken up within each subject area; the Hawaiian Studies Learner Objectives (from the Hawaiian Studies Pro ram Guide) addressed in the instructions activities; and, the appendices which have been included to make teacher/student reference materials more readily available.

The same Learner Objectives may be applicable and appear in the listed objectives for several subject areas. The number of Learner Objectives listed for any particular subject area does not necessarily mean that that subject area is any more important in Hawaiian Studies instruction than another. 26 25 ix 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 and into another culture in order to get an inside view. One way of experiencing_ another culture is through the process of dramatic 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 withinan arranged environment and to explore ideas 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) and mea hana (tools).

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

A. The children select one object each and think about how that object might have been usedin ancient Hawai'i. B. The classroom is divided into .3 areas:

1) Uka - the mountains/uplands 2) Kula - the'midlands 3) Kai - the sea 41

C. The children decide in which area they would fiave used their object if theywere 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 createan atmosphere 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 recordedon charts-.---Record all of their questions without giving away the names of the objects. Example:

What is (Draw the object the child refers to; avoid giving thename 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 to go 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 speakers research - individual and group field trips audio visual research experimentation

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 environment should 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' knowledge and 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 number of other kinds of audio-visuarinftructional aids. The children do not .always have to dramatize the use of something, although the 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 teacher believes to be important once the children have been "hooked" into a lesson fashioned from their own expressions of interest and inquiry.

30 29

-xi An Arranged Environment CULTURE STUDY THROUGH DRAMATIC INQUIRY

Invite the children to explore and Cycle handle the Dramatiztion Repetition objects.

Expand and enrich the Motivate the children to children's experiences dramatize the use of the and knowledge by repeating objects, expressing what they the cycle on more complex and know without the use of words accurate levels. or conversation.

Further Inquiry Expression of Needs Lead the children into higher Encourage the students to dis- levels of thinking through cuss their experiences and more elaborate dramatiza- Series to ask questions they have tions and expressions E of Learning as a result of the drama- via music, art, etc. Activities tization. Write the questions on wall charts. Plan a series of tuities_throug which the children will be able to gather inform- mation in answer to their questions.

31 D 32 xii 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 ix Culture Study Through Dramatic Inquiry

UNIT I The 'Ohana in the Community 2- 67 1 This unit focuses on the family in the community and the interdependence within the 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 2 Lesson Activities 8 Appendix A. Na 'Oihana Like 'Ole 30

B. Go, Glow, Grow Food Chart 31

C. Maika'i, Mahi'ai 32

D. Kauhale 40

E. Energy in Our Lives 41

F. Nutrition Fact Sheet 44 34 33 UNIT I(Cont.)

Appendix G. Checklist: Goods and Services 45

H. Chant: "Eia M5kou Na Mahi'ai" 46

I. Song: "He Kino Maika'i NO" 47 J. Chant: "Body Ports Chant" 48

K. Song: "Na 'Oihana Like 'Ole 49

L. Song: "'A, Aloha Mai" 51

M. 'Ohana 52

N. Concepts of Self and 'Ohana 54

O. My Daily Breakfast foods 67

UNIT II Community Environment and Lifestyle 68- 180' The various factors involved in community living are studied in this unit. The children study natural resources, their availability and importance in the life ofa community and people's influence on the use and management of natural resources inthe community.

Overview 68 Lesson Activities 78 Appendix A. Maps 6f the Islands 129

--8.---Workshe-et!--Origin0 Source 137

C. News Articles: Water Problems 138 D. Food Chain 148

E. Pictures of King Kamehameha and Prince Ohio 149

E1 Important Cultural and Historical Contributors to Our Island Communities (Sample) 151 .Water Cycle 153 G. Hula Instruments 154

H. Song: "Huki I Ke Kalo" 155

I. Parts of the Kalo Plant 156 J. Some Natural Resources of O'ahu 157

35 36 xiv 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 have the 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. Kokua People 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 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. t Reading about various professions and writing a summary about a possible future career choice.

O 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 38 , Grade 2, Unit I

LEARNER OBJECT IVES APPENDICES

Describes the role of the family in society and explains its relationship Unit I- N Concepts of Self and 'Ohana, to the larger, community. pp. 54-66 I Describes how community members are dependent upon one another in our society.

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

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

Recognizes ways that children in former Hawaiian times may have been alike Unit I- A Na 'Oihana Like 'Ole, p. 30 and different from the student today. C Maikaii, Mahilail, pp. 32-33 Identifies objec;.; or people in pictures with simple Hawaiian phrases or single word responses. - D Kauhale, p. 40

Responds in Hawaiian to simple oral instructions and requests given in - G Checklist, p. 45 Hawaiian.

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

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

Identifies and describes the major roles and functions of different members of the community of Hawaii.

Works with partners or groups on Hawaiian language oriented activities.

41 42 Grade.2, Unit I CONTENT AREAS EMPHASES

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 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"

Neighborhood Who are the People in YoUr Neighborhood?"

Aloha_ "'A, Aloha Mai"

Greetings "Hawai'i's Greetings" 44 43 Original compositions by students

4 Grade 2, Unit I LEARNER OBJECTIVES APPEND ICES-

Cites reasons for food choices for self and others. Unit I - B Go, Glow, Grow Food Chart. p. 31

Identifies changes one goes through physically that affect other kinds of - E Energy in Our Lives, p. 41 changes in food choices, physical activities and in other areas of growth. - F Nutrition Fact Sheet, p.'44 Discusses how food choices of the Hawaiians were limited by what was grown or caught by them. - 0 My Daily Breakfast Foods, p. 67

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 the group and from allothet. people.

Listens to and accepts opinions of others in discussions. fr

Imitates phrases in a Hawaiian chant. Unit I- HEia Mikou Ni Mahi'ai, p. 46

Sings selected Hawaiian songs introduced by the teacher while playing - I "He Kino Maika'i NO", p. 47 rhythm instruments in,time with the beat. - J "Body Parts Chant", p. 48 Accompanies a Hawaiian chant correctly using an instrument such as an ipu, kala'au, ka'eke'eke, or [Wilt. - K "Na 'Oihana Like 'Ole", p. 49

Performs a rhythmic dance, pa'i umauma (simple chest-slapping hula) or - L "A, Aloha Mai", p. 51 other hula noho (seated hula).

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

Composes and performs simple rhythmic patterns using Hawaiian instruments.

46 45 5 Grade 2, Unit I

CONTENT AREAS EMPHASES

ART Creative experiences help develop an appreciation for and an awareness of the elements of a community. Timeline compositions Theme: "Changes We Go Through"

Mobiles Theme: "Needs and Wants"

Puppets (paper bag) Theme: "Community Helpers"

Creating logos Theme: "Community Profile"

4 Mural Theme: "'Ghana Concepts Practiced in the Community"

Poster making Theme: "Campaign for Good Health"

GAMES AND RECREATION Children can have fun learning about and improving the coordination of their bodies through the participation 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 family or 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 the group 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 community which affect health and safety.

Follows rules in simple Hawaiian games and e.rtivities. -Unit I - M 'Ohana, pp. 52-53

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 former times to improving coordination and agility.

49 50 7 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 the and how life in the community today is similar to or different from that of an earlier Hawaii.

A. Theme: Members of.families A. Theme: Roles in the 'ohana change as A. Theme: Changes in the physical body experience many kinds of changes. growth takes place. are due to growth.

Bulletin board display. Preparation: Preparation: at out pictures showing a family with a baby and then an 1. Make copies of the pictures in Get pictures of children engaged in 'ohana with a grown-up child. Appendix Unit I-C, pp. 34-39. different kinds of physical activity. Label the pictures "Before" Color the pictures to make them Mount them on the bulletin board. and "Now." more interesting for the children to look at. Glue the pictures on Procedure: 1. Encourage the children to a backing for easier handling. study the bulletin board and 1. Have the children observe the notice the changes they see. 2. Write the names of the members of pictures and then share what they the 'ohana on flashcards (see p. 33). see-: 2. Have them share some of the changes they have gone through Procedure: 2. Ask: since kindergarten. 1. Say a. What kinds of things can you

. Talk about changes in their do today as a second grader U - i! Hele mai (come). Noho i that you couldrOt do when you height and weight 1-075-(sit dowT7 Ho'oloheTiTsten)! were a kindergartener? activities I would like to share a special friends story with you about a young boy in b. What changes has your body early Hawai'i who learned the mean- gone through so that you are 4. Ask the children to talk to ing of "change" and of "growing up." able to do more things today? their parents and to look at His name was Mahi'ai. Ho'olohe as pictures in their 'ohana I read the story. See if you can c. What do we need to do in order albums to discover changes. find out how he felt after his first to keep our bodies healthy and Have them share these photo- experience in growing up. strong? graphs if they so desire. 2. Read the story using good voice (Responses: exercise, sleep, changes for character parts. eat good food, etc.). Write these on the board.

51 8 52 Grade 2, Unit I

Music. ART GAMES AND RECREATION

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

Song I. Timeline Compositions

A. Theme: 'Body, parts A. Theme: Changes I have gone through. . Theme: 'Ohana fun

3.1* Title: "He Kino Maika'i NO" (A Good Materials: Large white drawing or time- 1. Review the members of the 'ohana. Body) line butcher paper; crayons See Appendix Unit I-M, p. 52. Share concepts of family living in early Source: See Appendix uhit I-I, p. 47. B. Procedure: Hawai'i with the children. Review the names of family members with Procedure: The children have already 1. Having written the three changes the children. .learned some body parts in they have gone through, the children earlier grades. Use the will now illuStrate them on white 2. Have the children say the Hawaiian chart, "Ke Kino o ke Kanaka," paper. name of each family member. from Na Ki'i Ho'ona'auao (set of posters for the 2. Have the children draw three pictures. 3. Play the game 'Ohana scramble. Hawaiian Studies Program) to These drawings may or may not reflect identify those body parts changes in other members of their a. Students sit in a large circle. children already know. As 'ohand. new body parts are intro- b. Each student is assigned a duced, another verse can be 3. Encourage the children to draw large Hawaiian role name from an composed for the song. For characters and to utilize their space 'ohana (makua,rime, makuahinek more body parts, see Appendix well. Also, encourage them to fill moo opuna, kup6551alternately. Unit I-J, p. 48. up the empty spaces so that their drawings will look complete. c. One student is left without an Chant assigned role and stands in 4. Have them arrange their drawings in the middle. B. Theme: Body parts the proper sequence. d. The teacher or student caller Title: "Body Parts Chant" (Na 5. Encourage them to label each drawing calls out a Hawaiian role name. M5hele 0 Ke Kino) with the approximate date of the event illustrated in the drawing. e. All students with the assigned role must exchange places.

53 9. 54 Grade 2, Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

5. Have the children share changes 3. Discussion: 3. Talk about the differences in they have observed in other individuals and how they all need members of their. 'ohana. Ask a. How old do you think Mahi'ai is different amounts of food, exer- them: in this story? cise, sleep, etc.

a. How do you feel about these b. Why was he so excited? 4. Have them draw "Before and After" changes? pictures of themselves showing c. What was he going to do today one activity they enjoyed as a b. Are all changes good? that was different from what he kindergarten student and what had been doing? they enjoy doing today. c. What kinds of changes can make us feel sad, angry, or d. What does this change in kuleana 5. Food choices: happy? (role) tell you about Mahi'ai? Ask: G. Motivate the children to think e. How did this change affect about three changes they have Mahi'ai by the afternoon? a. What kinds of food did you gone through since kindergarten enjoy when you were younger? and write them on a 3" X 5" f. When we go through changes in card for the bulletin board. our bodies, do they cause b. Do people all -aver the world changes in our activities? eat the same kind of food as B. Theme: Na 'ohana (families) must we do? have the help of other people in g. What other changes were mentioned filling their4needs and wants. in the story? (change in eating c. What determines the kind of place, after-dinner responsibi- food people eat? (environment, Bulletin board' display. lities) availability, cost, etc.) Have two charts labeled "Needs" and "Wants" h. How many of you have new jobs d. Which foods are especially in your homes now that you're important in helping you grow? 1. Ask the children: older? (proteins) Name some of these protein-rich foods. a. When you got up this morn- i. How dQ these new kuleana make ing, what were some of you feel? 6. Have available the health cards of your needs? List them. the children. Write their height 4. Review the Hawaiian term for each and weight of their kindergarten 'b. How does your family help family member by using the pictures year on a chart. Have them dis -, meet these needs? of Appendix C and the vocabulary cuss and comment on how they feel list on p. 33. about themselves today as compared to two years ago. 55 10 56 Grade 2, Unit I

Music ART GAMES AND RECREATION

Purpose To teach the children new 6. Have them share their timelines with f. The student without an assigned body parts. This is a fun the class. Display the completed role tries to find a spot left way to teach simple counting timelines around the classroom.. open by another student and and body parts. sits in it, leaving someone 7. Discuss with the children what they else without a space. Source: See Appendix Unit I-J, p. 48. think would be a good title for the As each body part is learned, display. g. Change assigned roles 'after a add it to the yellow wall while and start playing again. chart "Ke Kino o ke Kanaka." 8. Evaluate the activity by talking about how they feel; also whether h. Remind the children to be aware Chant the information on the timeline was of 'ohana concepts as they useful, accurate, and reflected scramble for a space. C. Theme: Na mahi'ai (the farmers) changes students have gone through. (Variation: Caller shouts

Title: "Eia Makou Na Mahi'ai" II . Mobiles "(Mena" and everyone must seek new seat.) Source: Kamehameha Schools. Explora- A. Theme: Needs and wants tions: Holomakalikai, 1976- B. Theme: Na mahi'ai 1981. Flora and Fauna Sec- B. Materials needed: Crayons, paint, con- tion. See also Appendix struction paper, scraps of 1. Having learned the chant "Eia Unit I-H, p. 46. paper, fabric, beans, seeds, Makou Na Mahi'ai," the children etc., dowels of various sizes. should be motivated to create Preparation: Write the words on a hula motions to accompany the chart with the translation. Plan with the children the appropriate chant. See Appendix Unit I-H Set up tape recorders. size for the projects so that the p. 46for the words. dimensions of each article is within a Procedure: certain limitation and conducive to a 2. Encourage the children to use the hanging mobile. total body in producing hula 1. Talk about the story they hear in motions. language arts and discuss the work C. Procedure: of a farmer today compared to a C. Theme: Developing better skills using farmer in early Hawaii. 1. Having discussed wants and needs in the body social studies, have the children choose one want and one need. 1. Show the children some pictures of Hawaiian children playing Hawaiian 2. Plan a 3-0 model of each item chosen games. See Mitchell, Donald, Hawaiian Games for Today,pp. 28-39.

57 58 Grade 2, 1Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

c. What are some of your wants? 5. Have the children identify the a. Take then) to the health room 'ohana concepts they see illustrated and have their heights and d. How do members in your in the pictures. weights taken. Enter these family satisfy your wants? new figures on the class chart. Discuss the changes. 2. Give each child two sheets of B. Theme: All 'ohana experience certain paper and have all of the chil- universal needs which they seek to b. Ask: dren label one sheet "Needs" satisfy. and the other, "Wants." Have 1) Why do some of us grow them list their own needs and 1. Identify the needs that are being faster than others? wants in one corner of each satisfied in the story. (need for sheet. Have them select one food, need for sleep, need to, feel 2) Is it only because of the want and one need to illustrate. important, need to feel wanted, etc.). food we eat? Use watercolors. When the pictures are done, have the chil- 2. Ask: 3) What other factors are dren share their pictures with responsible for some of us the class. a. What did Mahi'ai want but\ growing bigger, stronger, resisted because of his new or taller than others? 3. Select a committee of children kuleana (responsibility)? \ to arrange these pictures on \ What do all people need the bulletin board. b. How important was the work they in order to, grow up were dding to the other 'ohana healthy and strong like 4. Evaluate the activities: in the kauhale? Mahi'ai, the boy in our story in language arts? Ask: c,' Are we just like Mahi'ai some- List the needs on a chart. times? Relate this lesson to the a. Do all people have similar social studies lesson, needs? Culmination: Theme B. on pp. 10 to 26.

b. Do all people have the same See Appendix Unit I-D p. 40. Have Evaluation: wants? Why? the children study the picture and share the needs that are being met Invite a resource person in the c. What does this tell us and roles being played by whom. community to talk to the children about.people? about how children grow. This person may be a parent who is a doctor or a public health nurse or a registered nurse.

59 60 12 Grade 2, Unit I

Music .6 ART GAMES AND RECREATION

2. Show them a picture of an 1516 3. Steps 2. Explain that the Hawaiians used to (digging stick) as was used for roll a stone on the ground to go digging in early Hawaii or bring a. Draw the outline of the object through two pegs. Ask them to in an actual 'WO, if one is on colored construction paper. predict why they did this. (To available. Check with the develop eye-hand coordination.) District Resource Teacher. Dis- b. Put a second sheet of paper cuss the differences in tools under the first and cut around 3. Prepare them for the development used and energy expended. the outline. This will produce of better accuracy. Set up two two identical shapes. pegs and allow them to roll a 3. Say the Hawaiian words for them, rubber ball across the ground one line at a time. (A kupuna c. Decorate the two shapes. through the two pegs to a partner would be a key person for this on the other side. lesson.) Encourage the children d. Staple the two shapes along the to now feel the spirit of the edges leaving an opening. 4. Take turns. chant. e. Stuff crumpled pieces of news- 5. Then have them toss an underhand 4. Have the children identify words paper inside the shape and throw to each other to catch. they have learned or heard before staple the open edge together. They should be able to catch each and underline them. other's throws. f. Attach a string to the object. 5. Chants are done in a minor third 6. As they get better, encourage them so encourage the children to com- g. When all of the objects are to move further apart from each pose their own chant tones to done, compose a mobile or other. accompany the words on the chart. several mobiles to hang from They may work in groups or alone. the ceiling. 7. Many other kinds of body awareness activities are available for the 6. Have tape recorders ready around h. Encourage the children to com- teacher in OIS/DOE Leaps and Bounds, the room for them to record their pose a simple two-three a guide for ETV Movement Education chants. Allow them ample time to sentence thought about "wants" Series, available to all public practice. and "needs." school teachers. See your librarian. 7. If the children are not sure of i. When the projects are done, talk themselves, have them listen to a about balance as it applies to D. Theme: Na Mahele o Ke Kino (Body parts) few chants. Ask your school constructing a mobile. Encour- kupuna for help or play, samples age the children to suggest Game: "He aha kEia?" What is this? from the following records: methods of achieving balance, e.g., length of string,distance 1. Students sit in a large circle. from center, etc. 61 13 62 Grade 2, Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

5. Looking at the list of needs . Theme: Na 'Oihana Like 'Ole (The B. Theme: Community helpers who keep us and wants on the bulletial Various Professions) healthy board, have the children now focus on job titles of people Procedure: Materials: Pictures of these helpers. whose work helps fill the needs and wants of families. As the study of "Community Helpers" Procedure: goes on in social studies, the children a. Have the children quickly can be involved in learning the names of 1. Ask: share the names of these these people in Hawaiian. If a kupuna community helpers. List is available, she/he may be the person a. Who helps to keep us healthy them on a chart. to present this lesson. in school? in the community? (Write their responses on the b. Play the song, "Who are the 1. Have available a collection of pic- chalkboard.) people in your neighbor- tures of community helpers. At each , hood ?" from the Original session, hand out few pictures to b. What do these people do to Sesame Street, L.P. Encour- the students. Have them stand and keep us healthy? age the children to listen tell what they know about the very carefully for the peo- particular helper. E.g., doctor ple named in the Sesame nurse Street neighborhood. 2. Place the picture of the community health aide helper on the bulletin board and dentist introduce the Hawaiian name for the orthodontist worker by writing it on a flash card c. Have the children name the and placing it below the picture of c. Who helps you with your health people who were named on the community helper. See Appendix in school? (health aide, the record. Have them add Unit I-A, p. 30 for the Hawaiian cafeteria manager) other job titles they can equivalent. think of and add those to d. What does a cafeteria manager the list. 3. Encourage the children to select one do to keep us healthy? Write community helper job which they their responses on a chart. d. Have the children look at might like to do when they become the list and categorize the adults. workers listed into: Job Title What We Think What We Found a. Have them go to the library to 1) People who provide borrow a book or books about cafeteria goods. their favorite occupation. manager

2) People who provide services. 63 14 64 Grade 2, Unit I

Music ART GAMES AND RECREATION

Mele Inoa, LP Poki Records, by D. Evaluation: 2. Teacher asks a student on his/her Ka'upena Wong right, He aha Mar (pointing 1. Look at the variety of wants and to a body part) Hi'ipoiI ka 'Aina Aloha, LP Hula needs expressed by everybody. Records, by Edith Kanaka'ole 3. If the student khows the Hawaiian 2. Talk about differences and similari- word for the body parts, he/she 8. Children are better able to chant ties in people. responds, "He maka" (an eye). when they are exposed to records and tapes and live chanting. 3. Ask: 4. If the student does not know the Encourage. them to listen to these answer, he/she turns to the next chants by setting up a listening a. Will our wants and needs change person on the right and asks "He corner. as we grow and mature? aha keia?" The question is asked until someone is able to provide 9. Have the children share their b. Imagine yourself living in the correct response. original chant for "Eia Makou Na Hawai'i many years ago. Would Mahi'ai." your wants and needs be the 5. The person who makes a correct same? Why or why not? response asks the new question. Song III. Paper bag puppets Variation for above game. D. Theme: Ka mahi'ai (The farmer) A. Theme: Community helpers 1. Teacher asks, "Is this your po'o?" Title: "Kanaka Mahi'ai" (pointing to a part of body) Materials: Lunch size paper bags, Tune: "The Farmer in the Dell" paint, crayons, yarn, con- 2. Student must respond, "Ae,. it is struction paper, fabric my polo," or "Alole it is not my Words: "Kanaka mahi'ai, kanaka scraps and other craft mate polo., it is my maka." mahi'ai rials, glue, scissors. Aloha kaua 3. After giving a correct response, Kanaka mahi'ai" B. Procedure: the student may ask the question.

This song can be sung in a two-part 1. Have the O think about what Game: "Simon Says"--Hawaiian Style round. the community helpers look like. Have them choose one helper and make a puppet representing the person. 1. Teacher needs to be the leader until children become familiar 2. Encourage the children to use a with the Hawaiian terms for parts variety of materials to make their of the body. "Simon says, 'Touch puppets interesting. your Wawae.'"

65 15 66 Grade 2,Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

e. Clarify the terms "goods" b. Have them share their books with 2 Arrange to have the cafeteria and "services" by giving the class, even if it is only manager of your school talk to examples, e.g., "Doctors pictures. the children about nis/her job as provide services," "Bakers it relates to the health of the provide goods." c. Encourage them to take the books children. Perhaps a walk through home and read about the commu- the cafeteria kitchen would be f. Ask the children: nity,helper job they've choseri. beneficial for the children to see the preservatioh and storage 1) Where can we go to see d: Have them write a paragraph of of food, the cleanliness of the these people at work? information about their favorite preparation area and the pre- (shopping centers, city community helper's job and place cautions taken to prevent food offices, farm areas, these on the bulletin board. contamination. etc.)' From this activity, they can plan for their activity i.n art' 3: Evaluate by filling in the third 2) Where do you think .. .making paperbag puppets. column of-the chart. these people live in See art lesson, p. 15Activity relation to their job #III. 4. Project a transparency of sites? Do they have to Appendix Unit I-B, p. 31 on the travel far distances D. Theme: Knowing the street names in the overhead projector. Discuss the to work? neighborhood is very important for many contents of this transparency. reasons. 3) Where do your parents t Ask: What does this transparency, work? What kinds of (This activity goes along Kith the tell us about the food we eat? jobs do your parents social studies activities dealing Oith, Explain the chart completely to perform? (Place a community walks. See activity 7 on the,children. Stress the impor- check next to any job p. 18.) tance of the foods in all three ti title represented by groups. the parents of children Preparation: in the class. 5. Using the same transparency, com- Ask the children to identify the pose a large wall chart. Draw 4) What do we call a place streets on which toey Me.. If a circle with three equal parts. where families live they are not sure, have theM find Donot draw any of the foods on together and work out when they go home. Have them the chart: Just show the follow- together and play write the name of the street on a ing outline. together? (neighbor- piece of paper to assure the correct hood, community, hous- spelling. ing project, condomi- nium or townhouse complex, family com- .68 pound, etc.) 67 16 Grade 2, Unit

Music ART GAMES AND RECREATION Composing 2. If children point to the wrong E. Theme: Community helpers 3. Have them work in gr=oups and encourage them to alu like (work part, they must sit out the Procedure: together), kokua (help one another) next command. They may rejoin and laulimalerate). the game as soon as someone else 1. As the children learn about the makes an error. community helpers, they can com- 4. When the puppets are done, encour- 4 pose short verses to sing abOat age the children to manipulate 3. As in "Simon Says," commands each worker. their puppets for each °tiler. should be given occasionally without the clue' words, "Simon Says," in order to build up 2. Using the tune "The Farmer in the C. Evaluate the activity Dell," compose new verses by attentiveness and listening using the Hawaiian equivalent forIV. Creating symbols or logos Skills. each community helper. See Appen- dix Unit I-A, p. 30 .for the list A. Theme: Community profile Dance of job titles, See also Appendix Unit I-K, p. 49-for more suggested B. Materials: scissors, magazines, Song--"Mele PPani E" verses. crayons, paste, paint, drawing paper, construction paper. Source: Mahoe, E Himeni Hawai'i C Kakou, 1973 (Available in 3. Encourage the children to write some verses of their own before C. Procedure: most school libraries, pp. presenting Appendix Unit I-K. 90-91. Cassette tapes 1. Ask: What is our community like? accompany the book.) 4. Other compositions can be written Do we have places to shop? play? to the tune of familiar nursery work? If we were newcomers to the Preparation: Write the words on a tunes., e.g., to the tune of "Old community, how would we know where wall chart. MacDonald Had a Farm," a,ditty to go? about a dentist could be composed Procedure: by a group of children. See 2. Have the children think about j Appendix Unit I-K, p. 49. symbols or logos they have seen 1. Have the students listen to the that have helped them find a parti- tape to capture the rhythm and meaning of the story/song. F. Song cular place, like a cress to symbolize a place of worship. Theme: People in the neighborhood 2. Have the students create movements 3. Show them some logos that are to depict the essence of the story/ Title: Who are the People in Your readily found in your community song. Neighborhood" like the red and white bucket of Kentucky Fried Chicken.

17 70 G a , Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

5) Have the childreo bring Procedure: pictures to school that show the above locations. 1. Have the children share their street Have them analyze the names. pictures for similarities and differences. 2. Write these in the first column on a chart. 6) Decide with the children which word best describe& 3. Say the names as you write them and the area in which they have the children repeat them. live. 4. In the second column write the mean- 7) Plan walks with.the ing of the street name if it is a class. Using the school Hawaiian name. If a kupuna is as a reference point, available, she/he might know or be walk two to three blocks able to find a legend that relates a. Have the children share what in each direction. to the street name, e.g., Kawaiahalo. they ate for breakfast. Write See Pau'i, Mary, Place Names of these foods on the blackboard. a) Have the children Hawai'i for further reference to Write the three categories look for community street names. of food on the chart. services and production. 5. Add these street names to the neighborhood map with the help.of the b) Have them also children. observe business establishments, 6. Call on individual children to go to neighborhood layout the map and show the rest of tpe Fruits and importarf land- children the route they use to get marks. to their homes. Encourage them to Vegetables pronounce the names of the streets GOB Meats 8) Place a large sheet of they have to walk on to get to their butcher paper on the homes. bulletin board with the GLOWIS 'ROW Beans main street drawn. Plan Culmination: Dairy with the children the Fats Prod. symbols they want to use Hand each of the children a smaller Grains to represent the busi- 4 version of the neighborhood map with nesses, landmarks,housesA Breads only the street names. 'Have them ....- 72 18 Grade 2, Unit I

Music ART GAMES AND RECREATION

4. Give the children a chance to be 3. Interpret the song using foot Source: Original Sesame Street, creative. Have them plan a new movements. A3k your kupuna, L.P. Sesame Street community of their own. Have them Hawaiian Studies or Music Records create logos for their community Resource Teacher to teach them Procedure: that reflect places to eat, places the simple k5holo step (vamp) to play and places to have fun. for the lasTFiTi of each 1. The children should be familiar If they can think of more, encour- verse. with the song, having heard it age them to do so. Divide them in social studies. into 'ohana. Have them alu like 4. The children will pick. up the (work together) to create a commu- melody as you continue to play 2. Ask: Who are the community nity they would like to he a part the tape. This is a fun dance workers not mentioned in the song? of. This "ideal community" can be so encourage the children to Have them think about those an ongoing project to which they have fun with it. workers we have in Hawai'i that can add new things as the study may not be found in other places. continues. E. Theme: Neighborhood living List these on a chart. 5 The communities may be created in Game: Getting to know your community 3. Sing the song with the record. cardboard boxes. Dioramas may be When the children are familiar a better means of expressing their After the children have discussed with the tune, motivate them to creations. goods and services and have made a compose a verse for a community list, set up a simulated community helper in our Hawaiian community, 6 Encourage the children to be in the classroom with places that e.g., lei seller -- creative and to include as many provide goods and/or services. community goods and services as Oh, the lei sellers are possible, e.g., police, fire 1. Divide the class into two teams. founT station, city hall (satellite), With flowers all around. gas station, plumbing store, etc. 2. Each team member has to walk to They're people that you'd the right place when the caller meet 7. To add people, have the children calls out the need. If you need someone to greet. think about the kinds of people They're people in my neigh- who live in their neighborhood and E.g., Caller: I need a gallon borhood. draw them or take snapshots of of milk. them. Mount these on the bulletin fisher board above the diorama. Player: Walks to the lau hala weaver "supermarket." kapa maker quilt maker tour bus driver Polynesian dancer 73 19 74 Grade 2, Unit I . SOCIAL STUDIES LANGUAGE ARTS HEALTH

hospitals, farms, etc. draw in the route to their homes from b. Discuss the three categories that are in their commu- school. Then have them share how the and have the children name nity. The symbols can would tell a policeman the directions foods for each category. be maden art class. to their home without using a map. Have the children c. Have available magazine create the map. Writing diaries pictures of food. Divide the class into three 'ohana 9) Upon the completion of Theme: Interdependence and have them cut out the map, present the pictures to place on the following hypothetical Procedure: chart. situations: 1. Have the children keep a log of their d. Run off copies of the above a) If this store went activities in the community. Have Basic Three foods chart. out of business, how them begin writing a daily journal of See Appendix Unit I-0, would the families all their activities for a month or p. 67. in the community buy longer. what they needed? Have the children write the 2. Encourage them to write down every foods they eat for break - b) If there were no activity they participate in and ;ast for one week. 6 fire station, what every service they receive. If they could be the result? go to the service station before Ask: school and mail a letter on the way,log c) if a construction the activities down. Encourage them 1) Are you eating foods company were autho- to keep accurate records so by the from all three groups? rized to build new end of the month, they can readily see homes on the play- how dependent they are on other 2) Why is it important to ground next to the people. eat a balanced meal? school, how would that affect you? 3. Have them also write the number of 3) What do we need in times someone depended on them to do order to do activities d) If many of the a service or provide goods. during the day? (Energy) 'ohana in the commu- What is energy?See nity decided to move E.g., Mom asked me to help her wash Appendix Unit I-E, p. 41. out of the community, the car. what might happen? 4) What food group gives How would it affect My brother needed the-shoes I us energy? (Place the the businesses and had outgrown. word GO in the center services? circle on the Basic Three Chart.

75 20 76 Grade 2, Unit I

MusIc ART GAMES AND RECREATION

4. The children should be encouraged 8. Encourage the_children to compose 3. The team with the most points to alu like (work together) in a story about their "Ideal receives the mayor's recogni- groups. Encourage them to Community." Have them describe why tion award (could be a ho'olohe (listen) to each other they feel this dream community is certificate). and to kOkua (help) the group ideal. achieve its goal. Game: Traffic patterns D. Culmination 5. Have each group share its composi- 1. Ask: tions with the entire class. Have a long time resident of the commu- Combine these compositions into a nity come in to class and talk to the What are some street signs you class booklet so that each student children about what the community was remember seeing as you rode in has a copy. like in the old days. Encourage him/ cars and on buses? her to bring old pictures if he/she has Song them. Encourage the children to talk 2. List to community people and ask them for G. Theme: Aloha for others pictures and information about the past Make a list of signs. Set up a bulletin board display. Title: "'A, Aloha Mai" 3. Draw V. Mural Source: See Appendix Unit I-L, p. 51. Students select one of the signs A. Theme: 'Ohana concepts in practice in to draw on a large manila drawing Preparation: Write the words on a the community paper (18" x 24"). chart. B. Materials: 36" x 72" wrapping paper, 4. Glue the signs to packing carton Procedure: glue, scissors, scrap paper and boxes. fabric, paints, felt pens, 1. Have the children identify the buttons, seeds and other odds 5. Form streets on the classroom words they already know. Under- and ends. floor or playground using lengths line the familiar words with red of rope, string, yarn, or tape. ink. C. Procedure: In V) V) c-t ri- ri- 2. Talk about aloha and welcoming 1. Have the children plan how they are St. people into the home or the class- going to show the 'ohana concepts room. Talk about warm feelings as discussed in social studies. for others. St.

78 77 21 Grade 2, Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

e) If some of the 4. This activity can also be done on a e. Conduct the activities businesses in your checklist kind of format as shown in 'found in Appendix Unit I-E, p. 41. cbmmunity failed or Appendix Unit I-G, p. 45. mpved to another f. Ask:

location, how would Evaluation: . \ 'ohana in the 1) Whatlkinds of food help community cope with At the end of each week, discuss the us gt . . . our bones, this disruption of frequency with which certain needs our m scles, our community life? e.g., were fulfilled as noted in the tissue? (meats, dairy service station, diaries or checkliits. Ask-the chil- products, beans) grocery store: dren to draw some conclusions or make some generalizations about the inter- _What pl nts or animals 10) Talk about the economic dependent nature of communities. give us hese foods? base(s) of your own community and hypothe- Speaking g. Have availoibl pictures of size what might happen if the animals a d plants that certain situations Theme: When I grow up give us the foods in this occurred to disrupt the group. Place them on one economic life., e.g.: Procedure: side of a chart. As the children find pictures of a) Suppose the truck 1. Have the children'think of a community foods we get from these drivers all went on role they would like to fulfill when animals and plants, paste strike, how would they become adult citizens of the them on the chart next to the farmers get their community. They have had some time the correct animal. Intro- products to the now to study the variety of roles duce the new word.for this market?, available and needed. group of foods -- "GROW" and place it on the Basic Three b) If the store owners 2. Have them prepare a little talk on chart. refused to buy fish what they want to be when they grow from the fisher, how up and why they want to be that h. To identify GLOW foods, have would the fisher meet person. available a variety,of clean, his/her other needs? cut vegetables and fruits. 3. Have them project what they need to Ask 3-6 volunteers to parti- c) Introduce the concept do in order to become that person: cipate in a tasting party. of ''shipping strike.' schooling, training, etc. Explain to the chil- 1) Blindfold each partici- dren what happens pant. when a strike is 79 called.

22 80 . Grade 2, Unit I

Music ART GAMES AND RECREAT101/4

3. Introduce the new vocabulary in 2. Makt a list of the activities and . Place the signs at appropriate the song. (Use the school kupuna.) then divide the class into/mini Tines along the streets. Explain that in early Hawai'i 'ohana to work on developing their everyone was welcomed into the ideas. Encourage them to use the 7. Play home by the phrase "E komo mai." concepts as they plan their kuleana

(responsibility). Encourage them The students choose to be a . 4. Sing the song for the childrer. to include as many coll)Munity helpers vehicle (bus, car, truck) or a Have them sing with you, one as possible. pedestrian. They must drive or phrase at a time, making sure that walk along the streets following their pronunciation is clear. 3. Help the children make up a title all the signs. for the mural. Write each 'ohana 5. Make up motions for the song after concept on 3" x 8" cards. AT-- 8. Discuss the children have learned it well. children will use the cards to "identify the concepts by tacking When the need for police 6. Encourage the children. to share them on the part of the mural that becomes obvious, stop the play- this song with others. demonstrates the concept. This can ing. be an ongoing activity to create Song awareness of the Hawaiian concepts. 9. Ask:

H. theme: Greetings VI. Poster making What person in our community helps to keep people safe in Title: "Hawaili's Greetings" A. Theme: Campaign for good health traffic? Discuss what police officers do to keep people Source: Hawai'i Music Program, Zone B. Materials: scraps of fabriC, paper, safe. Book B, p. 154. construction paper, 24" x 36" oak tag, paint, brushes, marsh 10. Play Procedure: pens, colors. Resume play with police added. 1. Talk about the time of the day and /C. Procedure: The object for the drivers and how we greet people before noon, pedestrians will be to avoid afternoon and at night. 1. Show the children samples of good getttng a traffic violation posters. ticket. 2. Introduce the Hawaiian equivalent of the greetings during the day.,, /2. Have them do some sketches for Came: Fun in the neighborhood by using the posters in the col- their posters_an good health as

lection, Na Ki'i Ho'onalauao, discussed in health. . 1. Ask Series I.

81 23 82 Grade 2, Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

d) If there were a ship.- 4. Present the mini talks like a T.V. Place a cut vegetable ping strike, how or radio program. .in front of .them. would we get our food and other needed 3) Have them eat it and products? tell what it is they ate. g. Culmination 4) Continue with another. 1) Ask the children: Based vegetable. This time on what we have studied, have them guess what what are some of the it is using their sense general statements we of touch. can make about life in a community? 5) Continue using different senses. 2) Name some of the 'ohana concepts you've_learned Talk about glow foods and in earlier years that are' why they are important in imperative in community the diet. living. See Appendix Unit I-N, p. 54, e.g., i. Hand out copies of Appendix I-F, p. 44. laulima - interdependence kOkua - help 1) Talk about the human 75-171a"- love, compassion body and how important TMEna- responsibility it s to eat well so and role the body can func- alu like - working tion well. together 2) Encourage the children 3) Have the children further to keep a day's record identify with these con- of all the food they cepts by play acting eat. Be sure to watch situations that show for GO, GLOW and GROW these concepts in prac- foods. tice. Divide them into groups and have each 3) After a day, evaluate group select a concept to their eating habits. role play. 84 83 24 Grade 2, Unit I

Music ART GAMES AND RECREATION

3. Talk about "Aloha Kakahiaka" 3. Conduct a lesson on lettering. a. What kinds of things do you (good morning). Have the chil- Encourage them to use brief but do with your free time? drer study the chart and notice effective titles. the work being done and time of b. How much T.V. do you watch? the day. 4. Mount the completed posters. c. What kinds of activities 4. Teach them the song using the could you do if there were 'ukulele as an accompaniment. no T.V.? Encourage them to think of physical activities. 5. Pin the wall chart on the bulletin board and continue with "Aloha d. What do you suppose the 'Auinal5" (good afternoon) and children who lived in "Aloha Ahiahi" (good evening). Hawai'i long ago used to do? Did they play the 6. Encourage the children to share same kinds of games you these greetings with others in 1' play today? school, in the- neighborhood, and at home. This is a good song to e. What about the children in sing at the beginning and end of other countries that have each school day. no T.V.? What do those children do? Chants and songs 4, 2. Introduce four simple Hawaiian

I. Theme: Greeting and showing aloha activities the children in early to others Hawai'i used to do in their kauhale (living compound). See Chant title: Aloha Mitchell, Hawaiian Games for Today, pp. 68-69. Source: Personal compositions a. Pahi-pahi 1. The children now have some experience with chanting, so have them This .game is similar to write a simple chant for greeting today's, "peas porridge each other: hot."

1) Have the children sit with a partner

85 25 86 Grade 2 Unit I

SOCIAL STUDIES LANGUAGE ARTS HEALTH

4) Here are some sample J. Write the word "nutritionist" situations. The concepts on the chart. Have the are: knua, laulima, alu children predict what the like, kuleana, aloha. responsibilities of this community helper are. a) A community has workers who help k. Have the children look people (kokua). up the meaning of the word. Discuss the b) People in a community responsibilities of a depend on other people nutritionist and write in the community for the information in the goods and services correct column. (laulima). 1 1. Invite a nutritionist to c) People in a community describe his/her responsi- work together (alu / bilities and roles within like) to meet the the community. Plan a needs of each other. discussion period so the children can ask questions d) People in a community about proper nutrition. have certain roles and responsibilities to m. These kinds of inquiries perform (kuleana). can be continued to include other community people deal- e) Everyone in a commu- ing with health like nity needs aloha (love) and lke doctors (recognitionT These dentists are needs that can be nurses met by the 'ohana and orthodontists by others in the sanitation workers community. a sewage treatment planners water system workers 0, vector control workers

8 88

26 Grade 2, Unit I

Music ART GAMES AND RECREATION

Aloha, e nã hoa aloha 2) Using any one of the Aloha, e ke kumu chants they've learned Aloha kakahiaka in music, have them Aloha mai create motions using (Greetings, friends thigh and hand slapping Greetings, teacher patterns. Good morning Welcome) b. Pe'e-pe'e-kua (Hide and seek)

2. Encourage them to greet community 1) This hide and seek game people by chanting. This could is similar to that played be a fun activity for everyone. today. A variation can be played by having each 3. Have the children chant to the person assigned the role beat of .ipu (gourds), kala'au of a community helper (dancing sticks), kd'efreke(bam- -named in Hawaiian.- boo pipes) or pO'ili (split bamboo). Encourage the children 2) As each person is dis- to create rhythmic patterns that covered by the haku go along with the chants they (master), he/she create. announces his/her Hawaiian job title, Culmination: e.g.,,Lawai'a. The haku has to be able to Plan a ho'ikc (show and tell) for the translate it into school. The children will be able to English. If the haku share the songs and chants they have translates correctly, composed and learned throughout the he/she earns one plus year. point. If the haku is wrong, one point is counted against him/her.

89 9u 27 Grade 2, Unit I 4 SOCIAL STUDIES LANGUAGE ARTS HEALTH

n. Expose the children to as many of the community helpers as possible to build awareness.

o. Compose charts for each

. health worker that show what they do to help keep the neighborhood healthy and clean.

Culmination

Have the children choose a community helper who deals with food or health. Have them plan a campaign for Good Health. Posters can be made in art.. Campaign speeches can be planned in language arts.

g 91 92 28 Grade Unit I

Music ART GAMES AND RECREATION

3) The haku has to total -more points than nega ive ones in order to become a player in the next game. When the haku becomes a player, he/she may select the next haku.

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

Program IX, pp. 75-82 in Leaps andlounds, A Guide for,ETV Movement Education series describes some excellent sequential lessons in tumbling.

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

2) Have the children predict why they think somer- saulting tis good for theiV.b0CtieS.

3) If possible, view the ETV series with the to/ children so they can see the movements.

Ale- Evaluation:

Have the children keep a diary of their free time activities for a week ata time. Watch for improve- 29 93 ment in the use of free-time: 9 al Grade 2, Appendix Unit I-A

Ar Na 'Oihana Like 'Ole , J (The Various Professiods) e

. r Teacher - kumu Fil'efighter - kanaka kinai ahi 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 Secretary - kdkau :Olelo ..Doctor -kauka! Waitress - kuene wahine (/' d Bus Driver - mea kalaiwa ka'a 'ohua Lawyer -.100 Stevedore - kipikoa ..

Cashier . ,-mea 'ohi kald Nurse - kahu ma'i , Dentist . - kauka niho

. 1- Babysitter - kahu mdlama kamaiki Cook - mea kuke Salesperson - kalepa; mea ka'ai aku quiritionisf - mea ho'oponopono mea'ai Letter Housekeeper - mea mdiama.hale -kana0 lawe"leka Carrier . 4 Cafeteria - kahu hale 'aina Manager

9'5 30 96 GROW, GLOW, AND GO FOODS

Grow, Glow, and Go Foods

FRUITS

VEGETABLES

June 1982. Nutrition Education Teacher's Guide(Draft). DOE, State of Hawaii, 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 his two 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 special because Mahi'al's makua kane (father) was going to let him join all the other men and older boys.They were going to work in the lo'i kalo. He no longer needed to stay with his sisters. He could help in the kalo patch just like Kekoa and Keola, his older 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 fun yesterday trampling in the mud of the lo'i. Now, it was planting day for men and older boys only. Mahi'ai raced ahead toward the 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 help the young kalo plants grow big and strong._ He prayed that they would be able to harvest a good crop.After the prayer the workers began planting. Mahi'ai's makua kane told him that his job was to bring the huli (plant cuttings) to the men who would plant 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 and warmer. Mahi'ai grew more and more tired. He took a sip of water from the water gourd making sure not to drink more than his share. 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 could keep 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 in the fields with them anymore. Aue! Just when he.thought he could not lift another bundle, he saw his sisters come with their lunch. Everyone stopped to eat! 'Ono! Mahilai was so hungry! After eating, he felt like sleeping. But everyone went quickly back to work. Mahi'ai watched his sisters walking back toward their kauhale and for a minute wishes he could go with them. 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 his brother.

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 to the '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 (grandfatherwho 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 smiii ng as he remembered his brotherITTaise, "Maika'i, Mahi'ai!"

( By - Marilyn Okumura

Members cf an 'Ohana: 'Ohana Concepts in the story

Kupuna - grandparent (pl., kupuna) aloha love ----Fupuna kane - grandfather, granduncle, male ancestor aluTike united effort kupuna wahine - grandmother, grandaunt, female ancestor kokua help kuleana role/responsibility Makua - parent, any relative of the parent's generation (pl., makua) coopergion makua kane - father, uncle, any male relative of the parenITsjeneration lokahi harmony makuahine - mother, aunt, any female relative of the parent's generation lokomaika'i goodness/kindness pa anana industriousness Keiki kane - son, boy 'ike recognition Kaikamahine - daughter, girl (pl., kaikamahine)

Mo'opuna - grandchild moropuna kane - male grandchild mo'opuna wahine - female grandchild

Kamali'i - children Kamaiki - baby 101 100 33 'IL!. .g,#Ptjt. "4 't,lt- -,..-'. t -, -

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.1. -.1. -.'.,011 7.4.11G *A.S. AL214;fitI. ... la ., ...kr& s .....-A..-,./.."), Jt *Ca' -<.. f.. , i 1 i ' 1

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. ; - 11,16b'. , . 4 , "t:660;46.' `dlir->-4603:7 7:7.414,41r4Wr4r 10,,01,11_ - r Lt-,1 ANINAmic,-7,7"411/11, ar m.o.,. If A r r 1;4", ..itm.;174:1;:111,.c"tji: Grade 2, Appendix Unit I-C

35 104

1 ' ' , I r

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r '''['ii;,11,1,!( 1 )))\'ig\'' v.,11111\'''' :._...., Mal' luau 1' ,iiiih&lifI We' Alitsi 'ICH 10I 11)' '1 1 :\1°1140:\ 111111L111 ii. 1 \\ ra \ -\\ q -#:AhL-444,1a 11 ,__...., 1 dm tii et' 11 at - 10 .ft, Ill : 'aq 'Mir: .1,10- ,--), -- IV...,., _...--,, -- \ I i..-- Ilasx Ik__

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u a I

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riM.-Alt .... 111 ftailallt Mama-. .4 ;4 I Grade 2, Appendix I-0 , KAUHALE r/;11 -Mk., °tilt ' 14, ,/' itk t

'sS IP° vt, ,.1-,?...,1- '0' 1.4 Cot _ - ,/ I ill"' ri,t1,j,ji" r 1 /if;

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14, '''''',"41'4" ' 7. , fts i;t0A, ;40,:itA Ki 7-771 17,

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40 , I 114 4:4 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 inr the box of something that energy can heat Or canmove.

11'3 41 117 Grade 2, Appendix Unit I-E

Suggested Questions:

- Which of the thingsshown have energy? (All of them) - How do we get energyfrom gasoline? (Burn it) - How do we get energy outof 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 movesomething 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.

119 118N 42 ENERGY

IN OUR

LIVES

Can Make Things Hot Can Make Things Move

Fire

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

00 00 ......

si\

Stove

A 7.- Arm

la al sa a a a

Gas

\ s :, 2-3 e, Horse

120 FOODS I DO AND DON'T LIKE Nutrition Fact Sheet

(Salads -- Cooked Vegetables--Milk) These [Thesefoods -->contain These 1 which Healthy Substances produce Body Parts

Vitamin A 4E. SALAD eye Lettuce Tombtoes Cabbage Carrots Vitamin Parsley \tSt#Sprouts Complex Water cress ood kidney digestive tract

complex cell chemistry skin Vitamin C EgiP bone muscles Vitamin COOKED i 0 VEGETABLES bone Vitamin Carrots Peas muscles reproduction Broccoli Vitamin Spinach K Cauliflower Tomatoes digestive tract Fiber

MILK Mineral Calcium heart muscles blood

Mineral Iron

blood

Mineral Phosphorou bone muscles 2-17

121 Grade 2, Appendix Unit I-G

CHECKLIST

. .

. Date Service(s) Received Service(s) Rendered

. E.g.: Fast foods place for breakfast. Snack sloppe -0 for ice cream. Service.station for gas. X Sept. 9 X X, X Hdlped my sister cross the street.

. .

. ,

. .

_ .

. .

45 122 123 "Eia Makou Na Mahi'ai"

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 kanu No 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 tosnare the fish)

Pula, pula, hei i kai'a (Shake, shdke, snare the fish) 0*-Ata1,

'Hipai i ka 'upena Nui ka i'a ) . (We caught plenty of fish) -*.104410

Maika'i no! (Very ghd)

Composed by Violet-Marie Rosehill

Reprinted with permission of The Kamehamehachools/Bernice P. Bishop Estate. 402A Grade 2, Appendix Unit I-I

HE KINO MAIKA'I No

Tune: Alouette Lyrics: Hawaiian Studies State Staff

F 1. Eia ku'u kino Here is my body r7 4- Itiu, maka,jaha Nose, eyes, mouth

Eia ku'u wawae Here is my feet

VuF_ 'eku'e wwae Ankles

Po'ohiwi, '45 Shoulders, stomach 7 C . E Peeelao,piko Ears, navel

PaCpakole(kikala) Buttocks (hips)

Umauma Naha nui) e Chest (big mouth)

Eiaku'u kino Here is my body 7 C F_ Maika'i no! Nice indeed: s

F C7 F 2. Lauoho, Lehelehe, niho Hair, lips, teeth

C7 _ _F_ Papalina, me na 'Oa Cheeks,with the thighs

Kikala, kuli Hips, knees 7 MenapapakoFle With the buttocks C7 Manamana lima Fingers

Manamana wawae e Toes

F Eia ku'u kino Here is my body C7 F_ Maika'i no: Nice indeed:

47 125 Grade 2, Appendix Unit I-J

Na M5hele,o Ke Kino Ke Kino o Ke Kanaka (The parts,of the body) (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 knee Kahi, 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

See the accompanying picture of "Ke Kino o Ke Kanaka" which is a reduction of the body poster in Na Ki'i Ho'ona'auao/ Hawaiian Studies Instructional Visuals, Series I. Ho'oedka'ikei/Explorations 1973, p. 59. Laminate the poster. Have the children write the names of the body parts Reprinted with the permission of The Kameham-ha Schools/ using a non-permanent marker or reusable Bernice P. Bishop Estate. signs which can be taped to the poster. 48 12H 127 Grade 2, Appendix Unit I-K

Na 'Oihana Like 'Ole

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

F Farmer: Kanaka mahi'ai, Kanaka mahi'ai, The farmer, the farmer, C7 Aloha k5ua, Kanaka mahi'ai. We (two) love the farmer.

F Dentist: '0 ke kauka niho, '0 ke kauka niho, The dentist, the dentist, C7 Nani no n5 niho,'0 ke kauka niho. The teeth are lovely (because of) the dentist.

F Custodian: Kanaka m5lama kula, Kanaka milama kula, The custodian, the custodian, C7 Nui k5na hana, Kanaka m5lama kula. He/She does a lot of work, the custodian.

F Firefighter: Kanaka kinai ahi, Kanaka kinai ahi, The firefighter, the firefighter, C7 He kanaka koa, Kanaka kinai ahi. He/She is a brave person, the firefighter.

Baby-sitter: Kahu milama keiki, Kahu m5lama keiki, The baby-sitter, the baby-sitter, C7 Nui ko'u aloha i5 ia, Kahu m5lama keiki. I really love her/him, the baby-sitter.

128 129 49 Grade 2, Appendix Unit I-K

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

F Bb F Mai maka'u ike kauka niho Don't be afraid of the dentist C7 F Mino'aka, mino'aka e Smile, smile Bb F He checks our waha and cares for our niho He checks our mouths and cares for our teeth F Mino'aka, mino'aka e. Smile, smile.

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

Here an 'aka, there an 'aka, Here a laugh, there a laugh,

Everywhere an 'aka'aka Everywhere a laugh, laugh. Bb F Mai maka'u ike kauka niho Don't be afraid of the dentist C7 F Mino'aka, mino'aka e. Smile, smile.

130 50 131 'A, ALOHA MAI Words and lust,: cy

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

IT 'I I lo-ko ne-i I lo-ko ne-i

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

15. 'A, i. 'i, 16, 'Ae, mahalo nu-i,ma-ha-lo 7;7 Endin ; irsioricallerilFA

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

i 2nd 2ndinc- i i _Iiarim....riiwim 41. 147 di S -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 Pescaia Institute for Hawaiian Culture Studies

"Members of the 'ohana, like taro shoots, are all from the same 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 origin of the people with the birth of Moe. -See the story of HUN in Grades K-1 Appendix Unit II-B, p. 113.

'Ghana included those born with blood ties, those who were unrelated but accepted by the 'ohana, and those who died and remained spiritual ancestors of the 'ohana. It included the: 0 'aumakua spiritual ancestors kUpuna kualua great, great grandparents Upuna kuakahi great grandparents grandparents and all relatives of the grandparent generation kOpuna kane grandfather kilpuna wahine grandmother makua parents and relatives of the parent geperation (aunts and uncles) maua kane fath9fr (uncle) makuahine mother (aunty) keiki first cousins within the 'ohana or hbai (adopted),

52 134 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 whoin 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 carrying 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 knowing 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, fishing, 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 BessPrE4,1980. 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 'OHANA by 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 them live happy and successful lives. In.order to do this we need to educate the total person. Each student needs to gain understanding and knowledge not only of content areas but also of himself or herself and others.

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 classroom environment 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 Berne and from Nana I Ke Kumu, I,by Mary K. Puku'i. I hope it will provide you with "tools" as you work with your students.

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 American psychological perspective redressed in Hawaiian terminology.

138 54 THE THREE ME'S

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

Caring Do's and Don'ts

Figures things out - Makes decisions

Fun Feelings

139 55 140 ME, THE MAKUA 114% 60 AU KA MAKUA

Makua is the Hawaiian word for parent.The makua part of us (ME, THE PARENT) reflects the things we learn from our parents or the people who brought us up. They taught us how to do things and how not to do things; and we learned by just watching how they talked to each other 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 part is caring, encouraging us to show love and affection, such as kokua, laulima, and aloha.

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

141 56 142 ME, THE ALAKA'I

Alaka'i is the Hawaiian word for director. This is the `0 AU KE KANAKA NO`ONVO part of us that thinks and figures things out. The alaka'i part of us gets the facts, examines theme and speaks logically (ME, THE ADULT THINKER) and rationally. It is said that the human brain can handle over one billion bits of information which' is more than any ALAKA`l computer can handle. We see, then, that we can learn anything our alaka'i decides to learn. Sometimes the makua or the keiki parts of us can inhibit us from learning, effectively. Now that we know this, we can watch out for the keiki and makua and make sure that doesn't happen. The mciFifWings we Tearn about people and the world around us, the stronger our 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.

143 57 144 ME, THE KEIKI

\- `0 AU KE KEIKI (ME, THE CHILD) Keiki is the Hawaiian word for child. The keiki Is the part of us that expresses feelings of fear, anger, happiness, `Da (Pain) or sadness. The keiki part of us also likes to have fun. Maka`u (Fear) 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 in Pa'ani (Play) 7' ! Aloha (Love) balance. When we use words that express our feelings like "wow", "want", "I'm scared", "aw, shucks, "great", "I don't want to", we know our keiki is at work. bt

% .

i-erwm011.

145 58 146 The concepts of self can also be used to help students understand behavior. When students learn to understand themselvet and others,they will be better equipped to function in the classroom, on the playground, 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 by the 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 the close '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 Program Instructional Visuals Packet: Na Ki'i Ho'ona'auao, Series I. They are also part of a packet of 8k" x 11" masters for duplication and transparencias.)

147 59 ,-. "'IKE" a EVERYBODY NEEDS (RECOGNITION) ,

'Ike is to recognize everyone as people. Everyone needs to be recognized, especially children. 'Ike can be given in a number oftways in school. It can be a look, a word, I touch, a hug, a gesture, a kiss and even a scolding. Children need to give 'ike to each other,so if the teacher models the giving of 'ike then the children will interna lize Kamaiki (Baby) the behavior. Just to tell the children how nice they ,....i. look, or how happy you are Keiki Kane (Son) that they are quiet, or "How pretty the ribbon in your hair looks" or "What a handsome shirt you have on today!" are all ways of giving 'ike. It helps create a positive atmosphere'in the classroom and' makes everyone feel. maika'i

N, (good).

Na Makua (Mom and Dad) Na Kupyna (Grandparents) 60 14) 150 P

go ALOHA Aloha has many meanings: ,love, affection, compassion, mercy, pity, kindness, charity, hello, goodbye, greetings, farewell, alas, regards. It can be shown in a variety of ways. The 'ohana provided a ready source of love, affection, kindness, courtesy and hospitality. Aloha was shown and given not only to 'ohana.members but to all who visited.

I. ..,

151 61 152 KOKUA In every 'ohma in old Hawai'i, every member helped to get the work done. Kokua (help) was an important part of every household and family members usually did not have to be asked to kokua; they helped whenever they saw work being done.

153 62 154 KULEANA

One of the most important kuleana (responsibility) of every o ana member was to maintain acceptable standards of behavior. Attention seeking behavior was frowned upon and respect for social rank and seniority was a must. Each person was taught what was acceptable and not acceptable. He or she learned to accept and carry through his or her kuleana willingly.

155 63 15e LAULINIA Everyone in the 'ohana shared the work load whether it be planting, building a house or a fishpond, preparing meals, or fishing. Each person did a share of the work to get it done.'If a man wanted a house built, his 'ohana willingly came to help. The men gathered the building materials, built the foundation, put up the frame and attached the thatch. The women wove the floor mats of lau hala and made kapa out of wauke (paper mulberry). They also gathered the pili grass and other thatching materials. The children helped in whatever capacity they could depending on their age and sex. This kind of laulima made the work. easier and more enjoyable.

157 64 158 LOKAHI

The 'ohana considered 15kahi (harmony, unity) very important, lokahi not only with people but also with the universe. The members of the 'ohana showed this in their daily living by sharing goods and services with each other. The 'ohana_members generously gave to others no matter how little they themselves had. Strangers were greeted with aloha and were invited to come in and partake of food. Any- one visiting another area took food or a gift of some kind as a symbol of hospitality. They established liikahi with the universe by observing the kapu of daily living, which included homage to the gods.These kinds of behaviors nurtured harmony or 95kahi in the 'ohana.

159 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 therefore need to have some family-oriented activities inschool 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, uncles and cousins, grandparents and great grandparents living in close proximity. When a child was reprimanded by 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 classroom is of great importance.

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

161 162 Grade 2, Appendix Unit I-0

MY DAILY BREAKFAST FOODS 0

Meats/Dairy Products/Beans Monday

o Tuesday c

. Wednesday

,-.

Thursday

Fats/Grains/Breads

Friday

Fruits and Vegetables N / , 67 Grade 2, Unit II

CONTENT AREAS EMPHASES

SOCIAL STUDIES People's lives are influenced by their physical location on the earth and the availability of 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 globe Natural resources vs., human-made resources Awareness of natural resources using sensory perceptions Effect of people and technology on the environment Importance of wai (fresh water) as a natural resource Today's water problems Influence of climate, land and natural resources on Food, clothing, shelter Industry and other community enterprises

Learning about the historical past so as to understand Changes The future

ENVIRONMENTAL EDUCATION/ The environment influences people's ways of living and people inturn influence the environment. SCIENCE Sensory activities to develop environmental awareness Awareness and appreciation of plants Parts of a plant Germination of a seed Natural resources vs. human-made materials Renewability of resources Careers involving natural resources Experimenting with natural dyes Hawaiian cooking methods using natural resources ..Hawaii's water supply Water cycle Conservation Prevention of pollution Importance of water to Hawaii's kalo production Environmental ethics Responsibility (Careers) Future environments 165 68 166 Grade 2, Unit II

LEARNER OBJECTIVES APPENDICES

Identifies the island on which a student lives, locates it on a map, and names Unit II-A Maps of the Islands, pp. 129-136 important mountain(s) on that island. B Worksheet: Original Source, p. 137 Identifies some of the histOrical or legendary landmarks within the student's community or neighboring area. - C News articles: Water Problems, p. 138

Names occupations in the community that are directly dependent on various natural - D Food Chain, p. 148 resources--lei maker, tree trimmer, taro farmer, fisher, forest ranger, wild life manager, resort staff, tourist industry personnel, water management personnel, - E Pictures of King Kamehameha and Prince etc Kuhio, p. 149

Detects factors in the local environment of the home, school, or community which - El Important Cultural and Historical affect health and safety. Contributors to our Island Communities (Samp), p. 151 Discusses the importance of pure water to the community.

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

Describes some of the natural phenomena in Hawai'i and identifies them with their Unit II-F Water Cycle, p. 153 proper Hawaiian names.

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

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

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

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

Discusses the importance of pure water to the community. a

167 168 69 Grade 2, Unit II

CONTENTAREAS EMPHASES

ENVIRONMENTAL EDUCATION/ SCIENCE (CONTINUED)

studied LANGUAGE ARTS Skill building activities based on social and science/environmental education concepts in this unit. Creating imagery Descriptive words for the physical features of the mokupuni(islands) Vocabulary building in English and Hawaiian Poetry'about aloha laina, the love of one's home area Creating poems Improving writing skills Planning and creating a tourist brochure Letter writing Writing for specific purposes Journal writing Creating and memorizing 'olelo no'eau (wise sayings) Writing haiku Planning a class mural on the ahupua'a (land division) inwhich the school is located Discussion skills Planning skills Reporting skills

16J 70 170 Grade 2, Unit II

LEARNER OBJECTIVES APPENDICES

Is aware of the importance of fresh water to sustain human life and to permit agriculture 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 Hawaiians of 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 their Unit 1I-0Ahupua'a, p. 167 proper Hawaiian names. -P Uses of the Breadfruit, p. 171 Expresses the student's feelings about Hawai'i in English- prose or poetry. -QPicture of a P515, p. 172 o, Imitates with correct pronunciation the Hawaiian words, expressions and phrases modeled by the teacher or kupuna. - R o'okti'auhau o Kal5kaua, p. 174

Identifies objects or people in pictures with simple Hawaiian phrases or single -S Genealogy Chart, p. 175 word responses. - W Language Patterns, p. 179 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 have previously been learned orally. c.

71 172 171 Grade 2, Unit II

CONTENT AREAS EMPHASES

LANGUAGE ARTS (CONTINUED) Listening to and discussing Hawaiian literature Reading and appreciating Hawaiian poetry Stories, of origin Writing stories with environmental themes Planning a picture storybook Biographies of well-known/important people Discussing the concept of biography Listening to a biography (Ka'iulani) Understanding the concept of genealogy Interviewing 'ohana members and collecting information (research) needed in biographical writing Listening to and discussing the biography of another famous person (Kathehameha I) Creative writing Speaking Narratives of Hawai'i 50 years in the future

MusIc Many songs and chants of Hawai'i contain expressions of the Hawaiians' love and appreciation for 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 phenomena Learning the natural sources of Hawaiian instruments 17j 72 174 rade-2, Unit II 'l LEARNER OBJECTIVES APPEND'', ICES

Unit II-G Hula Instruments', p. 154 Imitates phrases in a Hawaiian chant.

- H Chant: "Huki I Ke Kalo," 155 Sings selected Hawaiian songs introduced by the teacher while playing rhythm instruments in time with the beat. -M Song: "Ka'uiki," p. 165 Accompanies a Hawaiian chant using a rhythm instrument such as an ipu, k5la'au, - T Chant: "N5 Kumu Ola 0 Hawai'i," p. 176 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 singing and 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 traditional hula kahiko or hula 'auana.

Names the stages in the production of poi from the planting of the taro until the mixing of the store-bought poi with water as it applies to the chant, "Huki I Ke Kalo." 1 76 175 73 Grade 2, Unit II

CONTENT- AREAS EMPHASES

ART Children express their feelings about the environment through a variety of experiences in creative activities using different media. Patterns in nature Leaf prints Leaf crayon rub Collage Favprite places and landmarks Painting posters' Creating travel posters Environmental appreciation through various media Illustrated multi-panel activity display--favorite activities in the environment Mural -,the ahupua'a Painting--improving the environment Diorama--environmentally-based occupations Illustra ns of 'olelo no'eau (wise sayings) through collage techniques Montage-Water conservation (photography) Logo--conservation of natural resources Drawing--steps in poi production Painting group movie roll--"Processing Poi in Hawaii Today" Mobile--sealife Illustrations/Book Covers--students' storybooks on environmental themes PaintingPrincess Ka'iulani's home Montage--Princess Ka'iulani's life Displays--souvenirs/mementos Ceramics--figurines of well-known community people Mural--"Hawai'i:50 Years in the Future"

GAMES AND RECREATION Children participate in physical activities that help them develop their physical skills as well as their awarerss of the environment as they engage in outdoor as well as indoor games and activities. Game - "Racing Arouvd the Islands" Game - "Matching Symbols" Hawaiian games Coordinati:.1,1 Strength Endurance Skill 177 74 178 Grade 2, Unit II

LEARNER OBJECTIVES APPENDICES

Expresses one's awareness of the Hawaiian environment by ef.gaging in creative Unit II-H Kalo: Steps in Making Pot, p. 155 activities that allow the free use of a variety of media in a variety of artistic projects.

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

Identif4ies recreational opportunities in both human-made and natural environments Unit II-L Game: "Let's Go Swimming!" gameboard, p.159 in Hawai'i. -Li Game: "Let's Go Swimming!" word cards,pp.160- Plays'Hawaiian language oriented games with partners or groups. 161 -L2 Game: "Concentration" word cards, p.162 Follows rules in simple Hawaiian games and activities. , -U Game: "Know the Alaka'i (Leaders)," p.177 Performs basic body movement patterns in games and dances. 7 -V Summary of the legend, "The Flying War Club," p.178

75 179 180 Grade 2, Unit II

CONTENT AREAS EMPHASES

GAMES AND RECREATION Other ethnic games and physical culture arts Aerobic dancing (CONTINUED) 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)"

health and The environment provides some naturalremedies for physical ills that affect the and quality of medicines HEALTH safety of the people. Human technology has improved the availability today. Medicinal practices today Community helpers involved in caring forpeople Modern technology and equipment Medicinal practices in early Hawai'i

based on what is available in theirenvironment. NUTRITION People in a community make food choices Classifying food Mea'ai Hawai'i kahiko (early Hawaiianfood) Staple foods Today: Rice, potato, oi/kalo mai'a (banana) Early Hawai'i: Kalo,'uala sweet potato), 'ulu (breadfruit), Seafoods

181 76 182 Grade 2, Unit II

LEARNEROBJECTIVES APPENDICES

Participates competitively in simple Hawaiian games and sports.

Relates the use of Hawaiian, games, sports, and quieter pastimes in former times to 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. 156 which affect health and safety.

Is aware that Hawaiians had experts who specialized in using herbs and other methods 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) Unit'II -J Some Natural Resources of D'ahu, p. 157 are Hawaiian foods and which are introduced ftE7 a -K Summary of the legend, "Th,e Empty Identifies previously unfamiliar Hawaiian foods. Sea," p. 158

Identifies some of the plants brought to Hawai'i by the Polynesians. -N Worksheet: "We Predict," p. 166 0 Discusses how food choices of the Hawaiians were limited by what was grown or caught by them. :, Names some of the fish species that the Hawaiians in former times and many people today still eat.

Cites reasons for food choices for self and others.

184 . 183 77. Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

The children/will be involved in activi- The following activities allow the students The following activities involve the ties that will help them understand that to use their senses to increase their the children in skill building experi- people's lives are influenced by their appreciation and understanding of the ences dealing with the topics studied physical location on the earth andthe environment. in social studies and science/ availability of natural resources. environmental education.

A. Location A. Sensory perception A. Skills in creating imagery

1. Display a physical map of nã moku- 1. Plan a walk to a specific area on 1. Ask: puni o Hawai'i nei (the islands the school grounds that has trees, of Hawai'i). Check with the plants and a variety of other a. What are some of the school librarian if such a map is flora for the children to see. physical features of our not readily available to you. This activity'can also be done mokupuni? (mountains, in a park or a forested area. waterfalls, pali, forests, 2. Allow the children to look at the sunsets, ocean) map, study it and do some inquiry a. Blindfold two students and before beginning the following have them walk with you,to 2. Write the children's responses discussion. some trees. Have them feel randomly on a large wall chart the bark of a variety of trees. and circle each response. 3. Ask: Have them share what they feel. Ask: 3. Have the children think of a. What does this map show? descriptive words for each of 1) How does this bark feel"? the features listed b. Who can come up and Place this pointer on the mokupuni 2) Does it feel the same as beautiful high on which we live? '0 Wai ka the one before? inoa o ko kakou mokupuni? (What is the name of our moku- 3) Is it the same kind of tree puni?) as the one before? green big

c. What does the blue on the map 4) Can you name the tree? represent? moana (ocean) high b. Have some students (blindfolded) feel the textures of leaves, nuts or needles of trees that grow in the area rugged steep

165

78 186 'Grade 2, Unit II

Music ART GAMES AND ,RECREATION

The following songs, chants and activi- The following activities allow the children The following activities are fun games for ties in music involve the children in to creatively express their feelings about the children to help them become more aware creative expressions of their awareness their environment through a variety of of our island environment. of their environment. media. A. Game - "Racing Around the Islands" A. Songs of the islands A. Patterns in nature 1. All the students join hands to form Source: M5hoe. E Himeni Hawai'i There are a variety of art activities one large circle. Kakou. Available in most school that can be done by the children in libraries. See also Kamehameha the classroom that go along with the 2. Count off in Hawaiian by 'ekahi, Schools, Explorations, any year. study of their environment. 'elua, 'ekolu, 'eha.

1. When the children have learned 1. Leaf prints 3. In one game, use the names of the the names of the eight main four major islands and in another islands in social studies, play (See Environmental Education game, use the names of the four the island songs for each of column, activity A.1., p. 78) smaller islands. the islands and have then lis- After experiencing a sensory acti- ten to the ,songs aftr you vity, encourage the children to 4. One person remains the haku (master) explain the meaning of the collect a variety of leaves. who stands in the center of the circle. words: Remind them about taking care of The haku calls the name of one island. the environment as they gather the All of the children who represent 2. Teach them the song of their leaves. that island have to run around the own island. Talk about the outside of the circle. meaning of the words and show Materials needed: them pictures (scenic) of dif- paper, 81" x 11"' tempera paint B. Game "Matching Symbols" ferent places on the island straight pins toothbrush whose beauty is reflected in variety of leaves Preparation: the song. Encourage the metal wire screen (or nylon or Teacher should prepare at least eight children to ask their parents, plastic), 9" x 12" sets of tags. In each set, one tag and grandparents for songs of should show an island name (Ni'ihau), the island that would be good a. Place a leaf on a sheet of a lei (pupu) and a color (ke'oke'o /white) to share with the class. paper and secure it to the appropriate for thv particular7Tand. backboard. With more than 24 students in class 3. Play elch island song and have you will need some duplicate sets. the children identify the island b. Place the screen over the leaf. Color and lei name information can be to which it belongs. found on the island maps in Na Ki'i Ho'ona'auao.

187 79 188 Grade 2, Unit II SOCIAL STUDIES SCIENCE/ENVIRONMNTAL DUCATION LANGUAGE ARTS

d. What do you suppose the green you select. Have them share Translate these words to areas represent? the brown? what they feel and learn about Hawaiian using the school 'aina (land) Point to the each itenhey touch. kupuna, The Basic Vocabulary legend of the map and explain Lists on pp. 181-187 or the Puku'i/ why some areas are brown and c. Do the same-exercise without Elbert Hawaiian Dictionary. others green. blindfolds using the same trees, leaves and nuts or Use the simple language e. Are there any kuahiwi or frwits. See if the children patterns in Appendix Unit mauna (mountains ors are able to identify the items II-W, p. 179 to make mokupuni? '0 wai na inoa o 1 they to4ched when they were Hawaiian sentences. na kuahiwi ma ko kakou molar blindfolded. Muni? (What are the names of 4. Have the children look for . the mountains on our21812E1y 2. Take the children to an environment pictures of natural phenomena where there are several varieties in magazines, tourist brochures f. Where are the. mouptains n the of living things. Have them sit and pamphlets. Have thein cut map? What color repres'ertts together in a group with their out these pictures and arrange the mountains? See Appendix eyes closed. them on a bulletin board. Ask Unit II=A, pp. 129-136 for a for a committee of volunteers inap of your island. Use the a. Have them listen for sounds to look up the Hawaiian equiva- appropriate island poster and tune in to the smells. lents for the natural phenomena from Na Ki'i Ho'ona'auao, using the Basic Vocabulary Lists Series I. Duplicate ,the adi" b. Select one student whose eyes on pp. 181-187 of this guide. x 11" individual maps for all are open and instruct him/her ,of the children to work with. to describe a living thing or 5. Look for a variety of poems part of a living thing using that express the authors' love one or all of his/her senses. for a place or home site. g. How are the mountains shown on When he/she is finished, have These are available in a this map? Place you'r finger the students open their eyes variety of poetry books, song on the mountain(s) and say the and identify the living thing books and publications by the name(s) after me. dtscribed. Office of Instructional Ser- vices, e.g., Haku Mele 0 4. Have the children locate their c. Have the children pick up a Hawaii, various,yolumes (see town on the map. If the name of handful of soil. Have them your school librarian for the town is not pri.nteetn the sift through it and tell what various volumes). map, have them write it on their they find in it, such as rocks, map. sand, shells, leaves, insects, etc. (blindfoldea). 189.

80 190 Grade 2, Unit II

ART GAMES AND RECREATION

4. Teach the children as many of c. Select a color. Using the Directions: the island songs as they are toothbrush, paint across the capable of learning. screen. Encourage the children 1. Students are assigned to one"of two to be very careful at this large groups.

B. Song: "Ka'uikin stage. The amount of paint on Sources: DOE/OIS. Strings and the toothbrush must not be 2. One group stands on ope side of the Things. 1966, ETV Guide. excessive on it will drip onto field and each student.is given a Dances of Hawai'i, Ancient and the design rather than being tag with an island name on it to Modern. Bowmar Records of Los splattered. hOld/in his/her hand. Angeles. Mahoe. E Himeni Hawai'i Kakou, d. Talk about the different sizes 3. The/students in the other group are p. 81. and shapes of leaves. , each given a tag with a corresponding See Appendix Unit II-M, p. 165. 10i nape or color name in Hawaiian e. When the prints are dry, have '.fcir:each child to hold in his/per the children group together 1. On a map, point out liana, Maui hand. to the children. Read the those prints with the similar description of this place name shapes. Have them group the 4. At a given signal, all the ch1/44dren from Puku'i/Elbert/Mo'okini. leaves by sizes. Have them must run together and find matching Place Names of Hawai'i, p. 92. label the leaves when the names parihers and sit down together. The are known. object is to avoid being the last 2. Introduce the children to Maui matching trio-to sit. the demi-god by, reading a few f. Have the children take the legends to them from Thompson. leaf prints outside to identify 5. Cards and names are rotated after Maui - Full-of-Tricks. leaves fodnd outside during each,roundlaf play. nature walks.

3. Introduce themlto Ka'ahumanu by . Hawaiian games telling them about her position These prints may be left out as Kamehameha the Great's for everyone to enjoy and later The Hdwaiian people lived in harmony favorite wife who was a very placed in a booklet. This can with nature. Their daily lives depeod.0,, powerful influeTice in Hawaii. be a valuable student-made on products from the land andsea,,f Show them a piqure of her. See reference book for others to Games and sports ware asource of relax- Feher, Hawai'i:;A Pictorial use in iaentifying leaves. ation and pleasure. The Makahiki was History, p. 1511. Encourage the children to a four-month period, beginning in mid- learn the Hawaiian nimes along Octqber,Land dedicated to Lonoikamakahikic with the Englishnames,if Most work stopped during 4. Relate to sthem!thatKa'uikiHill Go) of Sports. was an important fortress for known. this time and the people participated the chiefs of Maui to guard E.g., lau kukui (candlenutleaf) in games and the hula. lau kuawa (guava leaf) lau manak6 (mango leaf)

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SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

5. Go to some tourist area or agency 3. Give the children drawing paper a. Read the poems to the on your island to obtain some and crayons. Have them draw as children and motivate tourist brochures. Divide the many shapes and designs they see the children to visual- children into mini 'Ghana and in their environment. Identify ize the scenes created have them alu like (work together) these shapes in math class giving in the poems. to find some famous and important them their geometric names such landmarks to add to their maps. as, triangular, circular, oval, b. Talk about "imagery" and Encourage them to listen to one square, etc. the use of descriptive. another and to share their find- words to create images. ings. 4. Have them collect things in the Introduce new adjectives

environment to take back .c.o the that can be used to 6. Compile all of their research on classroom such as leaves', nuts, describe the natural one map and transfer this infor- pieces of bark, stones, flowers, phenomena listed on the mation to the wall chart if it shells, etc. wall chart in lesson A.1. is laminated. If not, place a Have the children listen sheet of transparent plastic over 5. Take the children to a location for these adjectives in the map before recording the srwhere they can listen to a wide the poems you share. information. variety of sounds. Have them distinguish bec.ween natural sounds 6. Have the children look through 7 Have the children work in their and human-made sounds. Allow a some poetry books for poems mini 'ohana and cut out pictures student to imitate a sound and they especially liked that from the brochures that describe have the class guess what that describe places or homes. special places on the mokupuni. sound is. Place these pictures on the bulle- 7. Have them share their poems tin board around the map of your 6. Smell: Have the children bring to by reading them to the class moku puni: Have them locate the school a variety of flowers found and tell why they especially places on the map. Use lengths in the environment. Have them liked the poem. of yarn to connect the pictures identify each flower by name. to the location on the map. This Introduce the Hawaiian word for 8. Creating poems can be a learning center for the flower--pua,. Set up a display of children. During their free time these pua, with the proper labels. a. Having discussed the poems they can practice their location Label the display Na Pua o Hawai'i and the imagery created by skills. (The Flowers of Hawai'i). Have th the iise of descriptive children come up to smell the words, motivate the chid --' flowers and observe the color and dren to become poets by texture. When they can identify writing their own poetry about their homes and/or favorite places. 193 82 194 Grade 2, Unit II

Music ART GAMES AND RECREATION

against attacks by chiefs sail- 2. Leaf crayon rub 1. Develop an English vocabulary list ing over from Hawaii. It is with some of the following terms also the site where the infant Materials needed: as starters: Ka'ahumanu lived while war was newsprint, 81" x 11" raging further inland. crayons a. Coordination b. Strength

5. Write the words of the song on' a. Encourage the children to look c. Endurance a chart,, one verse at a time for leaves that have distinc- d. Skill Write the translation also. tive characteristics like: prominent veins 2. Discuss with the children reasons 6. Identify the words that are sawtooth edges why they engage in games. Make a familiar to the children by odd shapes list of reasons why we are such asking: "game-oriented" people today. Ask: b. Talk about the leaves the a. Do you see any familiar children bring to class and a. Do all people around the world Hawaiian words in the verse? have them try to identify them. enjoy games as we do?What What are they? Call on stu- makes you think so. dents to underline these c. Follow this procedure for words. printing: b. Do they play games for the same reasons we do? b. What does this first verse 1) Place a leaf on the table tell you about Ka'uiki? and put a sheet of news- c. What kinds of games do you suppose Show them a picture of print on top of it. the Hawaiians played? (Have Ka'uiki Hill if one is them make predictions.) available. 2) Using the side of a crayon, rub it across the lea 3. Using Dr. Donald Mitchell's Hawaiian 7. Play or sing the song for the f A dark crayon° Games for Today, expose the chi dren children after going over the will produce a better to the pictures and introduce them words. Encourage the children print. to a few of the 60 Hawaiian games to sing with feeling in their listed in the book. voices so that they sound like 3) Experiment with several they appreciate Ka'uiki. leaves. Some of the suggested games to use with second graders are listed below.

8. Encourage them to create hula d. Set up a display of these motions expressing their prints and encourage the a. Games of strength and endurance feelings for Ka'uiki. children to become researchers Hakoko noho - sit down wrestling, by identifying each leaf with p. 18 its correct names: English, Uma - hand wrestling, p. 19 Hukihuki - tug of war, p. 25 195 83 196 Grade 2 Unit II SOCIAL STUDIES SCIENCE /ENVIRONMENTAL EDUCATION *_ LANGUAGE ARTS

8. Ask the school kupuna to share the flowers by sight and smell, b. Have them select a some legends or stories that he/ blindfold d few of them and have favorite place that they she remembers about landmarks in them identify the flowers by smell enjoor love and think the community or outside the only. of al the reasons why community. If there is an histor- they lo the place. ical event that happened in the Review area, the event should be shared. c. Have them wr their Have the children express why they Set up some activities in the classroom poems. Those are feel the event is important. in which the children can experience a motivated may wri more. real appreciation of their five senses. Encourage them to share 9. Plan a field trip to visit some their poems with a friend. of these sites. While on the E.g.: trip, have the children point out d. Have the children plan a scenic spots that they feel people 1. Turn the lights off and darken the pamphlet format for their would like to visit. Using the room completely. .Open a bottle of poems. Give them a sheet tourist brochures as a resource, kim chee and/or other odorous foods of construction paper have the children plan a brochure and have the children guess what 12" x 18". Have them all their own that they can send they are smelling. fold it in half to make to another second grade class in a pamphlet. Encourage 2. Produce a sound and have them another state or country. This them to create an illus- identify the natural source of can be the beginning of a good tration of theiripoems on the sound. comparative study of life in a the inside covertNAnd to community inanother location. 3. Place a section of a fruit or vege- write their poems on th, Pen pal type letters can be insti- table on their desk in a container opposite side. tuted and cultural sharing would through which they cannot see. In be the result. See language arts a darkened room, have them open e. Allow the children to lesson B.2. on p. 88. the container and identify the food create their own cover by touch and then by taste. decoration with an appro- 10. Obtain several globes in order to priate title. give the children a chance to Many more similar activities can be work in small 'ohana to locate created to develop the children's f. Have the children share Hawaii. Encourage them to kokua sensory perceptions. Encourage the their pamphlets and (help)and alu like (work together. children to use their senses to develop poems with another class When one 'ohana has located more awareness of what's in their by having a "poem-sharing" Hawaii-I, have them give the other environment. session. 'ohana hints as to the location.

E.g.: It's in the Pacific Ocean. It's close to California. etc. 197 84 198 Grade 2. Unit II

MUSIC ART GAMES AND RECREATION

9. As each verse is learned, con- scientific, and Hawaiian, if possi- b. Games of skill tihue to the next verse until ble. Classify the prints by shape, 'Ulumatka bowling using a the whole song is learned. The size, color or usage of the tree or rounded stone, pp. 28-29. children will enjoy creating leaves. Moapahe'e bowling with a hula motions for the verses, torpedo-shaped dart, pp 34-35. using the Engli3h translation 3. Collage as a guide. Call on the c. Quiet games Hawaiian Studies and Music (See science/environmental educa- Hu - spinning tops using kukui Resource Teachers and the school tion lesson A,4. on p. 82. nuts, p. 64 kupuna for kokua when needed. Konane - game of checkers using a. Using the materials gathered white coral and black lava stones, C. Song: "g_Moku 'Eh-a" on the field trip, have the p. 62 S9urce: Mahoe. E Himeni Hawai'i students compose collages Kirno- jacks, p. 60 Kakou, pp. 60-61. (Tapes are depicting their feeling about 116 Hei - string games, p. 65 . available.) This song describes the environment. Encourage the four main islands of Hawaisi-- them to work in pairs if.they The directions for these games are Hawai'i, Maui, O'ahu and Kaua'i. so desire. clearly written with colored pictures The song tells of the beautiful of students playing the games. The island lei and the main kuahiwi b. Talk to the children about children need to be exposed to these (mountain 7 on each island. textures and color combina- Hawaiian games so they can experience tions. Have them arrange the strength, endurance, skill and 1. Talk about your own island their materials on the sheets coordination` building involved in first and locate the main and when they are completely early Hawaiian games. kuahiwi (mountain) on a map. satisfied, then glue them onto See Na Ki'i Ho'ona'auao and the the paper. 4. Using the reference listed, share the Hawaiian Islands lei poster information on p. 6 that describes designed for Alexander and c. When they are done, have them the competitions held in early Hawai'i. Baldwin. Have the children share their feelings about identify the lei of each island. their art work. 5. Initiate discussion and inquiry.

a. Why was it necessary to develop 2. Talk about the description in B. Favorite places and landmarks each verse and have the chil- rules for each game? dren create hula motions 1. . Painting posters expressing the translation of b. If we had the opportunity, how "My Spacial Place" the words. might we change one of the games Materials needed: or the rules? butcher/wrapping/Kraft paper, 18" x 36" paint and brushes 199 85 2o0 Grade 2, Unit II I SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

11. 'Continue this activity as a fun B. Awareness of plants as an important B. Improving writing skills exercise as well as a motivation part of our environment. for the children to become more 1. Planning and creating a interested in places around the 1. Plan a field trip to Foster tourist brochure world. They can look for the Gardens or other botanical gardens United States; Japan, where' so on your island. Ask for an aware- a. Study the tourist bro- many of our cars and TVs come ness walk through the garden. Ask chures used in soCial from; the Middle East, one of the for sensitivity experiences to studies. Have the chil- sources'if our oil; and, other stimulate the children's senses. dren decide the kinds of places of importance. things they would like to

. After visiting a botanical garden, present about their on Culmination plan'one of your own on campus. part of Hawai'i. Make a Talk with-the custodian and get list of these. Simulate a situation in which the the children involved in beautify- children can pretend they are expect- ing the campus. Involve them in b. Have them decide what ing relatives or friends from another planting flowers, shrubs, ferns, they would like to island or from the mainland who have trees, and vegetables. They can include in the brochure never been here before. Their job is help weed and keep the campus such as maps, sites to to "sell" their island to these rela- unlittered by involving them in visit, places to eat and tives or friends as a wonderful place this kind of campus beautification places to live while to visit. They will plan a presenta- program. visiting their island or tion that could be given to a tour community: group. Have them use the brochure 3. Talk to the science resource tea- they created in language arts lesson cher in your district about setting c. Have them create all of B.1., p. 86 and art lesson B.2. on up a terrarium. The children will their illustrations, plan pp. 89 -91. Present this to another be able to witness a self-sustain- how to put the brochure second grade class. ing environment for plants. togethei., and how to organize the class'so that B. Natural vs human -mode resources 4. Study plant life even further by everyone participates germinating mung bean seeds using actively in the production. Preparation: wet paper towels. d. Complete the creation of Have available a shopping bag filled a. Place some mung bean seeds in the tourist brochure so with a variety of objects from the a paper towel that has been it can be used in the next environment that can be categorized folded and dampened. activity (letter writing). as having come from a plant, an animal, the sea or the land. 202 201 86 Grade 2, Unit II

Music ART GAMES AND RECREATION.

3. Teach each verse to the chil- (This activity goes along with c. Do you agree that the games we dren and add instrumentation language arts activity A.8., p. 82) learned improved the - skills we if desired, e.g. pu'ili or said they would? Explain. kala'au beats. a. After studying special places -- around the island, have the 6._ Activities- D. Creating hula motions for natural children think about one phenomena special place they haue been a. Provide many opportunities to to that has a special meaning become familiar with the Selected I. As the children become more for them. Ask them: games. aware of the natural phenomena in their environment, take 'some lYWhere do you like to go b. Plan a time when children compete time to nurture their creativity when you want to be by agaist each:other. and sensitivity by creating hula yourself? motions that represent the 7. Hawaiian games used by the warriors

natural phenomena. . ) Where do you like to be and ali'i of Hawai'i to ready them-

when you're sad? Think of . selves for warfare 2. If.a kupuna is available, this a place where you enjoy would be an excellent lesson being because it makes you Materials needed:

for him/her to present. Some happy and content with the moa - tapered dart . .

of the phenomena may be: . world. the - wooden spear 'Rah of the above are available

mahina - moon b. Encourage the children to 1,through most district offices. a7.7.sun paint this favorite place and Contact the Hawaiian Studies Educa- ua - rain to paint themselves in the tional Specialist or Resource Teacher.) noe - mist picture. wooden stakes wai]ele- waterfall honua - earth c. When they are done, have them Procedure:

TiiWwi untair . share their creations and tell

kumu la'c. - tree I why they enjoy their favorite a. Read or tell the .1tory, of The place. Flying War Club" found in E. The Hawaiians depended upon the Appendix Unit II-V, p.178. 4 natural resources in their environ- d. Encourage them to write'a This can be done in language ment for the materials they needed simple poem about their favor- arts on the day tat this game to produce musical instruments. ite place and to attach it to activity will be conducted. Help the children become aware of the right...hand corner of their I The-story provides a motivation this by exposing them to the paper. Mount the posters in a for learning some basic physical Hawaiian instruments show area. skills as learnpd by the early Hawaiian warriors. ik 213 Grade 2, Unit II SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

E.g.: seed pods b. Have the children check their 2. Letter writing flower seeds everyday to watch the mea kanu (plant wood shavings progress of its growth. a. After completing the bro- bulbs chure, conduct a lesson c. As the seeds are germinating, on writing friendly animal fur introduce a complete plant to letters. feathers holoholona (animal the children and go over its ivory parts: b. Read a few letters to the children as examples. shells roots seaweed kai 1ea4s c. Talk about what should be sand (in a plastic bag ie-a) stems included in the letter coral root hairs such as:

small pieces d. Open a mung bean seed and have .a description of the of lava the children observe the writer with likes and dirt (in a aina (land) Inside. Explain that the dislikes plastic bag) fleshy inside is the food rocks (cotjledori) for the new plant. .reasons for writing

1. Place the closed shopping bag in e. Talk about the germination .a paragraph about the view of all the children and process of a mung bean seed. school, community, arouse their curiosity by asking: Ask: interesting sites, etc. a. Where did this bag come from? 1) How long do you think it will take for the seeds to d. Teach them how to address b. Where did the store get the sprout? an envelope. package? 2) What would happen if we e. Introduce the children to c. Where did the producer get did not water the seed? the concept of a pen pal. the package? Keep one paper towel Have them think of a unwatered and use it as a place in Hawaii they d. Where did they get the mate- comparison. would like to visit and rial to make the package? decide on a single loca- 3) Will the plants look alike. tion for the class. e. What did that material come Will all of the leaves loo from? alike?

205 88 206 Grade 2, Unit II

Music ART GAMES AND RECREATION

Teacher preparation: 2. Creating travel posters b. Refer to Mitchell. Hawaiian Games for Today, pp. 31-35 Set up a display of a variety of In preparation for the brochure for directions. Hawaiian instruments. mentioned in social studies lesson A.9., p.'84,.have the children cre- c. Allow the children to handle ieu 6 'uli'uli ate an attractive poster showing a the moa and ihe so they get kala'au selec;ed scenic spot on the island. used to the weight and size. 'ili'ili The students should select one Have them predict how much ka'eke'eke puniu physical feature, one landmark larger Palila's moa and ihe and one activity to illustrate on were compared to the ones they See Appendix Unit II-G, p. 154. their poster. Their island's name are using. The story talks should be in large, black letters about a "gigantic" knobbed The children are good resources. at the top or the bottom of the club. Have the children dra- They may have these instruments at poster. matize the "gigantic" war home or may have relatives who are club. Also have them imagine willing to let them share them in Materials needed: an ihe of "tremendous" propor- school. Also see the Hawaiian butcher/wrapping/Kraft paper, -tions that could pierce a rain Studies district resource teacher. 24" x 36" cloud and flood the island. tempera paints 1. Introduce each instrument to brushes (various sizes) d. Have them practice and develop the children and have them their skill in throwing the become familiar with the sound. a. Have the children draw a moa and ihe. Have the children who are hula sketch of the poster. Have dancers demonstrate how the them plan the sketch so that 8. Invite other classes to a Makahiki instrument is used. the action taking, place is the or festival. center of attention. Encourage 2. Talk about the natural resource them to center their titles so a. Children might serve as instruc- that was used to produce the that their posters appear tors or assistants. instrument. Encourage them to balanced. predict how the Hawaiians made b. Interested children might these instruments and what b. Have them transfer their develop charts to show game natural material was used as a sketches to their poster paper rules, directions and/or tool. using a variety of paint techniques. brushes. 3. Take one of the instruments and c. Explain how each game we play- - play a rhythm with it. Have c. After the paint dries, have active or quiet--will help to the children repeat the same them cut letters for their improve one of the following: rhythmwith their hands. titles and glue them to the poster, being careful once again, to center the letters. 89 207 208 Grade 2, Unit II

SOCIAL STUDIES SCIENcE/ENY1RONMENTAL EDUCATION LANGUAGE ARTS

After they have established the f. Keep a calendar of events; f. Write pen pal letters source as being from a tree that record everything that happens and include the brochures grows on the land, identify the to the seeds from the first the children produced. difference between natural and day until all the parts of the Mail them to a school on human-made. See Appendix Unit plant are observed (two weeks). the island or in the II-B, p. 137, for a worksheet. community the children g. Have the children record the selected. Use the D3E f. At what stage did the paper number of seeds that germinated Directory for addresses. bag change from a natural and those that did not. resource to a human-made C. Writing for specific purposes item? h. As the seeds continue to germi- nate, the children will be able 1. Daily journal 9. What then is the source of to answer the questions above. this paper bag? (land, Encourage them to experiment Conduct a lesson on journal

plants and human technology) with other kinds of beans and writing. Read some excerpts _ seeds such as lima beans, Koa from books or from journals h. What are some other sources haole, grass seeds and bird written in previous years from which we are able to seeds. by other children. Have the obtain goods that we enjoy children write a daily jour- today? For example, from i. Talk about the variety of uses nal of their observations in where did we get this pupu for sprouts. Have the children science. Encourage them to (seashell)? (the kai - sea) name some sprouts that are be specific and to write only Continue until the Tildren familiar to them. what they actually see or do. name the four categories: They can also predict what E.g.: bean sprouts will happen in the future, 15ina (land) alfalfa sprouts e.g., by tomorrow, the first 01sea) leaf will appear. mea kanu (plant) Discuss the different ethnic holoholona (animal) uses of bean sprouts. 2. Creating and memorizing Zlelo no'eau (wise sayings) Set up a display table with Japanese these four categories. Korean Teacher preparation: Chinese 2. Some of the items may belong to American (salads) Study the news articles found more than one category. Pass the in Appendix Unit II-C, pp. 138-147. bag to one of the children and Write the following 'olelo have him/her pick up one thing no'eau on the top line of a and without taking it out of the wall chart. "Ue ka lani, ola ka honua." 209 90 Grade 2, Unit II

Music ART GAMES AND RECREATION

E.g., clap two ipu rhythms d. Plan an exhibit of the posters, 1) Coordination either in the cafeteria or in ?) Physical strength u te.1/u toJto the library. 3) Agility 4) Mental concentration and and have the children echo the C. Environmental appreciation through strategy planning beat. various media Other ethnic games and physical culture arts, 4. Add other instruments, one at I. Illustrated multi-panel activity N, a time and then do echo beating display with an entire ensemble. Pass I. Have the children share games they the instruments around so that Children can have a great deal of learned from their parents. These the children experience playing fun sharing a little about them- may be active or quiet games that all of them. selves using a folding illustrated parents learned from their own display. culture. 5. Show the Ahupua'a poster produced by the Kamehameha Schools. Materials needed: E.g., Chinese Jump Rope Locate the plants used to butcher/wrapping/Kraft paper, Japanese Jacks produce the instruments on the 4' long cut into 6" widths so Filipino Sipa Ahupua'a poster and talk about that each child receives a length the availability of the plants of paper measuring 6" x 48" 2. Encourage those children who are today. Have the school kupuna crayons or marking pens training in martial arts or other plan a demonstration lesson on physical arts (e.g., Tai Chi, Ki) the making of one of the a. Have the children make a list to demonstrate their skills, coor- instruments. of ten activities they enjoy dination, physical strength, agility doing in the environment, e.g.: and mental concentration and strategy 6. Plan a field trip to an ocean planning. site or a nearby stream to 1) Climb trees gather 'ili'ili (pebbles). 2) Swim in the ocean 3. Invite a martial arts or other Teach the children a hula noho 3) Play with my friends physical culture person to come in (sitting hula) using the 4) Hike in the valleys to talk to the children about the 'ili'ili. 5) Play on the jungle gym skills involved in the art. Have 6) Swim in the pool the instructor engage the children 7. Plan a field trip to an area in some basic movements. Encourage where la'au (sticks) could be b. Have them prioritize their the speaker to explain the spiritual gatheriaFF cut. Examples of activities according to their value of these arts...the harmony wood that can be used are, favorite pastime. of self and nature. hau, koa haole, milo and kuawa T5'ava). (Each Tfia should be

211. 91 212 Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

bag, guess what it is using the If possible involve the parents a. Ask: sense of touch. After stating the in preparing-some ethnic dishes guess, have him/her reveal it to for tasting. The children Have any of you seen these the class and place it in the should be able to understand words written on a build- correct category on the display the value of young sprouts, ing? table. If everyor.e agrees that both nutritionally and as an he/she is correct, continue to enhancement to variety in b. Introduce the words 'olelo another child. meals. no'eau (wise saying) to them and explain that this 3. If a child picks up a bag of sand, 5. Ask: 'olelo no'eau is inscribed he/she may have a difficult time on, the wall of the Board identifying it as sand or dirt or a. What natural resources are of Water Supply in Honolulu. sugar or salt. This is a good necessary for plant growth? time to introduce the need for c. Dil.cuss the meaning of the another sense, sight. b. What would happen if one of 161elo no'eau: When the these resources were not heavens weep, the earth 4. Continue this activity, building available? (food chain would lives. Ask: What do you the children's awareness of natu- be broken) think the Hawaiians meant ral resources and the use of the by this wise saying? seises. Talk about the importance of caring for our natural resources so that d. Have the children create 5. On a chart, have the children our natural environment can con- 'olelo no'eau on the theme contribute a list of natural tinue to thrive. of wai--fresh water. Have resources other than the four them write the 'olelo already listed. Encourage them C. Distinguishing between natural no'eau in'English and to recall the natural features resources and human-made materials. insert Hawaiian words they studied in the location unit. where appropriate. Also, 1. Ask the students to contribute to -, the school kupuna can be E.g.: fresh water a list of materials needed to build asked to translate some . mountains a house. of the 'olelo no'eau in- trees to Hawaiian. minerals (e.g., salt) a. Divide a chart paper into two fish columns and label them 3. Writing haiku beautiful scenery Interior / Exterior and nuts/fruit commence to list as many a. After reviewing what con- sunlight products as possible. stitutes a haiku poem and rain discussing the importance

92 214 Grade 2 _Unit IL__

Music GAMES AND RECREATION

approximately 8-12 inches in c. Give each student a length of E. Aerobic dancing length and 1-1 inch in diameter.) paper. Instruct them to fold Teach the children a hula noho it in half, then in half again, This activity can be coordinated with (sitting hula) using kala'au. until the rectangular result the district resource teacher in phy- measures 4" x 6". sical education and with the music F. Song: "Nani Ke Ao Nei" resource teacher. Sources: Aloha Council, Hawaiians, d. Have them start their drawings pp. 140-142 on the second rectangle, Materials needed: Comprehensive Musicianship Program, leaving the first space for dance records Zone I, Book B,record and teacher's their title and artist's name. phonograph manual, pp. 146-149 The bottom of each illustration each student should have a little towel Bowmar Records, Dances of Hawaii, will be on the 4" side so that Ancient and Modern the display can be folded and Procedure: stand up to provide a 12-panel 1. Write the words on a wall chart display. I. Ask: with the interpretation. e. When they have finished, have a. How do people keep physically 2. Have the children point out them create a title for the tit today? (jogging, exer- Hawaiian words they are familiar first rectangle and on the cising, weight lifting, walking, with and underline them with a final space, write a short and aerobics) red pen. Encourage the children paragraph. "I am happiest when to guess the meanings of new I can..." b. How do you keep physically fit? words by looking at the interpretation. 2. Mural - The Ahupua'a 2. Do some warm-up exercises and some stretching with them. 3.' Chant the first verse for the (This activity goes along with les- children. Read the translation son D.2. in language arts on p.96.) 3 Start off with some simple rhythms with the children and have them and dance patterns. create motions for the verse. Materials needed: large sheet of butcher/wrapping/ a. Running in place Teach each -erse.: Teach the Kraft paper rhythmic pattern to be used as tempera paint b% Running forward four steps, the introduction, interlude and brushes running back, then right, then coda: glue left. A sand, shells, and other collage .( .) ci lIn- out -lin -outt - in materials for composing a mural c. Step, kick with the other leg, using collage technique etc. Have the children practice this rhythm as they chant the verses. d. Jumping jacks, etc.

215 93 216 Grade 2, Unit II a % SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS // As they name things, write them b. Have the children go home and of wai, motivate the down, even if they name human- observe their own homes and children to write haiku made features. When they have interview par wits, friends and expressing their thoughts exhausted their repertoire, go relatives who can add to the and feelings about wai. overt-the list once more and have list. them circle those features that E.g.: Crystal clear water are human-made, if any were named c. When the list.is.completed, Flowing gently in such as hotels, shopping centers, introduce the children to the a stream s..hool, bridge, etc. concept of renewability. Hoe Cool and refreshing .ftthem research this word so 6. Have the children divide into that they have a clear idea of b. After editing and rewrit- 'ohana. Have them brainstorm what this word means. ing, share these with a -1gf of 15 items that are others in a show-and-tell natural and/or human-made. d. Apply this new concept to the format. list of buildirig materials. 7. When they are done, have them Have the children indicate c. Set up a bulletin board switch lists with another group whether or not a resource is display of these haiku and once again, classify the renewable by placing an aster- with illustrations. items. isk (*) next to it. -' D. Planning a class mural on the 8. Have the children think of commu- e. Have the children draw their ahupua'a in which the school is nity helpers who depend upon houses using as many of the located. it natural resources'for their materials on the list as possi- occupations or bring in a collec- ble. 1. Using Appendix Unit II-0, tion of pictures of community p. 167 as a visual aid, talk helpers. Have the children deter- 1) First, have them draw their about the uses of land. mine which helpers depend on pictures with no plants, no natural resources for their occu- trees, no environmental Ask: .. pations. 1- additions. Place them on the chalkboard for everyone a. What kinds of things grow E.g.: lei maker to see and evaluate the in the uka (uplands)? tree trimmer aesthetic appeal of each the kuliTplains)? the forest ranger picture. kahakai (seashore)? in wild life manager the kai (sea)? taro farmer .. fisher Write theUildren's resort staff answers on a wall chart. tourist industry personnel water management personnel

218 k 217 94 0 Grade 2, Unit II

Music ART GAMES AND RECREATION

5. Encourage the children to Procedure: 4. Increase the length of time each create their own motions for week. Have the children share this hula noho. The st2p-by- a. Having met in mini 'ohana for some steps their parents or relatives step motions are given on the planning of the sections of may have taught them. pp. 147-149 of Comprehensive the mural, uka, kula, kahakai, Musicianship, Zone I, Book B kai, have the diTITIFen7Y1W151-an 5. Call in an Aerobics dance instructor or-Aloha Council'''s Hawaiiana, the total mural. Using their to demonstrate other steps and pp. 140-142. The directions discussion notes, have them dance patterns. are for the hula kala'au visualize their section on the (stick dance). However, one total mural. 6. Continue this activity throughOut may very easily use the pu'ili the year by using it as a warm-up or hand motions or all three. b. Have them meet in their 'ohana exercise. Use the students as to sketch their ideas. Work on dance leaders. G. Song: "Let 'Awapuhi"_(Ginger Lei) this draft form until all four Source: Elbert and Mahoe.- Na Mele 'ohana agree on the content and 0 Hawai'i Nei, pp. 73-74. balance of elements in the The chorus of this song is usually sketches. sung at many parties. This song tells of the beautiful ginger c. Have each 'ohana transfer their flower and compares it with a sketches to tla final mural. sweetheart. Encourage them to practice the 'ohana concepts of: 1. Ask the children: laulima cooperatiOn a. Have you seen a lei maker? kokua - help Where a. e these people kuleana - responsibility located.a (In florist shops, alu like - work together in lei.".h0p, at the a'r- lokahi - harmony . poreilr-stands, at home, . Ittc.) . \,. -:- 3. Painting

b. How do many people get their Materials needed: lei? .(Buy, make, someone butcher$paper, 24" x 36" giVes them-one, etc.) , tekopera paint, brushes ..

c. What ahe some of the reasons why we make and give lei? r S

219 220 95 Grade 2, Uqit II SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

Have them describe what each 2) Then, have the children b. What do we have growing worker needs today compared take their pictures and in these areas today? to what they probably used add trees, plant, birds, Are they the same as it long ago in early Hawaili. animals and a variety of used to be many years other things they have ago? E.g.: around their homes that add to the aesthetic appeal c. How has our landscape of their homes. Evaluate changed? Talk about Worker Yesterday Today again and have them gener- the environment in alize about how trees, and which your community tractor, farmer 1515 flowers and plants help is located. hoe, shovel (digging make life more pleasant for pick, metal 2. stick) people. Plan a class mural of the ahupua'a (land division) in lei maker pua, ferns, 24,-ferns, f. As an extended adtiVity to which your school is located. maile, hau maile, improve observation skills,

-..01-7d- needle, have the children look around a. Encourage the children string the room and observe what they ,to decide what should be can see. shown on the mural. Divide the class into 9. Talk about the importance of tak- 1) Have them write a paragraph mini 'ohana, one for ing care of the environment so describing what they each section of land to that these people can continue observe. be shown. to engage in their occupations.

) Let a few days go by and Uka (uplands) 10. Ask: secretly ask a few children Kula (plain) (four or five) to bring in Kahakai_ (seashore) a. If we don't take care of our some plants to decorate Kai sea) natural resources, what will the cl,assroom. be some consequences? b. Have each 'ohana meet to a) Observe the reactions. plan their portion of s b. What has already happened to Have them write what the mural. Each 'ohana some of the resources we used changes they observe will choose a haku to have an abundance of? and what they feel. (leader) to conduct the (fish, trees, birds, natural discussion and each parti- ponds, streams, mountains) cipant should be encouraged to actively share in the planning. 221 96 222 Grade 2, Unit II

Music ART GAMES AND RECREATION

hello Procedure: The following games can be used to build goodbye vocabulary related to this unit on natural congratulations a. Have the children identify a resources and their uses. birthdays number of "eye-sore" spots they dancing hula have observed in the neighbor- A. Game - "Let's Go Swimming!" decorations hood. E.g., Kapa'a Landfill and Kawainui Marsh Road, with See AppendiZ Unit II-L, p. 159 d. Do you know how to make a old cars piled up three to six lei? cars high; Waimea Bay along Number of players: Two to four the highway. e. Can yo, name as many differ- Materials needed: ent kinds of lei you have b. Have them choose one site they seen? (List them.) are familiar with and visualize 1. gameboard, see Appendix Unit II-L1, changes they would like to see p. 159. Mount on oaktag and laminate. 2. Show them pictures of a variety there. of lei. See McDonald, Ka Lei. L 2. token for each player (as in Monopoly) This source contains a history c. Motivate them to paint the site of the lei'in Hawai'i and as they would like to see it 3. picture cards (Picture card sheets colored pictures of a variety of with visual improvements. may be photocopied and mounted on lei in Hawai'i. Encourage them to use natural oaktag or similar heavy paper before improvements along with human- cutting. See Appendix Unit II-I., 3. Write thE. words of the chorus made improvements such as a pp. 160-161. (hui) on a chart. Point out pavilion. specific words: 4. mounted and laminqted number cards from d. Use these as a way of communi- Appendix Unit-IILL, p.162. nani - beauty cating with others about the ahiahi - evening importance of taking care of Directions: The object is for a player leis awapuhi - ginger lei our environment. to avoid being the last to reach the beach by moving his/her token along the 4. Teach the song. 4. Diorama prescribed path on the gameboard.

Materials needed: 1. Each player draws a number card to H. Song: "Wai 0 Ke Aniani" boxes (shoe box size) determine order. Source: Na Mele 0 Hawai'i Nei by variety of collage materials Elbert and Mahoe, pp. 93-94 sand, dirt, gravel 2. The player must pull a picture card Recording: Note: Most recordings scrap paper, glue, scissors and say it's Hawaiian name. of this song feature the hui paint, brushes (chorus) mixed with the verses of 3. If the player is successful, he/she may draw a number card to advance.

223 97 224 Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

Show some before and after b) Have them list other c. Determine who will be pictures. Discuss the kinds changes they would responsible for the of things people with their like to have. Talk variety of jobs that technology have done to chang these over and plan will need to be done on the environment and any prob- how to go about making the mural. lems that have resulted the changes. because of the change. Select d. Have 'ohana reports from one area in yotir community to 2. Plan a field trip to see a wildlife each haku. Encourage study. conservation worker, a lumber everyone to be good distributor, a nursery worker, a listeners and to be E.g., in Kane'ohe on O'ahu, forest ranger, or similar worker ready with some positive the fishponds were filled wit (see social studies lesson B.8.). suggestions. earth to create land on which to bu4ld homes. This resulted a. The children will prepare a e. When the reports are all in silt and pollution flowing list of interview questions to done, evaluate the dis- into Kane'ohe Bay and the ask so that they will be able cussions they had in eventual destruction of sea to find out how the occupations their mini 'ohana. life in the bay. of these people depend upon the natural resources of our Ask: E.g., the plains of Honolulu islands. were tree-less and dusty in 1) Did everyone have a the mid-1800's but an abun- b. Conduct a group discussion and chance to participate dance of "city" water, street compile the information on a and give suggestions? plantings and home gardens chart; then have the children have made Honolulu into a suggest ways in which they can 2) Were you good listen- city very well-planted with help keep these people working ers as well as con- greenery. in their occupations, tributors?

C. Importance of Wai (fresh water) 3. Experimenting With the natural 3) How could you have materials to create various colored helped make the 1. On chart paper, put the word dyes. group perform better? "WAI" (fresh water) in the center. Have the students suggest how a. Have the children predict the f. Now that the planning is water is used. Write their source of the colors used by done, the actual mural responses around the focus word. the Hawaiians in the making of can be done in art. See art lesson C.2., p. 93.

226 225 98 Grade 2, Unit II

ivUsIC ART GAMES AND RECREATION

another song. The verses of "Wai 0 Have the children contribute 4. If a player draws an 'umi (10) he/she Ke Aniani" are sung to the same bits and pieces for the collage. gets an additional turn and an 'ole melody as the chorus. (0) means he/she must skip a turn. Procedure: This song describes the mist of fine 5. If the player fails to name the rain and the happy sound of water a. Have the children plan an object, he/she may not advance and flowing over stones. Each kupuna environment as it existed many the word card returns to the bottom may know special songs written years ago when the chief occu- of the deck. about water or rain in your area. pations were farming, house- Ask about these songs and have them building, fishing, kapa making B. Game "Concentration" teach the songs to the children. and lau halo, weaving. Number of players: Two-four per set of cards

1. Write the words and translation b. Show them pictures of life in on a chart. Go over the early Hawai'i from a variety Materials needed: fam414-ar-vocabulary, then_intro- of sources. E.g.: A deck of playing cards made up of pairs - duce new words to them, one a picture card and the other the especially: Feher. Hawai'i: A Pictorial matching Hawaiian word for the picture. History Use the same deck as used in "Let's Go noe - mist Scott. The Saga of the Swimming!" for the picture cards and ua li'ili'i- fine rain Sandwich Islands paste up/cut out the word cards in - stone Appendix II-L2, pp. 163-164 for this game. Tali- scent c. Have the children select one EUTT- chilly occupation and recreate an Directions: The object is to match as anuenue - rainbow ideal environment using all many pairs as possible. the ideas, concepts and 1. 2. Point out Kahalu'u, O'ahu on the techniques they have learned Play begins with all cards shuffled map of O'ahu. (See Na Ki'i thus far. and placed face down. Ho'ona'auao for map.Y Read the translation and explain that the d. Encourage them to be creative 2. Each player turns up two cards trying song describes the cool, crystal and guide their use of the to locate matching pairs. wai in Kahal'. u. The Kahalu'u materials. ,,Introduce them to heiau (place of worship), Ka'ili papier mache as a means of 3. The player keeps matching pairs and kahi, is mentioned in verse 2. building up the land if they replaces face down the ones that do so desire. This should be an not match. 3. Sing the song or play the'record ongoing project so that as the for the children. Teach them project goes along, the chil- 4. The player with the most-pairs at O the song. Use the 'ukulele or dren can continue to add more the end of the game is the winner. guitar to accompany the singing. things as the study continues.

227 99 228 Grade 2, Unit II SOCIAL STUDIES SCIENCE/ENVIRONMENTALEDUCATION LANGUAGE ARTS

2. Ask kapa. Show them pictures of E. Listening to and discussing colored kapa or tell them the Hawaiian literature' a. Which one of these activities colors that were used in the associated with water can we producticn of kapa. Legend: "The Sacred Creadtruit live without? (i.e., washing Tree" found in The Water of Kane

cars, bathing . . . ) Carter, Gann. Sightseeing. by Priku'i and Curtis, pp. 141- Historic Honolulu, p. 22. 142. This legend illustrates b. What might happen if we did the importance of the natural not water plants and crops or b. Write the colors used by the resources in the lives of the have enoug water to drink? Hawaiians in one column of a early Hawaiians and how they wall chart. In a second revered elements in nature. c. Long ago people could drink column, have the children pre- from our streams and rivers. dict a possible plant or other 1. Bring in a breadfruit so Why don't people drink from environmental element that may that the children can become streams and rivers today? produce the color.('alaea dirt, acquainted with this plant. (pollution) charcoal, urine, seawater, salt, etc.) 2. Show them a picture of the d. Where does our water come tree or if one is available, from?Might our supply run c. Have the children bring in a show them the real tree. out someday? (See science variety of plants or plant lesson D, P. 108.) parts. Caution them about 3. Have th children locate conservation practices. the breadfruit trees on the 3. Read some news articles about Kamehameha Schools' Ahupua'a today's water problems: See d. Allow them to experiment to Poster (available for purchase Appendix Unit II-C, pp. 138-147. find out what color each item by schools). Have them point produces. to the location and indicate a. Have the children discuss the whether it grows in the issues from the viewpoint of e. Have them record their findings kahakai, kula, or uka areas. -tie Governor, the sugar in some format. They may be growers, farhers, the Depart- given 4" x 6" cards on which 4. Ask ment of Health and home they can tape the source of owners. the color obtained from the a. What do you suppose the plant and write the name of Hawaiians used the bread- the plant. fruit for?

. . . the fruit

. . . the leaves

. . . the wood Grade 2, Unit II

Music ART GAMES AND RECREATION

I. Song: "Koni Au" e. Share the dioramas with other C. Game - "Memory Circle" Source: Elbert and Mahoe. Na Mele classes. Set up a centralized 0 Hawai'i Nei, p. 68 display in the school. This simple game can be played to improve the children's skill in listening and I. Introduce the song to the 5. Illustrations using collage in remembering in a fun way. This game children by having your kupuna techniques is based on the children's experiences sing it for them, or play a in the environment in social studies. recordin such as "Ia 'Oe E Ka Materials needed: La," olume II, Na Kahili colored construction paper, 1. Have the children sit in a circle.

Recoelrgeds, Palani Vaughan. 18" x 24" ' The first player begins by telling cellophane everyone what he/she has seen in 2. Then locate Pua'ena in Waialua glue, scissors a forest or in a special place on the map of O'ahu and read tipe tempera paint, brushes they have been on a walk-tour. translation of the first verse collage materials E.g., Isaw a bird on a branch. and chorus to the children. a. Have the children'recall the 2. The next student adds to the story Note: Teachers need to read 'olelo no'eau (wise sayings) by repeating the statement made the notes to the song on p. 68 they wrote in language arts. by the first player and then adds to understand the kaona or a statement to continue the story. underlying meaning which b., Compose a quick sketch to E.g., Isaw a bird on a branch. Kalakaua was applying to the illustrate the 'olelo no'eau I took a picture of the bird, etc. word wai. The wai ali'i or of the Board of Water Supply. royal liquid that he is Have the children volunteer 3. The game continues until the list throbbing for in this, song is suggestions and do a quick is too long for the students to gin. This is probably why this pencil sketch for the 'olelo remember. song is no popular at parties. no'eau. 4. Writethe children's statements 3. Children can enjoy this song for c. Motivate the children to do on a chart and use it as a reading it is a fun tune. their own sketches for their lesson. Have a few children drama- own 'oleic no'eau. Have the tize the actions as the readers J. Song: "Huki I Ke Kalo" children creatively use the proceed with the reading. This Source: Kamehameha Schools. Exploz materials ,they brought to creative fun activity can produce rations, 1981. Also, see Appendix complete their 'collage. The scripts that can be used for plays: Unit 11-H, p. 155. ''olelo no'eau should be written This is a simple chant that can be on the collage so that the O. Creative personifications taught to the children to expose whole picture balances. them to the steps of-making poi. The children will pretend they are some -kind of plant in the forest or on the.

101 232 I1 231 Grade 2, Unit II

SOCIAL STUDIES SC I ENCE/ENV I RONMENTAL 'EDUCAT ION LANGUAGE ARTS

b. Simulate a simple panel dis- See Appendix Unit II-P, cussion using the news arti- p. 171. cles. Encourage all of the Grapes children to present their 5. Read the story. Have the concerns during the question- children listen for na mea ning period. This activity kanu (the plants) that are would bc, an excellent preparad mentioned in the story. tion for the following experi ence. 6. Discuss the story Resource: Krohn, Val Frieling. 4. Invite a speaker from the Board o Hawai'i Dye Plants and Dye a. Where does the story Water Supply or similar agency to Recipes, 1980, University take place?Locate speak on water resources, where Press of Hawai'.i. Kalihi on the map. the reservoirs are located and a simple version of the process of 4. Introduce the children to a vari- b. Where did Papa go the getting the water to the homes. ety of cooking methods involving morning of our story? natural resources used by some (windward beach) a. Have the children prepare a people in Hawai'i today. list of questions they would Using inquiry, have the children share c. Where is the windward like answered by the resource what they know about the follow- side of the island? speaker. Have the children show ing methods of cooking, e.g.: this on the map. b. Encourage them to include k5lua--cooking outdoors in a problems of water supply d. Is that a long way to covered pit or hole; an imu today. travel from Kalihi? (underground oven). How do you suppose she Culmination: got there? Was there a laulau--steaming_a_food pack- tunnel in the mountain at age wrapped in la'i (ti leaves) 4ve the studentsprepare a campaign the time of this story? in an imu or steamer pot. against the misuse of wai (water) in Allow the children to the school, home and community. They 15walusteaming by"placing predict the manner of can create posters in art, write TOTIWrapped in ki leaves on travel over the Ko'olau speeches in language arts, compose Mountains in early hot coals. songs in music and create dances for Hawai'i. their songs in physical education class. Present the total program at pillehu--broiling in hot embers. a school assembly. 233 102 234. Grade 2, Unit II

Music ART GAMES AND RECREATION

1. Write the words on a chart. d. Evaluate the exercise and plan school grounds. They will use their Discuss the steps involved in a way of exhibiting the large and small muscles to react to processing kalo into poi., Have illustrations. descriptions like the ones below: the children share what they know about this native food 6. Montage (photography) Gentle breeze blowing product. Gentle rain falling The children will all have their Person climbing up your trunk a. Talk about the hard work own ideas of what constitutes water Child carving initials on your trunk involved in the raising of conservation. Tal( about ways of _Birds nesting on your branches kalo and then in the prepa- conserving water as members of an Strong winds blowing through your ration of poi. 'ohana, students at school, commu- branches nity members in an environment. b. If a kupuna is available, Have the children take their own This activity may be done in total group have him /.her talk about the cameras and go into their environ- or in mini 'ohana. Discuss how each- importance of this food ment to snap pictures of what they dramatized activity is beneficial or product and demonstrate the perceive as water conservation non-beneficial to the tree. steps in making poi. and/or water wastage. When the pictures are developed, discuss the The following game reinforces the study of 2. Chant the first verse for chil- results and categorize the pictures well-known people, living and dead, from dren and have them echo your into Water Conservation or Water the students' community, Hawai'i, the chanting. Teach them the three Wastage. United States and the world. basic verses. Use the ipu (gourd) as an accompaniment. a. Be sure the children write Game: "Know the Alaka'i (Leaders)" their names on all of their 3. Create hula motions for each pictures. This activity goes along with social verse. studies lesson E on p. 116. b. Have the children decide in which 'ohana they will work, K. Song: "Na Kumu Ola 0 Hawai'i" Number of players: Three-six Source: Kamehameha. Explorations, Conservation or Wastage. Have 1981, p. 75 or see Appendix Unit them meet and decide hew they Materials needed: II-T, p. 176. want to set up their mohtage. gameboard Give each group bulletin board dice This song, written by two teachers space. token well-versed in chant and hula, 3" x 5" information cards written in social describes the resources of Hawai'i -- 1) They will arrange their studies the life- giving rain, the land, the pictures in some kind of Forests, the sea, the canoe, and pattern. people.

103 236 235 Grade 2 Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

D. Influence of climate, land and a. Write each method of cooking on e. What did she do on the natural resources on community life a chart and have the children windward side? Hawaii. tell allthey know about each method. f. What are some of the 1. Show the children pictures of natural resources men- communities in Hawai'i that are b. Invite a parent or community tioned in the story? chilly, especially during the resource person to demonstrate winter months. one or more of these methods. g. What did she see as she (School kOpuna,could do this was walking home?. E.g.: Volcano Village on Hdioi'i very well.) Haleakala and Kula or Maui h. What happened as she Ridge areas on Oahu like c. Have the children inquire hurried home?' Wahiawa, Wai'alae Iki, about the kinds of foods that Nu'uanu Pali are cooked using each method. i. What was Papa wearing? Koke'e on Kaua'i Then have them fill in the (pd'ii) See Appendix Kala'e on Moloka'i foods on the chart. Unit II-Q, p. 172 for a Ldna'i City on Ldnei picture of a woman wear- The final chart may appear like ing a ?d'ii (skirt) or see Also show them some pictures of the one below: Na Ki'i Ho'ona'auao wall dry, arid areas like: chart "Kuleana" for a picture. Ka'0 and North Kona on Methods of Hawai'i How did Papa save Makea? Cooking Definition Foods Kihei and Lahaina on Maui What is a kahuna? Why Wai'anae on O'ahu do you suppose they Kekaha and Mdnd on Kauei kalua needed to put special Ho'olehua and Maunaloa on laulau things before the tree? Moloka'i ldwalu Do we put special things Manele on Ldnei pOlehu -, like food in front of special places today? a. Talk about the kind of cloth- (Some people place food _ d. Discussion: 'rig people have to wear in and/or flowers on graves order to be comfortable in and on altars, some 1) How do we cook our food these kinds of environments. today? people burn incense and/ Have them study the plant or candles, etc.) life, the type of buildings

.237 238 104 Grade 2, Unit II

Music ART GAMES AND RECREATION

Teacher preparation: 2) They need to decide on a Directions: creative title. Write the words on a chart in 1.- Construct a gameboard like the sample. Hawaiian and English. c. Have the children react to the (See Appendix Unit II-U, p. 177.) finished product. Do an Procedure: inquiry. Encourage the chil- 2. The object of the game is to advance dren to ask questions, make through the board and be the first to 1. Have the children identify the suggestions and discuss issues. finish. life-giving resources in the These activities may be con- Hawaiian version, e.g.: tinued in science or language 3. In order to advance, the player must arts class. name the important person being lani - heaven described on the information card. ua - rain d. Evaluate the aesthetic appeal Data for the information cards are Taina- land of each montage. Have the formulated by the group that did the TITITTPau - forest children share their feelings. research on the famous person.

kai - sea 9 kanaka - person 7. Logo - drawing and crayon resist 4. The.playing order is determined by the toss of the dice or make a spinner on 2. Say the words for each verse and Materials needed:. a numbered card. have the children repeat them drawing paper, 81" x 11" after you. colored pens 5. The player picks an information card silkscreen and reads it Player must correctly 3. Teach the chant, one verse at a T-shirts identify the person being described. time, and have the children textile paint chant it without depending on waxed crayon 6. If the player is correct, player the chart. advances the number of blocks shown a. Select a theme dealing with the on the dice which we're tossed. If 4. Encourage them to create conservation of natural incorrect, the player cannot advance. motions for each verse as they resources. E.g., the state learn it. logo for the litter program- - 7. Answers to all the cards should be "Lend a hand to clean our land." provided on a coded answer card. If 5. Have the children beat ipu if Show them a picture of the logo. the player's answer is correct, the they are available. Otherwise, player advances. they may use their hands to b. Motivate the children to create produce the basic ipu patterns an original logo of their own. 8. More cards of famous or well-known shown on the music sheet. leaders may be added to the card pile as time and additional study progresses..

239 105 240 Grade 2, Unit II SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

(some with chimneys) and the 2) What natural resources do k. Who do you think helped clothing worn by the people we use today to do our Makea and Papa escape? in the pictures. cooking? 1. What does this story b. Ask 3) What natural resources tell us about the impor- were available to the early tance of natural resources 1) Are there significant Hawaiians for their cook- to the early Hawaiians? differences in the way ing? the people dress in the F. Reading and appreciating Hawaiian various areas?What are 4) What does this tell you poetry they? about these early Hawaiians who lived in Hawai'i when Source: Elbert and Moe. Na 2) Are there differences in there was no electricity? Mele 0 Hawai'i Nei, p. the structure of the (they were hard working 50. This resource is homes? What are they? people; they made good use readily available in of their environment to most'school libraries. 3) If you were to go on a meet their basic need for trip to Haleakala which food; they were farmers The ua (rain) and makani (wind) has a.cool temperature of and/or fishers and had to were very important to the about 400, what kind of raise and catch their own Hawaiian people who were very clothing would you wear? food, etc.) observant of the beautiful environment in which they lived. 4) If you were to go to a Culmination: They had names for the wind and dry, arid area like rains in different locations. Wai'anae, how would you 1. Plan a simple patina (meal) with This is well demonstrated in the dress? the cafeteria manager, parents, song "Hilo Hanakahi." Write the children and school kOpuna (if words on a wall chart, English 2. Divide the children into 'ohana available). This is a good time as well as Hawaiian. and have them write a group story to demonstrate some of the methods about the picture they select. of cooking. 1. Locate Hilo on the island They should include information map and introduce the child- about: 2. Involve the children in preparing ren to the island winds and the imu; e.g., gathering rocks, rains of Hawai'i, the largest a. the climate; the ki and mai'a (banana) leaves island in the Hawaiian chain. and digging the hole. b. the land and what they think 2. As each verse is introduced, could be raised on it; locate the place mentioned in the verse on the island map of Hawai'i. 241 106 2421 Grade 2, Unit II

Music ART HEALTH

c. Have them draw the logos on As the children study the natural resources 6. Motivate the children to write of their community and island, some awareness two-line verses of their own to 8k" x 11" drawing paper and finish their drawings using activities may be conducted dealing with add to the song. The school colored pens. the use of these resources for medicine, as kupuna or Hawaiian Studies used by the Hawaiians both in early times resource teacher in your dis- Transfer the origihal drawing and now. trict will be able to assistto d. onto a T-shirt using a waxed translation. crayon. Using silkscreening A. Medicinal practices today techniques, commence to . Song: "Hawaiian Rough Riders" silkscreen the design on to 1. Ask the children: Source: Hausman. Hawai'i: Music the shirts. See an art in Its History, pp. 88-89. resource teacher if kokua is a. What do we do today when we \Also available in Elbert/Mahoe. needed with these te511ques. become ill or fall and hurt \Na Mele 0 Hawai'i Nei, pp. 42-43 ourselves? \This source gives the historical 8. Drawing using craypas boa koround of this song which is b. Who takes care of us? (mom, als sometimes called, "Kilakila Na (See Appendix Unit II-H, p. 155. dad, older sister, doctor)? ugly Riders.") for steps in making poi.) c. Where do we go when we are For soany of our students, cattle Have the children review the seriously ill with a fever or ranching is almost an unknown exper. a. steps in making poi and show are involved in a more serious fence. ,wever, there are places on them the music chart. fall or car accident? (hospital) most of the\ islands where the children maY, be able to go to see a Ask the children if they can 2. Continue this discussion and have rodeo, cattle \branding, or cattle b. think of additional steps that the children share any personal round-up. See TAC guide, 1982, for may be involved. Add these new experiences they may have had in a a listing of video available-. E.g., steps to the chart in the hospital or other situations where #0611-1, "'Ulupalakua Ranch" depicts health services were provided. a day with the cowboys of 'Ulupala- correct sequence. kua Ranch, Maui, as they perform Give the students each a sheet 3. Talk about the process one has to their various responsibilities. c. of 24" x 36" drawing paper and go through to see a doctor. have each child compose an 1. IntroduCe the song to the illustration showing the steps a. For a non-serious illness like children by telling them the a cold. history of cattle ranching in involved in poi production. Hawai'i. See p. 90 of the above Teach children how to highlight b. For an emergency like a car resource (Hausman). d. the most important parts of accident. their drawing either by enlarg- 244 243 107 Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

c. the kind of homes and cloth- 3. Have the children sing and dance 3. Have the children read the 4ng; some of the songs learned in music. verses in Hawaiian and learn some of the new vocabulary. d. the food the people eat; and 4. Evaluate the activity. E.g.: ua - rain e. the kinds of activities the D. Sources-of Hawai'i's wai (fresh water) kani - rustling people engageai.n,.especially paia 'an - fragrant the children. 1. Have the children name sources and bowers locations of fresh water. E.g.: makani - wind 3. When the mini 'ohana are done kuehu lepo - dirt with their stories, have them rain waterfalls ponds scattering share with the other 'ohana. snow flumes pipes wells ditches fountains 4. This song may be taught in. 4. On a wall map have the children rivers tunnels springs music or in a language arts identify some other communities .streams pools faucets as a fun way of reading. in the world that may be enjoying the same kind of climate we have Write these on a chart. G. Dramatizing creative expression in.Hawai'i. (other equatorial islands) Discussion: (Do the following activity after the health/nutrition activities 5. Encourage them to go to the a. Where did the water come from? #1-7, pp. 107-111) library to borrow some books on Ns. life in these identified commu- b. If it did not rain for a long Creative movement nities to see if it really is lik period of time, where would we life in Hawai'i. An encyclopedia get wai? Have the children experience spme can also be used as a reference creative exprTsion through drama- c. Where else do we have water book. tization. t in Hawai'i beides the sources named above? (Kai/Ocean) Is 6. Motivate the children tc, use the Say: it fresh water? library as a resource for further inquiry.' Set up a library corner 2. Explain briefly how the sun evapo- We are all poi people today. We're in the classroom to accommodate rates the sea water which becomes going to have some fun with our this kind of investigation. water vapor it air. When this bodies. vapor cools, it forms around a 7. As the research continues:have dust particle. When the air cools; Move your bodies to show what thick the children share new discoverie the water vapor condenses into poi would look like asI stir it in they make about people in other droplets and forms clouds. When a bowl. the droplets get too heavy, they fall as rain.' Use the folltwing clues to elicit different levels of movement: . 245 `108 246 Grade 2, Unit II

Music ART HEALTH

2. Locate the Parker Ranch at ing, outlining with black, or Discuss the sequence of events that Waimea on the island of Hawai'i using color against black and take place when a serious accident using the Na Ki'i Ho'ona'auao white. occurs. (ambulance, medics' care, map. emergency room, doctor, specialists e. Teach children how to center involved, surgical room, etc.) 3. Point out some key words that their drawing by dividing their they should learn: paper into even sections first. 4. Write the sequence of events on a chart and then have the children kilakila - magnificent, majestic 9. Painting group movie roll indicate all the community helpers Ti-1751-upu'u- the rain of who are involved in caring for the Waimea If a group art project is pre- accident victim. hae - flag ferred, the children may be lanakila - victory organized into mini 'ohana to work 5. Focus the children's attention on aches and pain on a movie roll presentation of the modern technology that is avail- konikoni - throbbing "Processing Poi in Hawai'i Today." able to people today to keep them pu uwai - heart well. Have them name some of the a. Each 'ohana will decide on the modern tools found in a doctor's 4.6 Go over the words with the step in the poimaking process office or a hospital. E.g.: children, saying them in rhythm. they would like to illustrate. blood pressure detector 5. Sing the song for them, b. Have each 'ohana meet to come electronic thermometer encourage them to sing along and to some consensus. Remind them x-ray machines to interject the cowboy whoop to practice the 'ohana concepts renal dialysis machines call to create some atmosphere. as they engage in this decision body scanner making process. ultrasound detection equipment 6. Using the English interpretation in the book, have the children c. Having decided, each 'ohana 6. Resource speaker create the motions for the will plan their illustration verses. and laulima and alu like to If the children are not aware of complete the groject. the more sophisticated machines, M. Listening to country-western type call the Hawai'i Pledical Association singing by a popular artist d. Reminders: at 536-6988 and ask for help with a guest speaker. The Speakers'

1. Encourage the children to bring 1) Fill the entire drawing Bureau will accommodate you with a in tapes or records of country- space using figures large speaker, given two to three weeks' western songs. Melveen Leed enough so they can be seen notice. has some albums out that are easily. typical of this style.

247 109 248 Grade 2, Unit II SOCIAL STUDIES ] SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

countries and ,how they utilize 3. Have the children go outdoors to 1. I'm the spoon and I'm lifting their resource to make living look at clouds. you up and out of the bowl. comfortable for themselves. a. Introduce them to the Hawaiian 2. Now I'm letting you slide 8. Set up a bulletin board display word for clouds: n5 ao. slowly, sluggishly back into showing several countries and Encourage them to notice the the bowl because you are too their utilization of natural cloud colors, shapes and the thick. resources. Have the children distances from the earth. watch for similarities and differ- 3. I'm the spoon and the spoon ences and have them discuss rea- b. Have the children go home and is stirring more water into sons why these occur. look through magazines for pic- the thick poi, first mixing

tures of different kinds of slowly . . . slowly . . . 9. Ask the children: clouds seen all over the world. now the spoon moves more Encourage them to use the ency- smoothly as the poi thins out. What are some of the things you clopedia to find some informa- would not have tion about clouds. Motivate 4. Now I'm testing the consis- them to become cloud watchers tency of the poi again. I'm ...if there were no trees and to sketch clouds for a few lifting you up onto the spoon ...if there were no plants days to observe changes. and letting you slide smoothly ...if there was no water back into the bowl. ...if there was no sun 4. Have the children draw a picture of the water cycle. See Appendix 5. Ahh: Now you are ready to 10. Help the children become awal'e Unit II-F, p. 153. Encourage them spoon into bowls. Each of that the climate of a region and to use arrows to show the direction you will be a scoop of poi. the kind of soil are'two factors of the water flow. Show me .how you slide off that influence the kinds of crops the spoon and fill the bowl and animals that communities a. Discussion: settling into the bowl. raise and therefore the kinds of (At this point in the exer- food they eat. 1) Where does the water go cise, if the children are when it falls as rain? willing, take them one at a Sample questions: time or in groups of four or

2,) How do we trap enough five.) a. Do pineapples grow everywhere? water to supply all of What kind of environment do Hawai'i with water? 6. Since poi is mixed by hand they need?Can they grow in instead of spoon in many cold areas like Haleakala or 3) Ho did the early Hawaiians families, this activity the Nu'uanu Pali? have ,enough water to irri- might also be done using gate their kalo? clues relating to hand mixing. \\, \\N 24 110 250 Grade 2, Unit II

Music ART HEALTH

a. Melveen Leed's Grand Ole 2) Remember that things and 7. Field trip Hawaiian Music Nashville objects in the distance Style, Lehua Records, must be smaller than those To further the childrens' awareness, SL7053. that appear up front. plan a field trip to a hospital or a doctor's office and/or a dentist's b. My Hawaiian Country, Lehua 10. Mobile - sealife office. Plan the trip with the Records, SL7022. doctor in charge so that specific a. Use tempera or crayons to draw objectives are met. 2. There are a few songs that the large sea creatures (3-6 inches) children may enjoy learning, 8. Videotape viewing such as "Paniolo Country" or b. After completing one drawing, some other fun sonTon the use it as a pattern for a Call TAC (Technical Assistance recording. double-sided figure. Center) for the video on Kapi'olani Hospital, #0122-1. This is a 3. Have them listen to other c. Color the second side exactly _ 17-minute color video about the country-western artists from the same as the first (on the services that are available at the the mainland. They can learn a opposite side). hospital. great deal about rural and ranch living by listening to songs. .d. Glue the two sides together 9. TEL MED, ph. 521-0711 only on the edges. An opening N. Songs written for famous people in should be left for stuffing. Have available the TEL MED brochure Hawai'i's history of topics and numbers. Share the e. After the glue has dried, stuff appropriate topics that may tie Song: "'Ainahau" (hau - tree land) the figure with shredded news- in with the kinds of health topics Sources: Hausman. Hawaii: Music paper, paper scraps or packing you cover in your class. Call in Its History, pp 39-41 foam. the Hawai'i Medical Service Associa- Elbert and Moe. Na Mele 0 Hawai'i tion at 944-2414. A staff member Nei, pp. 30-31 f. The effect should give the generally is available to service original flat figure more of teachers and/or students on the Preparation: a three-dimensional shape. TEL MED program, K-12.

Write the words on a chart in g Attach each piece to two B. Medicinal practices in early Hawaii Hawaiian as well as in English. lengths of blue yarn, one attached at the top of the To conduct the following activities, it 1. Having read the story of Prin- figure and the other to the would be beneficial to read the following cess Ka'iulani to the children bottom. resources for backgrcund. These are in language arts, introduce this available in all regional libraries song written by Ka'iulani's h. Attach and balance all the sea and most school libraries. cretures on a wire hanger.

251 ',111 252 Grade 2, Unit II SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

b. Can we raise peaches in b. Present simple explanations of 7. Have some poi available. Hawai'i? Where do peaches how ground water is collected Allow everyone to sample grow well?Why? and stored underground and how the poi. Ask them to focus some surface water travels on the smell and texture as c. Do we raise cows in Hawai'i? downhill and moves towards the well as the taste. What products do we get from sea. When this movementis .cows? (milk, leather, ham- fast, it carries pebbles, a. Say burger, s 2aks, manure for rocks, soil and other debris fertilizer/compost, etc.) with it. Where there is a lot You have all had a taste of rain, lots of water collects of poi. You have all 11. Stimulate a discussion of ranch- underground. (If available) seen and experienced the ing and have the children share take the'children to see a texture. what theyknow about the produc- fresh water spring or pool to tion of meat. Start with the see water bubbling up.) b. Writing birth of a calf. c. The following questions can be 1) Write words that a. Raised on milk and then grass, used to discuss other issues describe poi. then grains. Concerning wai: 2) Students write b. Trucks take them to feed lots. 1) Why is it not a' very safe simple similes. practice to drink water Sticky like c. Meat processors buy cattle at from any free running Thick like. the feed lot. source today? c. View Taro Tales (ETV d. Meat packers slaughter the 2) What will happen if there production). Focus on cows and dress the carcasses is a sudden change in wea- the processing of the for store distribution. ther which causes a kalo into poi. decrease in rain? (drought) e. Stores buy the meat and Was it wetter or drier last d. Writing butchers prepare the various year? How can we,see if cuts. there is a drought? (The Have students write their hills are brown; there's own "Kalo Books." After f. People buy the meat from the more dust, etc.) drawing illustrations stores. that depict the steps in making poi (can be done in art), they will write a sentence or paragraph to accompany their illustrations.

112 .254 253 Grade 2, Unit II

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mother, Princess Likelike. i. Between the sea creatures, Curtis. Life in Old Hawai'i, Show the children a picture of hang lengths of blue and pp. 244-255 the Princess Ka'iulani Hotel if green yarn, crepe, or tissue Gutmanis. Kahuna La'au Lapa'au one is available. paper to suggest water and sea Mitchell. Resource Units in plants. Hawaiian Culture, 1982 edition 2. Introduce the song to the children. The music is available 11. illustrations /book covers 1. Bring in some plants that were used in the Hausman reference. by the Hawaiians for curing some Materials needed: illnesses. See Mitchell's reference for a list of plants and uses on a. Cover the English crayons translation. drawing paper, 81" x 11" pp. 235-240 in the 1982 edition. raffia E.g.: mountain ginger - underground stems b. Go over the Hawaiian words wheat paste with the children, under- wrapping paper used for toothache lining those words that are cardboard 'ekaha (birdnest) leaves were familiar to the children. fadeless paper _steeped for tea to treat weakness hapu'u (tree fern) - the silky _pulu was used to pad bandages . Have the children read the Procedure: English translation and find ki or ti - fresh leaves were used the Hawaiian counterpart so a. 'After the children have written --to cool the patient's brow and as to expand their reper- their stories in language arts relieve a headache; the tiew, toire of Hawaiian words. lesson I, p. 118, have them plan a unfurled leaf could serve as a sterile wound covering E.g.: series of illustrations for their stories. (There are many others listed in liko -_bud Mitchell's and Gutmanis' books.) manu pikake - peacock b. Motivate them to draw pictures hulu melemele - yellow of "before" and "after" the 2. Set up a table display of these feathers drought and some action pictures plants and write the following title to add interest to the stories. on a card: "The cures of an early d. Sing the song for them and Fill up all the empty spaces Hawaiian doctor." have them sing along if they and encourage them to draw know it. large figures, avoiding tiny 3. Have the children do inquiry by representations. allowing them to predict how each plant was used. This can be done e. Teach them both verses along individually or as a group by with the hui (chorus). c. Make hard bookcovers for the storybook using two pieces of numbering each plant and giving cardboard or crescent board. each individual or group a sheet of Cut these to size 9" x 12". paper like the one in Appendix Unit II-N, p. 166. . Cover these with fadeless paper using wheat paste. 255 j 113 256 Grade 2, Unit II SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

12. Have the children set up a chart 3) What kinds of things can we e. Writing showing this food chain in do to produce water if our sequence. natural supply is depleted? Students will write a (desalinization) script to accompany a See Appendix Unit II-D, p. 148 "movie-roll" on "The for a visual aid depicting t e 4) What can we do to prevent processing of poi in food chain. The childre m y be wastage of water at school, Hawai'i today." able to find pictures in Maga- at home, and in the zines or may choose to draw their community? f. Ask own pictures. 5. Set up a series of scientific How did the writers'of

a. Ask: , experiments to demonstrate the Taro TaTes try to make effects of the environment on their story interesting? 1) What would happen if water. (pollution) suddenly there was a g. When the script is com- drought? .What would a. Prepare slide(s) of tap water pleted and the movie is happen to our food chain? for students to observe under finished in art (see art a microscope. Have the stu- lesson C:9., p. 109), 2) What would happen if the dents draw what they see. share the entire program meatpackers went on a with other classes. strike? b. Prepare slides of water from other sources like a nearby H. Stories of origin b. Continue with this line of stream, river, pond or pool. questioning to show the chil- Source: Pauli and Curtis, Tales dren another side of the c. Have the children place a few of the Menehune, pp. 96-98, interdependent nature of containers of water in the "Water-Without-Source." This story community living and the room. Add different things is about a village of people in importance of preserving and (dirt, plant refuse, bugs, windward O'ahu who had to leave conserving our natural etc.) to the containers and their beloved homes because of a resources. observe what happens to the drought. water in each container after c. Since we live in an island two weeks. 1. Ask the children to describe community, we can go one step what happens to a land area further and ask: 1) Talk about stagnant water when a drought occurs. and what conditions cause Where do we get our supply of water to stagnate. a. What happens to the plants grain to feed the cattle we and crops? raise in Hawai'i? (mainland)

257 114 258\ Grade'2, Unit II ,

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3. Have the children think about 1) Have the children select, People in a community use their natural the meaning of the song as they the color they want to use resources to meet their need for food. sing. Encourage them to sing as a cover. Work with the with feeling, with aloha for a students in small groups; 1. Pre-quiz home that they love. some can be working on covers Oile others work on Given a list of foods, the children 4. Accompany the song with the printing titles, writing will be able to circle the names'of autoharp. Have one of the title pages, writing dedi- "Hawaiian" foods. Given this same students learn theilkeys. cations and finishing Dist of foods the children will be illustrations for the story able to categorize them as: and the cover. O. Song: Teach students Lili'uokalani's, "Aloha 'Oe." Mea'ai Hawai'i Kahiko Mea'ai Hawai'i Hou Sources: King. King's Book of 2) Punch three holes in each Ear y Hawaiian food '(Introduced Hawaiian Melodies, p. 130 book and bind the books Hawaiian food) with raffia that has been Elbert and Moe. Na Mele 0 Hawai'i e.g., Pua'a K5lua e.g., Lomi Salmon Nei, pp. 35-36. braided for extra strength or with some kind of nylon 2. Qhasrting P. Song: "Hawai'i Pono'i" by King cordage or ribbon. Kaldkau'a and Henry Berger Assign a worksheet designed to help Set up a displ'ay of the Sources: Hausman. Hawai'i:Music 3) the children keep track of what they' finished products in a in Its History (Share the informa- eat for a two days. tion on p. 59.) ' centralized place, e.g., Elbert and Moe. Na Mele 0 Hawai'i a ditplay table in the Nei, pp. 43-44 library Day 1 LDay2 12. Painting - Princess Ka'iulani's Q. Song: "Makalapua" Breakfast Sources: Elbert and Mahoe.Na Mele home 0 Hawaii Nei, pp. 75-76 Lunch Materials needed; Hausman. Hawai'i: Music in Its 'Dinner History, pp. 76-77 butcher/wrapping/Kraft,paper, 24" x 36" King. Songs of Hawai'i, pp. 112-113 3. Ask: Queen Liliulokalani was the only tempera paints paint brushes female ruling monarch. Her foster (Looking at their charts after'tWo mother, Konia, took the words of days, students will respond to the a. After the children have. heard this song from an old chant.The following questions.) music was composed by Eliza Holt. the story of Princess Ka'iulani and have been exposed-to the Lili'uokalani was called Lili'u and a. How many of you have listed some-' song "'Ainahau" in music, have Kamaka'eha and these two names thing that you ate every.aay or nearly every day? List the students' responses. (bread, nice, milk, potato, etc.) 259 115 26o Grade 2, Unit II

SOCIAL STUDIES _SC I ENCE/ENV I RONMENTAL EDUCATION LANGUAGE ARTS

If we did not have air and 2) Have the children smell the b. What causes a drought? ocean transportation, what water. Then ask: Encourage the children could happen to the cattle to look it up in science industry? Do we'raise enough d) The Hawaiians planted books and in encyclope- cattle to feed everyone in kalo in patches. Do dias and dictionaries. Hawai'i? we still have lo'i kalo today? (yesT 2. Introduce the story to the d Encourage the children to What would happen to children encouraging them find answers to these que- the kalo if the water to listen for the effects tions by asking their pardikts, became stagnant? of the drought on the land. store owners and cattle (Kalo would rot, ranchers. become diseased, not 3. Discussion grow so well.) e Continue to work on the food a. What was the most impor- chain chart adding informati b) How did the Hawaiians tant natural resource in as the research continues. prevent the water from the story that affected stagnating?Show them the lives of many people Culmination: a picture of early living in the village? Hawaiian lo'i kalo. Have the children prepare a list of See Kamehameha Schools' b. Describe what happened foods. Compile them on a wall chart. The Ahupua'a. This is to the land whdn the Divide the children into mini 'ohana a large wall chart drought occurred. and have each 'ohana select one food depicting life in a product from the chart. Each 'ohana typical land division, c. What did the people do? will compose a food chain chart for ahupua'a. Point out the selected food product. The the draining of the d. Why did the two old men important step is to identify the water and the constant refuse to go? What did original natural resource. flow pattern. they have that the other villagers did not have? E Learning about the past to understand 6. Plan a field trip to a lo'i kalo, (experience, faith in the present. a lotus patch or a watercress farm the gods) to show them how farmers prevent Teacher preparation: stagnation. Have the farmers talk e. What happened to the with the children about water drought-stricken land Look for pictures of famous men or problems and the ecosystem involve when the young men women in our country and the world in the production of these crops returned? community such as: today. 262 261 116, Grade 2, Unit II

ART NUTRITION appear in the song. Also contained them do a painting of 'Ainahau, b. Focusing on the carbohydrates within the song are some place names the home of Princess Ka'iulani. on O'ahu and a variety of lei. Encourage them to recall the In Hawai'i kahiko what did the scenes described in the story Hawaiians have as staple foods? Preparation: and the song. Play a recording (kalo/poi; 'uala; 'ulu; mai'a) of the song in the background Read about Queen Lili'uokalani in as the children engage in this Explain the term "staple" to the Mrantz, Women of Old Hawaii, activity to create a serene children, then talk about staple pp. 34-37. environment. foods of other ethnic groups. E.g.: Write the words of "Makalapua" on a b. Talk about colors and their chart, Hawaiian on one side and effects on mood. Encourage the Japanese - rice English on the other side. Elbert i children to create a picture Chinese - rice and Mahoe's book contains all four that best illustrates the mood Korean rice verses. of what they have learned about Filipino - rice Princess Ka'iulani's life. Germans/Irish - potato 1. Share a picture of the Queen French - bread with the children as you tell 13. Montage Italian pasta them a little about Queen Lili'u's life. Materials needed: 4. Show an illustration of someone eating drawing paper, 81" x 11" poi. Source: Feher, Hawai'i: A 2. Introduce the song to the colored pens Pictorial History, p. 41. children by sharing some back- glue, scissors ground on how it came to be 5. Say: written. Procedure: Poi is made from the corm or underground 3 Present the words to the chil- a. Have the children think about stem of a plant called kalo. dren. Have them read the words the story they heard in to the first verse with you. language arts about Ka'iulani Show an illustration of the kalo plant. Then go back and underline the (lesson K.3., p. 122). See Appendix Unit II-I, p. 156. the that are familiar to them. E.g.: b. Ask them to recall the impor- 6. Ask: tant events, hobbies and lei - wreath interests of Ka'iulani. List a. Does anyone have a plant like this make - part of Kamaka'eha, these on a chart. at home? (Show a kalo plant.) Lililu's name, meaning the sore eye" c.' Have the children select one b. Will you bring a plant like this to ka - the (singular) event, hobby, interest or school? wahine - ladies pua - flowers

117, 263 264 Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION_ LANGUAGE ARTS

Abraham Lincoln 7. View "Taro Tales" (see the TAC f. What does the title John F.Kennedy video guide). This is a 20-minute "Water-Without-Source" Lech Walensa of Poland video that develops an awareness mean to you? Is there Marie Curie of France of the legendary historical and really a stream without Emperor Hirohito of Japan cultural aspects of taro in a source? What is the Mahatma Ghandi of India Hawai'i. source of a waterfall? Winston Churchill of England Queen Elizabeth II of England a. Using a retrieval chart, see I. Writing stories with environ- how much the children learned mental themes Prepare a bulletin board with the about kalo: title: "Family Members Help The 1. Have the children imagine Country in Special Ways." (The term 1) Review the two systems of themselves as living on a "family member" is being used to refer kalo cultivation: ranch raising cattle some- to those individuals being studied who where on the island. Have are members of a family unit of their a) Wet, irrigated or low them describe the land area own. The children will identify with land cultivation and the general location. them as being a member of an 'ohana.) Suddenly during the summer, b) Dryland or upland an unusual drought takes 1. Mount a picture of Abraham Lincoln cultivation place. Have them write a on the bulletin board.Have the descriptive story of what children describe reasons why we (Send to UH-College of changes take place in their remember Lincoln. Use the ency- Tropical Agriculture and family throughout the clopedia for more information and Human Resources, Hawai'i drought period. Encourage pictures about this great leader. Cooperative Extension the children to be creative Service, UH, Honolulu, and to describe the changes 2. Continue with the other pictures Hawaii, 96822, for Home in the appearance of the you collected. Garden Vegetable Series, land, the cattle, and the No. 18, "Upland Taro.") overall environment. 3. Locate the countries these famous people helped. 2) Discuss the advantages of 2. As they write, have them each. Read to the children think of illustrations they 4. Divide the children into 4-6 from Begley, Taro in may want to include and mark 'ohana. Have them look at a Hawaii. the places in the story with political map and then choose one an X. of the countries shown on the map. b. Have a community resource person talk to the children 3. When they are done, have them about the kind of soil and share their stories with the class. 265 118 an Grade 2, Unit II

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Using the English translation, person in the princess' life (Check with local kalo/taro farmers or encourage the children to learn that they would like to Arboreta:" Lyon on O'ahu, Ke'anie on more vocabulary by continuing illustrate. Maui, Pacific Tropical Garden on this activity until' they have Kaua'i to secure plantable huli so gone through all four verses. d. Encourage them to illustrate it the class can grow kalo in pots or in using colored pens. the ground.) 4. There are several kinds of lei named in the song and also e. When the drawings are completed 7. Have the childre?,,,contribute to a list several native ferns and have the children plan the of the variety o, ways of using kalo grasses. The song is very placement of the pictures to based on their own experiences, e.g.: descriptive and full of imagery. form a montage. Display it on the bulletin board. cooked taro 5. Have the children learn the laulau first verse and the hui (chorus). 14. Display of souvenirs/mementos luau with chicken or octopus/squid If they are motivated, they can (Note: Explain to the children kOlolo easily learn more. that souvenir is the French word Tot for "to remember" and memento is kalo chips 6. Divide the group into three from the Latin word "to remember" taro bread/muffins 'ohana and have them create so both words refer to things that etc. motions for the song. help recall pleasant memories of people and places.) 8. Ask: 7. Have them share their creations with the total group. To accompany L.A. lesson K.6., a. Is kalo still an important agricul- p. 124, have the children col- tural product today? 8. Share the song and motions. lect a few souvenirs/mementos that are of some significance to them b. What is the biggest problem in because their makua (parents) or raising this plant food? (scarcity of kupuna (grandparents) gave the good land with flowing, cool, articles to them.Or, have them fresh water) R. Song: "E Manono L5 Ea" talk to their 'ohana about this Source: Comprehensive Musicianship project and have them ask their Discuss why this is so by'having the Through Classroom Music, Zone I, makua / kupuna to loan a few posses- children meet in mini' ohana. Have Book A, pp. 90-94 sions that they could share with them discuss why limited water is such This song tells of Manono, wife of the class, such as - a problem today and why there is a high chief Kekuaokalani of Puna, who shortage of inexpensive, good agri- led a band of rebel warriors against a memento from the parent or yrand- cultural land. Queen Ka'ahumanu and King Liholiho parent's early life who chose to break the sacred eating a lock of baby hair Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

5. Have each group use the encyclo- climate that are necessary for J. Planning a picture book pedia to` identify a "family mem- kalo to prosper or visit a kalo ber" who is an honored citizen of farm. Plan with the farmer 1. Have the children plan a the country. Have them write ahead of time so an effort is picture story book using their findings on 3" x 5" cards. made to involve the children in the story they created in Have one person from each 'ohana some of the steps of kalo farm- the above lesson. share the information with the ing. class. 2. Work with each student in E. Environmental Ethics editing their stories, 6. Encourage the children to look in working on spelling, tense magazines and newspapers for pic- The children will learn that each indi- and word usage. tures of people who help their vidual has something which he/she gives countries in specidl ways. Add and which he/she receives from society 3. Plan with them the illustra- these to the bulletin board, and the environment. tions they would like to identifying the country on the have as part of their picture map. Materials needed: storybook.

7. Have the children identify commu- 81" x 11" pictures from Na Ki'i 4. Plan for the illustrations nity people in Hawai'i who contri- Ho'ona'auao Teacher's Guide show- to be done in art. After buted to the history of the ing 'ohana concepts (available in they are completed, the community and/or the island. all elementary school libraries). children need to rewrite Consult the district resource Use pp. 1, 3, 4, 5, 6, 7, 8. their stories in finished teacher in Hawaiian Studies for a form so that they fall in list of community resource persons 1. Have the children study the pic- correct sequence with the who may be knowledgeable about the tures and share their ideas of illustrations done in art. historical figures of the commu- what is happening in the story. nity and the island. Record their responses on a chart. K. Biographies of well-known/ See Appendix Unit II-El, p.151 important people for a sample list of names and a. 14ave the children think of a a news article on important person in the community-who Table Misplay: Set up a book chiefs of O'ahu and Kaua'i. has exhibited the kind of display of a variety of biogra- behavior shown in the pictures. phies of famous Americans, a. Talk about some of the holi- explorers, Hawaiians, and other days we celebrate in Hawai'i E.g.: caring for a baby well-known/important people. today in honor of great loving others "family members" who helped helping others Hawai'i in some way in the past. 270 269 120 Grade-2 Unit II

k . Music ART NUTRITION kapu by allowing men and women to a hospital bracelet 9. See Appendix Unit IIJ, 11.157 for a eat together. The battle was fought the parents' wedding invitation sketch of O'ahu depicting some natural at Kuamo'o on the island of Hawai'i. a special balloon or toy from a resources of O'ahu. Locate this place on a Top of special person Hawai'i and also Maukele whih was a. Run off copies for the\children. a place name in Puna. a. Have the children set up their desks in a rectangular forma- b. Have the children read the sketch 1. Go over the words of thesong tion. Give each of them 15 for information and chat the kinds and have the children repeat minutes to plan a display of of information they fin them after you. the souvenirs/mementos they with natural resources. brought to class. 2. Tell the children that this is c. Say: a hula pa'i umauma, chest b. Have available some multi- slapping dance. colored construction paper to If you were a Polynesian discovering use as a place mat. this new island, where wou 4 you 3. Chant the entire song using an choose to live? Why? ipu as an accompaniment. c. Have the children share their displays, telling a little What would you use for food?, 4. See the activities suggested in about each souvenir/memento. the reference on p. 92. Hula 10. The inquiry above could lead to a, motions may be created by the d. Monitor the children as they study of seafoods. Read the legend children or by the school kupune. walk around visiting each "The Empty Sea" from Thompson, Hawaiian other's displays. Have them Tales of Heroes and Champions. See comment on the general effect Appendix Unit II-K, p. 158 for a summary of the displays. of the legend.

15. Ceramics 11. Ask:

Materials needed: a. Which fish and sea creatures were clay boards glaze mentioned in the legend? clay brushes b. Are you familiar with their names This lesson assumes that the children have had experiences with c. Do you think people still like to clay in the past. This lesson ties eat these fish today?Are they in with lesson E, p. 116 in social still caught for food today? studies in which the children identify persons in the community who, in their estimation, are well-known or outstanding. 272 2 Grade 2, Unit II

SOCIAL STUDIES PCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE ARTS _I:.

E.g.: Kamehameha Day b. Have them draw a picture of how 1. Talk about biographies and KOhiO Day they feel about the person. what they are. Have them share their pictures See Appendix Unit II- and tell everyone about their/ 2. Introduce the children to 149-150 for pictures of special community person. / the biographies. Have them% these two leaders. state how these books differ c. Mount their pictures on the/ from stories like Clifford, %. b. Have the children are what bulletin board as they shay'e The Big Red Dog. , they know about t ese wo about their special persod. leaders. Some re availa- When everypneis done, place 3. Read Princess Ka'iulani by ble books on the e two men the word "Responsibility" in Helen Hwt. are: *bold letters on the top of the bulletin board. a. Discuss some of the Day, Grove. Kamehameha historical facts brought d. "'the children: out in the story. Write Holt, John. Monarch in them on a chart. Hawai'i 1) What does responsibility mean to you? b. Have the children analyze Kamae, Lori. The Empty the facts and then deter- Throne (KOhia) 2) How do you show your mine the contribution responsibility at school? Princess Keiulini made Mellen, Kathleen. at home? in the community? to Hawai'i's history. Hawaiian Heritage Each studentday have a 3) Why is it important to different opinion. Mellen, Kathleen.. The learn responsibility? ;Accept what they say and Lonely Warrior then talk about the (Kamehameha) 4) Can you be a contributing ' "Greatest" contribution. member of your community if Encourage the children to go you do not have a sense of c. have the children locate: to the library to find out responsibility? more about these two men Ka'iulani's home,linahau 5) What is the Hawaiian word St. Andrew's Cathedral

d. Set up two bulletin boards, . for responsibility? Kawaiaha'o Church one for each of the men. As (kuleana) Add this word to Mauna 'Ala (Royal the children discover more the bulletin board and dis- Mausoleum) facts about these honorable play the 17" x g2" chart men, have them add them to on Kuleana from the Na Ki'i Ho'ona'auao collection. 273 27 122 . Grade 2 Unit II

ART NUTRITION

a Have the children identify 12. Survey people in the community, immediate or at large, who have Make a list of fish and other seafoods impressed them either in music, the early Hawaiians may have caught and government, education, art, eaten. Have students ask their family sports or in any other field. members or neighbors the following questions. b After talking about these people, have the children each a. What fish do you eat today? select one person he/she would like to remember as being the b. What fish are caught in Hawaiian most special. waters?

c Have them each mold a figure of c. What fish are available in the this favorite person in action. markets today? E.g., if the child selects a famous surfer, the figure d. Do we have as much seafood today as should be molded to show a the Hawaiians had many years ago? surfer in action. Why or why not?List the reasons why there has been a drop in the amount d. Conduct a lesson on glazing of seafood. colors that compliment the profession.*E.g., the surfer Resources: Colorful Hawaiian Fish, would not be black but perhaps Boom Books, Box .922, Hilo, Hawai'i, a brown or a blue. 96720 ($1.75) Titcomb. Native Use of Fi0 in Hawai'i. Set up a display of all the figurines. Have the children snare their experiences in 13. Field trip this project. Arrange a field trip to a seafood market. f. Encourage each student to write Have students look for items on their a paragraph on a 3" x 5" card list and ask the salespersons if they describing his /her famous were caught in Hawaiian %/aters. person, and place each card with the correct figurine.

275 123 276 Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

the bulletin board. Encourage e. Have the students read the Pictures of these histori- them to talk to their parents newspapers and look for arti- cal places are available and to community resource cles or pictures of community in Feher's Hawaii: A people. The children should people displaying responsibi- Pictorial History. actively participate in the lity. Encourage them to be collection of data on figures aware of community people who d. Motivate the children to ana events in the community do exhibit responsibility select an incident in the that have had an impact on and thank them for taking care life of Ka'iulani that community life and expand of their kuleana. made them happy and one that quest to the entire that made them sad. island. E.g.: A girl picking up someone else's candy e. Ask the children to infer e. Have the children find the wrapper. their own reasons why approximate dates of these Princess Ka'iulani died men's birthdays and add them A boy taking time to so young. to the collection of data. walk to a rubbish bin to get rid of an empty 4. Fill out a genealogy sheet f. Plan some kind of honor pro- water cup. for Princess Ka'iulani, trac- gram for these men during the ing her lineage back through school year and have the cl.,!1- 2. Have the children think about a the Kalakaua line. See dren share the information community job they would like to Appendix Unit II-R, p. 174. they found with the rest of have that will allow them to be the school. remembered fifty years later as an 5. Have the children do a genea- outstanding "contributing" member logy chart for, themselves, g. This same type of activity of the community. tracing their lineage back to could be carried out for other their grandparent generation. important personnages whose a. Prepare a worksheet similar See Appendix Unit II-S, p.175 names have been used for to the one below. for a genealogy chart. schools in the community such as Lili'uokolani, Mayor 6. Stimulate a discussion of Wilson, Sgt. Solomon, August what kinds of activities the My Future Contribution Ahrens, Blanche Pope, Benjamin children's grandparetts and/ Parker, Chiefess Kapi'olani, or parents have engaged in Ernest de Silva, K'ng Kameha- Occupation: that ,are of significance to meha III and Elsie Hart Preparation: the'ohana. ,Have the childrerk Wilcox. See Appendix Unit Skills needed: talk to their kiipuna (grand- p. 151, for a sample Job description: parents) about their past, list of names. Reasons for my success: 278 277 124 Grade 2, Unit II

ART NUTRITION

16. Mural 14. Resource speakers suggested

Materials needed: a. A speaker from a wholesale seafood collage materials distribution company to talk about tempera paint Hawaiian seafood products and imports. brushes butcher/wrapping/Kraft paper, b. Invite a commercial fisher to speak 36" x 48" about the different types of fish he/she catches. Procedure: c. Invite a kupuna or parent to show a. After the children have had the students how to prepare a fish some time to brainstorm their or to share a Hawaiian seafood he/she ,"Hawai'i 50 Years in the has prepared, talking about its Future" (see language arts preparation. lesson L, p. 128), have them do the actual painting and d. -Contact catering services who'may have application of collage a speaker who can share a Hawaiian materials in art class to food dish with the students. create a mural. e. Suggest that children watch the weekly b. Encourage the use of a variety fishing program, "Let's Go Fishing," of materials. Have the chil- on Sunday afternoons for coverage of dren combine materials and fishing in local waters, interesting experiment with gluing one on cultural sidelights dealing with top of another to see the fishing and seafood, and preparation effect. of various types of seafood and fresh water food. c. Evaluate the experience. Encourage the children to share f. Invite parents of various ethnic back- their discoveries. grounds to demonstrate the preparation of a seafood of their own culture. E.g.:

Japanese - ogo or food wrappedin nori Chinese - steamed mullet or sweet-sour shrimp Filipino - sinigang na isda/hipon (boiled dish with fish/shrimp, tomatoes, tamarind, garlic, kamaias and young leaves of kamole [sweet potato]) '125 280 Grade 2, Unit II

SOCIAL STUDIES SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE' ARTS

F. Hawai'i in the future b. Have each student work on this about the interesting things worksheet with their parents as they've done orheroicor 1. 'Show the children some pictures possible resources. Encourage unusual escapades. Perh,-)s of Hawai'i as it looked a hundred them to interview community a tape of these sessions or more years ago, fifty years people to get information on may be shared. Or, these ago and then today. Use Feher, real life career experiences. special talks may be written Joseph, Hawaii'i: A Pictorial up and shared. History or any other, pictorial c. Help the children do some resource such a's: research in books such as ency- 7. Read another biography to the clopedias and non-fiction children from one of the Cameron. Above Hawai'i books. following resources: Scott. The Saga of the Sandwich Isles d. Have the children draw a series Day, Grove. Kamehameha. of pictures showing themselves 2. Have the children study the pic- twenty years later performing Mellen, Kathleen. Hawaiian tures and note the changes that their job. Heritage. they see in the pictures. Ask: e. Set up a performance area and Mrantz, Maxine. Women of a. What kinds of changes do you have the children present their Old Hawai'i. see? reports. Rizzuto, Shirley. Hawai'i's E g.: Buildings are differ- f. Have the children name their Pathfinders. ent. "outstanding" community persons Flora has changed, (career role models) and com- The selections vary from kings different plants pose a bulletin board on which and queens to well known and trees. their names and/or pictures personalities still living More crowded, more may be mounted for everyone to today.. houses, more peo- see. ple, etc. 8. Talk to'the children about F. Future Environments Kamehameha I who united the b. How did these changes occur? islands. Read them the story (humans' effects on the The children will understand that if of his boyhood from the refer- environment, technology, people take care of the earth it will ence by Day listed above, pp. 5-6. erosion and volcanic action, continue to meet the needs of all liv- Share excerpts of his life as etc.) ing things in the future. an ali'i. (See social studies activity #7, pp. 120-124.) c. What will our island be like 50 years in the future?

281 282 126 Continued on the next page... Grade 2, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION* LANGUAGE ARTS

Ask: d. Allo the children to meet in 1. Prepare a chart similar to the one mini 'ohana to discuss this below: How do we remember this and to plan Hawai'i 50 years a great Ali'i today? from now. Needs Actions Results Cures (Kamehameha Day Parade, Kamehameha Day celebra- e. Give each 'ohana a large Homes cut downerosion plant tion, decorate his statue, sheet of chart paper on which trees trees etc.) to draw their futUre projec- tions. Encourage them to plan Food plowed Name all the things you their sketches and to get in- b more know that are called put from everyone in their land Kamehameha. (highway, group. Remind them about the school on O'ahu, books, 'ohana concepts. Trans- parade, day, songs) porta- Culmination: tion c. If you were a king or a queen today, what ~kinds Have each mini 'ohana present their Recrea- of changes would you make Future Hawai'i to the class using the tion in our community? narrations they wrote in language arts. Encourage them to dress the 9. Creative Writing part too by using costumes they a Conduct inquiry using this created. chart. Allow the children to work in mini 'ohana so they Motivate the children to have more of an opportunity to write a poem "If I Were the They may choose to brainstorm. Ali'i." write the poem in a modern day context or in the con- b. Work with efach )ohana to motivate thinking, processes. text of the monarchy days. Encourage the children to analyze the environmental prob- 10. Speaking lems in the community such as: a. Have the children share pollution energy shortages their poems with the noise droughts class. litter depletion of overcrowding ocean food resources

127 284 2,.83 Continued on the next page... .Grade 2, Unit II

SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE PyRTS LANGUAGE ARTS:.

c. After working in mini 'ohana b. Encourage them to prac- 1. -Havin'g done the sketches of for part of the class period,' tice with a partner so "Future Hawai'iwin social have the 'ohana share their that they have parts studies, have the children thoughts and write them on the of it memorized for now prepare a narration for class retrieval-chart. better oral presentation. their sketches cooperatively as a mini 'ohalia. 2. There are several films available c. Have them compose a title to teachers that address some of and then say the title 2. Coach them on expressive these environmental issues. See before sharing the poem. writing, the use of colorful TAC Guidelines and Video Holdings Wo'rk on oral speaking descriptive language and the List, RS 81-2093, OIS, 1982, p.184. techniques arid good use of figurative language. Some of the titles are: listening techniques before the actual "Poetry 3. Work with them on editi a. 0772-2__Who Will Save the World Hour." skills. Encourage tilem to from Man? kokua and laulima so that d. As the poems are shared, everyone has input. b. 0772-3 Populations encourage the children to create an imagery of them- 4. Have them turn in a finished c. 1080-3 Pollution Solutilon selves as the ali'i. copy of their narration that can be mounted on the bulletin d. 1079-2 Clean Air is a Breeze Evaluation: board with their sketches. Evaluation Encourage the children to share what they think life was like 1. Have the'children study the 'under the chiefs of early Hawaili, retrieval chart. Help them to see If they were given a choice, trends and then results. would they choose to live in today's world or in the world of 2. Ask: an earbier Hawai'i?Why? or Why not? a. How can we do more to help cure and protect our environ- L. Narratives of Hawai'i 50 years in ment? the Future Altp,

b. What future projectt can we (This lesson goes hand-in-hand undertake? with that presented in social studies lesson F.2.e., p. 127) 286 285 4 128 MinAU N

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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/land and the sea. Use this worksheet to trace a product through its processing back to its original source.After working on these products, students should become more aware of the origins of the various products they see around them.

Item Original Source

Paper Bag -H Supermarket ---) Paper Bag Company > Lumber Supply Company --> mea kanu (plant) Tree Cutting Company3Tree Cutter ---- forest---)tree---) seed

Hula skirt TFRT or rafia) Canned Pineapple Koa bowl

. Red cinders for the 15ina (land) garden Olivine pendant Ceramic ware

Turtle shell bracelet kai (sea) Coral ring Canned tuna

Leather shoes holoholona (animal) Woolen sweater Boar-hair brush Grade 2, Appendix Unit II-C

-')

TRADEWINDS i'"" 4 --/ ----\

L.--. '1.1)irtij 1 j 111111:11111111111 IIIII RAINI,oiti1111'1I'1 t. 1111111110 III!! kill! 11111 WATER VAPOR -) 1 SEA LEVEL -.....-::,.....,..,-,ar,..../..are.,,,,,-0.------OCEAN ZONE OF FRESH WATER -ARTESIAN BASIN 14tin610056geteii,StgiaiwilieriWr101",0,_t--r-

ZONE OF MIXTURE

This sketch shows the origin of Hawaii's excellent drinking water. Moisture from theocean is (B) marks an artesian well, drilled through the caprock, to tap waterin the basal lens. Beneath driven up against the mountains, where itrises, cools, condenses and falls as rain. (A) marksa the zone of fresh water is a zone of mixture, between fresh and saltwater. slanted tunnel, such as the Halawa Shaft, to collect water that has infiltrated into the ground. 0.etch by Ray Higuchi.

Reprinted with permission of 297 138 The Honolulu Star - Bulletin A 298 Grade 2, Appendix Unit II-C

From the Well PUMPIt4G to the Tap STATION This chart shows the flow of RESERVOIR LATERALS TO PROPERTIES ground water from either "INEO. wells or tunnel to the consumer's faucet. It g6es directly into the reservoir if the source is close to the reservoir. If the scarce is distant from the reservoir, it DISTRIBUTION MAIN goes into the distribution main, with the excess going into the reservoir. During peak periods, when about METER REGULATOR three times as much water is OUTLET being used as during an VALVE average period, both reservoir and water source contribute to the main. Star.Bulletin diagram by Ray Higuchi.

4. 29j 300 Reprinted with permission of The Honolulu Star-Bulletin 139 Rain brings Waimeasomerelief HILO The Pig Island had its first big servation. ered earlier this year rain in months Monday night. but it Waimea consumers. reluctant at first County and state officials hope to have merely gave officials some breathingto reduce consumption, had cut their the spring source fed into a line all the room in the fight against a prolonged daily draw to 800,000 gallons by Monday way to the Waikoloa Stream reservoirs, drought. Civil Defense Administrator compared with an average use of 1 3 saving 200,000 gallons a day in evapora- Harry Kim declared yesterday million gallons. tion. "It's Just a break for us the However, this figure does not include Kim said the piping is expected to com drought is not over We've been given vegetable farmers whose agricultural pieced later this month some addittanal time to get organized reservoirs had gone virtually dry until 'A Hawaii Preparatory Academy, a More that' an inch of rain fell Monday Monday's storm. private school in Waimea, authorities night from lido to North Kohala. giving Kim, afraid thi.t the rainstorm was a may be contending for first place in the welcome relief to parched pastures and fluke, said all of the pumps necessary to conservation sweepstakes empty catchment tanks to pump 600.000 gallons of water from Through a senes of moves aimed at The county's two 50milliongallon Lalamilo well, below Waimea, into the cutting water use, the school is us.ng be- reservoirs at Waikoloa Stream above residential area have been secured. tween 20 and 50 percent of the water it Waimea began to gain instead of lose By Under his timetable, the pumps and normally requires. yesterday afternoon. William Sewake. piping should be ,nstalied by Aug. 5 and Headmaster Ronald Tooman said the . manager of the water supply depart- operating no later than Aug. 10 cafeteria dishwasher has been turned off ment. said the reservoirs had 18 minim. Removal of emergency pipes from the and only paper plates are being used for gallons in storage. They had just 9 mil- private Waikoloa Village well, which had meals. lion on Jul? 15. been easing part of the drought. was well The gymnasium showers have been Despite the gain, mandatory restric under way. The Waikoloa Village source turned off. Most fountains have been shut lions that took effect Monday with daily is no longer needed now that Lalamilo is down. Students involved in summer pro- monitoring of Waimea's 1,400 water sending water to, Kawaihae and othergrams are restricted to twominute meters are continuing. coastid areas of South Kohala. showers. "We are encouraging people to "We'll see how much this pours into The pipe is being rushed from Waiko-shower with a friend." said Tooman. our system overnight," said Sewake, loa Village to the Kohala Mountains to "About the only water we are permit- hopeful of ending the costly monitoring continue aline already started from ating staff and students to use is for cook- program and returning to voluntary con- million-gallona-day spring source discov-ing and drinking." Tooman added. Is there enough water? Yes, if. By Jun Borg well in the Pearl Harbor basin registered More than 10,000 acres will be drip-irri- 4dertmer Staff Wnter at 25 feet above sea level meaning gated by the end of the year, he said. Is there enough water on Oahu? there was another 1,000 feet of fresh Farr also said the company was in the water below before the table turned final stages of enclosing 4,500 acres of Some of Hawaii's top experts on Water brackish. Today, he said, that same well Ewa fields into a close water system supply met last night in a public forum to registers less than 15 feet indicating discuss that question where water is carried directly from the ::z:r3 and the answer only 600 feet of fresh water, or a loss of well to the plant underground. That sys- was Yes, if .. .. Current estimates are that without con- 400 feet. tem will be expanded and computerized. servation, the Pearl Harbor basin will Charles Farr, Oahu Sugar Co. civil he said. run out of fresh water by the year 2000, engineer, said that only about 16 percent These improvements will cost $14 mil- of the water the plantation uses would be lion. he added. said Robert Chuck. manager and chief fit to drink. For the year 1919, for in- In a subtle assault on the waterhungry engineer of the'division of water and land stance. that translated to 19.44 million sugar concerns. Williamson Chang. an development in the state's Department of gallons out of the company's average associate law professor at the University Land and Natural Resources. daily water use of 122.94 gallons, he said. of Hawaii. said "whatve need to survive However. with proper conservation, he (Sugar cane doesn't mind certain levels the year 2000 is a shift in the idea of said. there can be plenty of water. of brackish water.) If all of Oahu's water resources were private property." In order to make better use ofits Borrowing Buckminster Fuller'scon-I tapped. furthermore. there would be water, Oahu Sugar Co. plans to convert cept of "Spaceship Earth." Chang said another 100 million gallons available more than 13,500 of its18,240 acres to water resources should become public daily. Chuck said. But he warned that drip irrigation by 1984. Farr said. Drip property as demands in Hawaii increase. tapping every potential drop would be an irrigation allows far less water loss by Kau Hayashida, manager and chief impractical if not impossible task. evaporation than does trough irrigation. engineer of the Honolulu Board of Water Meanwhile. Gov. George Ariyoshi Farr said. Supply, said the city government has today is expected to announce that a new But that doesn't mean there will be tried to enhance the supply of water by a well in Wailupe will provide about 600.000 more water available for domestic use. number of measures. including a contro- extra gallons daily. The state hopes that In a chip system. the cane uses more versial push for the preservation of more such wells can be drilled in Manoa water. watershed lands. and other areas. About 70 persons attended the meeting last night at Waipahu High School tit- ting because Waipahu residents have been asked by the state to conserve water voluntarily due to shortages. The Garden Island watered meeting was sponsored by Leeward Com- munity College's Science for Citizens project. LIHUE Kauai's water shortage. if The Pearl Harbor water table is the not over. has been alleviated by substan- The weather for most of the past week most threatened of Oahu's water sup- tial rains during mid-July. on Kauai has been wet. plies. The state has set a daily limit of The National Weather Service earlier Both Faye and McBryde Sugar Co. 225 million gallons the so-called "sus- reported that rainfall for the first six Manager Richard Cameron said that tainable yield" that can be pumped months of 1981 was about hall the aver- they'd had "good water" and that the from the basin. age. Sugar companies said reservoirs pressure was off the cane operations. According to Chuck. 115 million gallons were nearly empty and unirrigated cane Cameron said McBryde's reservoirs. are used ,by Oahu Sugar Co.. 77 mink+fields suffered from "moisture stress." which had been near empty, are now up are used by the Honolulu Board of Water The average rainfall for July at Lihue just above the average water level due to Supply, another 25 million are used by Airport, which is drier than many part of last week's rains. the military and the remaining $ million Kauai, is 117 inches. But total rainfall County officials earlier said domestic 01 go to private users. through yesterday was already 2.93water supplies had not been affected by Chuck said that 70 years ago, a typicallathes at the airport, the weather service the dry weather. 7/22/81 CD ';:h

0(-0 1s GROUND WATER BODIES CV rt. 4. le C. =0 ipeo 0 1/9 ISLAND OF OAHU KAENA 4-4 is, 55#0. o-J. BASAL c+ Kama Pt. 84 480 C $41 4 ".*44111114... CAPROCK 4* 44 C . 4/41. 54, #* ee cD 4104. b44. (14 S rt.CA s- o) -1 *As 14,4S41 4 es t _. to -s -4,t; S. e- SCHOFIELD in HIGH LEVEL a:1 14, "s ''''' wwwwwwww ge, -4/4 WATER o 2v 4s, .0s 4, so. KANEOHE df,,e WA. lit-gk, ii 0 /0 $ i qe .. *S. BAY M.kupu Pt. rt. -t) 14.44* 444 'Y 4 4 -1(404 Pk* 41soO. \ 14A. PEARL HARBOR * fa 1 0 nis s BASAL WATER s *. ..0 IV s \ 1` 3 s r I # nic .., 1 'AIANAEs \ BASAL < s °IA:. IQ 4. Mokupuu Pt.

sit

Sorbets Pt. HONOLULU

DiembdHind Islands' Most Basic Blessing: Plentiful Supplies of Water

By Harry Whitten star-9,19mm Writer places in the world can FEWlann to have as good water as Hawaii's This fortunate situation is the result first of geology and wconilly of generally wise de; elopment and management. The history of Hawaii's water. howeor. is a history of scarcity followed by plenty, of problems 4eogftEmilgt mow sise that were resolved only to be followed by new ones. Hydrologists estimate that the 0.7 percent of all the water With the year 2000 .only 17limit of developable ground waterin the world. The oceans contain %ears away. Hawaii's people findon Oahu will be reached by the97 percent of the world's water, problems not of crisis dimension.year 2000. The Neighbor Islandswhile 2.3 percent is brackish or but with a. need for planning tostill have reserves. frozen, such as in polar ice caps. pre%ent a crisis. The Hawaiian word for water is Thisisthefirstarticlein a"wai." Place names are indicative Hawaii's fresh water is the re- series telling about Hawaii'sof the importance of water: Wai-sult of rain. There is a constant water. about the history of devel-kiki, Waipahu, Waimanalo, Wai-movement of moisture from opment and use, the agencies in-anae, Watalua, Kawaiahao, and sowater surfaces to the atmosphere %oh ed. the legalissues, howon. The double form of the wordand back to the Earth. During water affects agriculture and "waiwai" means prosperitythis process, impurities are re- 111Aelopment, the dangers of con-or wealth. moved and the water again be- tamination and what isbeing comes suitablefor consumption done by researchers and adminis- WHAT'S THE origin of Hawaii'sby living creatures, including trators to assure that there willwater? man. he adequate supplies for Hawaii's First,it must be realized that Ifit were not for the moun- needs when the year 2000 andfresh water, the kind essential to succeeding years roll around. life, forms only a small fraction Turn to Page A4, Col. 3

BEST COPY AVAILAr 302 Grade 2, Appendix Unit II-C 0110011=. Thanks to Geology, Good Management Water Science Has aSpecial Language Plenty of Cool, Clear Water Continued from Page One WATER. likeallother surface and completelyfills There are also dike-impounded:I subjects, has a number tains, the Islands would be bar- water --steins, such as those,: all pore spaces of the rock found in the Koolau and Watanaet of special terms used core material in which it occurs. It ren.-Most of the rainfallinwind- nionl,by professionals, less is the largest single source of ward areas results from cooling flimflams, Dikes consist of near./ frequently by laymen fresh water. of the moistur-den trade winds ertial slabs of dense. massive Here are some of them' HEAD: Level of the ground as they rise up. the mountain rock and are impermeable. Oahu AQUIFER: An underground water above mean sea level. slopes. The winter storms and also has perched water, so-called= bodyofrockorsimilar southerly "kona storms" cause bee ause itis held up on impervi- HYDROLOGIC CYCLE: The ous strataItis of comparatively material capable of storing circulation of water from the most of the annual rainfall in lee- watr and transmitting itto v,ard areas. small importance, but sometimes sea, through the atmosphere. olemsftem(wagg31Immocat issues forth as springs web(or springs. to the land and thence (with The rain may be lost through ARTESIAN: Water contain- many delays) back to the sea evaporation, or may be used by THE BOARD OF Water Supply, ed under pressure beneath plants, may ren off in streamsSugar takes alotof water situation in many cities, there isformanagementpurposes.has caprock byoverlandandsubterra and ditches, et may infiltrate intoabout a million gallons for everyno doubt Honolulu's is superior,se.en water use districts: Hono- nean routes, or directly back lulu. Windward. WaialuaKahuku, BASAL LENS: The fresh intotheatmosphere the ground.Itis the rain that100 acres of cane. for which fortunate geology as waterthatfloatsonsea by seeps into the ground that is of Even before the discovery ofwell as good management mustWahiawa. Walanae. Ewa and water under much of the evaporation and transpira- most importance to Hawaii. artesian water, ditch systems hadbe credited Pearl Harbor. southern and northern pod )ton Hawaii's geography is such thatbeen started toirrigate sugar It might be well to look at that Forests also have an important tions of Oahu. NON-POINT SOURCE: A wide variations in rainfall occurcane. The first such ditch is re- e Co oiaeyr relation to water supply, but the DEPLETION: Water with- source of diffuse waste dis- within relatively short distances.'portedto 'nave/ been .built on Charles Ewan. hydrologistrelationis complicated. In some drawalfromsurface or charged into a water body, with differences of 100 inches'Kauai in1856, a ditch some 11 chief with the water re-places fog caught by trees in- ground water reservoirs at a such as sediment and certain within three miles not unusual. miles in length. Large-scale devel-sources division. U.SGeologicalcreases drip under trees and thus rate greater than the rate of agricultural chemicals, which opment came with the comple-Sun ey, says that Oahu, with onlyadds to the water supply. Forest replenishment cannot be located specifically. THE HAWAIIANS, for the 1,000tion in 1878 of the "Old Haniakua 605 square miles. has a groundvegetationis a sulierior vegeta- DIKECONFINED WATER: PERCHED WATER: Ground years they were here beforeDitch" on the rugged slopes ofwater system equal tothatoftom for promoting infiltration of Ground water, which is im- water held up at high level Westerners arrived, and otherMaui's Haleakala. Mainland aquifers in complexitywater into the soliForests can peded in itsflov, toward the by an impervious layer of peoples, for the 100 years after WHAT WITH BOTH surface and is more complex than many. help minimize floc.ding and pre- ocean by underground barri- rock Capt. James Cook's arrival. de-and ground water for agriculture EWART 15 DIRECTING a fourvent erosion ers of dense rock, or dikes. POINT SOURCE: A specific pended on surface water. plenti-and ground water for domesticyear, studyof Oahu's ground While attemptshavebees formed when molten rock source from which waste fulin some places, scarce inuse, Oahu entered into a periodwater system. Ten subsystemsmade during the years to pro- was forced into volcanic rifts. water isdischarged into a others. of abundance. But water washave been identified and they aremote a timber industry in Hawall, DRAFT: Waterpumped water body, such as effluent The Hawaiians started waterwasted, a growing population re-all interrelated. most researchers have regarded forcibly from within the,from a municipal sewer sys development'by dammingquired more, and the water table There are eight basal waterwater as the most important aquifer. The definition ex- ternoroutflowfroman streams, digging ditches and di-dropped. There were a series ofbodies. Basal water is that bodyproduct of Hawaii's forests. cludes ground water thatis industrial plant. verting water fir the irrigationalarms and scandals until theof fresh water standing over sea Gross water use in the entire freeiy diseharging, such as RECHARGE: Thatrainfall of wetland taro. Honolulu Board of Water Supply.level that floats on the heavierstate in 1980 amounted to 630 bit springs which infiltrates the Earth With tie changes that occurredan autonomous agency, startedsea water The fresh water formslion gallons, equivalent to 1.72 bit- and replenishes ground water after the arrival of Westerners,operation in 1929 and under the alens thatfloats on sea waterlion ga Ions per day. The 1980 fig- EVAPOTRANSPIRATION: bodies. an inadequate water supply be- Water dissipated to the able leadership of its first man-and saturates the rocks to sonicures sh w the following percent- atmosphere SUSTAINED YIELD: The came a problem. Hooved animalsager, Fred Olirt, brought thingsdepth below sea level ages foclass of water use in the GIIYBENHERZBERG LENS; quantity of water that can be, damaged the mountain water-under control. The lens has been referred tosla .riculture. 65, domestic (in- Named for the two Dutch- withdrawn annually from shed. Mountains were stripped of Leaky wells were cased, metersas a GhybenHerzberg lens,dud g municipal and military), men who independently dis ground water aquifers, dur- trees, the streams flooded andwere installedto discouragenamed for the two Dutchmen 12.hydroelectric,12,industrial: covered ihc phenomenon ing a period of yens. without' later went dry. waste and the mountain water-who separately discovered the 10, and commercial 1. The rule is that for each foot deplerag the available sup- The situation changed rapidlysheds were protected. In 1959 thephenomenon The rule is that for Surface water diverted from; of fresh w ater above sea after1879, when James AshleySuburban Water System also waseach foot of fresh water abovestreams on Kall3i, Maui and the. level, the fresh water extends WATERSHED: A geographic drilled the first artesian well nearbrought under the wings of thesea level, the fresh water extendsBig Island is used for hydroelec- 40, feet below An allowance area from which water drains lionouliuli for James Campbell.Board of Water Supply, resulting40 feet below. An allowance musttric. power. About 74 billion gal- must be made for a zone of Into a particular water body This major event encouragedin a unified system for the entirehe made for a zone of mixinglons were used for this purpose drilling of more than 430 wells on island. with the sea water to1980. with much of it being mixing with the salt water WATER TABLE: The upper Oahu by 1910. GROUND WATER: Water level ofan underground It made possible The unified system has been When basal water is containedreused for sugar cane irrigation that occurs beneath the land water body the development of sugar plantapraised as efficient and its direc-beneath a caprock. as it is aroundor other purposes tions, which rapidly became ators given credit for foresight. Inthe Pearl Harbor Basin. itis call-Tomorrow: Legal battles over Ha. dominant factor in the economy comparison to the water supplyed artesiawater Null's "pure sweet" water. Reprinted with permission of The Honolulu Star-Bulletin 142 04 BEST 30 3 COPYAVAIL/ilI. Grade 2, Appendix Unit II-C

A6 Honolulu StarBulletinMonday. September 19, 1983 For Island Water Authorities Chemical ContaminationNewest Worry By Harry, Whitten Medical Clinic,fileda minoritywishes. Each state also must he cern that prolonged exposure to Sow' Pullen n writer report, saying he would preferable to carry out adequate moni certain contaminants, even at the California standard of onetoring and enforcement, and if FOR sears it was assumed that very low levels, may increase the part per billion. the state doesn't, EPA will step in incidence of cancer and heart dis- contamination of water in Ile said the risk of cancer from and conduct the program itself. ease Hawaii meant salt-water intro. exposure to DBCP "is not nearly A major part of the effort to %ion.resulting from taking too as important as the 10 deaths that HAWAII'S STANDARDS were protect water sources is the con much water out of the wells that occur every year as a result ofas strict as the federal so it was structionof sewage treatment tapped the underground supply for the federal agency 'o setvaccinations. tht. 150 deaths everygiven responsibility for enforce- plants, also known as wastewater Tins past summer Oahu resistandardsit appears that scien-year related to contraceptive usement. Hawaii's progrtn operates tists don't yet have many of the treatment plants, and the pump dents became aware of chemical or the 1.000 every year as a resultunder the EPA and is audited to stations and interceptors connect- (ontamination when wells atanswers and won't until manyof bicycle accidents," be sure it is implemented: Total huma, Mthlam and Waipahuyears ofresearch have been funding for the safe drinking ed with the plants. acre closed because the pest'done In the meantime, the num IN A WORLD where funds are water program is about 75 per- Since 1960 there have been 119 (Iles d ibromochloropropaneher of chemicals used by modernlimited and there are many haz-cent federal. 25 percent state. projects on the major islands, man keeps mereasing ards tohealth, Dr. Osborne's with federal grants totaling al. 11)1.1CP1 and ethylene dibromale The state's program involves most $293 millionThe formula (EDIO 5% ere found in tiny Chemical contaminationofstatement is hound to raise ques-administration. surveillance, amounts has been 75 percent federal fund. water became a concern on thetions as to the best use of avail-monitoring and technical assist - mg. ISpercent county and 10 1 fore( ast of this summer's able funds. ance The Health Department has Mainland before it did in Hawaii, percentstate,but the formula troubles had been the closure ofIn fact, this summer's testing re- The EPA has not yet establish-a laboratory certification pro- will change on Oct. 1, 1984 to 55 i Kunia w ell in 1980 because ofsuited from a call by the EPA.ed standards for ED13, a source of gram. Arizumi said, with labs percent federal. 27 percent coun discoen of small amounts of thereporting that sampling in Cali-frustration for the Health Depart-certified by the Health Depart ty and 18 percent state two pesticides forma had revealed presence ofment. went and EPA as to quality, This summer's problems haveEDB m three wells and suggest- To protect publichealth, themethodology and other matters. THE AMOUNT OFfederal raised all kinds of questions, foring that a sampling be done hereCongress passed the Safe Drink-The Board of Water Supply tests grants has varied from year to imam of w huh there are as yetalso to find outif pesticides hadingWaterActin 1974and its own water. Thomas E. Arizumi year, but has been about $19 mil- no answers Is the tiny amount ofpercolated into the aquifer amended it in1977. Thomas E. State labs can provide answers Drintsing water protection lion in each of the last two years. the pesticides found in the water Annm, as chief, drinking waterto chemical questions, but Hawaii according to Dennis Tulong, of enoughtopose a hazardto THE HEALTH Departmentsection, Department ofHealth,does not have capability for ra the Health Department's waste. health' What are safe limits'started sampling. found EDB ashas the responsibility of adminis-dionucleids, so this work is contreatment, levels far higher than water treatment works. construe. How long( an a person be ex-well as DBCP, and the Honolulutering Hawaii's participation intracted out to a Californialab. Lion grants branch. Board of Water Supply closed in Hawaii Arizumi has had a call posed before health is affected' the program. The Health Department tests forfront Orange 'County, Fla., asking Major projects in recent years What (an the pineapple industrywells in which the contaminants Arizumi explained that the lawdisease, can identify potential have included the SandIsland, had been found for information on what Hawaii do to protectits crops from requires that every communitysources of contamination and in- is learning. llonouliuh,KaneoheKatlua and nematodes. tli tiny root worms The state Department of Agriwater supply serving 15 or morespects where interstate carriers l.ahaina, Maui. systems that were controlled the twoculture, which Issues permits forconnections or 25 people must emget water, such as harbors and THE BOARD OF Water Sup- The Health Department also pesticides, pesticides.also got into the actsure that its water meets mini-airports. ply's use of cooling towers to re. has adopted rules and regulations and took sod samples mum standards ofpurity. The Ithas enforcement authoritymove DBCP from a Mildani well regarding underground injection, AND FIN 11.1.1', how can mod The largest amount of D13CPEPA has established standards (orany time maximums are exceed.is expected to have nationwide the subsurface disposal of liquid ern society vain the benefits offound. 90 parts pertrillionin"maximum contaminant levels" ined. For community sources, news implications. wastes Regulations have been in pesticides and otherchemicals Militant Well No 5, was waytechnical language) for 10 chemi-papers, radio and TV stations While amounts of chemical or effect since 1973. but they have without also getting the harmfulbelow the safety level used incals, six pesticides, bacteria, ra-must be notified, for non-com-microbiologicalcontamination recently been reformulated, with effects' California of 1,000 parts per tril-dioactivity and turbidity (cloudimunity systems notices must behave been increasing nationally.major changes, and are now be- Modern man is not apt to stoplion, or one part per billionIsness They are called "interim" posted in conspicuous places. so has the ability to detect con- fore the governor for his approv- their use, men though some ofthe California standard adequate"standards because research con- The Health Department musttaminants been improving. An al them hase opened up a Pandora's No one reallyknows, but thetinues on drinhng water contami.approve all new sources of pota-example of the improvement is Hearings on the new technical box of unexpected problems governor's water task forcenants. ble water. the ability to detect parts downrules that detail the manner in The state Department ofrecommended that 20 parts per In the 1974 law, Congress said Arizmni said that much of Ha-to the trillionths. which waste water can be inject Health, charged with protectingtrillion be sot as the acceptableit preferred that states take onwaii's work in surveillance and An acute, or immediate illness, cdinto the ground have been the quality of Hawaii's water, haslevel for DBCP the responsibility of the new pro-monitoring of health risk levels ismay come from a virus or poison held, accordingto Don ['ono. turned to the US Environmental Navy Capt John E Osborne, agram, Each state must adopta pioneer effort, since not a great water. Chronic problems. that health Department spokesman. Protection Agency for answersdoctor who is director of the Ocdrinking water standards at leastdeal has been known. Mainland may develop over many years. The regulations are aimed at andhas expressedfrustration eupational Environmental Healthas strict as the national standardstests for DBCP have found levelsarenot so quickly diagnosed,preventing pollution and protect- about the amount of time it takesService at the Pearl Harbor Navaland may set stricter ones ifItof 50 tc 100 parts per billion afterhowever. There is scientific con- ing ground water sources. Reprinted with permission of 143 The Honolulu Star-Bulletin 305 306 honey,Distribution Top

By Harry Whitten Neighbor Isles' Problems Mar Wall14 It racr ONE of the issues the Advisory Study Commission on Water Resources will wrestle within development of a water code is 'cern when farm interestswant to that of home rule. use pesticides nearwater Neighbor Islandofficials have sources." argued that each Island's water Because ofsurfacewatei situation is different on Oahu drying up during droughts, the some residents of the Windward department is drilling more deep side even objectto export of wells.Itis increasing storage at "The voluntary response was water to Honolulu. Waimea with a 100million gallon good." The Neighbor Islanders do have reservoir and plans another. with The Central Maui system gets a sand pointin that they have 30.inillion-galloncapacity,for water from wells in the Waihee. adequate reserves of ground next year. The reservoir is lined Waiehu area, north of Waikiki,. water to lastwell past the year to prevent leakage. but thisis and there is a very good aquifer 2000. Most of their problems in ostly. there. lie said. Sugar cane in cell- solve financing and distribution. The bask- rate is 83 centsper tral Maui gets water from the KAUAI We !use the ground Here is an outline of the situa' 1.000 gallons. with a rate foragn. central Maui aquifer. water: the elnel problemIsfi tiOns: culture 10 cents cheaper after the first 25.000 gallons. At present the departmentis nances." says Ha% Mond II. Salo, extending a 30 -inch pipeline manager and chief engineer. De- BIG ISLAND The County of At times the departmentwill along the coast to the boundary Hawaii has enough water and its ask developers to build their own partment of Water. of good quality, according to Wil- of the Seibu property at Makena water systems, pointing out ther It won't he 30 inches all the way Ile said the demand on Kauai ljam Sewake. managing engineer, susings in time if that is done is much smaller than Oahu's and Department of Water Supply The and will serve other resorts along the way that the department pumps only problem Is that the population is Molokai. also part of Maui 7 to 8 million gallons daily for spread out, financing is a prob- MAL.31 Enough sources are County. has a hodgepodge of Ki- domestic Use Surface water sup. lem, and there have been .available thatthereisn't much s ate, state and county systems:\ plies only 3 percent of the domes- droughts. likelihood of Maui running out of tic water. stud s t..nits first phase on how The supply situationis compli- ground water by the year 2000, to itiiproe the *stem -We base onls12,000 cOlisli cated with 20 separate systems. according to William S.Ilaine;,;;, There a re %till manysource.. ers, which means our revenues varying from the smallest, Kapo director, Department of Wale). possible for des elopment, but the are limited,' Sato said "The state Supply. ho with 18 service connections, to long distance that water has to has helped outIAdrilling test the largest. Hilo, with more than Chief problem at present. he be transported is a problem wens. Dm elopers has e been re 10.000. The systems are depend- says,is compliance with the Water deselopments on banal. (mire(Itodrillwells fortheir ent on wells, springs, streams, federal Safe Drinking Act and also part of Maw Counts, are all protects They are vetilhu g to do it tunnels into dikes, or a combina- the department is also exploring private. to speed things up tion of types. the problem of getting added The Outillai The cost of electricityis high. storage in upcountry Maui. Water e 01iUloet p.q 72 The Island's growth area has for that area has had a dirt and cents pet thousaiul gallons'l here been,on the dry Kona side, while high turbidity problem, and ate ako vecial agriculture rates the windward side, gets much bur. bringing itinto compliance with vent. per 1 00o gallons for the face water. the Safe Drinking Act willbe first25,1XX) gallons.at ter which "Generally. the quality is good expensive e. the rate drops to 25 cents per .but we chlorinate as a matter of Farming takes 50 percent of 1 000 gallons precaution." the water upcountry and 80 per. Sewake said.Chlorinationis runt of the water in lower Kula done even inPuna Ind Kona. During the recent drought, the which depend on ground water. department kept up with the de. "So far we've had no trouble viand, Haines said, but there was 3d with pesticides inwater, knock not enough gravity flow. BEST COPYAVAILABLE on wood." Sewake said, "We ap- "We asked people to conserves. Reprinted with permission of pear at hearings to express con not to wash theircars. or do 144 307 excessise irrigating."he said The Honolulu Star-Bulletin Grade 2, Appendix Unit II-C

Next Century Poses Crucial Problems Water OfficialsEye Needs After 2000

Tins is the lac( report in a In e' part %% ellas exploring programs for The boardalso adoptedfar- 'ones of arise/0 about Ilatt.liCs the next century. reaching new regulations thatit %Idler us history or detelopment and could put into effect if the water use. the agencies itioled. the legal The programs range from con- table falls or the salt content of issues. as effects On agriculture and setvation today to projects fur- the underground supply in- detelopmen: and our future needs, ther into the future. such as desa- creases. Its regulations over both ['Mahon of sea water or obtain,' public and private wells, induct- By Harry Whitten ing fresh water as a byproduct of ing plantation %WHS. Star-Bulletin Writer ocean thermal energy conversion tOTE. They include drilling new In response to danger signals, TIIE year 2000 has an epochal w ells. making more use of sur- the board sill call for voluntary sound, as if it marks the end face water, use of sewage efflu- restrainton consumption istage of one era and the beginning of ent for irrigation, trade-offs with one;) If this does not %%ork. it can another. plantations for fresh water, use allot consumption by' sectors For Oahu. hydrologists estimate of brackish water. dual water sys- CONSERVATION Both Kazu The Board of Water Supply+stage two) and can order cuts in that the limitof ground watertents, stretching fresh waterIlayashida. manager-chief engi- instituted a conservation programconsumption of up to10percent. possibilitieswillbe reached by supplies' by blending. and puttingneer of the Honolulu Board of m 1978 after a dry period causedIf the problem becomes critical that y ear. The Neighbor Islandsa membrane across one of theWater Supplyand Hobert T. ater heads todrop. Edwardistage three% the board can order areinbetter shape. they have Pearl Harbor lochs ('huck. manager-chief engineer of Uinta, who %%as then the board'scuts in consumption from private adequate resoles for some tune the state Division of Water and managerchief engineer. said that %%ells by as much as 30 percent, It in the future Projeeted domestic demand onLand Development, emphasizeas a result of the program, concan turn off public fountains, ban Oahu by the year 2000 is 181 mil-conservation. Chuck said that thesumption declined ,8 million gal-the serving of water in restau State and county officials arelion gallons daily, compared withaverage use on Oahu is 190 gal- Ionsper day, from 142 millionrants, the watering of lawns, the planning for the future and are abit over 130 milliongallonslons per person per day. This can gallons per day to 134 million gal- washing of cars and the use of deg eloping projects to take care daily now. be reduced, thus permitting sup- Ions per day, despite 2,000 more Of needs in the next few years as The programs. plies to last longer. customers. Turn to Page A-6, Col. Grade 2, Appendix Unit 11-C BEST COPY AVAILABLE

Pl 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 2000

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Ittit s,iiIt. ,sl.osiI s hls'rill.'' 1,111 .I.k ssliutI be Iitttktis',ist. .1l's tjtl' l'0,''lu''I si itl il's nulls tuis 'Jt 'lii Ii j ss,ut,'I' b5prodtui unfstt'sh water, a 'situation Ihuot sttitC'ct'.flQuI'(ISmCrlt 1*5' j.',slI.Ii ilitli ,sr, 'slittiflul, "Ill it .4. iii'!liltt.'ss s until Is' dune but i'll' 115110111 tl,sI I s'stssrs'IIIIL'hIl,IIgrs*Uuist lttIului.5 V.101st ',',ts,)ns liii' cjlttiiCJl%ssh. lQs'bplCtIsIi)prcLfIiltli\Ia psciviclr'IC,lulure 'I,tI.,1's,ut, ' .usululIlls iiIs,' ii'. ii 115. P ,s,i"'esit - Sea, IS,iif,'l,n Pfu? Ill'isfilsuii,,tt,'liis ulli5'. 1.1 ,II 1111.155,j?, r.1? 115sf 'ii,is,lf,, I'I'll n.I'ho'I st, Ii'' ''II.,il?. il'lsuuult..'ls!f,s II,.iti'''sliu ,*'il I', sul Ilisl.tr ,5ts,i' Reprinted with permission of 311 146 The Honolulu Star-Bulletin 3i2 Grade 2, Appendix Unit II-C

11 111E r tut.. IIIt tt,1 111ar11t,f\\ 1,11 .1.11i 1t11011.11 ''1l'11ic "1111111 I1-1" ,11 '1, it its 1111.111 II, .111, ss.tri 1111 11'10.11 1.1.1 I .1 but al,ul,lI.t,hit .iwr lhao 111, 1.11 I., IA 1111.11 III*1111.1: 1 .1,J11 11 111 111 klilt 5, 111. 11.11, r \LIM >tail( 11.T1 RI 1 Itlct, /.I oh In IL "411 ittItch I11111111 11J, N1,4,4...I 1111, 1;11,1, 11.111.1J111 tl.ts%tt Mtit \till Sc ,11), trot k 11. it link IIJ,1 1,1 t.11,1,1, it Ila 11!1.!1 ,11:11 al Iri:7 s tUi in120 ulll grain' of sodium t wombe per gal pre,ent ceiling (rsit 44 or 1 ))Jier Iron ikeb tett, dri. ulturc bout %er!Poo a 55 at erI,al10.01 In idea- lo tt. Irtals A COOL DRINK - f..71.111t ...11I ieviihei.t 11111, a punfrolo it but IntelLIU quoin, I 11.11 tslineiyeariold Nerko lion goeu IarluucCmil oftlif ground ti prat tuft, to pre.1111 J Iluthtup ul Cline .115511.11 unitP. harbor Hondo quenches ,fits in the .J1,1 I oat jopoit '11,1111 %%Julri.n 'puttI Ili' off has bet 1111.t.114,.. 1 ,. ,d1t r era,. tall lake CM parts per aleanti011ie her thirst at o park th.itio ouipls 1111.41:;:itiOns fountain, probably million of t blondes ate mule' \sal.in nation, aleUlet 1 \ lab, Ilond hone ha, OF SEA t t nit I,butt11 tumid be nu 1.0441 unaware of the LIsliATION tli1 hi de,alinitanon S liJltU 553, Ion(W1141002tut.. Inot0,o;n1 complex process Wtrt:R plant u 74.4171at hp\ 551,1 i.,5aplotfte,Ilintrattonplant hale 01r \lal. tis ..11, a involved when one iruid the t after athione4ration..Ha promo...t Mahlon g.11100 til m Iles fa,luon in 0 the tic' 11,114, 1111 let en,*`..,410.515 turns on the water 1 elthee,other plates tineteethed N. test la*."1 per 101x1 Wand.. of Mu low to the plant, %%oils 15 IIt111 1, 'le:Vest...Ilk also ha ht. It tap. shot process Is It potaldt t.dt r L.:17;W .41111.1..2 of tal*1 Its td %telt 't. (hill t anti( 'pate an\ than 0111 11111 1 4'111 0'1 e.t11114 explained in the t..1, rat Inlet- Ion slit 11 J MiletI graph below - 110..00111 ,...111 ()T1'.( 1 he opt 11 .t le ,,11.1`i IIIs olnnols thatI 10 Itale thatoatin oilkt I 0141, Id J...11.3.1%. Ns the s t jr Star. Bulletin Photo Js 1 rst st r tit0(1%111 til. ritual ....ere. dtnuld r lice of do loths ica ha, a d..11,1.1,. wvoitibt ul appro.o tivoit elflitit by Kon Salo:mato nnlogsJt -ie.,lime in111., fn 7 rfflii «sot'( 0111111,ft 1 tlet 1111q.11 NAIL! he used Tapes Offer Water Data

V010013110. 01 a 1101'1011p about tamer in 1 1auan are .nalle able for loan to the public front the t itst ounell Information \en lets (Mit 0 at CM I lah Board otSkater Suppl ti et hate Ilaf aifInda and Hobert Wit L t i the .4.11e Departell.nt of Land and \atonal Iteout.t, de. 111 a nunitor 1111%.11141 ['dated Pk..., atIlse mt. toilet.alum h ua.. held Sept 14

..°01111(1 .0the ate...,t \Vat .1 dl At mill thet tint me. 14 lite% man`1`0011. 4.114 ht ,111111,1, ii 1.1,1.0141 Jtt et' Its.1.11,411mrd withr Ihlt 11,/ 11111118 IVA tat 1 41111

1 101` 1.114 11135 it1.1 rrut,.l 1,4. !eel Oke Jed urnahle .:5 ti. p.-41 7, it Et111111 M1111 11M01,11.1 111 010..t11..1m,. (311,Aie. 1 0,1

q/z3113-

BEST COPY AVAILABLE Reprinted with permission of 147 314 The Honolulu Star-Bulletin 313 Grade 2, Appc-adix Unit II-D 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 before marketing to increase their size.

6. Cattle are auctioned to wholesale buyers for slaughter and 'dressin ig 7. 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.

315 Grade 2, Appendix Unit II-E

Kamehameha I

,.11M1,1 The great warrior chieftain who fought to unite 14 the various Hawaiian island chiefdoms in the late eighteenth and early nineteenth centuries was born in Kohala on the Island of Hawai'i in the 1750's according to most estimates.

He was recognized as the soo of chief Kalanikupu- akeoua, usually known as Keoua, and high chiefess Keku'iapoiwa. His natural father may have been the great chief Kahekili of Maui against whom he later plotted battles. He did wait until Kahekili died, however, before he moved to take over the Maui chiefdom.

As youngster, Kamehameha lived a solitary life in Kohala with his chiefly mentor, Nae'ole, who had saved him from being killed at birth.When Captain James Cook visited Hawai'i in 1779, the young chief Kamehameha was one of those in attend- ance upon the great chief Kalani'opu'u. Upon his uncle's death, Kamehameha received charge of the war 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 of the island-of Hawaili.

He expanded that control through battle victories on Maui and O'ahu in the 1790's. He acquired Kaua'i politically after failing to conquer that chiefdom several times. He then provided wise and effective leadership to the kingdom of Hawai'i until his death on May 8, 1819.

Photo, Hawaii State Archives

317 149 318 Grade 2, Appendix Unit II -E

PRINCE JONAH KUHIO KALANIANA'OLE

Prince Cupid, as he was later called, was born to chief David Kahalepouli and chiefess Kinoiki Kekaulike on March 26, 1871 at Koloa, Kauai not far from the Spouting Horn along the southern coast of Kaua'i.

He was descended from Ka'eokiilani and Kaumuali'ion 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 hispar- ents at an early age. He and his brothers, Edward Keli'iahonui and David Kawananakoa, were hanai 'ia (adopted/raised) by the sister of their mother, Queen Kapi'olani, wife of King Kalakaua. Edward died shortly after their mother but Kuhio and Kawananakoa lived on to become very involved in the changing political and cultural lifestyles in their beloved Hawaii.

K5hi5 Kalaniana'ole went off to school in California and in London. As,a young man he had the opportunity to spend time- in both Europe and Japan. He was well-traveled, well-read, a good conversationalist and an excellent prospect for succession to 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 was illegally dethroned by the American sugar interests and business- men in 1893. He and his brother were arrested in 1895 for leading the counter-revolution to put their aunt back upon her rightful throne. He spent time in jail and then set out to see the world upon his release. He and his wife, Elizabeth Kahanu, returned in 1901 and he became involved in local politics. In 1902 he became the second Delegate to the U.S. Congress where he served for 20 years 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 democratic life of the Territory to achieve certain rights and benefits for his people which had been lost when-their monarchy was taken from them. The Hawaiian Homes Act is the most lasting memorial to his name and his work.

Photo, Havy,e: i State Archives 319 150 3 4 0 Grade 2, Appendix Unit II-El

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

1. Ni'ihau 4. Moloka'i 7. Hawai'i

Kahelelani Lanikaila Liloa-a-Kiha Benjamin Kanahele Father Damien 'Umi-a-Liloa Robinson Family Lot Kapuaiwa Kamehameha Keawe-a-'Umi Cooke Family Kalani'opu'u

2. Kaua'i Dudoit Family KeOua KPahusula Duvauchelle Family Kamehameha I Kaleo(kIllani) Princess Ruth Ke'elikolani, Kaumuali'i Gov. of Hawai'i 5. Maui Prince Jonah,K5hi5 Kalaniana'ole Mary Kawena Wiggin Rice Family Kama1515walu Edith Kana.keole Wilcox Family Pi'ilani Kaulukukui Family Charles Fern Kahekili Shunichi Kimura Ka'ahumanu

3. O'ahu Elmer Carvalho

Kahahana 6. L5na'i Kalanikiipule Kuakini, Acting Gov. of O'ahu Kaulu15'au John Owen Dominis, Governor. Charles Gay Duke Kahanamoku James D. Dole John A. Burns Hector Munro Daniel K. Inouye Ka'opuiki Family

322 321 151 Too little knowledge of Oahu,'Kauai rulers, By Samuel Crowningburg-Amalu Adonitarr Colunenssi le the world of Ws ipf Having already finished the history of the ancient Hawaii and Maui kings, I have been AIL spending the past two months researching sammy and writing the lives and times of the kings, princes and chieftains of Oahu and amalu Kauai. Unlike the sovereigns of Hawaii and MADi who were quite warlike and ambi- ilia. the monarchs of Oahu and Kauaisacrifices during his reign and curbed the i*f.re far more peace-loving, far more car-avarice of his chiefs and priests. He was a nig for the welfare of their kingdoms andtruly great prince. 115eir people. Or consider the famed Kakuhihewa of fact. tt is really a great pity that theOahu and the equally famed Mano-Kalanipo 1,..1Ang people of Hawaii have never beenof Kauai. Both were highly venerated by ehposed to the knowledge of who thesethe people of Hawaii, and Oahu to this ancient kings of Oahu and Kauai were. Itisday is known as Oahu of Kakuhihewa even. gt even greater pity that Hawaii did notas Kauai is known as Kauai of Mano-' rave a Plutarch who could have written ofKalanipo. Both were princes of great indus- these ancient kings and their lives as Plu-try and perseverance. They both built great tatchditV of the ancient kings of Greece andwater courses on their respective is- game. The lives of these ancient kingslands and thus opened-new land for avicul- should be studied so young Hawaiians ofture. They looked after their people and did today can emulate them. not allow the chiefs to oppress them. They :-Our knowledge of- ancient Hawaii goesboth maintained large armed forces and liack. ifat all, to the conquering Ka-fleets to protect their own kingdoms but ipihameha and seldom any further. Thenever used these armies and fleets to in- 'Many long centuries of Hawaii's ancientvade other kingdoms. history are practically unknown. The sons of these two kings: Kailukapu-a- Abraham Fornander and Samuel Kama-Kakuhthewa of Oahu and Kaumaka-o-Mano Vu did write of these ancient kings, butwere equally Judicious and wise kings who tey took their information from the folk-followed the policies of their fathers. As a lore of the Islands and did not have theresult of their labors and of the labors of elliance to inspect thoroughly the royalthe kings who followed them. the islands of chants and poetry of Hawaii. Nor are thereOahu and Kauai were easily the most pros- tinny modern historians or scholars withperous in the group. afictent knowledge of their own to pene- Some of the kings of Kauai did not like i 'te these dark corridors of time. Thatwhat they saw going on in the other king- iirkness must be lifted somehow. doms of ancient Hawaii. They lowered a do fortunately still have at least twocurtain of isolation over Kauai that lasted 1lawalian scholars who are comparativelyfor three whole generations of kings. Final- .,C41.1. versed in the ancient history of Ha-ly. there came King Kawelo-Mahamahaia 1E. that.. historythatantedateswho raised this curtain of isolation and al- harneha by many centuries. Theselowed his kingdom and people again to Igo-personages. are Mary Kawena Pukuienter into commerce with the other islands. gild Charles Kenn. He sent embassies to the courts of his ?The years pass. and if we allow theneighboring kings and received embassies owledge of these two great Hawaiianfrom them. Then he skillfully used these Wars to. die with them. we would have.embassies to keep tabs on the other islands ered an irreparable loss. The Universityso that he could nip in the bud any plans of Hawaii. the Kamehameha Schools, andambitious chiefs who might be casting an (Office of Hawaiian Affairs should andavaricious eye on his own kingdom. In adch- 6iust provide the necessary funds to recordton, he kept a regal but hospitable court to gr 'all time the knowledge that stilllieswhich all the great artists and poets and !Ridden in the recesses of the minds of these.dancers flocked to live under his patronage T4o people. and protection. To the people of ancient Z-1:)1' the ancient history of the longs ofHawaii. both this king of Kauai. Kawelo- 4Etwaii and Maui. some of us have probablyMahamahaia. and his son. Kawelo-Makua- hard the names of Lilioa and Uni-a-Liloa.lua. were venerated for their gentle and Piilani and of Kiha-a-Piilani. but I seri-kindly rule. ously. doubt that there is a single person Then consider King Piliwale of Oahu. the Alive today who can speak intelligently ofson of Maili-Kukahi. He designated the area Otte kings of.Oahu and Kauai. Unfortunate -of KualOa- on Oahu as a holy and sacred sosomeof 'the 'greatest princes in the en-place, to be venerated by all. He created the history -of these Islands were thoselaw that made it imperative for all canoes Vim these two islands. passing Kualoa to lower their sails in re- ..;onsider for a moment King MaillKukahispect. Piliwale also erected tlye great Tem- 9AOahu. Who has ever heard of him? Yet itple of Lono at Mokapu where the Kaneohe Attas he who gave Hawaii- its first code ofMarine Station n3w stands. This became Vs that among other things made theftthe greatest Lono temple in all of Hawaii, a 11,sd rape punishable by death. He was thetemple dedicated to the god Lono who real- aonarch who first divided his kingdom intoly loved the people and upon whose altars 'tracts which he had marked permanentlythe blood and bodies of men were never Kthat there would be no future land dis-sacrificed. Today. these holy spots on Oahu ea*. He also laid out the permanent rightsare forgotten. of the people so that they would forever be The conquestsandpersonalityof tree" to leave chiefs who displeased themKamehameha were so great that he ob- and to seek another. He forbade humanscured the great kings who preceded him. 323

HULA INSTRUMENTS

PAHU HULA Sit before the Oahu and strike the drum head with both hands,,using the fingers and heel of the hand.

'ULILI Pull the string to twirl the gourds. KA LAAU PAPA HEN I Hold the long rod in the left hand close to 8 Tip and tap the board the body and strike it with the foot to keep v--1 U with the short rod. time. Use with the kd 151au.

E its

0 KA 'EKE 'EKE PUN I U/KA Hold one bamboo pipe While seated, tie the r- vertically in each hand, coconut shell drum to tapping down on the the right thigh above ground or on a stone the knee and strike the padded by a mat or a fish-skin head with a folded piece of tapa. , fiber thong. \

I PU HULA While seated, support the gourd with the wrist loop and left hand and thump the bottom down on the floor. -Strike the side or bottom of the gourd with the fingers and palm of the right hand. .2.6 MEDICINE FOOD Raw leaf stein ;ubbed Corm cooked in imu, on insect bites to Kalo peeled, and eaten. relieve pain and Poi most important prevent swelling. Raw starchy food--made rootstock rubbed on from corm cooked, wound to stop bleeding. peeled, and pounded Undiluted poi used as into a thick paste poUltice on infected called pa'i 'ai. When sores. water is added, the thinner paste is poi. Cooked corm sliced and dried for long trips. 0 PASTE KOlolo--a pudding Poi was used as made by cooking paste to glue grated raw corm with pieces of tapa grated coconut meat together. and milk. Young =J . rh leaves called 1U'au-- CL cooked with pork in X imu (laulau). Leaf rh FISHING stems peeled, cooked for greens. Corm also 1, Grated raw corm used as a bait used to fatten pigs. U,for fish: 'Opelu. J. U, 0 J. 0 = 41 DYE 8 Juice from poni variety yielded rich red dye used 275 to 300 varieties known for dyeing kapa.,Also 7 to early Hawaiians. 7C other varieties used for dyes.

a fD

ul 0 "HUKI I KE KALO" 0 0 0 Huki i ke kalo (Pull the taro) Huki, huki mai. co

-s J.= Ku'i i ke kalo (Pound the taro) . 0 Ku'i, ku'i mai.

'Ai i ke kalo (Eat the taro) co Ma'ona mai 0 Mm - mm - mm 0

rrl rh rt

327 Grade 2, Appendix Unit II-I

Parts of the Kalo Plant a

laublo aro leaf)

huli is that portion of the stem including ua (flower) the uppermost portion luau of the corm that was young leaf) used for asexual h5 reproduction (replanting) (item) of the kalo plant.

'oh5 1 Toff shoot) 1 kalo

1 corm)

156 329 328 Grade 2, Appendix Unit II-J SOME NATURAL RESOURCES OF O'AHU

NIIICrli -I. P4TERLY TRADEWINDS .ti...... _..,

kOlk

7 , 1 1 it/:\ STONE QUARRY ei;/ //y .N. 1 -::4, '4.9" elsill.°' ''..v%,.-'..,s' 44t0 VA 14 SPNipiel. 44'g':41.1,40,roft04.....1? $..'..., / r -AiNst% . WO4 i 111 s.1111, 0"' FLAT DIV LktiD \' \"

f, 00,

MOUNTAINS 4

4itplo>t44 COCONUT ft,44ete yu FRESHWATER MIA ) 'NV 116

:\ tuxFERTILE LAND a1 111. )""

PIu

-s) Vetv\ke' 331 33u

-41.'""'. 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 of an avengeful akua Ku'ula, his wife, Nina and son, 'Ai'ai were ordered to be burned to death.Ku'ula and Nina escaped taking with 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 daily diet. Through Pili a friend of 'Ai'ai,the people asked for four differentsea foods. They received the knowledge for catching each 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 attractedhinalea, a fish.

2. The special liihele (cowrie-shell lure) for catching he'e (octopus, commonlycalled "squid").

3. Four water-washed pOhaku (stones) which were dropped into thesea beyond the breakers and provided a home for iweoweo, a fish.

at. 4. The small kil'ula (stone image) or fishing shrine which when placedon the rocks drew the 'a'ama (rock crab).

The denouement and most important message of this story centers around the breaking ofthe conservation kapu regarding the taking of too much sealife. This part should be stressed to the childrenas it speaks to many of the problems we experience today with regard to fishing and conservation of nature.

Thompson, Vivian L. Hawaiian Tales of Heroes and Champions (Illustrated by Herbert Kawainui Kane), Holiday House, New York, 1971, pp. 93-102.

332 158 333 6=1221a1102 =,==.=

In I yVr 1,...---1171.,1' fet-,--,,,,,,mr..,--3444.:. ..1111..4 ,,,,...... 4t, _ \ I'le t/ (filiti) fri

4 /44 11,,,Kelk "A-

An6 V? \IWO OS I /Pt

Iai

OWA

c) CU qts.wAs ON.,... % lv.k" '' 0...... ' ....7 .. . .

Grade 2, Appendix Unit II-L2

'EKAHI. 'ELUA 'EKOLU 'EHA/

'ELIMA 'EONO 'EHIKU 'EWALU

'EIWA 'UMI 'UMI 'UMI

ti 'UMI 'OLE 'OLE 'OLE 3,10 p 339 162 NUMBER CARDS Grade 2, Appendix Onit II -L2

K I 'EKOLU KALO KUAHIWI a

'ULU KEIKI PALI HONU a

'EON 0 MOANA UALA IUMI

34 342 163 Grade 2, Appendix UnitII-L2

'ELIMA PUA' A

MO A 'TL1 0

HALE K6

N 343 NN

64 KA'UIKI

Traditional

I C

He a- lo- ha no Ka- 'u- G F7

ki 'A- i ke ka-

G--

M.MIEMPW'MINIIIIINFAIIIP'4111111/4111.41111=1141111PAIMINI1111

Me manu a- la.

D7 G D7 G 1. He aloha no Ka'uiki 15, 1.- This is a love song for Ka'uki

D7 G E7 A7 D7 G 'Au ike kai me he manu ala. Extending out into the sea 11,ke a bird.

VAMP: A7 (2), D7 (2), G (1)

D7 G D7 G 2. Kuhi au, 'o ku'u lei ia 15, 2. I thought it was my lei,

D7 G E7 A7 D7 G Lei 5nuenue pi'o ika moana. A rainbow lei arched over the ocean.

VAMP: A7 (2), D7 (2), G (1) cA cri 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. Like a diamond ring, sparkling on the hand.

VAMP: A7 (2), D7 (2), G (1)

G D7 G D7 G 4. '0 ke ahi kaulana 'a'a ika nuku, 4. The famous fire blazing at the rim,

D7 GE7 A7 D7 G 'A'5 i5 Ka'uiki, 'a'5 i ke kai. Blazing on Ka'uiki, blazing over the sea.

VAMP: A7 (2), D7 (2), G (1)

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 A love song for Ka'uiki, extending out into the sea. VAMP: A7 (2), D7 (2), G (1)

Hula noho - sitting hula, bright tempo 116 Appendix Unit II-N

We Predict

Name or picture of the plant Early Hawaiian use(s) Use(s) today

346 347 166 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. Each page is divided in half with the left side representing plants growing in early Hawai'i and the right side with plants introduced here after foreign contact.

Early Hawai'i Modern Hawai'i

Kahakai Hala (Pandanus) Kiawe (Algaroba) (Beach area) Hau La'amia (Calabash tree) ipu (Gourd) Paina (Ironwood) Niu (Coconut)

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

349, 348 167 Grade 2, Appendix Unit II-0 AHUPUA'A (KAI)

3 5 u

Grade 2, Appendix Unit II-0 AHUPUA'A (UKA) Grade 2, Appendix Unit II-P

USES OF THE BREADFRUIT

FRUIT- Ulu DYE Good source Young male flower makes a of starch & tan dye. Old one makes a Vitamin B. brown dye. Baked in imu. Made into poi. Used for pudding. Used to fatten pigs. MEDICINE Latex used for TRUNK certain skin diseases. Drums (pahu). Leaf buds used for cure .surfboards of thrush ('ea). because of lightness of wood. Poi boards. Woodwork in houses. Canoe bows and stem pieces. LATEX When milky sap solidifies, used as chewing gum. Glue SHEATH OF MALE FLOWER for joining two gourds to Used as sandpaper in final smoothing of make drum. Caulking to fill utensils, polishing bowls, and kukui nuts. seams of canoe. Used to catch birds so feathers could be removed.

Reprinted from Holomikeikei/Explorations 1981, p.105 with the permission of The Kamehameha Schools/Bernice P, Bishop Estate 357 ,356 171 a 4, 41, It . s N . : '4' 11.'X., - 4 I 11 . ii. , . , . . - , v4,11I It: NIIIIT;41 ..s:1,- -,z. aZ1 \V \ -.40.0... --\ 1 t .. : ,Z, . -->_.... 441.4,wilialft 1811111111111s lour i t'l v., ----- ...... 4...... _ I1 1 *I. 1 WWII I I 8 NINO NI a ark i Om" I I .. -_ 1 i . - . I - ,,,,%.,:ks*t ICI,V4...-"' NAIL. -Vk ....,- 1 1 1 I I p.11, t 71 .., l a 111111111111111111 t t I.=LI 7. = ... ,:e. .z...... \A. liti< aatN3y5 i,,, 11:/./."..\\Ara:\ww.e,r/al,\WSe:/:".,\Nwzdez,,,\NN.llt.nMgp\>),:,,,,,,,A1"/.7tNa\NZ:11.4 \l/r/Z.Zas.\\VVIVIINWW/W1W.41../../Ar ...... --..:"..,....,i:: is: N;sztA7 1A1 \ ii: *;;Z/Z;.-7.../111.11111.0...ma/1W- ?doe 1..- Ar. -.000.1.1111111.- Ow"

a Ol a i 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 walking with his family. His wife is wearing a peu, a wrap-around cloth garment similar to a lavalava or a pareu. It generally covered the woman or young girl's body from the waist to the knees, thus keeping the thigh area modestly covered.

The male members of the family are wearing malo, a type of loincloth. Generally, young boys did not begin to wear the malo until they were about five or six.

360 173 Grade 2, Appendix Unit II-R

Motokil'auhau o Kalikaua

Alapeiwahine(w)MUNI======Kepolokalani(k) ==== ...... Keohiwa(w)

Kamokuiki(w) = Kamanawa(k) 'Aikana1 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

GREAT GRANDMOTHER (kupuna ahine kuakahi)

GRANDMOTHER (kupuna wahine) GREAT GRANDFATHER (kupuna kin' kuakahi)

MOTHER GREAT GRANDMOTHER (makuahine) (kupuna wahine kuakahi)

GRANDFATHER (kupuna k5ne) GREAT GRANDFATHER (kupuna kane kuakahi)

YOU GREAT GRANDMOTHER ('oe) (kupuna wahine kuakahi)

GRANDMOTHER (kupuna wahine) GREAT GRANDFATHER' (kupuna kine kuakahi)

FATHER (makua ki.ne) GREAT GRANDMOTHER (kupuna wahine kuakahi)

GRANDFATHER (kupuna k5ne) GREAT GRANDFATHER of name(s) - significance or meaning (kupuna kane kuakahi) Prepared by: Mikihala Hall St. Laurent

364 175 365 J. / NA KUMU OLA0 HAWAII The Life Giving Sources of Hawaii

K5hea: 'Ae, Na kumu ola o Hawai'i

1. Aia ika 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 ika lau 15'au The forests thrive

0 1,-4 3. 'Au aku ike kai (la) Sailing upon the sea 7-..,41 0cA Huaka'i hele ma ka wa'a Traveling by canoe 0 y,

4. '0 Hawaii.' ke kanaka (15) Haviaisi is a person. J.

Mama 'ia e n5 pua Cared for by the people -17

07 0 5. Puana ko'u mele (15) Tell my story 0 a Na kumu ola o Hawai'i The life-giving sources of Hawaii

CD -h t5hea; He mele no n5 kumu ola o Hawai'i 0 -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 Crade 2, Appendix Unit II-U

KNOW_ THE ALAKA: I( LEADERS)

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. His kahu had taught him all there was to know about using thenewa (war club). As he wearied of the practice and drilling, he pleaded with his kahu to permit him to go out in the world anduse the knowledge which he had gained.Makua released him to go out and do good with his skill, "Useyour 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 wishedto 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 ChiefAhuapau was of such high kapu that the 15 (sun) could not shine upon him, the ua (rain) not'fall upon him,nor the makani (wind) blow upon him. His noble wawae (feet) could not be allowed to touch the ground so he was carried everywhere ina manele la covered litter).

The chief went thus throughout the island of O'ahu except in the districtsof 'Ewa and Ko'olau:Since there was pilikia in those two districts, Ahuapau asked Palila togo first to 'Ewa to discover the reason for the disappearance of somany of his po'e kanaka (people).

In a clever manner, Palila found out that therewas a shark-man posing as a farmer who was killing and eating swimmers. Through the kokua of the konohiki (overseer) of the district, Palilaput the shark-man into a position where he was forced to remove his kihei (shoulder cape) and thus expose his shark teethon his back. The Shark-Man of 'Ewa was quickly dispatched by the other men and Palila returned to Ahuapau to report hissuccess.

After receiving the offer of either of the chief's daughters, Palila declinedbecause he wished to go on more adventures before settling down. He was then sent to Ko'olau where he battled the fearsome Olomano. (This is the spelling used in this story although most legends concerning Palila speak of his fight withOlomana which is the name of the small mountain in Kailua to the east of the Kawainui marsh.) (Although this legend does not mention it, Palilawas reared on Kaua'i.) He taunted the giant Olomano who was 36 feet tall andas broad as a house. Twirling his club, he jumped up on Olomano's po'ohiwi (shoulder), chanted his identity and struck Olomanoon the po'o (head), cleaving him in two.

Upon returning and seeing how vain Ahuapau'trulywas, Palila went off to Hawaii and offered hisservices to the underdog in the war between the chiefs of Hilo and H5m5kua.He suggested that his ali'i, the chief of Hilo, challenge the chief of H5m5kua to a fight of the best warrior from each side, winner take all. The chief of Hamakua sent his undefeated team to fight Palila. They were the renowned Three Warriors of H5m5kua but Palila just yawned and looked boredwhen they were introduced. The First Warrior twirled a gigantic knobbed newa (war club) the like'of whichno one had ever see?). The Second Warrior brandished a pololu (long spear) of tremendous proportions which reputedlypierced a rain cloud once and flooded the island. The Third Warrior jabbed and thrusted with a wicked ihe (short spear). It was said that his ihe had torn the great hole in the cliff at Onomea. Palila killed all three plus their ali'i thus ending his adventures inthis story.

Thompson, Vivian L. Hawaiian Tales of Heroes and Champions (Illustrated by HerbertiKawainui Kane), Holiday House, New 36d York, 1971, pp. 19-28. 178 3 ro Language Patterns

He + Noun

He pattern A pattern

He kuahiwi A mountain He pali A cliff He kualapa A ridge He pohaku A rock He kumula'au A tree

He + Noun + Demonstrative

He N keia.

He + Noun + Adjective + Demonstrative

He N adj keia.

He kuahiwi ki'eki'e keia. This is a high mountain. (A mountain high this is) He kuahiwi nui keia. This is a big mountain. He kuahiwi TITTuli keia, This is a green mountain. He kuahiwi nani keia. This is a beautiful mountain. He pali kiinihi keia. This is a steep cliff. He pali nihoa keia. This is a jagged cliff. 371

. 179 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 culturally important 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 were reprinted in Appendix D, Hawaiian Studies Program Guide (Draft), Office of Instructional Services/General Education Branch, 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'the vocabulary which would be appropriate for each grade level from kindergarten to sixth. The following lists are the results 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 andspelling. 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.

372 181 373 Grade2 2

Social Life & Relations - Plural forms ku'eku'e lima elbow kaikamahine girls/daughters ku'ekue' wawae ankle kanaka persons, people kuli knee k5puna grandparents lauoho hair , makua parents lehelehe lip wahine women manamana lima finger manamana wawae toe Nature niho teeth papakole buttock honua land, earth papalina cheek kuahiwi mountain

umauma chest ... kumu la'au . tree '5ha thigh la'au bush, tree; herb medicine lau leaf Household Terms Pali cliff 'aim land, earth kukui light, lamp moe bed

Hawaii Lifestyle (hula, music, arts/crafts, games/sports) pahu 'ume drawer,- bureau lei garland; to put on a garland Miscellaneous Verbs

Food helu to count Oike to show inu ' to drink komo to enter kalua to steam in imu 'Olelo to speak

Body Part and Functions Miscellaneous Adjectives kikala hip pilikia trouble c'375 374 182 Grade 2

Miscellaneous Days of Week mea thing, person ~ tee K-1 exposure

Numbers Months

0-19 See K-1 exposure iwikalua twenty Clothing Decades; concept of kana- rama'a shoe kanakolu thirty kanaha forty lole w5wae pants kanalima fifty mu'umu'u loose gown kanaono sixty kanahiku seventy pilule shirt kanawalu eighty *ale hat kanaiwa ninety Kana is a prefix which indicatesthat it multiplies the base work (kolu, ha,etc.) Animals.=

Ho'okahi (one, alone, exposure See K-1 exposure one of somethings opposed to one in a series) Transportation ho'okahi kama'a (just) one shoe *ka'a car (only) one canoe ho'okahi wa'a wa'a canoe

* Hawaiianized English

376 4 183 377 Grades K-1

m3kaukau prepared, ready

nani beautiful, pretty

nui big, plenty, many, much Days of the Week Exposure

pau finished, consumed, destroyed POlakahi Monday piha full POlalua Tuesday vela hot ,PiPakolu Wednesday PO'aha Thursday Colors PO'alima Friday

hinahina gray Pii'aono Saturday ke'oke'o white 1.5pule Sunday melemele yellow (golden) *fmlauAu broom *Months Exposure

*polo` blue Kepakemapa September poni purple "Okakopa October piik' likala Nowemapa November orange 'alani Kekemapa December black lele'ele 'Ianuali January I- I 1 green oma ana o Pepeluali February red 'ula'ula 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 Grade K-1

Social Life & Relations mahina moon inoa name makani wind kaikamahine girl, daughter manu bird kamaiki/*pepe baby P6 night, darkness kine man, husband piihaku rock, stone keiki child pua flower, descendant keiki k5ne boy, son wai fresh, non-salty liquid kupuna grandparent sauinal5 afternoon kupuna wahine/kupuna grandmother/grandfather luku, louse, flea lane parent makua Hawai'iLifestyle (hula, music, arts/crafts, games/sports) 114ua k5ne/makuahine father/mother f aloha love; to greet wahine woman, wife hula dance; to dance 'ohana family kapu rules/laws; sacred kOkua help; to help Nature mahalo thanks; to thank; to admire/like ahiahi evening Food 5nuenue rainbow i'a fish awakea mid-day kalo taro hiik5 star moa chicken kahakai beach pPina to dine kai sea, salty water poi mashed kalo, :uala, or 'ulu kakahiaka morning 4...... / pua'a pig 15 day; sun 'ai to eat; also sometimes used as the Tani heaven(ly); chief(ly) general word for the staples kalo, taro, or poi `,. ,- - * Hawaiianized English 380 185 381 'Tlio dog puka door; hole through something 'ono tasty, delicious puka aniani 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) noho to sit Household Terms

Miscellaneous Adjectives,* hale house *home home akamai smart, intelligent, clever lanai patio anuanu cold 'lua toilet hau'oli happy, glad, content

*lumi room hou - new

noho chair i small

p5kaukau table loa long, very

lalihi long Maikali good * Hawaiianized English 383 382 186 GriOes K-1

Poimals Numbers 0-19; concept of -6m5-/-kumama-

*hipa sheep 0 'ole

1 'ekahi honu turtle 2 'elm i'a fish 3 'ekolu 4 'eha *kaki duck 5 'elima kao goat 6 'eono 7 'ehiku rabbit *lipaki 8 'ewalu lio horse 9 'eiwa manu bird 10 'umi 11 'umikumakahi moa chicken 12 'umikumalua *peleha turkey 13 'umikumakolu 14 'umikUmaha pipi beef, cattle 15 lumikkalima

16 . 'umikumaono pOpoki cat 17 'umikUmahiku pua'a pig 18 'umikumawalu 19 'umikumaiwa pueo owl , 'ekake /kekake donkey NOTE: In modern secular use from 11 through 99, the numbers involving units one through nine are formed by using dog . 'ilio the appropriate tens number with the infix, "-k5m5-," and then the particular unit number; e.g., eleven is ten plus one, iumi-kiimi-kahi. In the older form,.the Hawaiians used the infix, "-kumama- " Some kiipuna, especially those still active in Hawaiian churches where the Hawaiian Bible is read out loud, may prefer the older form. The children should be.exposed to both forms but they should concentrate on learning to use the modern form actively.

* Hawaiianized English 384 Q187 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. Lyon Arboretum, University of Hawaii, September 1980.

Krauss, Beatrice H. Ethnobotany of the Hawaiians. (Lecture No. 5), Honolulu: Harold L. Lyon Arboretum, University of 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. 387 386 188 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.

MCDonakci,'Marie A. Ka Lei. Honolulu: Topgallant Publishi g Co., Lid., 1978.

Mellen, Kathleen D. Hawaiian Heritage. New York: Hasting ''Liouse,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.

388 389 189 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

4. . 39i 3ju 190 SONGS AND CHANTS

TITLE/TRANSLATION COMPOSER PAGE SUBJECT SOURCE

.'A-Aloha Mai Haunani Bernardino 21-23 Aloha p.51 Aloha 'Oe Lili'uokalani 115 Aloha Na Mele 0 Hawai'i Nei (NM), (Farewell to,You) pp. 35-36 'Ainahau Likelike 111-115 Estate of Ka'iulani E Himeni Hawaii K5kou (EHHK), p. 6 (Hau Tree Land) E Marano Traditional 119-121 Wife of Kekuaokalani who dies Hawai'i Music Program (HMP), at his side during the battle Zone 1-Book A, pp. 90-91 \ of Kuamo'o 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

HukiI 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) . 81-85 Fortress Hill in H5na, Maui p. 165 Ka'uiki . Traditional (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, Boy Scouts 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 SOURCE

Lei 'Awapuhi Mekia Kealaka'i 95-97 Ginger lei NM, pp. 73-74 (Ginger Lei) Makalapua Traditional 115-119 In honor of Lili'uokalani King, Charles E. King's Songs (Profuse Bloom) of Hawai'i, pp. 112-113 Mele Pa'ani E Katherine Maunakea 17-19 Directions using the body EHHK, pp. 90,-91. (Game Song) Na Kumu Ola 0 Hawai'i Nu'ulani Atkins and 103-107 Sources of life p. 176 (The Life Giving Sources Holoua Stender of Hawai'i)

Na M5hele 0 Ke Kino Explorations Staff 9-11 Body parts p. 48 (Parts of the Body)

Na Moku 'Eh5 J. Kealoha 85 Hawai'i, Maui, O'ahu, Kaua'i KBHM, p. 80 (The Four Islands) N5,10ihana Like 'Ole Hawaiian Studies 49-50 Occupations I). 49-50 (Various Occupations) State Staff

Paniolo Country Marcus Schutte, Jr. 111 Cowboys Melveen Leed's Grand Ole (Cowboy Country) Hawaiian Music Nashville Style, L ?, Lehua Records, SL 7053 Paniolo Country, LP, J-San Reci)rds, JSR-1974, Gabe Kila and the Winikuli Sons

Wai 0 Ke Aniani Traditional 97-99 Water NM, p. 93-94 (Crystal Water) Who Ark The People In Your 17-19 Neighbors The Original Sesame Street, LP Neighborhood? Sesame Street Records

395 394 192