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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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DOCUMENT RESUME ED 262 130 UD 024 467 TITLE Hawaiian Studies Curriculum Guide. Grade 2. INSTITUTION Hawaii State Dept. of Educat gr DOCUMENT RESUME ED 262 130 UD 024 467 TITLE Hawaiian Studies Curriculum Guide. Grade 2. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. PUB DATE May 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) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** BEST COPY AVAILABLE awatianSttesCurriculum Guide ;ftrlows. *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: 7 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 activi- ties 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
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