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Āina- and Place-Based Cultural Literacy Curriculum

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ALOHA ‘ĀINA ‘O LĀNA‘I An Adaptative Curriculum for Cultural Literacy and Place-Based Learning on the Island of Lāna‘i Prepared by: The Lāna‘i Culture & Heritage Center and The Pacific American Foundation May 2019 Aloha ‘Āina ‘o Lāna‘i An Adaptive Curriculum for Cultural Literacy and Place-Based Learning on the Island of Lāna‘i With Lessons for 4th, 7th and 10th Grades Sponsored by a grant to the Lāna‘i Culture & Heritage Center from the Bay Watershed Education and Training Program – Hawai‘i, National Oceanic and Atmospheric Administration (Grant No. NA17NOS4730195), and through citizen/corporate donations to the Lāna‘i Culture & Heritage Center. © May 2019 Aloha ‘Āina ‘o Lāna‘i – A Teacher’s Guide for the Island of Lāna‘i – Grades 4, 7 and 10 Prepared by the Lāna‘i Culture & Heritage Center – P.O. Box 631500 Lāna‘i City, Hawai‘i 96763; (808) 565-7177; www.lanaichc.org / www.lanaiguideapp.org, The Pacific American Foundation - 45-285 Kāne‘ohe Bay Drive, #102, Kāne‘ohe, HI 96744; (808) 664-3027, www.thepaf.org EXECUTIVE SUMMARY AND ACKNOWLEDGEMENTS ‘Āina- or Place- based curricula are effective tools for engaging students and making learning relevant. Studies show that place-based activities and education positively impact a young person’s socio-emotional wellbeing, which in turn has a positive impact on their experiences in what is known as “traditional” education. The ‘Āina- based approach to education is also culture-based education. For Hawaiians and many other people, culture is a direct reflection of the living environment from which the people grew. The ‘āina-based education approach increases Hawaiian cultural affiliation, civic engagement and stronger relationships between youth, teachers, families, and their communities (cf. Kana‘iaupuni, Ledward, Jensen, 2010). Since 2007, the Lāna‘i Culture & Heritage Center (CHC) has been engaged in sharing the biocultural legacy of Lāna‘i with island students, the community at large, and guests to the island. The first efforts in providing curriculum resource materials to Lāna‘i High & Elementary School (LHES) teachers was the result of a collaboration between Martha Haia Evans (then Vice Principal at the school) and Kepā Maly. In 2011, Lāna‘i CHC developed a fund to foster place-based/cultural literacy learning initiatives on Lāna‘i and received a three-year grant through the U.S. Department of Education-Native Hawaiian Education Act to implement programs. At the close of the grant in 2015, Lāna‘i CHC continued offering cultural literacy programs and developing curricula resource documents with the help of funding partners. In 2017, Lāna‘i CHC received a two-year grant from the Bay Watershed Education and Training Program-Hawai‘i, National Oceanic and Atmospheric Administration (NOAA) (Grant No. NA17NOS4730195), to develop project-based learning opportunities as a part of an initiative to restore Waia‘ōpae Loko I‘a (Fishpond). The initiative included development of curricula that integrated the natural and cultural history of Lāna‘i into learning experiences for LHES students. We are committed to programs that promote awareness of the natural and cultural history of Lāna‘i and prepare future generations of students to become leaders in island stewardship. This program is supported by our partners: the Pacific American Foundation (PAF), Pūlama Lāna‘i, NOAA B-WET, the Hawai‘i Community Foundation, Honua Consulting, Kua‘āina Ulu ‘Auamo (KUA) and LHES. The program has continued to nurture and, more importantly, provide innovative educational opportunities to inspire generations now and in the future. Curriculum expertise—funded through Honua Consulting—was shared by the PAF, which organized the “Aloha ‘Āina ‘o Lāna‘i Curricula.” The PAF cohort developed their original Kāhea Loko (Call of the Pond) and the Aloha ‘Āina curricula in 2000 and 2003. These curricula are meant to be a seed or a catalyst for others throughout the Hawaiian archipelago to nurture, enrich, and add to the ‘ike Hawai‘i (Hawaiian knowledge) pertaining to the ancient Hawaiian loko i‘a and ahupua‘a (traditional Hawaiian land division) concepts island by island. PAF founder Herb Lee observed: “We are all being called in the 21st century to live ‘Aloha ‘Āina’ because our future depends on it.” As a result of years of research into Lāna‘i’s history by Kepā Maly and collection of resource materials, the Lāna‘i CHC is able to make previously unavailable cultural literacy content Aloha `Āina ‘o Lāna‘i – A Cultural Literacy Curriculum Guide for Teachers and Students– Grades 4, 7 and 10 Lāna‘i Culture & Heritage Center (May 2019) ii available for this cultural literacy/place-based initiative. The curriculum has been further promoted through the guidance and expertise of Diane Preza, Shelly Kaleialoha Preza, and many others who work tirelessly to promote awareness and appreciation for Lāna‘i’s bio- cultural landscape and stewardship of its resources. We have synthesized a number of documentary references that will provide easy access to information about Lāna‘i, which has time-depth. We do not presume to tell you how to teach your students, but simply provide you with some tools for use in your classes and in the field. This curriculum is meant to be adaptable across grades over the years. Lāna‘i has a rich natural and cultural history that lends itself to many fields of study. We hope that this curriculum will provide help and guidance as you bring new and exciting learning opportunities into your classroom for your students Supplemental Notes: Teaching Concepts for Aloha ‘Āina ‘o Lāna‘i Every teacher brings personal interests, talents, expertise and skills to the classroom. The Aloha ‘Āina ‘o Lāna‘i curriculum guide offers you and your students resources for learning about Lāna‘i and the great resources that are a part of our community—the legacy of place. The curriculum is a tool that will help engage your students in learning that draws upon each student’s personal experiences and sense of place on Lāna‘i. A healthy relationship with one’s own living landscape sets a foundation for continued education, stewardship and future leadership in our community. Several teaching concepts are shared below, and may be helpful as you plan out your own teaching opportunities. Place-based education immerses students in local heritage, cultures, landscapes, opportunities and experiences, using these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum. Place-based education engages students in learning about their own history and how they fit into the larger bio-cultural landscape around them. Earlier methods of education focused learning on the lives and accomplishments of others, while place-based education emphasizes learning through interaction with the living environment and participation in project-based learning in the community. (See https://promiseofplace.org/.) Teachable moments are unplanned opportunities in which teachers can provide students with useful insights. These fleeting opportunities should be seized while students remain interested. Often, these experiences are tangential and may be related to given units of study. Sometimes they can evolve into an entirely separate unit. Either way, there are always connections that students make while learning about the ʻāina, the universe around them. (See https://www.thoughtco.com/what-is-a-teachable-moment-2081657.) Expository writing is writing that seeks to explain, illuminate or ‘expose’ (which is where the term ‘expository’ originates). When writing an expository essay, it is important to write with the assumption that your audience has little to no background knowledge about the main topic. (See https://study.com/academy/lesson/what-is-expository-writing-definition- examples.html.) An informative essay educates the reader on a topic. These essays can have one of several functions: to define a term, compare and contrast something, analyze data, or provide a how- to. They do not, however, present an opinion or try to persuade the reader. (See https://study.com/academy/lesson/informative-essay-definition-examples-structure.html.) Aloha `Āina ‘o Lāna‘i – A Cultural Literacy Curriculum Guide for Teachers and Students– Grades 4, 7 and 10 Lāna‘i Culture & Heritage Center (May 2019) iii Persuasive writing is a form of nonfiction writing that encourages careful word choice, the development of logical arguments, and a cohesive summary. Young children can be guided through a series of simple steps in an effort to develop their persuasive writing skills. (See www.readingrockets.org/strategies/persuasive_writing.) Interactive writing is a collaborative teaching/learning strategy in which teacher and students jointly compose and write texts. Not only do they share the decision about what they are going to write, they also share the duties of the scribe. (See https://www.smore.com/6yscm- interactive-writing.) Shared reading is an interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression. (See http://www.readingrockets.org/strategies/shared_reading.) Close reading is thoughtful and critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc. It is a key requirement of the Common Core State Standards and directs the reader’s attention to the text itself. (See https://nieonline.com/tbtimes/downloads/CCSS_reading.pdf.) Project Aloha ‘Āina Team 2007 Original Aloha ‘Āina Team Dane Kanaloa Bishop – Field Sites Coordinator Heidi Ho – Project Consultant, Workshop Coordinator Robert Kahihikolo – Program Specialist Walt Keale – Cultural Advisor Herb Lee, Jr. – Project Director Kaʻōhua Lucas – Project Coordinator, Curriculum Writer Dr. Darlene E. Martin – Project Evaluator Penny Martin – Field Site Coordinator, Molokaʻi Maura O’Connor – Senior Curriculum Writer Guy P.
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