document resume ed 262 131 institutiondocument resume ed 262 131 ud 024 468 title hawaiian studies...

DOCUMENT RESUME

ED 262 131 UD 024 468

TITLE Hawaiian Studies Curriculum Guide. Grade 3.INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of

Instructional Services.PUB DATE Jan 85NOTE 517p.; For the Curriculum Guides for Grades K-1, 2,

and 4, see UD 024 466-467, and ED 255 597.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF02/PC21 Plus Postage.DESCRIPTORS *Cultural Awareness; *Cultural Education; Elementary

Education; *Environmental Education; Geography;*Grade 3; *Hawaiian; Hawaiians; InstructionalMaterials; *Learning Activities; Pacific Americans

IDENTIFIERS *Hawaii

ABSTRACTThis curriculum guide suggests activities and

educational experiences within a Hawaiian cultural context for Grade3 students in Hawaiian schools. First, an introduction discusses thecontents of the guide; the relationship of classroom teacher and thekupuna (Hawaiian-speaking elder); the identification and schedulingof Kupunas; and how to use the guide. The remainder of the text isdivided into two major units. Each is preceded by an overview whichoutlines the subject areas into which Hawaiian Studies instruction isintegrated; the emphases or major lesson topics taken up within eachsubject area; the learning objectives addressed by the instructionalactivities; and a key to the unit's appendices, which providecultural information to supplement the activities. Unit I focuses onthe location of Hawaii as one of the many groups of islands in thePacific Ocean. The learning activities suggested are intended toteach children about place names, flora and fauna, songs, andhistorical facts about their community, so that they learn toformulate generalizations about location, adaptation, utilization,and conservation of their Hawaiian environment. Unit II presentsactivities which immerse children in the study of diverse urban andrural communities in Hawaii. The activities promote the study offactors that influence the start and growth of communities in Hawaiiand elsewhere in the world, the ecosystem, environmental ethics andeconomics, and the adaptation of animals and plants to the variousenvironments found in Hawaii. General appendices include a basicHawaiian vocabulary list, discussions of the concepts of self and"'ohana" (family-based community); a bibliography and discography;and a list of songs cited in the text. (KH).

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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The Honorable George R. ArlyoshlGovernor, State of Hawaii

BOARD OF EDUCATION

Rev. Darrow K, Alone. ChairpersonMako Araki, First Vice-Chairperson

Randal Yoshida. Second Vice-ChairpersonMargaret K. Apo

Charles NorwoodSherwood M. Hare John R. PenebackerDr. Hatsuko F, Kawshara Akira SaklmaMichael Matsuda

Meyer M. UeokeRonald Nakano

William A.K. WatersFrancis M. Hatanaka.

Superintendent of EducationDr. Margaret Y. Oda, Deputy Superintendent

Bartholomew A. Kane, State Librarian

Claudia Chun. Assistant SuperintendentOffice of Instructional Services

Vernon H. Honda, AssistantSuperintendent

Office of Business Services

Albert Yoshii, Assistant SuperintendentOffice of Personnel Services

William Araki, District SuperintendentLeeward District 'attics

Gordon Kuwada, District SuperintendentCentral District Office

Lokelani Lindsey. District SuperintendentMaui District Office

Dr. Kiyoto Mizub District SuperintendentHawaii District Office

Dr Mitsugi Nakashima, District SuperintendentKauai District Office

Chiudio Suyat District SuperintendentHonolulu District Office

Kongo Takata, District SuperintendentWindward District Office

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HAWAIIAN STUDIES PROGRAMR. Lokomaika'iokalani Snakenberg189 Lunalilo Home Rd., 2nd Flr.Honolulu, Hawai'i 96825

Telephone: 395-8782

HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 3

EVALUATION FORM

Name (optional):

School/Office:

Grade/Subjects Taught:

Date:

Evaluation needed by June 30, 1985

Aloha kikou! As users of this Curriculum Guide or as persons interested in the direction which the Hawaiian Studies Program will takeover the next few years, you are being asked to kokua state OIS Hawaiian Studies Program staff by taking the time to fill out thisevaluation form and sending it back to us by June 30, 1985. Please send the completed evaluation to the address given above.

We as that you not make an evaluation of this guide until you have actually had a chance to use it as designed in conjunction withthe kokua of a native speaker kupuna. In an effort such as this, it is inevitable that some aspect of the curriculum could be over-lookiaTTihether it be content details, techniques for presenting a lesson, proper references for something which seemed commonplaceto the curriculum developers or a certain appendix which you might feel should be included. Please forgive the oversight and help usby calling it or them to our attention through this form. Mahalo nui loa for your kokua and your consideration!

A. In this section, please circle the rating number which is the most appropriate. Comments may be added in the margin. Rating

1.

should be made on a scale of 1 to 5: 1-Strongly Agree, 2-Agree, 3-Undecided/No Opinion,

SA A U D

The open-page format displaying all subject areas through which

4-Disagree and 5-Strongly Disagree.

SD Comments

the Learner Objectives are to be integrated made it easy to use. 1 2 3 4 5

2. The size of the document is comfortable to use. 1 2 3 4 5

3. The overviews for the Grade levels/Units were helpful. 1 2 3 4 5

4. In general, the appendices provided most of the teacher informationthat I needed to execute the plans successfully. 1 2 3 4 5

5. In general, the work planned for Grade 3 is too easy. 1 2 3 4 5

6. The Learner Objectives from the Hawaiian Studies Program Guidewere easy to locate in the overviews of each unit. 1 2 3 4 5

(Continued next page)

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HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 3

EVALUATION FORM

B. In this section, please feel free to expand upon your critique, comments and suggestions. Additional sheets may be attached.

Unit I:

Unit II:

General Appendices:

Other Comments:

FOREWORD

The Department of Education is pleased to present this Hawaiian Studies Curriculum Guide, Grade 3 to teachers, kiipunaand other interested parties who are working toward fulfilling the mandate of the State Constitution that a Hawaiianeducation program be established within the Department which provides for the study of Hawaiian culture, history andlanguage.

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 andactivities which help them to understand the self, the 'ohana (family) and the community within our contemporary Hawai-ian environment. The educational activities incorporated guide were developed in accordance with the objectivesof the Hawaiian Studies Program Guide for this grade. This guide includes certain revisions of the draft guide forgrades K-3 which appeared in September 1981. That draft guide is now considered inappropriate and should not be usedsince work with new objectives in Primary Education Curriculum over the past several years has resulted in a restruct-uring of much of the material in the original draft document and the addition of much new material designed to integratethe focus of study of the community into a contemporary context applicable to all of our students in the public elemen-tary schools.

Many of the activities contained herein are designed for collaborative use by regular classroom teachers and our belovedkiipuna. These may deal with aspects of study concerning the Hawaiian language, stories or tales about people or eventsrelated to the students' immediate locale and environment, the use of Hawaiian cultural skills still practiced bymembers of our Hawaiian and general communities such as gathering limu or preparing various local foods, the singing ofHawaiian and hapa-Haole songs relating to the various communities an islands of Hawai'i nei, dance and other movementrelated to our Hawaiian environment and other physical and intellectual activities inteTifing Hawaiian studies into theregular lower elementary curriculum.

Teachers who do not currently enjoy the regular services of kipuna should be aware that this guide was designed withthem in mind also since most of the Hawaiian studies activities can easily be presented by our professionals using thedetailed lesson plans and supplementary materials contained in this guide. Training in the use of this guide and in thecollaborative relationship between teacher and kupuna is available from district and state staff upon request bld atcertain planned intervals during the year. Such training and the production of this guide are just a part of the effortbeing made by the Department to fulfill and support the mandate of the Constitution as it relates to a Hawaiian educa-tion program.

(-,,a4cAfe461)

',rands M. Hatana aSuperintendent of Education

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ACKNOWLEDGMENTS

The Department of Education is pleased to acknowledge the kiikua of a number of people, agencies and institutions thatcontributed to the development and final realization of this Hawaiian Studies Curriculum Guide, Grade 3.

Daryl-Jean Mihealani Pescaia, Hawaiian Studies Curriculum Developer, who wrote this guide and Leilani Oliveira,Kapalama Elementary School, who wrote the plans for the original draft guide for grade 3 which was published inSeptember 1981.

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

The following Educational Specialists/State Office Teachers in the Office of Instructional Services who workedclosely with the Curriculum Developer to help her plan the instructional activities in their particular subjectareas in order to insure that the lesson plans contained herein correspond with objectives and instructionalactivities designed for grade 3 in the General Education program areas:

Ms. Jane Kinoshita, Social StudiesMs. Ann Port, Language ArtsMs. Lynda Asato, HealthMr. Stanley Yamamoto, Art

Ms. Katherine Yamane, Physical EducationMr. John Hawkins, Environmental EducationMs. Deanna Helber, Nutrition EducationMr. Miles Muraoka, Science

The Kamehameha Schools/Bernice P. Bishop Estate, the Honolulu Advertiser, the Honolulu Star-Bulletin and theindividual composers cited herein who graciously permitted the Department to reprint important references forteacher and student use.

Robert Lokomaika'iokalani Snakenberg, Educational Specialist, Hawaiian Studies, who guided the development of thiscurriculum guide and who was responsible for quality control and editing of this document.

Dr. Mildred S. Higashi, Administrator, Sciences and Humanities, who provided invaluable assistance and advice tothe developers and editor in final preparation of this document for printing.

Ms. Annette Dutdut, Hawaiian Studies Secretary, for typing and revising several drafts of this document withunfailing patience, good humor and aloha.

All of the teachers, kiipuna and administrators who used the original draft document published in September 1981 andwho shared their mana o (evaluations) with the developers.

LAf.

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INTRODUCTION

The Hawaiian Studies Program Guide was written in response tothe 1978 Constitutional Amendment which mandates that "theState shall promoti the study of Hawaiian culture, historyand language." (Article X, Section 4) The total elementaryschool program is described in the program guide with learnerobjectives for each grade level, K-6. The Learner Objectiveswere developed from Part I and Part II Performance Expecta-tions (PEs) which are found in Student Performance Expecta-tions of the Foundation Program, RS 78-6054, August 1978,Office of Instructional Services.

While elements of the Hawaiian Studies program apply to eachof the eight Foundation Program Objectives (FP0s), those FPOsmost critically addressed by the program include:

FPO II Develop positive self-conceptFPO III Develop decision-making and problem-solving

skillsFPO V Develop physical and emotional healthFPO VII Develop a continually growing philosophy

that reflects responsibility to self aswell as to others

FPO VIII Develop creative potential and aestheticsensitivity

This Hawaiian Studies Curriculum Guide, Grade 3 has beendesigned to provide suggested activities and educationalexperiences within a Hawaiian cultural context which willhelp each student to become aware and to develop deeperunderstanding about the many types of communities thatmake up the State of Hawai'i.

This study is part of an upward spiraling continuum developed for the lower elementary component of the HawaiianStudies program. This continuum takes the child through

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an ever-enlarging study of self, self within the immediate 'ohana(family), the immediate 'ohana within the extended 'ohana-typelifestyle enjoyed by many of our students from different ethnicbackgrounds, the 'ohana within the local community and, finally inGrade 3, the local community in comparison to communities throughoutHawaii and the world.

The Department intends that children in the lower elementary gradeslearn about Hawaiian culture as it has survived into this modernage around us. Since many of these children in grades K-3 cannotdifferentiate between events taking place in a time frame of twohundred years ago and those of a year or two ago, it was decidedto delay the study ofdarly Hawaiian life until their sense ofchronology and history reached a certain level of development.Therefore, it is not until the fourth grade that Hawaiian cultureof the pre-European contact era is studied in great detail. Thisis consistent with the social studies curriculum for that gradelevel and serves to lessen any disruption to the establishedcurriculum that the introduction of the integrated Hawaiian Studiescurriculum might pose.

Students in the fifth and sixth grades study U.S. history and worldcultures respectively in their social studies classes. In HawaiianStudies, students in the fifth grade have an opportunity to contrasttheir U.S. history study with a parallel study of Hawai'i during thesame era. The four units cover Migration; Comparative Culture; Out-

siders/Diseases/Immigration; and Hawaiian Poetry, Music and Dance.Hawai'i is a part of the United States and has received much Americaninfluence from the early 19th century thus it is appropriate to in-clude important Hawaiian-American historical events in the fifthgrade study. In the sixth grade, students have an opportunity tostudy various cultures of the world in a Pan-Pacific perspectiveand the relationship of these cultures to Hawaiian culture. Theother two important units of study at this grade level focus on theimportant resources, ka wai (fresh water) and ka 'aina (the land).

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In this curriculum guide for grade 3, the focus of Unit I is onthe location of Hawai'i as one of the many groups of islandslocated in the Pacific Ocean. The children are actively invol-ved in the study of landforms, water forms, latitude and longi-tude, climate, wind currents and rainfall distribution. Theystudy the place names in their community and learn to locateplaces using local directional *ems as well 4S geographicalterms. Through language arts activities, the children are im-mersed in activities that expand their awareness of and appre-ciation for the environment. The classroom comes alive withthe newspaper as the source of updated information about commu-nities in Hawai'i as well as in other parts of the world. Thechildren learn to sing mele about various locations throughoutthe islands, creating htili motions and learning to accompanythemselves on the 'ukulele. They engage in a variety of artactivities using natural materials from the environment to pro-duce finished pieces of art. The environment takes on newmeanings for them as they classify flora and fauna on naturestudy excursions. Through these activities, the children devel-op the ability to formulate generalizations about location,adaptation, utilization and conservation of their Hawaiian en-vironment.

Unit II immerses the children in the study of diverse urban andrural communities in Hawai'i. Through a variety of inquiryactivities, the children identify factors that have influencedthe start and growth of communities in Hawai'i as well as inother parts of the world. Through the science component ofthe unit, the children study Hawai'i's ecosystem and its envi-ronmental ethics and economics. They study the environmentalfactors that affect the adaptation of eaimals and plants tothe various environments in Hawai'i. The children use thenewspaper to study daily problems and concerns in their owncommunities in language arts. They are involved in reading,writing, discussing, comparing, researching and analyzingactivities. They sing and compose songs and create dancesinspired by Hawai'i's rich ethnic heritage. They create worksof art utilizing the natural materials found in the environ-

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ment. In the health component, the children study factors re-lating to health and safety in the home, school, community andstate. They are involved in an exploration of facts, issues andfactors involved in the production of food in Hawai'i and on ourdependency on overseas areas of production. The unit permits endencourages teachers and students to do comparative studies ofvarious types of communities in Hawai'i and of similar communitieselsewhere as studied in the usual basal texts.

Instruction is to be carried out by the classroom teachers withthe kokua (assistance) of Hawaiian-speaking kupuna (elders).These community resources have the expertise in Hawaiian culture,including language, and they are an essential element of theprogram at the elementary level. They are to teach Hawaiianlanguage through an informal, culture-based aural-oral methodof teaching incorporating lessons, topics and plans developedcollaboratively with the classroom teachers.

One major reason for hiring uncertificated community resourcesto teach in the public school classrooms is that these kupuna,possess expertise in Hawaiian language and other aspects ofHawaiian culture which complement the expertise of the classroomteacher in presenting a well-rounded and integrated program ofstudy.

During training sessions, it is stressed to the kiipuna,thatthey should structure their lessons based on ideas receivedfrom the teachers in collaborative planning sessions or throughwritten communications if face-to-face meetings are difficultto arrange because of time constraints. They have the samecurriculum guides used by the teachers and reference to specificlessons and activities will help them to plan effective lessonswhich can be reinforced by the teacher during other instructionalperiods. Easy-to-use teacher-kupuna planning forms are availablefrom most district Hawaiian Studies personnel and also from thestate staff at OIS.

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The General Appendices section of this guide contains thevocabulary lists for grades K-3 which were developed with theinput of a number of program personnel. It is desirable thatteachers and kupunkstructure their lessons so that theseHawaiian words are learned by the students before moving upto fourth grade. In general, active mastery of the wordslisted is expected unless it is noted that exposure is suf-ficient at this grade level.

Student mastery of Hawaiian vocabulary is just one aspect ofthe learner outcomes expected in the Hawaiian Studies program.It is not necessarily a major aspect but it is one area inwhich cognitive learning gains can be measured through vocab-ulary tests at various grade levels.

Important affective domain aspects of the Hawaiian Studiesprogram to be addressed in grade 3 include:

Unit I:

Hawaiian concepts of aloha (love/greetings); kiikua(help, support); alu like (pulling together); lau-lima (interdependiRiTTaloha 'iina (love for theland and the people liviniTZIFTITTEahalo (appre-ciation); ha'aheo (positive pride)

Unit II:

Hawaiian concepts of aloha laina/milama laina (loveand caring for the land and the people living onit); mo'olelo and mosokil'auhau (sense of historyand giiTiMii); alaka'i (leadership); ho'oponopono(ability to resolve no'ono'o (contempla-tion and planning capabilities)TERIFiga (respon-sibility, roles); kapu (understanding followingrules and laws); pl'ahana. (industriousness); no'o-no'o hana (creativity and composition); olakinomaika'i (sense of well being, good health); ltikahisense of harmony and balance in living and dalTig

with others); aloha (love, respect, friendship)

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There are many activities promoting these concepts provided tothe teachers and Tuna though this curriculum guide. Theseare offered through an integrative, thematic approach so thatthe instructional activities can be carried out through anumber of subject areas, addressing the concerns and perform-ance expectations of the particular subject area and HawaiianStudies at the same time.

These instructional activities have been reviewed and critiquedby the various educational specialists in the General EducationBranch of the Office of Instructional Services whose valuablesuggestions have strengthened the Hawaiian Studies curriculum,presented here.

Since the Hawaiian Studies curriculum developers are aware,having been classroom teachers themselves, of the limitedamount of time that classroom teachers have to do research inunfamiliar curriculum areas such as Hawaiian Studies, everyattempt has been made to develop this guide with appendiceswhich include pertinent readings and worksheets for teachersand students which are needed and helpful in presenting inter-esting and thought-provoking lessons. Much information hasbeen included to help the teacher with background in variousaspects of Hawaiian culture.

It should be noted that every attempt has been made to keep thecontent of this curriculum guide as free of sex-role bias aspossible. However, roles defined by sex were an important andacceptable part of the society of the early Hawaiians and thismay be seen in some of the stories, pictures or teacher referencemate-ials. When appropriate, teachers may wish to point outsuch differences in early Hawaiian society and modern Americansociety.

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THE ROLE OF THE TEACHER IN THE HAWAIIA STUDIES PROGRAM

The classroom teacher has the most important role in the imple-mentation of the Hawaiian Studies Program in the classroom.Through the use of this guide and other resources, the teacherplays the key role in the integration of Hawaiian Studies curri-cular materials and instruction. A teacher is free to choosethose activities in this guide that meet his/her expectationsand plan accordingly. The kupuna is an important part of thisteacher planning because the one hour instruction per week perclass, which most kupuna will be allotted, should be instructionthat enriches the teacher's instructional activities.

It is the responsibility of the teacher to:

provide instructional leadership to the kupuna in theclassroom;

work cooperatively with the kupuna to develop short- andlong-range lesson plans based on the state's curriculumplans and the needs of the particular group of students;monitor the instruction of the kupuna in order to give thekupuna the benefit of the teacher s experience in lessonpreparation, presentation and evaluation;participate in the instruction of the class in order to beable to follow up, review and reinforce those concepts,practices and vocabulary taught by the kupuna;assist the principal in the evaluation of the work of thekupuna;

include, in the teacher's own instruction, those aspectsof Hawaiian Studies as are presented in the curricularmaterials.

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THE ROLE OF THE KUPUNA IN THE HAWAIIAN STUDIES PROGRAM

The kupuna (grandparent) has an important role in the HawaiianStudies Program. Although a number of kupuna teaching in theschools are over the state's mandatory retirement age forteachers, they have been accepted to work as Part-Time Teachers(PTT) at the current rate of compensation in this program be-cause they represent within themselves the kinds of qualitiesand knowledge to which we want our students to have exposure.

Although some of the kupuna are not readers nor writers ofHawaiian at a sophisticated level, and the majority of themdid not complete their own secondary education, they nonethe-less speak Hawaiian and have an education for living whichthey have picked up in their many decades of living in thisHawaiian environment. Most of them grew up in the householdsof their own kupuna, learning to speak Hawaiian as a nativelanguage and participating in the kinds of Hawaiian practiceswhich are now only available to our teachers through writtendescriptions in books.

Most of them have as part of their own psychological andcultural make-up the kinds of Hawaiian values which are thesubject matter of the Affective Strand of the Hawaiian StudiesProgram. Obviously, then, the selection of bonafide kupunafor a school is a very important responsibility of school/district personnel.

It is the responsibility of the kupuna in this program to:

teach the Hawaiian language component of Hawaiian Studies;work closely with the classroom teacher in planning lessonswhich present Hawaiian language and culture to the studentsin accordance with the year-long plan of instruction of theteacher for the particular grade level;

attend inservice training sessions in order to learn someof the skills needed for teaching in the public schoolclassroom;

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plan, carry out and evaluate the kupuna's own instruction;work with the other kupuna in the program to improve andexpand cultural knowledge and Hawaiian language speakingability on the part of all of the kupuna;work cooperatively with the district and state personnelwho are charged with managing the program.

COLLABORATION BETWEEN TEACHER AND KUPUNA

Teachers and kupuna are asked to draw upon their own experienceand common deciding what elements of these curriculumplans should be presented to the students of a particular schooland classroom. Readiness is the key. Most of the activities ingrade 3 are not oriented to reading and writing and shouldtherefore be practical even for immigrants who have limitedEnglish speaking abilities.

The Department's Hawaiian Studies Program seeks to give somevalidation and worth to the culture of the ancestors of manyof the children in our public school system. It is hoped thatthe spark of motivation to learn through the academic szstemwith the help of non-college trained teachers such as kupunaand other community persons, will grow in many of our sttideTits.

The program provides the opportunity -for children to learn fromkupuna and kumu (teachers) and the kupuna and kumu in turn tolearn a great from one another and from fERF students andthe students' families.

HAWAIIAN STUDIES PROGRAM ADMINISTRATIVE INFORMATION

Different school districts and communities located throughoutthe State of Hawai'i have varying needs and expectations re-lating to the Hawaiian Studies Program. Some of the factorsaffecting needs and expectations are the proportion of Hawaiiansin the school population; the nature of the community, rural orurban; location of the school relative to the sea or to

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Hawaiian agricultural sites; established Hawaiian areasversus newly developed subdivision areas; and, the interestof the school's faculty and administration in the program.

In some areas, qualified kupuna may be abundantly availablewhereas in other areas administrators may not be sure whereto begin looking. The following section is meant to providesome helpful suggestions on what to look for in a kupuna;where and how to identify and recruit kupuna; a recommendedinterview and selection process; and, some points to considerwhen scheduling kupuna instruction.

Criteria for Selection of Kupuna

The criteria identified in the initial OIS/Hawaiian Studies"Training Plan - Kupuna" (October 1980) for the pilot year1980-81 reflect the kind of person that should be identified,recruited, interviewed and selected for the Hawaiian StudiesProgram. Selected kupuna reflect the following characteris-tics:

1. is a native speaker and fluent or near-fluent inthe Hawaiian Language;

2. is knowledgeable to some extent about Hawaiian culturein general and has knowledge of local history andcultural practices in particular;

3. is physically able to travel and to work on a regularbasis in the classroom;

4. is able to develop rapport with classroom teachersand students;

5. is able to integrate Hawaiian language activitiesinto the classroom program;

6. is able to relate other classroom activities intothe Hawaiian language component of the program;

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7. is willing and able to work collaboratively with theteacher(s) in order to plan lessons and activitieswhich address the learner objectives of the HawaiianStudies Program for the various strands in the parti-cular grade level(s) involved;

8. is willing and able to share expertise in Hawaiianoriented activities within the school;

9. is willing to participate in classroom activities withinthe school; and,

10. is able to follow school procedures.

Identification of Kiipuna

Hawaiian elders and those of other ethnic backgrounds who arefluent native speakers of Hawaiian can be sought and identifiedin a number of ways. Some of these include:

Contact the Hawaiian Civic Club, Senior Citizens group,or other such community organizations.

Discuss'the school's need with the kahu (pastor) of localHawaiian churches.

Ask for referrals from agencies such as Alu Like, HawaiianHomes Department, and Queen Lili'uokalani Children's Center.

Put an advertisement for Hawaiian speaking kupuna inone daily newspapers and in the community newspapers.

Ask for recommendations from the school community--PTA,custodial and cafeteria staff, teachers, booster clubs,and others.

Broach the subject with likely looking prospects whomone sees in stores, at the beach, in the school officeand elsewhere with the understanding that final selec-tion is based on the interviewing process.

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Interviewing and Selection of Kiipuna

Many, but not all, older Hawaiians in their late fifties,sixties and seventies can still speak the Hawaiian language.It should not, however, be assumed that every older Hawaiiancan speak the language. Merely asking in English whether aprospective kupyria speaks Hawaiian is not a safe way ofassuring selection of high quality Hawaiian speaking kupuna.

All candidates for the kupuna positions should be interviewedby a board of three or four interviewers, one of whom shouldbe an acknowledged fluent Hawaiian speaker. Assistance isreadily available from the state staff if needed for this.

In the course of asking a set of prepared questions during theinterview, the Hawaiian speaking interviewer should ask aquestion or series of questions dealing with the work of theprospective kupuna-teacher. This should be done within aconversational context and the questions should not be tootechnical in nature since the kupuna may lack the technicalvocabulary in Hawaiian needed to discuss academic or school-related topics.

Questions could be centered around topics which the kupunamight ordinarily be expected to teach in a classroom situation- -songs, cultivating kalo, fishing, picking limu, preparing food,etc. How the prospective kupuna- teacher responds must bejudged by the Hawaiian speaking interviewer and that judgmentshould play a large part in the selection of the kupuna sinceone of the major criteria for selection is fluency or near-fluency as a native speaker of Hawaiian.

A test of reading or writing abilities in Hawaiian is notwarranted since the kupuna will be teaching in an aural-oralmode, however, all things being equal, kupuna who can readand write Hawaiian should be selected over those who do notsince many optional learning materials for the kupra relat-ing to Hawaiian culture are available in Hawaiian language

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versions. The ability to read these materials from the lastcentury and the ability to write lesson plans based on suchmaterials will enhance the quality of the kupuna's instruction.

Interviewees whose Hawaiian language speaking abilities arein question can be referred to state staff if desired andfurther interviewing in Hawaiian can take place in person oron the telephone.

Selection of kiipuna can either be made for a district pool, forspecific schools or a combination of the two. Principals whoseschools are involved in the program should be invited to takepart in the interviews, either personally or through questionswhich they have_submitted. The principals will presumably havereferred some kupuna for consideration based on contacts whichthey are able to make within their school communities.

Experience has shown that using kiipuna from the school communitycan have both positive and negative aspects. They will usuallyknow and often be related to a number of children in the school.If they are natives or long-time residents of the area, theyprobably know stories about the area, the school and the peoplewho have lived and worked in the area. They may be acquaintedwith legends, place names, important sites and other aspects ofthe area which would be helpful and interesting in making theHawaiian Studies instruction more localized. Sometimes, kupunaand/or their families have had unpleasant associations with theschool or certain teachers in the past. Principals must informthemselves of such situations so that adjustments can be madein the kiipuna selection or assignment processes or in thescheduling process at the school level.

Scheduling of Kiipuna

The state standard for employment of Part-time Teachers (PTT)

limits them to a maximum 17-hour week. Because the kupunaare PTT, there is no provision for them to work overtime orto receive mileage or other benefits. In order to use the

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Personal Services funds with the most cost effectiveness, itis essential that a principal schedule a kupuna into classessomewhat tightly with a minimum of lost time between classes.If teachers do not wish to release time for Hawaiian Studiesinstruction during the early morning hours when the childrenare fresh, the principal should then try to schedule thekiipuna into classes between morning recess and lunch orafter lunch until the end of the school day.

The optimum contact time that leads to effective learning ofHawaiian Studies seems to be approximately an hour a week.This can be divided into three 20-minute sessions for thelowest grades or two 30-minute sessions for the middle andupper elementary grades. Teachers are encouraged to cooper-ate by having the students ready for the kupuna and thekupuna are encouraged to have a well planned lesson whichcan be presented with a minimum of delays and wasted time.

Like teachers who work past 3:00 p.m. or devote their weekendtime to their students' extracurricular activities, kupunawho get involved in the life of the school beyond the numberof hours that they are scheduled, do so as volunteers.

HOW TO USE THIS CURRICULUM GUIDE

Each of the two units in this guide is preceded by an over-view section which presents at a glance the subject areasinto which the Hawaiian Studies instruction is integrated;the emphases or major lesson topics taken up within eachsubject area; the Hawaiian Studies Learner Objectives (fromthe Hawaiian Studies Program Guide) addressed in the in-structional activities; and, the appendices which have beenincluded to make teacher/student reference materials morereadily available.

The same Learner Objectives may be applicable and appear in thelisted objectives for several subject areas. The number ofLearner Objectives listed for any particular subject area doesnot necessarily mean that that subject area is any more impor-tant in Hawaiian Studies instruction than another.

26

The body of each unit is made up of a series of columns labelledwith the name of a General Education program area plus a columnlabelled "Recreational Activities." The subject areas involvedmay vary from unit to unit and from grade to grade. In Grade 3the subject areas into which Hawaiian studies are integratedare as follows: social studies, language arts, science, envi-ronmental education, music, art, health and nutrition educa-tion.

The Hawaiian Studies curriculum is social-studies based withthe social studies activities appearing in the far left columnand setting the stage for the activities which can be carriedout during other instructional periods all supporting thebasic theme, topic or emphasis of the unit lesson.

The whole point of the integration of Hawaiian Studies intothe general education curriculum is to use Hawai'i-orientedcontent in instructing the program area concepts which theDepartment desires to be taught in the various grade levels.When teachers address the Learner Objectives for HawaiianStudies, they are generally attending to the PerformanceExpectations for the various subject areas upon which theLearner Objectives were based.

27x

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 andinto another culture in order to get an inside view. One way of experiencing. another culture is through the process ofdramatic 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 within an arranged environment and to exploreideas 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), kosi (adzes), 'upena (nets), liihese (octopus lure), '5'6 (digging stick), mea kaua (weapons) andmea hana (tools).

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

2. Dramatization -

A. The children select one object each and think about how that object might have been used in ancient Hawai'i.

B. The classroom is divided into 3 areas:

1) Uka - the mountains/uplands2) Kula - the midlands3) Kai - the sea

C. The children decide in which area they would have used their object if they were 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 create anatmosphere that suggests ancient Hawaiian living.

E. The groups share their dramatizations with the entire class.

3. Expression of Needs -

A. The students discuss their experiences and questions are raised and recorded on charts. Record all of theirquestions without giving away the names of the objects.

Example:

What is ? (Draw the object the child refers to; avoid giving the name of the object.)

What was coi,'"*"° 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 togo together?

xi

28 29

4. Series of learning.Activities - The teacher and students plan activities for gathering information. They also planwhich area of Hawaiian culture to study first based on the students' interests and the dramatization. The activitiesmay include:

resource speakers

research - individual and groupfield tripsaudio visual researchexperimentation

5. Further Inquiry - The children :,tiara_ the information learned through participation in learning activities. Thisleads 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 environmentshould 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' knowledgeand 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 numberof other kinds of audio-visual instructional aids. The children do not always have to dramatize the use of something, althoughthe silent dramatizations do provide opportunities for the other children to ask questions.

The teacher or kupuna should tie careful to encourage questions after a dramatization or any other kind of performance orpresentation. If the children provide answers rather than ask questions, the follow-up research activities cannot reallyget started. Through the use of the inquiry technique, teachers can find out what is really important to the children andbuild lessons based on that interest. Supplementation can be made later of facts, skills and concepts which the teacherbelieves to be important once the children have been "hooked" into a lesson fashioned from their own expressions of interestand inquiry.

30xii

31

TABLE OF CONTENTS

Foreword

Acknowledgments ii

Introduction

The Role of the Teacher in the Hawaiian Studies Program vi

The Role of the Kupuna in the Hawaiian Studies Program vi

Collaboration Between Teacher and Kupuna vii

Hawaiian Studies Program Administrative Information vii

a. Criteria for Selection of Kupuna vii

b. Identification of Kupuna viii

c. Interviewing and Selecting of Kupuna viii

d. Scheduling of Kupuna ix

How to Use This Curriculum Guide ix

Culture Study Through Dramatic Inquiry xi

UNIT I Community Awareness

This unit focuses on the location of Hawaii as one of the many groups ofislands located in the Pacific Ocean. Through planned learning activities,the children study place names, flora and fauna, songs and historical factsabout their community. Through these learning activities, the childrendevelop the ability to formulate generalizations about location, adaptation,utilization and conservation of their Hawaiian environment. 1

Appendix A. Map of the World 22

B. Map of the United States 23

C. Map of the Pacific Islands 24

xiii

32

D. Map of the Hawaiian Islands 25

E. Maps of each island 26-33

F. Mapping (Practice Sheet) 34

G. Profile of the Hawaiian Chain 35

H. Hawaiian Geology 36

I. Mountains Under the Sea 40

J1. Pacific Winds 41

J2. Understanding Our Weather 42

K. Translation for "N5 Lei o Hawai'i" 46

L. Song: "Hawai'i, the Beautiful" 47

M. Song: "Hawai'i Aloha" 48

N. Song: "If I Should Ever Travel" 50

O. Song: "Hawai'i Nei" 51

P. Worksheet: "Classifying Ni Mea Kanu (Plants)" 52

Q. The First Living Organisms in Hawai'i 53

R. Uses of the Coconut 54

UNIT II Diverse Communities In Hawai'i

This unit immerses the children in the study of diverse urban and rural communitiesin Hawai'i. The children identify the factors that influence the start and growthof communities in Hawai'i as well as in other parts of the world. They study theecosystem, the environmental ethics and economics and the adaptation of animals andplants to the various environments found in Hawai'i. The unit promotes the studyof the Hawai'i environment with the study of environments found elsewhere in theworld. 55

Appendix A. Views of Honolulu 133-135

B. Worksheet: Cities: Similarities and Differences 136

xiv 33

C. Map of an Island 137

D. Visitor Questionnaire 138

E. Worksheet: Love a Tree 139

F. Map of the Pacific Basin Countries and Islands 140

G. Worksheet: Planning Sheet for a Trip to Hawai'i 141

H. Kukui 142

I. A Farming Community: LAULIMA 143

J. Worksheet: Data Gathering 144

K. News Articles: EDMP 145-148

L. Agricultural Summary: Table 490 149

M. Acreage in Crops: Table 494 150-153

N. Agricultural Data: Livestock 154

O. Books and Films on Farming Areas 155

P. Some Fishing Areas in the Islands 156

Q. Questions About Fishing 157

R. Fishing (Women's Role) 158

S. News Article: "Preserving an Era at Waiki'i Ranch" 159-161

T. Worksheet: Plant Usage 162-163

U. News Articles About Parker Ranch 164-168

V. The Beef Industry in Hawai'i 169-174

W. Interviewing: Tips for Interviewers 175

X. Interviewing: Steps to Follow 176

Y. Additional Verses for "Ni Moku 177

Z. Island Songs 178-183

"Aloha 'Ia Na '0 Maui" 178-179"0 Beautiful 'Ilima/Aloha O'ahu" 180"Moloka'i Nui A Hina" 181

)tV

34

"M3ikei Kauasi" 182"Pupu o Niihau" 183

AA. Nutrition Games for Digestion 184-195

BB. Nutritional Values of Hawai'i's Foods 196-207

CC. Worksheet: Basic Foods 208

DD. News Articles: Farming in Hawai'i 209-217

EE. News Articles: Pesticides and Fertilizers 218-221

FF. Worksheet: "Keeping Healthy in School" 222

GG. Song: "'Opae E" 223

HH. Song: "Got To Get Away" 224-226

II. Song: "My Hawaiian Country" 227-228

JJ. Song: "Happy Hawaiian Music" 229-231

KK. Song: "Moloka'i Memories" 232

LL. Place Name Songs 233

MM. Song: "Beautiful Kauali" 234

NN. Song: "Paniolo Country" 235

General Appendices

Basic Vocabulary Lists, Grades K-3 237-246

Concepts of Self and 'Ghana 247-254

Ho'oponopono 265-267

Bibliography 268-270

Records/Video 271

Songs 212.475

xvi35

Grade 3

Unit I

COMMUNITY AWARENESS

This unit focuses on the location of Hai:-Pi as one of the many groups of islands

located in the Pacific Ocean. Through planned learning activities, the children

study place names, flora and fauna, songs and historical facts about their

community. Through these learning activities the children develop the ability

to formulate generalizations about location, adaptation, utilization and

conservation of their Hawaiian environment.

36

Grade 3, Unit I

CONTENT AREAS EMPHASES

SOCIAL STUDIES Locating places on maps and globesContinentsOceansNorth PoleSouth Pole

Countries and islands in or bordering the Pacific OceanThe Hawaiian Islands

Major city/town and major mountain on each islandLatitude and longitude readings

Directional terminology used in Hawai'i today

Studying Hawai'i's weather and climate

SCIENCE Constructing a magnetic compass

Learning the four cardinal directionsUsing a magnetic compassLocating places using compasses, longitude and latitude

Mapping skillsLocating natural features: lakes, mountains, bays, rivers,

peninsulas, islets, harbors

Studying the geology of Hawai'iVolcanic formations of the Hawaiian Island Chain

37 2

Grade 3, Unit I

LEARNER OBJECTIVES APPENDICES

Locates the Hawaiian Islands as one of many groups of islands found in thePacific Ocean.

Is able to locate the Hawaiian Island chain using longitude and latitude.

Identifies the four (4) major islands with their important mountains andlocates them on a map.

Is able to locate places in the community using local directional terms(eg., ma uka, ma kai, 'Ewa, etc.).

Is aware that the terrain affects weather including wind currents and rainfalldistribution.

Unit I - A Map of the World, p. 22

- B Map of the United States, p. 23

- C Map of the Pacific Islands, p. 24

- D Map of the Hawaiian Islands, p. 25

- E Maps of each island, pp. 26-33

- Jl Map: Pacific Winds, p. 41

- J2 Understanding Our Weather, pp. 42-45

Uses a compass to locate places in the community and on the island.

Recognizes the natural features found on the islands and is able to identifythem through map symbols (rivers, mountains, canyons, cliffs, lakes, etc.).

Is aware that the islands in the Hawaiian chain extend for a distance of morethan 1,500 miles and that the volcanic formation of the islands began millionsof years ago.

383

Unit I - F Mapping (Practice Sheet), p. 34

- G Profile of the Hawaiian Chain, p. 35

- H Hawaiian Geology, pp. 36-39

- I Mountains Under the Sea, p. 40

39

Grade 3, Unit I


LANGUAGE ARTS Giving directions on how to get from one place to anotherVerbal

Written

Expressing feelings about the communityBuilding awareness of the elements in a communityCreating poems about significant landmarks or places

Using the newspaper as a source of information about communities in other parts of the worldReading articlesSummarizingExpressing opinionsLocating these communities on a map or globe

Learning the Hawaiian vocabulary for natural phenomena in Hawai'i

Exploring the community

ResearchingInterviewing

Writing letters to community leaders

MUSIC

4O.t1

Singing_songs of the islands"Na Lei 0 Hawaii""Hawai'i the Beautiful""Hawai'i Ponoti""Hawai'i Aloha""If I Should Ever Travel""Hawai'i Nei"

Learning the waiho'olu'u (color) and lei of each island

Creating/composing lyrics for songs

Learning chording on the 'ukulele and autoharp to accompany songs

Creating hula motions for songs

4

41

Grade 3, Unit I

LEARNER OBJECT IVES APPENDICES

Recounts some of the legends and stories relating to landmarks and locationswithin the student's community or neighboring area.

Initiates and engages in simple conversational exchanges using Hawaiianexpressions and verb/verbless phrases.

Responds in Hawaiian to simple oral instructions and requests given in Hawaiian.

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

Describes some of the natural phenomena in Hawai'i and identifies them withtheir proper Hawaiian names.

Sings selected Hawaiian songs introduced by the teacher while playing rhythminstruments in time with the beat.

Coordinates motions and movements of hands and feet while performing atraditional hula kahiko or hula 'auana.

Expresses personal feelings about Hawai'i through the creation of lyrics forsongs.

Sings songs about Hawaii using correct pronunciation of Hawaiian words.

Recognizes rhythmic patterns produced in Hawaiian songs.

542 43:

Unit I - K Translation for "Ni Lei 0 Hawai'i," p. 46

- L "Hawai'i the Beautiful," p. 47

- M "Hawai'i Aloha," p. 48

- N If I Should Ever Travel," p. 50

- 0 "Hawai'i Nei," p. 51

Grade 3, Unit I

ART


Experimenting with native materials in crafting artistic worksLei making using a variety of materials and techniquesCreating a Hawaiian forest environment in a terrariumCreating with pulu niu (coconut fiber)Polishing a Hawaiian seedBraiding using three strands

Illustrating, using a variety of techniquesDrawing scenes for a movie roll to illustrate stories

ENVIRONMENTAL EDUCATION

44

Becoming aware of the flora and fauna of Hawai'iSeed dispersal methods

Classifying seeds according to method of dispersalPlant growth as it relates to temperature and soil conditions and rainfall

6 45

Grade 3, Unit I


Uses a variety of materials and techniques in crafting artistic works whichreflect the student's feelings about Hawai'i's environment.

Classifies flora and fauna found during nature study excursions within aHawaiian, scientific, or some individual taxonomy.

o Defines the terms "indigenous", "endemic" and "exotic/introduced" in relation

to flora and fauna in Hawai'i.

Recognizes those plants that are indigenous and those that are exotic(including Polynesian introductions).

ik

467

Unit I - P Worksheet:

- Q The Firstp. 53

"Classifying Ni Mea Kanu(Plants)", p. 52

Living Organisms in Hawai'i,

- R Uses of the Coconut, p. 54

47

Grade 3, Unit I

SOCIAL STUDIES SCIENCE LANGUAGE ARTS

The following activities involve the childrenin a study of their island; its location andits characteristics.

Locating places - Materials needed:

Four or five globesWall map of the world

See Appendices Unit I-A, -B, -C, pp. 22-24.Run off a copy of each map for the children.

A. Divi& the children into four or fivemini-'ohana. Hand each 'ohana a globeand allow the children to observe theglobe and be able to tell what kind ofinformation is available to people whouse a globe.

E.g.,

The globe tells us that the earth isround. We can locate oceans and bodiesof water by looking at the blue partsof the globe.

B. After three to four minutes of mini-'ohana work, have the groups share whatthey learned. Write their learnings on awall chart as they share them. This is a

good way to find out how much they knowabout the use of the globe.

C. Based on the above activity, plan some mapskill building exercises:

1. Locate the seven continents;2. Locate the oceans;3. Point to the North Pole, the South Pole,

and the Equator;4. Locate the United States.

48.

The children will study the four cardinaldirections and will practice giving andfollowing directional instructions.

A. Constructing a magnetic compass

1. Conduct some science experiments toenrich the children's understandingof directions.

Materials needed:

A corkA glass or plastic bowl filled with

waterBar magnetNeedle

a. See the science resource teacherfor help in gathering the materialsso that groups of children canalu like (work together) to builda compass.

b. Explain that a magnetic compasspoints a few degrees away fromthe north due to the magnetic fieldcreated by the earth's rotation.This is called magnetic north.

c Steps to follow:1) Stroke the needle against one

end of the bar magnet alwaysstroking in the same direction.

2) Push the needle through thesides of the cork.

3) Float the cork and needle inthe bowl. The magnetized endof the needle will point northand the other end will pointsouth. Have the children checkto see that their needles allpoint to the north wall.

8

The following activities allow the children towrite, speak, discuss, create, listen todirections and express their feelings aboutHawai'i.

A. Giving directions

1. Have the children think about how theygo to and from school. Have themvisualize the route they take startingfrom home all the way to school.

2. Give each student a sheet ofsketching paper on which to draw amap of the route to school. As asample, have them help you sketch amap of the route from school to somewell known eating place or communitylandmark. Include street names andsignificant buildings or landmarks.Draw the directional arrows markingthe route.

3. Using the map, have the childrenpractice telling each other how toget to the chosen destination. Havethem use such phrases as turn righton Street, go three blocks andturT7TTt on Street. Whileone person is TiiiTiaTizing the directions,the rest of the mini-'ohana membersshould be checking the map to see ifthe directions are correct.

4. After each student has had a chanceto speak in a mini-group, have themwrite the directions in clearsequential sentences.

49

Grade 3, Unit I

MUSIC ART ENVIRONMENTAL .EDUCATION

The following activities involve the childrenin learning some songs of the islands.

Songs of the Islands

1. "Ni Lei 0 Hawai'i"

Source: King. King's Book of HawaiianMelodies, pp. 6-7.

a. This song describes the lei of each ofthe main eight islands in the Hawaiianchain. As the children study theislands in social studies, teach themthe verse that goes along with eachisland. This song describes particularplaces on some of the islands. Pointout these places on a map.

E.g.,

Haleakala on MauiLanikaula and Moa'ula on Moloka'iPana'ewa on Hawai'i

b. Using Appendix Unit I-E, pp. 26-33introduce the lei of each island byreferring to t1map.

c. Introduce the word "waiho'olu'u" (color).Have them learn the color of each islandin Hawaiian. Have available for themthe lei or flower if such is available.Otherwise use pictures found in:

. Alexander & Baldwin. Emblems of OurIslands, 1981.

. Kamehameha Schools. Explorations/Holomikeikei, various years.

. McDona d. Ka Lei.

50

The children will participate in creative artactivities using elements of the Hawaiianenvironment.

A. Island creations

As the children learn more about theislands in other subject areas, help thembecome acquainted with some of our islandcrafts. See OIS/Art Education guide,RS81-0719, Resource Units in Hawaiian Artsand Crafts for complete instructions anddiagrams on many Hawaiian art activities.

1. Lei making (pp. 101-104). When thechildren have learned about theirstate and island flowers in socialstudies, plan a lei making session inart to acquaint Tfiiin with a few

techniques in fashioning a lei.

a. Discussion1) What is a lei?2) What kinds 7f lei have you

seen?3) Of what kinds of materials

have you seen lei made?(List these on a chart)

4) Which of these materials arenatural and which are made orprocessed by humans? (Put an

asterisk next to thosematerials that are "natural.")

E.g.,

Crepe paper*Flowers*LeavesYarn

9

The children will study the flora and faunaof the Hawaiian Islands and formulate somegeneralizations about the successful adaptationof these plants and animals in the Hawaiianenvironment.

A. Awareness of n5 meakanu (the plants)

1. Inquiry:

Have the children think of variousmeakanu (plants) they have seenand list them on a class chart.

a. Hand out a sheet to them andhave them predict in which columneach plant belongs on the work-sheet found on p. 52 of AppendixUnit I-P. Discuss the termsendemic, indigenous and exoticwith them using the worksheet.

b. Have the children imagine Hawai'ilong ago with no plants, justhot masses of lava and barrenrock or landscape.Ask:1) How do you suppose the first

meakanu (plants) and holoholonalanimas) arrived on the islands?(wind, waves, stuck to thefeathers of birds, imbedded inmud on the feet of birds,contained in bird kukae/excrement)

2) What did these meakanu andholoholona lookTR-P.spores, seeds, insects,

birds, seals, whales)

51

Grade 3, Unit I


Have the children use the globes aswell as the wall map to locate the namedlocations.

D. Hand out Appendix Unit I-A, p. 22.Have the children fill in the names of theseven continents and the oceans.

E. Have them locate North America and findthe United States on that continent.

1. How many countries make up NorthAmerica? (3)

2. How many states make up the UnitedStates ? (50)

3. Where is Alaska 74. Where is Hawai'i ?

F. Hand out Appendix Unit I-B, p. 23.Have them locate Alaska and Hawai'i on themap.

1. Using an encyclopedia or the KamehamehaSchools Explorations book, have thechildren draw the state tree, thestate flower, state flag and the statebird for Hawai'i.

2. For added practice in research havethe children do the same for anotherstate of their choice.

G. Using Appendix Unit I-A, p. 22Ask:

1. In what ocean do we live?2. What continents surround Hawai'i?

2. An alternate activity may be toconstruct another compass using aneedle, a card folded in half,thread and an empty quart bottle.Steps to follow:

a. Magnetize the needle the same asdescribed in #A.l.c.l) above.

b. Push the needle through both sidesof the folded card.

c. Suspend the card within thebottle using a thin thread. Themagnetized end of the needleshould point to the north.

Nrti

B. Learning the four cardinal directionsusing longitudinal and latitudinal lines.

Materials needed:

Magnetic compassesMarking pensMasking tapeSeveral yardsticks

1. Hand out compasses to the children.Have them hold their compasses andfind which way is magnetic NORTH.Have them walk around the room andface in a variety of directions tosee if the needle still points to thesame wall. Write a sign that saysNORTH and place it on the north wall.

10

5. Have the children write the directionsto their homes. Allow them to dohomework.at home so they can checkstreet names and sketch buildings andlandmarks that they pass on the wayto and from school.

6. After all of the students havecompleted their maps, draw a largemap of the school community on alarge chart. Have the children helplocate street names, well known land-marks, significant buildings, trees,and other points of interest. Includethe logos of such places as servicestations and fast food locations.

a. Have each student draw a scaledpicture of his/her house with thefamily name on it and place thehouse on the correct street.

b. Other community centers and placesof interest may be added to themural as the children become moreobservant of their environment.

B. Expressing feelings about the community

1. Prepare a bulletin board with thetitle "Our Wonderful Community."Encourage the children to look inmagazines for pictures that representaspects of their community.

2. Have the children arrance thesepictures under the correct titleson the bulletin board.

53

Grade 3, Unit I

MUSIC ART ENV I RONMENTAL. EDUCATION

d. As each verse is taught, interpret thesong for them. The English translationis written for some of the verses inKing's book. For all the translationssee Appendix Unit I-K, p. 46.

e. Encourage the children to learn a fewchords on the 'ukulele and to followalong in accompanying you on theinstrument.

2. "Hawai'i the Beautiful"

See Appendix Unit I-L, p. 47.

No one really knows who wrote the words tothis song but the words express the composer'ssensitivity to the beauty of the islands.

Teacher preparation:Write the words for "America the Beautiful"on one chart and those for "Hawai'i theBeautiful" on another chart. Have availablean autoharp or an 'ukulele for accompaniment.

a. Have the children express their feelingsfor Hawai'i. Ask:

What is it about Hawai'i that makes youfeel proud or happy to be living here?

b. List their answers on a separate chart.

c. To help the children become more aware ofthe beauty of living in Hawai'i ask them:What do we have here that people livingin the middle of Africa may not have?

.54

b. After distinguishing the differencebetween natural and human made,show the children pictures of leifrom any readily available source.An excellent resource with coloredphotographs of lei made by localartists and amateurs includingchildren is Marie McDonald'sKa Lei. If available, show thechildren the variety of flowers,ferns, seeds, leaves, stems, andother natural materials used bylei makers to fashion lei.

c. Use the school kupuna or anothercommunity resource person todemonstrate some of the styles oflei making found in Resource UnitsTEThawaiian Arts and Crafts.

d. Ask the children to look forflowers, leaves, and other plantparts that can be made into lei.Plan a lei making session wiWparents Helping mini-'chana offour or five children.

e. When the lei are finished haveeach lei Faker share his/hercreation and tell the names ofthe materials used in the lei.If parent helpers are knowTiageablethey can help by giving kokua,expecially with the HawalliTnamesof the flowers.

f. Have the children take their leihome for their parents with amessage about the meaning of thelei. This message can be prepared-6ffead of time in language arts.

11

3) How did the makani (wind)help these meakanu andholoholona get here? (Have

the children comment on thesize these holoholona andhuakanu/plant seeds had tobe in order to be carriedlong distances by themakani.)

2. Use reference books to find picturesof these miniscule meakanu andholoholona. Suggested resources:

a. Carlquist. Hawai'i A NaturalHistory.

b. Feher. Hawai'i: A PictorialHistory.

c. Lamoureux. Trailside Plants ofHawai'i National Parks.

3. Encourage the children to look forhuakanu (plant seeds) that travelby air.

E.g.,

DandelionsMilkweeds

4. Have the children look for tinyinsects. Skimming the surface ofpools and ponds with fine scoopnets will yield some minisculeinsects. Use magnifying glassesto have the children observe these

insects and formulate generalizationson how these living things foundtheir way to Hawai'i. See AppendixUnit I-Q, p. 53 for information onthese early arrivals on the Hawaiian

islands.

Grade 3, Unit I


3. What are some of the countries thatare located in or border on the PacificOcean?

E.g.,

Australia JapanCanada KoreaChile MexicoChina New Zealand

Peru

PhilippinesTonga

USSRVietnam

Western Samoa

Use the globes and/or the wall mapas references.

4. Have students identify or point to anisland and a continent. Then ask themto define: What is a continent?What is an island? Have them clarifythe difference between a continent andan island.

H. Hand out Appendix Unit I-C, p. 24.Have the children note the large number ofislands located in the Pacific Ocean.Encourage them to:

1. Name some of the islands that they haveheard of before.

2. Identify five large island groups:Indonesia PhilippinesMelanesia PolynesiaMicronesia

3. Locate Hawai'i and decide in which ofthe above island groups it belongs.

56

2. Using the compasses, have the

children identify SOUTH, WEST and EASTin relation to magnetic NORTH andplace the appropriate sign on thecorrect wall.

3. Have the children study the wall map.Identify the lines that run NORTH andSOUTH as longitude and those that runEAST to WEST as latitude. Also,identify the zero latitude line as theequator.

4. Create a grid on the floor of theclassroom with string, tape or chalkusing at least 10 lines each fordegrees of latitude and longitude.

a. Measure the length of the roomand then the width of the roomand decide, as a group, how manyinches will be between each line.

b. Divide the length into an equalnumber of sections and do the samewith the width. The room shouldresemble a checkerboard square.

c. Identify the center line as thezero latitude line (the equator)and assign north and south degreenumbers to the other latitudinallines. Use the middle perpendicularline as the zero degree oflongitude and assign east and westdegree numbers to the otherlongitudinal lines.

d. The objective is to have thechildren learn to locate by usingdegrees of latitude and longitudeas shown by the lines. Plan a

12

E.g.,

"Our Animals""Our Businesses""Our Community People""Our Recreation Facilitiet""Our Transportation"

3. Encourage the children to bring snapshots they may have or encouragethem to take pictures of significantplaces in their community.

4. Creating poems about some significantlandmark or place can be fun. Havethe children select a place or landmarkthey are particularly fond of andencourage them to write poems about it.Have them share their poems and mountthem on the bulletin board on 5" x 7"cards.

5. Invite a community resource personto share legends and stories aboutthe landmarks and places in the community.

C. Using the newspaper to learn about otherplaces in the world.

1. Have the children bring in theirnewspapers from home.

2. Have them locate places that arementioned in the newspapers. Usethe globe and wall map.

3. Encourage the children to read a fewof the articles with a partner sothey can be more aware of thingshappening in the world. Have themexchange feelings and opinions.

57

Grade 3, Unit I


E.g.,

Cool oceanMild temperatures all year roundTradewindsWhite sandy beaches, etc.

d. Introduce the two charts. Talk about thewords and the feelings they express.Discuss the similarities/differences andhave the children summarize their obser-vation in one sentence.

E.g.,Both songs express the composers' alohalove for their country/islands.

e. Have the children sing both songs usingthe autoharp as an accompaniment.

Enrichment:

Have the children compose another verse for"Hawai'i the Beautiful" using the thoughtsand feelings on the class chart done abovein activity 2.b., P. 11.

3. "Hawai'i Pono'i"

Source:

Music, Zone , Book B, pp. 95- 7.

i5Rigameha Schools. Explorations/Ho'omaa'ika'i, various years.King. King's Book of Hawaiian Melodies,p. 30.

Teacher preparation:Write the words on a song chart so thechildren can see all of the words.

58

2. Creating a Hawaiian environment in aterrarium.

a. Have the children pair off andplan terraria that will reflecta fern/lichen environmentsimilar to the one which couldhave existed before westerncontact - i.e., using indigenousand Polynesian-introduced plants.

Materials needed:

Fertilizer

Fish tank or gallon bottlewith cover

Soil, humus, black porous rockVariety of ferns, mosses, etc.Variety of rocks

b. Have available some pictures ofHawaiian forest areas. Twosources are:1) Carlquist. Hawai'i A

Natural History.2) Lamoureux. Trailside Plants

of Hawai'i's National Parks.

Point out some of the familiarplants and suggest some familiarlocations in the community inwhich these plants may be found.Remind them to practice goodconservation techniques whencollecting plants.

c. Encourage the children to set uptheir terraria artistically sothat there is no overcrowding;stress a variety in height, colorand texture of plants and rocks.

13

5. Environmental research:Have the children collect huakanufrom the school yard, the neighbor-hood, and other places. Ask them tothink of their own methods ofcollecting huakanu. Have themsuggest some ways they have experienced:

Dragging flannel cloth over afield of seed-bearing plants.

Walking through a field withknee socks and no shoes.

*Note: remind the children aboutnot harming the environment.

a. Ask the children to classify allof their huakanu by the means

of dispersal by the parentplants.

b. Introduce dispersal terms suchas:

airborneclingingdroppedpropelled

c. Encourage the children to formmini-'ohana and establish somesysteFffDassification.

d. Discuss and share the resultsof the group hana (work).

e. Ask:

1) What do the seeds in eachcategory have that allowthem to be dispersedsimilarly?

59

Grade 3, Unit I


I. Using a map of the Hawaiian Islands(Appendix Unit I-D, p. 25), conductthe following activities:

1. Name the four larger islands. (Hawai'iMaui, O'hu,sKaua'i).

2. Name the four smaller islands.

(Molokei, L5na'i, Ni'ihau, Kaho'olawe)3. Which islands are the most heavily

populated ? Why ? (See if they areable to relate population density toeconomic activity/job availability.)See Atlas of Hawai'i, UniversityPress of Hawai'i, p. 101.

1973 1983O'ahu 030,497 -762,534Hawai'i 63,468 92,053Maui 38,691 62,823Kauei 29,524 38,856

4. Introduce and define the termslatitude and longitude. Locate theeight islands by latitude (19°N - 23°N)and by longitude (155°W - 161°W).Build more map reading skills bylocating each island by latitude andlongitude.

5. Name the major city/town and majormountain(s) on each island. Use theHawaiian studies Na Ki'i Ho'ona'auaocharts or see Appendix Unit I-E,pp. 26-33.

6. Review the concept of direction and theterms north, south, east and west.Write the symbols for the four cardinalpoints in the appropriate places on theisland maps, Appendix Unit I-D, p. 25.

7. Review directional terms with thechildren. Explain that locally wefind our way around not only by north,south, east or west, but by ma uka,ma kai and by reference place names.

60

list of classroom locationalactivities for the students usingthe furniture and articles in theclassroom as location points.

E.g.,

Locate the teacher's desk.Ans: 30° North latitude

20° East longitudeLocate Kekai's school bag.Ans: 5° North latitude

15° West longitudee. This can be a more cooperative

effort by having children submittasks. Encourage the children tobrainstorm some tasks and add themto the master list.

f. Alternate this activity by givingcoordinates and having studentsidentify object located there.

5. Extend this activity to the school yard.Sketch a diagram of the school groundsand draw in latitude and longitudelines. Have the children locatefixed places on the diagram.E.g.,

Locate the school office.

6. Another extension is to diagram theneighborhood. The children shouldbecome very proficient in diagrammingby this time and could perhaps take acertain section of the community anddiagram it. Have them write five toten locational activities to be usedwith their diagrams; have each mini-'ohana exchange diagrams with anothermini- ohana and do the activities.

7. See Appendix Unit 1-F, p. 34 foran extension activity using longitudeand latitude lines.

14

4. Cut out newspaper articles andshare the highlights.

5. Read stories to them about childrenfrom different countries.' Thesecan be found in the school librariesand in the World Book ChildcraftLibrary of books. Have the childrenlisten for similarities and differencesin cultural patterns.

6. Start a doll corner and have thechildren bring dolls they may haveat home that represent differentcountries in the world.

E.g.,

American regionsChinaJapanKorea

MexicoPacific IslandsPhilippinesSouth America

Vietnam

Place these dolls on a display tableand have the children locate thecountries they represent on theglobe.

7. Have available a set of encyclopediasto which the children may refer tofind more information about lifestylesin other countries.

D. Describing the natural phenomena inHawai'i with the proper Hawaiian names.

As the study of the geology of the islandsproceeds in science, introduce the Hawaiianvocabulary for the natural phenomena.

61

Grade 3, Unit I


a. Have available a picture of KingKalakaua and share some excerpts of hisaccomplishments other than being acomposer of songs. Two excellentsources to use are:

Allen. Hawai'i's 'Iolani Palace.Mrantz. Hawaiian Monarchy.

b. Introduce the term "National Anthem."Talk about what this term means.

c. Have the children sing the NationalAnthem of the United States, "StarSpangled Banner." Listen to the words,making sure that the words are correct.

d. Have them sing " Hawai'i Pono'T"without looking at the chart. Listenfor pronunciation and voice quality.Work on those parts of the song thatsound incorrect. Point out keyHawaiian words like:

the - spearke ali'i - the chiefmo'i - king'Tar - look

Explain that this song is Hawai'i'sState Anthem.

e. Discuss the rhythmic patterns of bothanthems.Ask:

1) Are they similar? (no) Have thechildren clap the rhythm.

2) Are the meters of both songs thesame? (yes)

62

d. Invite other classes to visit.Have the children share theHawaiian names of plants.

3. Pulu niu (coconut fiber) craft.A7TiTTity of shapes and figures canbe made from the fiber of the coconuttree. Ask the children to bring inlarge pieces of fiber.

Other materials needed:

Glue

Hawaiian print scraps (material)Ni'au (coconut leaflet midribs)ScissorsStringVariety of dry materialsVariety of seeds, e.g., kamaniWire

See pp. 22-25, Resource Units inHawaiian Arts and Crafts for a fewsuggestions. Allow the children touse their imaginations inthe creationof dolls, figures, shapes and otherthings using the pulu niu.

4. Seed craft. Using the seeds thechildren brought to class, (seeenvironmental education lesson A-5,p. 13) plan a craft that can be doneby the children. Some suggestions are:

One suggested activity is to polish akamani seed. The false kamani seedis round and is enclysed-M-fliod.It is often polished by craftspeople to decorate key chains and tohang from neck chains.

15

2) Why is it important thatseeds get dispersed?

3) How far can seeds be dispersedin each of the methods wediscovered or researched?

6. Encourage the children to look forseeds that have unusual methods ofdispersal.

a. Present the niu (coconut) tothem. Have aim handle the niuand feel its weight.

b. Ask them to predict the weightof niu and then tell how the niugot to Hawai'i. Write theirpredictions on a wall chart.(Brought by Polynesians)

c. Research:Have the children research thedispersal method of the niu.Encourage them to look for legendsabout niu and to share them withthe class.

d. Show the children a film about theniu. See 16mm Film CatalogTg2 OIS/Multimedia. DOE,

RS82-3T07, August 1982, "Legendof the Niu".1) Preparation:

Have the children create alegend of their own abouthow the niu became one ofthe plants that reachedHawai'i.

63

Grade 3, Unit I


E.g.,

Honolulu - 'Ewa, WaikikiKaua'i - People might say "on the

Kapa'a side of Wailua" asopposed to "on the Lihu'eside of Wailua."

Hawai'i - Kaumana is ma uka of RainbowFalls and Hilo of theWailuku River.

3. Make up more practice exercises forthe children using your own island areaand place names. Have them locate wellknown places in their community usinglocal directional terms as well asnorth, south, east, and west.

E.g.,Locate: Community center

Medical buildingParks

Restaurants/snack shopsSupermarkets/stores

J. Using a large wall map, have the childrenlocate places in the news. Give them thecoordinates for latitude and longitude andhave them determine the name of the countrywhere the newsworthy place is located.

K. Run off Appendix Unit I-J1, p. 41 for eachstudent. Locate the Hawaiian Islands andhave the children note the latitude orlocation above the equator.

1. Talk about the weather in Hawai'i. Havethe children describe the kind ofclimate we have in Hawai'i.

E.g.,

Constant temperaturesDependable northeast trade windsHigh humidityMild wintersModerate'ocean temperatures

C. Becoming more skillful in mapping skills

1. Locate a detailed map of your island.See Atlas of Hawai'i or tourist brochureHave the children read these maps forinformation.

E.g.,

Identify the natural features

a. Find all the riversb. Locate the names of the mountainsc. Locate the bays and/or harbors, lakesd. Identify the peninsulas and/or

off-shore islets.

See appendix Unit I-G, p. 35 for aprofile of the Hawaiian Chain.

2. Prepare a transparency of the HawaiianChain and conduct an inquiry lesson.The children should understand that thechain extends for a distance of morethan 1,500 miles.

3. Have available:Atlas of Hawai'iBallard. Exploring Our Living Planet,

pp. 108-109Carlquist. Hawai'i A Natural HistoryMacDonald. Volcanoes in the Sea

See Appendix Unit I-H, pp. 36-39 forinformation pertaining to Hawaiiangeology.

a. Show the children some selectedpictures of the Hawaiian volcanoesfrom the above references.

16

E.

1 . Using the detailed map mentioned inscience, introduce the Hawaiianlanguage lesson using the followingpattern: He aha keia? /What is this?He (kahawai) kiia./ This is a (river).

awa - harbor- bay

kuahiwi - mountain1-6277-lake, pondTriTpele - volcanoanemoku - peninsula

Refer to Pitiku'i's Hawaiian Dictionaryfor further translations of naturalphenomena as needed. Also refer tothe General Appendices of this guidePp.237-246under the "Nature" sectionof each grade level for more terms.

Learning more about the community byexploring.

1 . Using the map the children contributedto in social studies, have them thinkabout things they want to learn abouttheir community. List these thingson a chart and plan how to accomplishthem.

E.g.,

a. If there is a sugar mill operatingin your community, the entireclass or a small group accompaniedby parents may go and visit it.

b. Another small group may visit aplace where a parent works suchas a shoyu or tofu factory, acement quarry, a pig farm or ahotel.

65

Grade 3, Unit I

MUSIC ART ENVIRONMENTAL EDUCATION

f. Motivate the children to listen to thechords that you play on the autoharp asthey sing the song softly. Have themraise their hand each time you changeto another chord.

4. "Hawai'i Aloha"

See Appendix Unit I-M, p. 48. This song

is being sung by many groups in Hawai'iat the termination of their gatherings. Arecording of the song can be found in:Hawai'i Aloha, LP, Waikiki RecordsMusic of Hawai'i, Vol. I, LP, by Jack De Mello,

a. This is a song that can be taught by akupuna. The interpretation of the songshould be clearly explained to the child-ren so that the song is sung with thealoha the words seek to express.

b. Many of the children have probably heardthe song before and have learned someof the words. As the song is taught,introduce each line carefully being surethat the words are pronounced correctly.

c. Listen carefully to the first line of thefirst verse and last line of the chorusas these two lines are often sungincorrectly.

E ku'u one hinau e(The tendency is to sing home.)

Mau ke aloha no Hawai'i.(The tendency is to sing aloha e.)

d. Use the 'ukulele as an accompaniment.

66

a) The pods need to be scraped offand the seeds sanded with finesandpper.

b) Use an electric drill to drilla hole through the two oppositeends of each seed.

c) Ask the children to bring someripe kukui nuts to school. Roastthemini-300°F oven for hourand then carefully dump them intoa bucket of cold water to crackopen. Put pieces of the innerkernels into cheesecloth andsqueeze to draw out the oil.

d) Have the students oil their kamaninuts two or three times. Acoating of lacquer may be sprayedover the oiled finish of thenut.

5. Braiding

Materials needed:

Colored yarnHau (if available) or raffiaScissors

The Hawaiians used native materialsfrom their environment to make cordage.The strongest rope was_made from theinner bark of the olona plant. Thefiber of this bark was stripped andbraided into cordage.

a. Cut lengths of colored yarn andgive each student three differentcolors.

17

2) Ask the children to sharetheir creative stories withthe class.

3) Show the film to the childrenand then have them discusssimilarities and differences intheir legends as they compareto the film. Point out somecultural aspects of the earlyHawaiians as depicted in thefilm.

4) Discuss the importance of theniu to the Hawaiians longago and compare it with itsimportance to the people ofHawai'i today.

5) Discuss the many uses of theniu. See Appendix Unit I-R,

p. 54.

e. Ask the children to look aroundtheir homes for things made of thedifferent parts of the niu plant.

f. Engage a community resourceperson to talk to the childrenabout Hawaiian and other ethnicgroup uses of the niu and plansome demonstratioriTissons.School kupuna are excellentresources for Hawaiian uses ofniu.

Culmination:Have the children make some of the craftsdiscussed in earlier lessons.

Plan this activity with the districtresource teacher in art and/or Hawaiianstudies.

67

Grade 3, Unit I


2. Help them distinguish between weatherand climate. Have them describe thedaily weather and record it on acalendar so they can be more awareof weather patterns.

3. Have them identify other areas on thesame latitude, e.g., Mexico. Ask:a) Does Mexico have the same climate?b) Is the daily weather similar to

Hawai'i?c) Why ?d) Why not ?e) What are some other factors that

contribute to Hawai'i's climate?(Have the children look at the mapand study the wind patterns. Have

, them note the direction of theNortheast trade winds. Have thempredict what happens to the coldnorth winds as they blow across theexpansive Pacific Ocean which actsas a giant thermostat. SeeAppendix Unit I-J2, pp. 42-45.See also Atlas of Hawai'i, pp. 53-60.)

4. Continue this research about weatherby having the children become weatherwatchers. Have them keep a dailyrecord of weather changes in theircommunity. If they have relativesliving on another side of the island,have them contact them by phone to notethe weather differences.

Culmination:Plan a field trip to a weather station.

68

Ask:

1) How many of you have seen avolcano erupt?

2) Where do we have active volcanoesin our state of Hawai'i?

3) What causes these volcanoes toerupt? Let's predict. (Writethe children's predictions ona chart.)

b. Have the children ask questions aboutvolcanic eruptions they would liketo have answered. Write thesequestions on a chart.

c. Read from Dunford, The Hawaiians ofOld, pp. 1-6 and show the childrenpictures from other referencesincluding Feher's Hawai'i: APictorial History. Have thechildren discuss the readings andoffer answers to the questions on thechart.

d. Display the two page map on pp. 108-109 of Exploring Our Living Planet.Point out the innumerable mountains

in the sea, especially the Hawaiiansea mountains.

e. Flash a transparency of AppendixUnit I-I, p. 40 on the screen so thechildren can see the mountains withthe tops of the eight HawaiianIslands showing above sea level.

18

2. Plan the investigation with thechildren and have them decide how theinformation can be shared with therest of the class. The sharing may bein the form of a:

Movie rollPoemRadio news broadcastResource speakerSkitSlide showT.V. showVerbal report

3. Have the children compose a classletter requesting leaders and communitypeople, besides parents and relatives,to contribute old snapshots andinformation about life in the communitymany years ago. This activity maylead to personal audiences withcommunity leaders. Encourage thechildren to listen for problems thatexist today due to the changes thathave taken place in the community.

4. Set up another bulletin boardentitled "Our Community Long Ago"

and arrange old snap shots brougPtin by the students.

5. Discuss the changes with thechildren: Pro or Con.

6. Have the children project into thefuture by asking: If you were tobecome Mayor of our community,what would you do to make ourcommunity a better place.

69

Grade 3, Unit I

MUSIC ART ENVIRONMENTAL . EDUCATION

5. "If I Should Ever Travel" See AppendixUnit I-N, p. 50. The composer of this number,Dorothy Kahananui, co -wrote many songs aboutHawai'i for children. Her compositions canbe found in:

The Music Hour. Hawaiian Edition. SilverBurdett and Company. This is the 1929 editionwhich is no longer available to schoolsunless it is already part of the librarycollection.

a. Locate on a wall map the places namedin the song.

b. Sing the song for the children and havethem learn all the verses.

c. Using a wall map, have the children nameother places they'd like to see.

d. Have them compose another verse for thesong.

6. "Hawai'i Nei" Same source as above; seeAppendix Unit I-0, p. 51. This is a simplesong telling of the beauty of Hawai'i.

a. Go over the words in the song and havethe children express what the words aredescribing.

b. Have them create hula motions for thetwo verses.

c. Sing the song for them and have themsing both verses.

d. This simple song lends itself to creativecomposing by the children. Have themthink of other aspects of Hawai'i thatthey love.

70

B.

b. There may be some children whoknow how to braid who can then betutors.

c. Teach the children how to braidusing the colored yarn first.When they have had enough practicehave them braid raffia and tsethis as the cord on which tr,string the kamani nut. This canbe worn around the neck or as awristlet. Introduce the Hawaiianword hili (to braid). They may have

learned how to braid in the leimaking session mentioned earli&..

Enrichment:

This activity in braiding may motivatethe children to braid other nativematerials such as coconut sennit. SeeResource Units in Hawaiian Arts andCrafts.

Drawing scenes for a movie roll

Materials needed:

81" x 11" drawing paperMasking tapePentels

1. Using the legends the children createdin environmental education, have themplan a series of pictures to illustratetheir stories. Motivate them toinclude elements in the environmentthat will enhance the pictures.

E.g.,Birds

MountainsPlantsTrees, etc.

19

B.

Ask the students to gather thematerials.Source:Resource Units in Hawaiian Arts andCrafts, OIS/DOE, RS81-0719, pp. 20-59.

Plant growth and temperature

1. Plan a field trip to a valley onyour island to study the plant andanimal life in a forested area.

2. Plan another field trip to a beacharea and observe the plants andanimals there. Record the averagetemperatures in both places and theavailability of rain.

3. Set up a retrieval chart to showthe similarities and/or differencesin the two locations.

E.g.,Amount of rainfall (see Atlas of Hawai'i)

ElevationNames of animalsNames of plantsTemperature, etc.

4. If feasible, select some plants thatsurvive well by the kahakai (seashore)and plant them in a Cii6Wrested area).Select some forest jias and plantthem close to the ocean.

5. Prediction:Have the children predict what willhappen to the plants.

71

Grade 3, Unit I


72

f. See TAC Guidelines and Video HoldingsList, 1982, RS81-2903, p. 62 for a

video on the Hawaiian Chain, #0392-1.This video presents a visual tour ofthe chain of islands.

g- Discuss the formation of theseHawaiian Islands using AppendixUnit I-H, pp. 36-39. On O'ahucoordinate a study unit with LorinGill of Moanalua Gardens Foundation(telephone 839-5334). The Foundationprovides excellent talks forchildren on Hawaiian geology. OnHawai'i, Maui & Kaua'i contact theGeography/Geology departments in thecommunity colleges for information.Further information on Hawaiiangeology is available in:

Atlas of Hawai'i, pp. 32-38.Mitchell. Resource Units in Hawaiian

Culture, pp. 18-26.

h. Plan a field trip to a volcanic area,active or inactive, to study rockformations or geographical featuresformed by volcanic action.

20

a. Have them prepare a shortspeech or,

b. Have them write a paper describingtheir feelings.

73

Grade 3, Unit I


E.g.,

Ocean surfTall, swaying coconut treesWaterfalls

e. Sing a translated version of verse one:

Ni inuenue i ka lewaMoani mai ke 'alaNa pua nani like 'oleHe mau moku nani

Culmination:Have the children perform the songs they havelearned in a planned program involving all theactivities in this unit.

74

2. When the pictures are completed, havethe children join the picturestogether in proper sequence.

3. Have available a movie roll box andstage area for the presentations. Askthe children to share their legendsusing their movie rolls. After somepractice they can be presenters toother classes as well.

21

Ask:

a. Will they all survive?

b. What changes, if any, can weexpect?

c. Do plants take on differentcharacteristics when we changetheir environment?

6. Have the children observe the plantsas they grow and note any changes.

Culmination:Take the children to the Bishop Museum tosee the exhibits showing the evolution ofplants and animals in Hawai'i.

75

Grade 3, Appendix Unit I-A

1500 Ise

MAP OF THE WORLD

1200 90° 30° 60°

THE WORLD[(WORK KAU SIM US

0 SOO 10$ 1107 MO ZVI

(.1t 966'900 110° 1 ° 110° 150° 120°

orrtcc or SOCIAL MOUS

6MEM CST EDUCATION A STATE OS HAWAII

90° CP 3e

22

H L. POSTF.H.

30° fie 90°

77

MAP OF THE UNITED STATES Grade 3, Appendix Unit I-B

70°

60°

500

00

30°

zoo

0

170° 160° 150° 140° 130° 120° 110° 100° 90° 80° 70° 60°

A 1d . B. WA I WINUM MIRA NI FE IA Min I la

11#-plir

c;)

Alk

_

A I

... .....

ivell7/TPIILPPrillviL rilk

...... r___..._:

.. .... , ..,Ute:iv 1..r.......

St - tes .

L..,.,......" 1---I 4 2

M110"IM: IT i 1 1

. 4. .

Wit1.

,....r.

11/411111%11

..j. TROPIC OF CANCER

N.0 t A- --- .

;libilb:C2b ilir

I.i

lik

150° 140° 13 00 1200 1100 100° 90° 800

700

60°

50°

40°

30°

zoo

0°

, Jr! % ',Fr) 1.11TN1ENT OF F.MIC1TION ST '.TE OF AAWAII

78 23

I 0`1, C F.,

79

Grade 3, Appendix Unit I-CMAP OF THE PACIFIC ISLANDS

60°

45°

30°

15°

0

105' 120° 135° 150° 165° 180° 165°

U.S.S.R.

CHINA

150'

ALASKA

135° 120° 105' 90° 75°

ALEUTIANS 0:04.

NORTH PACIFIC OCEAN

CANADA

44k

JAPAN

Y RYUKYU IS.0 OKINAWA BONIN IS.

HAINANI 1 IWO JIMA

PHILIPP INES MARIANAS IS.

NE: SAIPANLUZON

--2L GUAMMARSHALL IS

P %4O

A.,...sMINDANAO c'SIAMALAYA PALAU :. :* TRUK

er CELE ES CAROLINE IS.9f GILBERT IS.:

MIDWAY

HAWAIIANt,

JOHNSTON

SLANDS

BORNEO

;PALMYRHOWLAND ..

BAKER CHRISTMAS

avezt,.. "CANTON MALDEN---/r.... 0 NEW GUINEA " PHOENIX

SUMATRA --'''.0&i.E't. L.,%set 0, t SOLOMON IS... *, TOKELAU IS. % MAROUESAS IS

/../%1D0 174 /:'"Zi P -

101 , .%wiezNELEwLICE,IS: SAMOA POLYNESIA f

15° -..1Arr, 1 HEBRIDES ' - 1, .TUAMOTUr'''Stel :FIJI : :' .TIA1:1I14::ARCHIPELAGONEW I

CALEDONIR TONGA

- ... SOCIETY IS.' MANGAREVAAUSTRALIA LOYALTY IS. COOK IS... .

TUBUAI IS.

. RAPAPITCAIRNt

UNITED STATES

30°NORFOLK

NEW ZEALAN

GALAPAGOS IS.

EASTER

SOUTH PACIFIC OCEAN

135° 120' 105'105° 120° 135° 150' 165° 180' 165' 150°

60*

4

30°

15°

0°

15°

430°

90° 75°

Source: Our Cultural Heritage, plate 3, DOE/OIS, TAC 72-4370, 1973

8024

81

Grade 3, Appendix Unit I-D

MAP OF THE HAWAIIAN ISLMDS

22°

21°

20'

19°

160° 159° 158° 157° 156° 155'

4/11*eliNfIHAU

11111.-Lihuse

OAHU

.Ho olulu

Kaunakakai

MOLOKAI

50 0 50

LANAI!

100 MILES

ahul 1MAUI

C)1KAHOIOLAWE

11H i:HAWA2I

Kilauea ''

THE HAWAIIAN1

ISLANDS1

-160° 159° 158°

4111.111011111.KOMNIMMII157° 156°

22'

21'

20°

19°

155°

4111.11=1,

Relief & Outline Maps of Hawaii. DOE/Office of Social Studies, 1966.

25 83

IMO 111111,

WA1110`OLU `11 `ULNULALEI LEHUA

84

IDCV

MAUI

al

WWA1110`OLUT iliALA :cc!'

LEI LOKELANI

85

Grade 3, Appendix Unit I-E

c

"AUIVI

KEKAHAWAIME

WAIHO`OLUI PMLEI MOKIHANA

87

MI

w

O ' _

\ to

WAIHO`OLUT HINAHINALEI HINAHINA

88

0C"

iiiiim _i1 ow moo I

WAIHO`OLU`U 'RANILEI KAUNA` OA

89

I

KALAUPAPAMAU A LOA KUALAPU- Z1

KAMAKOU9c tx

. 6

1411' ak%) rfifiKAUNAKAKAI

WAIHO ÒLU Ù ÌIMAÒNIA` 0LEI KUKUI

90

NI'l -J

WAIHO`OLIPU KrOKET .

LEI PUPU

91

A)O-M

CO

.1- 'II'. I

I. 1 Is. 1 1 1' 1 I. i

--....

-

De

1.

II . II

I.I - a 1 . 1

a I I- I I 1I

PROFILE OF THE HAWAIIAN CHAIN Grade 3, Appendix Unit I-G

Kure 175',.."..r..,. ,.:',. 1--,...-.... - is;-. , ..- .--;, le -iiitA :,f- .t. :Nod and

Midway ;..:...:z,.1:termes Reef" Nero -_...

...Bonk , .y:-:, - ttr ,e1 1. \CA& !1%.,. y Pioneer,- -- 1 Salmon 1: $ :8' Bonk -.: ' -- Laysan _- Rai 10 ..-... f .. ;Bensoleux Lisianski ; ':-;.';-...';', :'..:--. - r ; Bork, : .. ,.Reef ;:-;.-- . .-- -; :-"; - - s. ,\t .. , . : . -. -:-- ,"-. Gardneri:,' '; ' .:. ... .. r .4 .Shoal -.-',... Ma rb-f; -. % ..) i 1;1 :: . - '; 1,''a- . ..1.. . , Reef ' ,-Krinciales.:1 Stacks Bonk '- '. ' -.",.: , ATWO , %.. : ...% :, ,

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94 35 BEST COPY AVAILABLE 95

Grade 3, Appendix Unit I-H

HAWAIIAN GEOLOGY

Our Hawaiian islands are the tips of giant oceanicvolcanoes that rise many thousands of feet from the bottomof the Pacific Ocean. All of the high islands of the Hawaiianisland chain are relatively young in geologic age. There isno surface rock on the Big Island which is older than amillion years. On O'ahu some rocks may be as old as two tothree million years; on Kaua'i some rocks may be five or moremillion years old.

The northwest islands in the Hawaiian chain are low-lying sandy islands. The tiny island of Nihoa which is 150acres has rocks dating more than 7 million years in age.Farther up the chain is a still smaller island, only 41 acresin size, called Necker. The rocks there have been dated morethan 11 million years.

Moving farther up the chain to the tiny pinnacles ofGardner, we can see small tips of volcano rock. The islandshave been almost completely eroded away. Beyond Gardner,there are no volcanic islands, only low-lying sandy islandslike Laysan, Lisianski, Midway and Kurelslands. Theseislands are formed by coral reefs which have built up andcovered the submerged tops and eroded parts of the formervolcanic islands. Kure and Midway have been given tentativegeologic dates of 20-25 million years. On the opposite endof the chain is the Big Island, 4,000 square miles, with rocksno older than a million years. It still has active volcanoes.

Scientists believe that the earth's crust is made up ofa series of segments or plates which are moving into eachother, apart from each other or alongside each other. Thistheory helps explain volcanoes, earthquakes and mountain buildingas well as the creation of our own Hawaiian Islands. ThePacific Ocean lies upon a large segment of the earth's crustcalled the Pacific Plate, which is moving towards the north-west. As it moves, it is moving over a volcanic hot spot ofactivity in the middle of the Pacific. This hot spot islocated underneath the Southeastern part of the Big Island

96h ;r

) 36

today and is effecting the formation of a new volcaniccone under the surface of the ocean to the Southeast ofthe island of Hawai'i.

In the past, the Pacific plate has moved over thishot spot creating a series of volcances in sequence. Asthe plate moves over the hot spot, a volcano is built untilthe plate eventually moves away, at which time the volcanobecomes dormant, eventually goes extinct and no longererupts. The volcano gradually erodes and becomes sub-merged beneath the ocean.

Scientists believe that the islands were built bya series of lava flows and fire fountains of ash andcinder. These lava flows built up giant shield volcanoesthat continued to grow with each eruption. Eventuallypart of the summit region collapses to form a caldera. Thevolcano goes into a long period of dormancy while stream and winderosion and wave action carve away or erode parts of thevolcano above sea level.

Meanwhile millions of tiny animals and plants build up coralreefs that fringe the islands. The result of erosion and reefgrowth going on at the same time is the characteristic "flat"islands found in the northwestern part of the state.

How Lava Forms New Land

Volcanic matter in a molten state can spatter and spew ashand cinder in explosive fire fountains or ooze out as flows.These flows are classified into two types; one is calledeahoehoe. It is very hot and fluid and when it stops moving,it cools, solidifies and takes of a ropey appearance. Theother type of flow is called 'a'a. This type of flow losesgas more quickly and has a coO temperature; therefore,'a'a has a dinky, jagged surface, making it difficult towalk on when it has cooled.

When molten material reaches the surface and is spurted

97

out through a constrictedvent, it pours out as ash and cinder,rather than lava, and is shot into the air, sometimes severalhundred feet forming cinder cones when they fall. One exampleof a cinder cone is Koko Crater on O'ahu. It is an example ofa late-stage eruption, just as Diamond Head and Punchbowl are.These land features were formed by giant fire fountains of ashand cinder that burst through the rock.

During the warm interglacial period, the sea '.7ose tosubmerge much of the coastline of O'ahu. Later, dining aglacial cold period, the sea level receded exposing much ofthe coastline again. Now during the present warm interglacialperiod, the sea level has again risen and we have the present

coastlines of our islands.

Recently, scientists have been probing into the ocean andhave found what they believe is an active volcano that hasbuilt up over several thousand feet from the bottom of theocean, but is still a few thousand feet from the surface.Eventually more lava flows will build up on this submarinevolcano until it too may reach the surface and become the nextHawaiian Island which has been named Lo'ihi (long or tall).

By Mihealani Pescaia

References:

%.

Grade 3, Appendix Unit I-H

Atlas of Hawai'i. Department of Geography, University of Hawai'i-Minoa, University Press of Hawai'i, Honolulu, 1973.

Bryan, E.H. "An Introduction to Hawaiian Geology," Bishop Museum Bulletin, undated.

Mitchell, Dr, Donald K. Resource Units in Hawaiian Culture, Unit 3, The Kamehameha Schools, 1982.

Moanalua Gardens Foundation, Inc. "Understanding Our Geology," Lorin T. Gill, 1982, unpublished working papers.

98 37

99

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Grade 3, Appendix Unit I-J1Pacific Winds

60

105 120' 135' 150* 1S5' 160" 165 150 135" 120' 1

POLAR EASTERLIES

75'

NORTH AMERICA

WESTERLY WINDS45"

4

30' HORSE LATITUDES

/NORTHEAST TRADE WINDS

15'

DOLDRUM BELT

15'

15'

0

15'

AUSTRALIASOUTHEAST TRADE WINDS\

HORSE LATITUDES

D \ SOUTH PACIFIC OCEAN

WESTERLY WINDS

105. 120' 1350 150' 165 110' 165' 1$0 135 120 105' SO' 75

Our Cultural Heritage/Hawai '1, plate 13, DOE/OIS, TAC 72-4370, 1973.

106 41

UNDERSTANDING OUR WEATHERHawai'i's weather is the result of the interaction of four basic factors: our latitudewithin the tropics, the surrounding ocean, our location near the great Pacific anticycloneor high pressure area that so frequently occupies the eastern Pacific, and our mountainousterrain. The resultant weather may be described as having two seasons: the kau, or dryseason, is from about May to October; the ho'oilo, or wet period, from about Novemberthrough April.

LATITUDE affects us by providing a warm and relatively uniform temperature throughout theyear. The sun passes directly overhead twice a year on its way to and from theTropic of Cancer. At noon, the sun is never more than 45 degrees from the zenith,even on our shortest, day. There is only about a two-and-a-half-hour difference inlength between our longest and shortest days. The energy received from the sun,therefore, is more constant throughout the year than in the temperate zone.

THE SURROUNDING OCEAN exerts a moderating influence on our climate. The sea warms up andcools more slowly than the land. Consequently, our warmest time of the year,September and October, is some two months later than when the sun is overhead inJune and July; our coldest time of the year comes in February, some two months laterthan our shortest days in December. The ocean, with its greater resistance totemperature change, modifies to a more moderate temperature the warm and cold airmasses that may approach Hawai'i. As an example, winter cold fronts reaching usfrom Siberia or the Polar seas have been considerably warmed before they arrivehere by the ocean over which they pass en route.

THE PACIFIC ANTICYCLONE is a large and relatively stable area of high barometric pressureusually centered to the north and east of the Islands. It moves somewhat northwardduring the kau and back toward the south during the ho'oilo season. The air flowing"downhill" out of this high pressure area crosses Hawaii as our cooling northeast-erly trade wind.* If Maui had placed us much farther to the west than he did, wewould mc as frequently enjoy this equable trade wind weather from the PacificAnticyclone.

STORM TRACKS. Low pressure areas moving eastward across the Pacific Ocean pass to thenorth of the Islands, farther away in summer, but sometimes near enough in winterto draw in winds from the south or southwest. The paths taken by these migratory"lows" are called the storm tracks.

KONA STORMS are those migratory low pressure areas that form west or northwest of theIslands during the winter season and which come clos2 enough along the stormtracks to give us spells of cloudy, rainy weather and of south or southwest winds.These winds may be quite strong at times, especially where enhanced by terraineffects. Only rarely, however, do such storms actually pass over the Islands.

KONA WINDS are winds which blow from directions opposite to those of the prevailingnortheasterly trade winds. They are of two types: those associated with KONASTORMS and those that occur when the trade winds die down and no other strongwinds are present. The latter situation gives rise to the light onshore breezesand warm humid days usually referred to in Hawai'i as KONA WEATHER. In theabsence of the trade or other dominant wind patterns, terrain takes over and diurnaleffects prevail. During the day, the land warms more rapidly than the surroundingsea and the heated air rises, drawing in air from all directions and causing a"sea breeze: that blows onshore from the ocean to the land. At night, the landcools more rapidly than the sea and the wind reverses, producing a downslope andoffshore nocturnal "land breeze". KONA STORMS, however, and the kona winds theybring are large-scale phenomena, not dependent on terrain, although local terraineffects may occur. These conditions are also sometimes referred to as "kona weather"When considering winds in Polynesia, there are really only the two directions:ko'olau, or windward, and kona, or leeward. When we say "windward" in Hawai'i, wemean the ko'olau side of the island which faces into the trade wind. Therefore,"kona" applies to wind coming onto the opposite shore. In Hawai'i, ko'olau is morenortheasterly and kona more southwesterly. From Samoa in western Polynesia, theTokelau ( ko'olau) Islands are to the north and Tonga (kona) is to the south.

* ['Oleo (whistling) is a wind of Moanalua.

WIND SHADOW. The kona area of the Big Island sits in the wind shadow of Mauna Loa andHualalai sheltered from the trade winds; therefore the diurnal/nocturnal wind regimeof onshore winds during the day and offshore breezes at night prevails, day in andday out, except when interrupted by kona storms or heavy kona winds. Wind shadow isa factor that should weigh heavily in the discussion of how an area is to be deve-loped.*

TERRAIN is the "fine tuner" of our local weather because it is the ground forms whichshape, lift, distribute, block, and add velocity to the normal trades blowing overus. This weather, called orographic or mountain-caused, is characterized by thenormal line of clouds along the summit of the Ko'olau and Wai'anae Ranges or bythe cloud zone, from 2-5,000 feet, on the major mountains on the higher islands.This is the weather which, for example, gives O'ahu its rainfall distribution:heaviest just to the lee of the summits and diminishing leeward at a rate reflectingthe ascent of the moist trade winds as they approach the windward coast, climb overthe mountain ranges which lie in their path and then descend to leeward. Oneexample of O'ahu's average annual rainfall distribution follows this pattern: atsea around our islands, the rainfall is about 25" per year; the beach at Kailuagets about 40"; Castle Junction at the foot of the Pali on the windward side,about 70"; at the top of the Ko'olau, just on the leeward side, it may reach 250";at Hanaikamalama, Queen Emma's summer home in Nu'uanu, it's about 80"; and overdowntown Honolulu, about 25-30". This distribution indicates that it's the upperforest zones on the leeward side of our summits which are the principal receiversof rainfall, and which are the most important areas contributing to the rechargeof the ground water aquifer. These forest areas are still well-clothed with theshallow-rooted native forest which, with its attendant fern ground cover, has beendemonstrated to be probably the most efficient aquifer cover we have. Rainfall inthe lower, kona reaches of the island, while significant, is not as important asthis ma uka area of heavier precipitation.

HJRRICANES are the most dangerous of the weather systems that affect Hawai'i, since they44 combine the effects of violent winds, torrential rains and high waves and storm(A)

tides. Fortunately, they are uncommon in the Hawaiian area. In the past 50 years,only two have hit any of our islands -- Hurricane Dot (1959) and'Iwa (1982). Kaua'iwas the island hardest hit, although O'ahu sustained damage as well. 'Iwa was byfar the most destructive storm to strike Hawai'i, causing more than $250 million indamage. Hawai'i's hurricane season extends from June through November, althoughhurricanes could also occur in other months.

Most of the hurricanes that approach Hawai'i have originated off the coast of south-ern Mexico and Central America. Occasionally, however, as in 'Iwa's case, hurricanesoriginate to the far south of the islands. Hurricanes form over the warm waters ofthe tropical oceans at times when favorable atmospheric conditions prevail.

The interplay of topography, elevation, wind, sun angle and distance from thesea is responsible for the existence of multitudinous micro-climates. These exist,typically, in the various valleys, on slopes and ridges, coasts and heights, and

wherever a significant change in exposure occurs. Micro-climates are one of themain factors responsible for the high speciation of the Hawaiian flora. Sincemicro-climates are relatively stable, year in and year out, mutation - occuringrandomly over the millions of years - has had a high rate of survival. Unlike oncontinents, the new life form doesn't have far to go to find a climate suitable forit; adaptive radiation is enhanced. It is possible, in Hawai'i, to stand within amile or two of all the known population of a certain species existing on the earth.

-sca.

C.A.)

(D

* From the above, L.T. Gill concludes that this wind regime allows a buildup of pollutants awhich could make that part of the Big Island more vulnerable to the development of a "Los V:

Angeles-type" smog than anywhere else in the State. For example, a relatively unventi-lated international airport, with attendant support industries and increased auto emis-sions, could have serious consequences for the Kona District of the Big Island.

c_.

Reproduced with permission of Moanalua Gardens Foundation and authors: Saul PriceLorin T. Gill

109

1.rg - r- w6ttet,

As..*AVERAGE SEA LIMPS, Alum r

IN MILLIBARS

',tor e

iliteP?P" °PP 44 \ liridelo""r.sillifiiidiot Itoett1siv@t-easeaan wirhimuSegzirmdiadrasumengrit r imairats.-

wilarn'i-IRCtieired ilt1.114AttimA II limb II Ullar.

The average location and configuration of the Pacific anti-cyclone is shown for January and for July, the months inwhich it attains its greatest and least magnitudes, respec-tively,and its furthest north and south positions. Air streammg outward in a clockwise direction Irons the southerntions of this extensive region of high pressure moves acrossthe eastern and central Pacific Ocean as a broad current ofnortheasterly winds. This is the trade wind, whose persis-

tence reflects that of the Pacific High itsel, and which constitutes one of the outstanding Bea ures of Hawaii's clirs-ateThese winds reaching Hawaii are only moderately warm andhumid since their approach lies over the cooler waters to thenortheast of the islands. What is regarded as typical Ha-waiian weather is that associated with the trade winds. sun-ny days, breezy and warm, but not sultry, with clouds andshowers confined mainly to the mountain

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Kona storms are low pressure (cyclones)subtropical origin which usually develop northwestof Hawaii in winter and move slowly eastward. ac-companied by southerly winds from whose directionthe storm derives its name (teas means leeward' inHawaiian) and by the clouds and rain that have madeKona storms synonymous with bad weather in Ha-waii. Kona storms vary in number from year to year.Some winters have had none, others five or more,

Y!

/Ins

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4

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. --SCHEMATIC KONAWINO PATTERNS

1.:`:* T:

WI

Wand cools by redid*.

Kona weather is warm and humid with light, vari-able winds; it occurs when trade winds or otherlarge-scale weather systems are absen from Hawaii.It is less frequent in summer, but elm more sultrythen, owing to the higher temperatures. Diurnalheating and cooling of the islands relative to the sur-rounding ocean generates sea breezes during the dayand land breezes at night. Afternoon heating oftenleads to cloudiness and showers over mountains andInteriors.

COLD FRONTS

Between about Oc ober and April occasional surgesof sold as ins art the Hassauan area from the north Thetold trunts which/7%11k the leadirA edges of these, old airmass" are f respenPls assompaniol by widespread cloudheavy rain and thunderstorms Selotre fronts may be pre.cereal 11 strong southwest weds and 1.4lowed by gustynortherb winds As many as 215 tien! Ira,. reach Kauai ina winter but only about lull progros as tar as Hawaiibland

4:10

Hurricanes (called typhoons west of HIV) areuncommon in Hawaii Hurricane Pints winds and rain in1939 caused So million damage to property arid cropschiefly on Kauai and Hurricane lwa's winds and surf in119$ .? caused over 5200 million damage chiefly on NANKauai and Oahu The humeanes and lesser tropicalcyclones that affect Flats 411 usually originate off Mexico orCentral America, but almost always they dissipate beforereaching the islands or pass west Wartlinthe south

4411.41

Reprinted from Atlas of Hawai'i,second edition. © 1983 by Universityof Hawai'i Press.

RECOMMENDED FILMS:

From Science in Hawai'i Series (DOE): Videotapes available at ETV office located atManoa Elementary School.

"Hawai'i's Climate" Shows how meteorologists forecast our weather; featuresSaul Price and other scientists.

"Hawai'i's Weather" Gives reasons for Hawai'i's usually fine weather and occa-sionally bad weather. Shows how to protect ourselves and property in severeweather. Very appealing film featuring Saul Price, elementary students, animation.

From Hawai'i Today and Yesterday Series (DOE): Videotape available at TAC office.

"Climate of the Hawaiian Islands" Featured is Professor Pirie of the UH Depart-ment of Geology. Professor Pirie discusses the major wind systems that affectour islands. The videotape was produced in black and white and is in lectureformat. However the information is presented simply and concisely.

RECOMMENDED READINGS arranged in sequence from general, comprehensive explanations to

certain specialized interests:

Armstrong, R. Warwick, ed. Atlas of Hawai'i. 2nd ed. Honolulu: University of Hawaii

Press, 1983, pp. 59-68. Excellent diagrams of the Pacific Wind Systems on pp. 60-61.Information also found in first edition of Atlas (1973), pp. 53-62.

Blumenstock, David I. and Saul Price. "Climates of the States: Hawaii ". A Natural History

of the Hawaiian Islands Selected Readings. Ed. E. Alison Kay. Honolulu: The Univer-cn sity Press of Hawai'i, 1972, pp. 155-204.

Carlquist, Sherwin. Hawai'i A Natural Histor . 2nd ed. Honolulu: Pacific Tropical

Botanical Garden, 1 0, pp. 3- .

Price, Saul, Paul T. Matsuo and Karl T.S. Howe, Study Element Report Climatology. Honolulu:

Hawai'i Water Resources Regional Study, 1975. Limited distribution of this prelimi-

nary report; available at Moanalua Gardens Foundaiton. Mr. Price discusses weather

and its effect on the human population. Teachers interested in problems such asdrought areas, urban storm flooding areas, and the importance of rainfall to ourwater supply should read this report, especially pp. 26-120.

Price, Saul. "The Climates of O'ahu ". Bulletin of the Pacific Orchid Society of Hawai'i.

Vol. 24, no. 4. Honolulu: Pacific Orchid Society of Hawai'i (December, 1966),

pp. 9-21. This article is available at Moanalua Gardens Foundation. The author has

written several articles on climate in the Hawaiian Islands. "Climates" would be

especially useful for teachers who would like to have students measure climatic

variations. Mr. Price discusses climatic differences in a garden and explains how

the same principles would apply to much larger climatic regions.GI

Fornander, Abraham. The Fornander Collection of Hawaiian Antiquities and Folklore. Vol. 2. ft

Bishop Museum's Memoir Series, Vol. t. Honolulu: Bishop Museum Press, 1918-1919,

pp. 72-77, 78-135. Legend of Pakea and Kuapaka'a, gives the names and powers ofthe winds of several of the islands.

Handy, E.S. Craighill and Elizabeth Green Handy. Native Planters in Old Hawai'i Their Life,gLore, and Environment. Bernice P. Bishop Museum Bulletin 22. Honolulu: BishopMuseum Press, 1972, pp. 330-346. Description of the Makahiki Festival and the rainy :`

season.

111

Translation for

"Na Lei 0 Hawai'i"

1. Beautiful Hawai'i, island of KeaweCherished is the lei lehua and themaile of Pana'ewa.

2. Majestic Maui with Haleakal5Sacred roselani, the only one for me.

3. Famous Moloka'i with the kukui groveof Lanikaula

And the waterfall of Moa'ula (in HalawaValley).

4. O'ahu is bedecked with 'ilimaWhich resembles the yellow feathers ofthe 'o'o bird of the mountain.

5. Kauail'slei is the mokihana

Laua'e (Polypodium phymatodes) ofMakana is my beloved (lei).

6. Ni'ihau, Kaho'olawe,_LinaliCherished with the pupu shell, hinahina(native heliotrope) and Kauna'oa (Cuscutasandwichiana).

Hawaiian lyrics can be found in King, Charles E. K. King's Book of Hawaiian Melodies, pp. 6-7

11246

.4Composer unknown;

.Traditionally used in schools

HAWAI'I THE BEAUTIFUL

Descant:2. 0-*-beau - ti - ful for pal seas, That stretch to

tk,

Melody 1. 0" 2. 0

beau - ti ful for

)

sun - set skies, For fields ofbeau - ti - ful for o - pal seas, That stretch to

pur - pled deeps For boom - ing surf on shin - y sands with)

-*-way - ing cane. For ver - dant moun-tain val -leys clothed inpur - pled deeps For boom -;.,;\ firg surf on shin- y sands with.

i ti_

0

(A(J )in the gleam-ing reefs.

drift-ing veils of

in the glean-ing

Ha - wai

rain.

reefs (aHa - wai - Ha -

Ha - wai - nei! Ha -

God gave thy won -drous birth A meet - ing

______,____

wai nei! God bless thy beau-ties rarewai nei! God gave thy won -drous birth

And in HisA meet - ing

place for v'ry race A par - a -dise on earth.

hand e'erplace for

keep thy land as pure ase - v'ry race A par - a

it is fair.-dise on earth.

See also: Burton, L. and Thomson, W. Music: Comprehensive MusicianshipProgram, Grade 6, Lesson 49, pp. 167-168 for another version inthe Key of G.

113

HAWAI'I ALOHA

Makua Laiana'

Mrisimm, .-

Makua Laiana

i_iiornz

E Ha- wai-1-1 e ku- 'u

C70- ne hanau e

F

Ku- 'u

U. I

home kula- i- wi nei,

__Bb

'0- li

.. _

no au i na

F

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------E Ha-

lo- ha- e.

Bb

0- 11 na '0-

pono lani

COcr

wai-s.;

. a-

E hau-....."--

'ipi- o o Ha- wa- i-

ne- i '0- li e,

e Mai na a- he- a- he ma-

11111111111111111111011111

Mau ke a-mai

-431-.

nei

Transcribed by Byron Yasui.

41.1....11111111111111111MmIllomomommumorrirro...... ___ _ _

114

HAWAI'I ALOHA

F Bb F

E Hawai'i e ku'u one hanau eC7 F

Ku'u home kulaiwi nei,

Bb F F7'Oli no au i na pono lani ou. (or: e)

C7 F

E Hawai'i, aloha e.

Ni ke Akua e milama mai i5 'oe

Kou mau kualono aloha nei,

Kou mau kahawai 'Olinolino mau

Kou mau mala pua nani e.

CHORUS:

Bb FE hau'oli na 'opio o Hawai'i nei

C7it 'Oli e! 'Oli e!

F Bb FMai na aheahe makani e pi mai nei

C7 F

Mau ke aloha, no Hawaii.

BELOVED HAWAI'I

0 Hawai'i, 0 sands of my birth

My native home

I rejoice in the blessings of heaven

0 Hawai'i, aloha.

God protects you,

Your beloved ridges,

Your ever glistening streams,

Your beautiful flower gardens.

CHORUS:

Happy youth of Hawai'i

Rejoice! Rejoice!

Gentle breezes blow

Love always for Hawai'i.

tr. Ni Mele 0 Hawai'i Nei, U of H Press.

Reprinted, by permission of the University of Hawaii Press, from Ni Mele o Hawai'i Nei:101 Hawaiian Songs, collected by Samuel H. Elbert and Noelani Mahoe, copyright (C) 1970.

115

Grade 3, Appendix Unit I-N

From THE MUSIC

116

X

If I Should Ever TravelRote Song

BERTA METZCER

6DOROTHY M. KAHANANUI

t .)

1. If I2. The Phil3. I'd go4. My home

-........../should ev er tra vel

ip - pines I'd vi sit,to cold A - las ka,is the Pa cif - ic,

1

a a

To Chi na I wouldThe Po ly ne - sianA mer - i ca I'dIn fair Ha wa - i ' i

go,

Isles,

see,Nei,

1

Jl[ r e r

1. 1,- -...._._7Ja - pan and quaint Ko - re - a,

Aus - tra - lia and New Zea - landFar down the miry - ing coast - line,And may our sea be peace - ful,

r or :Those lands I'd like to know.

I'd tray el miles and milesFrom pole to pole I'd be.For - ev er and for aye.

I

HOUR, Hawaiian Edition, Third Book © 1932, Silver Eurdett Company. Reprinted with permission.

11150

,..4; :A4.

r .

yMM

111111111110.

BERTA METZGER

Hawaii NeiRote Song

CHARLES KAIMANA

Rain-bows inRain-bows in

thethe

sky, Per-fume 'nnight, Rain-bows all

the air,the day,

Gai- ly col - or'd blos - soms, Love- ly isles so fair.Where is there a coun - try, Like Ha- wa - i 9 Nei?

Hi

From THE MUSIC HOUR, Hawaiian Edition, First Book C) 1932, Silver Burdett Company.

118 51

Reprinted with permission.

Grade 3, Appendix Unit I-0

119

Grade 3, Appendix Unit I-P

Na Mea Kanu that were here(endemic)

WORKSHEET: "Classifying Na Mea Kanu (Plants)"

Na Mea Kanu brought by the 1st settlers(Polynesian introduced)

Na Mea Kanu brought by the foreigners(exotic)

12052 121

THE FIRST LIVING ORGANISMS IN HAWAI'I

Due to a wide range of favorable climatic conditionsin Hawaii, many plants and insects arrived and establishedthemselves. They multiplied rapidly because there were fewplant and animal enemies. These plants and animals did notcome to Hawaii via land bridges but rather by way of theocean, wind currents, and birds. Two hundred fifty origi-nal species have resulted in thousands of ENDEMIC speciesknown in Hawaii today.

How did these plants get here? Due to the thousandsof miles that exist between Hawaii and another land mass,some scientists doubt that the seeds were able to travelsuch long distances. It took millions of years for seeddispersals to take place but from the original 168 specieshave evolved over 1700 varieties and species of floweringplants in Hawaii. One means of dispersal was probably byway of air travel. The organisms were probably very minis-cule and light like the spores of ferns, mosses, fungi,algae and lichens. Many of Hawaii's native ferns are en-demic, meaning they cannot be found anywhere else.

Dispersal of seeds in the air accounts for 1.4 percent of the 255 flowering plant immigrants to the islands.Orchid seeds are small enough to be carried by air currentsbut only three orchids are native to the Hawaiian Islands.Other flowering plants found native to the Hawaiian Islandsare the OhTh lehua tree, kUpaoa (dubautia) and the p5wale(rumex).

Over 233 species of insects are believed to have beenwind-borne. These insects would have had to be small andvery light in order to have greater floatability. Fromthese original settlers have evolved over 4.000 snecies ofinsects.

Sources: Carlquist, Sherwin. Hawaii A Natural History.Feher. Hawail: A Pictorial History.

12253

Grade 3, Appendix Unit I-Q

The land birds that have successfully landed in Hawaiihave done so probably because of unusual storms that havecarried flocks of birds from other countries passing overthe islands and leaving them there to colonize. The waterbirds that migrated were responsible for some of the plantsthat arrived. The seeds were imbedded in mud on their feetor other parts of their bodies such as their feathers. It

is estimated that 12.8 percent of the Hawaiian flora ances-tors arrived by attaching themselves via barbs, hooks, bris-tles, prongs, stiff hair and to the feathers of birds.

During the prehuman period, most of the flowering plantsof Hawaii arrived via birds that ate seeds, carried them in-ternally and excreted them on arrival. It has been estimat-ed that 39% of the 255 ancestral plants of Hawaii arrivedvia birds that ate seeds. These seeds remained in the birds'systems until their arrival to Hawaii. They remained resis-tant to the birds' digestion system.

Another dispersal method was via flotation in seawater.About 14.3 percent of the original flowering plant immigrantsarrived in Hawaii using this means. Some of these plants arethe hala (pandanus), (portulaca), pohuehue (ipomoea), andwili (erythrina).

Plants and animals that arrived in Hawaii faced a new en-vironment, one that was smaller in size, one that was cut offfrom others of their species. They arrived in small numbers.The success of survival depended upon how able they were atsolving or coping with the environmental problems. They ap-parently survived well for from the original 255 ancestralplants, we now have several thousand species.

123

USES OF THE COCONUTLa'au Niu

Used with permission of Kamehameha Schools, Explorations /Ho'omikeikei,1981, p. 97.

124

Grade 3

Unit II

DIVE'kSE COMMUNITIES IN HAWAI'I

This unit immerses the children in the study of diverse urban and rural communities

in Hawai'i. The children identify the factors that influence the start and growth

of communities in Hawai'i as well as in other parts of the world. They study the

ecosystem, the environmental ethics and economics, and the adaptation of animals

and plants to the various environments found in Hawai'i. The unit promotes the

study of the Hawai'i environment with the study of environments found elsewhere in

the world.

55 1

Grade 3, Unit II


SOCIAL STUDIES

126

Studying the diverse urban and rural communities of Hawai'iUnderstanding how communities develop

Identifying factors that influence the start of communities and factors thatinfluence the growth of communities

Identifying the different kinds of communities that exist in Hawai'i and indifferent parts of the world

Identifying factors that influence the growth of cities, centers of tourism and industriesObserving natural features of our islands that facilitated interaction with

other countriesComparing Honolulu and cities in our state with those of other states, as well

as other countries.Businesses/occupationsGoods and servicesGovernmentIndustriesRecreation facilitiesTransportation systems

Studying Hawai'i's tourist industry

Identifying and studying the different types of communities found in Hawai'i todayand comparing them with similar communities found in other countries

Farming communitiesFishing communitiesRanching communities

56 12'7

Grade 3, Unit II

LEARNER OBJECT IVES APPENDICES

Identifies factors in the environment that contribute to the development ofcommunities and cities.

Is aware that people change their ways of working and living as communities grow.

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

Practices behavior that illustrates respect for self, fellow schoolmates,teachers and community resource people.

Develops ways of working together to solve community and school problems.

Observes changes in Hawaii as a direct result of the influence of variouscultural groups.

Compares life in Hawai'i's cities and towns today with life in urban areas inother parts of the United States and other countries.

Recognizes that Hawai'i's natural environment provides opportunities fordevelopment and poses limitations on the development of certain aspects ofculture.

Is aware of Hawai'i's largest industry - tourism- and the factors that have ledto the development of this successful industry.

Is aware of Hawai'i's changing land use and its effect on the economy of theislands.

Understands Hawai'i's changing farming situation and the role truck farmingplays in food production.

Is aware of Hawai'i's fishing communities and understands the importance of thisindustry to Hawai'i's lifestyle.

Recognizes ranching as one of Hawai'i's industries and discusses the importanceof this industry to the supply of meat for Hawai'i's population.

12857

Grade 3 Appendix

Unit II- A Views of Honolulu, pp. 133-135

- B Worksheet: Cities: Similarities andDifferences, p. 136

- C Map of an Island, p. 137

- D Visitor Questionnaire, p. 138

- G Plan Sheet: Trip to Hawai'i, p. 141

- I A Farming Community, p. 143

- J Worksheet: Data Gathering, p. 144

- K News articles EDB, pp. 145-148

- L Agricultural Summary: Table 490,p. 149

- M Acreage in Crops: Table 494, pp. 150-153

- N Agricultural Data: Livestock, p. 154

- 0 Books and Films on Farming Areas, p. 155

- P Some Fishing Areas in the Islands, p. 156

- Q Questions: Fishing, p. 157

- R Ftshing (Women's Role), p. 158

- S News article: "Preserving An Era atWaikisi Ranch", pp. 159-161

129

Grade 3, Unit II


SCIENCE/ENVIRONMENTAL ED.

130

Understanding the ecosystem, environmental ethics and economics, population and environmentaldecisions of a communityBuilding community awareness

Laws

Land utilizationBeautification

Planning an 'ideal community

Studying and experimenting with vegetation from resort and urban areas

Identifying food plants

Distinguishing between fruit and vegetablePlanting a school garden of food plants

Experimenting with environmental factors and their effect on plant growthMonitoring plant growth and progress

Classifying and studying seeds

Stimulating curiosity about the seaStudying the salinity of ocean waterStudying shelled sea animals

Understanding and building an awareness of animal breedingPure bred dogs vs. "poi" dogsCattle breeding in Hawaii

58

131

Grade 3, Unit II


Describes environmental factors that affect the culture of a community.

Identifies problems in a community and decisions that need to be made to resolvethese problems.

Explains how important to the proper conduct of family and community affairs werethe ideas of cooperation, unity, pulling together, and strength in numbers.

Identifies and describes the major roles and functions of different members ofthe community in Hawai'i.

Describes how community members are dependent upon one another in Hawai'i'ssociety.

Lists some basic examples of how the natural Hawaiian environment providedopportunities for development and areas of limitation on elements of Hawai'i'sculture--temperature, abundance of certain plants and animals and lack ofothers.

Identifies environmental factors that affect the adaptation of plants to variousenvironments in Hawaii.

Identifies varieties of plants grown in Hawai'i and distinguishes fruit fromvegetable, edible from poisonous.

Investigates the composition and contents of the sea.

Explains the need for and the process of animal breeding.

13259

Grade 3 Appendix

Unit II - H Kukui, p. 142

- T Worksheet: Plant Usage, pp. 162-163

- V The Beef Industry in Hawaii,pp. 168-174

133

Grade 3, Unit II


LANGUAGE ARTS

134

Expressing

Value judgements about the community, its appearance and general upkeepCreative solutions to problems and creative poems and stories

Interviewing

Community people about land use and maintenanceCommunity kupuna who lived during an earlier era (oral history)

Listening to and reading

Legends dealing with place names in the communityHawaiian words and phrasesStories about community life in other countries

Analyzing charts and advertisements

Writing

Letters

Creative stories and peoms of origination and experiences in HawaiiImaginative accounts of life in Hawai'i at an earlier time in historyDescriptive accounts of life in the countryNews articles dealing with today's problems in agricultureEditorials dealing with today's community problemsHeadlines for the newspaperSimple Hawaiian sentences and phrases and wordsCreative tales about "monsters" of Hawaiian waters'Olelo no'eau (wise sayings)

Comparing

Activities of children today with those of earlier Hawai'iFood prices across the nation

Life in Hawai'i's communities with life in other countries

Publishing a brochure about Hawai'i

Researching and reading the newspaper as a source of information onDaily problems and concerns

Scientific findings on agricultural practices, medicine, fishing, etc.WeatherGlobal matters

Products and services (classified and unclassified ads)

Memorizing 'Olelo no'eau (wise sayings)

60

135

Grade 3, Unit II


Volunteers to lead or to help in individual or group projects in the family orin the school.

Expresses the student's feelings about Hawai'i, Hawaiian food, music, dance, andpeople in English prose or poetry, using Hawaiian words and expressions whereappropriate.

Practices behavior that illustrates respect for self, fellow schoolmates,teachers and community resource people.

Performs roles in simulation activities illustrating individual rights andresponsibilities in a group situation.

Listens to and accepts opinions of others in group discussions.

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

Listens to and answers questions orally about a legend or story about Hawai'itold in English but containing Hawaiian expressions and simple phrases appro-priate to the child's level of language development in Hawaiian.

Asks about and identifies objects or people in pictures with simple Hawaiianwords or phrases.

Works with partners or groups on Hawaiian language oriented activities.

Describes how children in former Hawaiian times may have been alike ordifferent from children in school, at home and in the community today.

Reads a variety of material dealing with life in Hawai'i today, e.g.,newspapers, magazines, brochures, books.

Studies and analyzes life in Hawai'i's communities today and projects solutionsfor problems.

13661

Grade 3 AppendixUnit II - E Worksheet: Love a Tree, p. 139

- F Map of the Pacific Basin Countries, p. 140

- U News articles About Parker Ranch,pp. 164-168

- W Tips for Interviewers, p. 175

- X Interview: Steps to Follow, p. 176

- DD Pictures: Farming in Hawai'i,pp. 209-217

- EE News articles: Pesticides andFertilizers, pp. 218-221

137

Grade 3, Unit II

MUSIC

CONTENT AREAS

138

EMPHASES

Singing mele that describe the many communities throughout Hawai'i"Na-lIcTu 'Eha"

"Hilo Hanakahi""Aloha 'Ia NO '0 Maui""Maika'i NO Kaua'i""Moloka'i Nui A Hina""'Aina '0 Lana'i""Pupu 0 Nilihau""Aloha Kaho'olawe"

Composing songs about Hawai'i's occupations

Learning songs and dances that have been favorites of the past among malihini (visitors)and kama'5ina (residents)

Hawai'i - "Little Grass Shack"Maui - "Maui Girl"

- "Hasegawa General Store"Kaua'i - "Hele On to Kaua'i"

- "Beautiful Kaua'i"O'ahu - "Hawaiian Hospitality"

- "On the Beach at Wlikiki"Molokei - "The Cockeyed Manr of Kaunakakai"

- "E Hihiwai"General - "Song of Old riawai'i"

Enjoying songs about country living"Hele on to Kaua'i" (use of 'ukulele)"Hawaiian Lullaby" (composing new verses based on personal experiences)"Got to Get Away" (composing new verses about country living)"My Hawaiian Country" (key changes - 'ukulele)"Happy Hawaiian Music" (identifying instruments used in the recording)

Singing and playing songs that describe a composer's love for a special place"Moloka'i Memories""Across the Sea""Na Pana Kaulana 0 Keaukaha""Ke One Kaulana 0 Hawai'i"

62

139

Grade 3, Unit II

LEARNER OBJECT IVES APPEND ICES

Sings selected Hawaiian songs introduced by the teacher while playing rhythminstruments in time with the beat.

Coordinates motions and movements of hands and feet while performing a traditionalhula 'auana.

Illustrates the tonal-rhythmic patterns of Hawaiian songs through singing andperforming interpretive dance patterns and body movements.

Creates motions for songs based on the student's interpretation of the meaningof the lyrics and performs dance creation.

Expresses feelings for Hawai'i and its people through creative compositions.

Uses Hawaiian rhythm instruments while singing Hawaiian songs, about Hawaiianislands and places, country living, the kai (ocean) and the plants and animalsthat live in it and ranch life in Hawai'i.

14063

Grade 3 AppendixUnit II - Y Na Moku 'Ehi, p. 177

- Z Island Songs, pp. 178-183

- GG 'Opae E, p. 223

- HH Got to Get Away, pp. 224-226

- II My Hawaiian Country, pp. 227-228

- JJ Happy Hawaiian Music, pp. 229-231

- KK Moloka'i Memories, p. 232

- LL Place Name Songs, pp. 233

- MM Beautiful Kaua'i, p. 234

- NN Paniolo Country, p. 235

141

Grade 3, Unit II


MUSIC (CONTINUED) Enjoying songs about the kai (sea) and the plants and animals that live in it"Ka Uluwehi 0 Ke Kai""'Ama'ama"

"'Opae E"

"Na 'Ai 'Ono"

Singing and listening to songs about rancd life in Hawai'i"Paniolo Country""Waiomina" (Wyoming)"Hanohano Na Cowboy"

ART

142

Using a variety of media to create works of art that express feelings about community living.Drawings using cra-pas, pentels

A Futuristic CommunityAn Alternative CommunityA Ghetto Community

Enhancing a Cement CityMy Favorite Kupuna (grandparent)Creative CartoonsMy Moloka'i MemoriesThe New Breed

Collage`A Community Under the SeaSeed CompositionFavorite Country Activity

Watercolor paintingThe Kahakai (seaside)My Hawaiian CountryHome on a Ranch

ClayMy Favorite Farm Animal

Movie roll

From Production to ConsumptionA Day on the Farm

PostersThe Nutri Sandwich

64

143


Grade 3, Unit II

Creates pictures and designs that reflect an awareness of the Hawaiian environment.

Experiments with materials found in Hawai'i's environment and uses them to createworks of art that reflect an appreciation of the natural environment.

Expresses an awareness of and appreciation for the natural environment through avariety of media.

Expresses feelings and creativity through a variety of media.

Responds to and experiments with a variety of colors, textures, lines, formsand shapes.

Uses art tools to develop and refine gross and fine motor skills such as eye-handcoordination.

Communicates one's thoughts, feelings, ideas through various modes of expression.

Demonstrates the application of art skills and processes related to various modesof expression.

Develops sensory responses to a variety of stimuli in the environment throughseeing, hearing, touching objects in nature and constructed objects.

Develops some comprehensive vocabulary through discussing, evaluating, describing,defining and through reinforcing visual and verbal concepts.

14465

145

Grade 3, Unit II


ART (CONTINUED) Printing

Leaf DesignsFern PrintsGyotaku - Fish Printing

Creating bookletsIdentifying Trees in the Community

Creating ,and designing

AdvertisementsAnuenue (rainbows)Paper sculpture - 3-D Sea LifeLimu (seaweed) Pressing

HEALTH/FOOD AND NUTRITION

146

Becoming more aware of the health and nutritional needs within the family unit as well as the communityCultural, social and psychological needs affecting food choices

Food choices and attitudes about food`Elements of digestion

Festive and ethnic foodsField trip to a supermarket

Foods from international sourcesFoods from local sources

Foods eaten in early and modern Hawai'iGo foodsGrew foodsGlow foods

Importing and exporting food products

Local food plants used as medicineFun food game

Planning nutritious meals with family membersShopping for seasonal foods to cut costs

66 147

Grade 3, Unit II


Explores and experiments with a variety of art materials and tools related to thevarious modes of expression.

Relates concepts of design to natural and constructed objects found in theenvironmental setting.

Participates in art activities which stimulate use of imaginative thinking andencourage intuitive problem solving.

Helps other classmates on an individual and a group basis to attain some goal.(kokua, laulima, alu like, lokahi)

Volunteers to help individuals or groups in school projects.

Gives examples of behavior that illustrate respect for self and others.

Explains the relationship between individual rights and responsibilities in agroup situation. (kuleana)

Detects factors in the local environment of the home, school, community orState which affect health and safety and the selection of food.

Understands that food choices have been influenced by the presence of many culturesexisting in Hawaii.

Is aware that the diet of the early Hawaiians was a nutritious one.

Is aware that food choices are affected : social and psychological needs; sharesfeelings about why one likes or dislikes certain foods.

Understands the digestive process and how physical and mental well-being affectthis important body function.

Is aware of the dependency of Hawai'i on other countries for its supply of somefood products.

Understands how food products get from a far-away country across the ocean toHawai'i.

148 ;67

Grade 3 Appendix

Unit II - AA Nutrition Games for Digestion, pp. 184-195

- BB Nutritional Value of Hawai'i'sFoods, pp.196-207

- CC Basic Foods Worksheet, p. 208

- FF Worksheet: "Keeping Healthy in

School," p. 222

P49

Grade 3, Unit II

CONTENT AREAS


(CONTINUED)

EMPHASES

Learning more about producing and marketing Hawai'i's important food productsPlantingHarvestingProcessingPackagingMarketing

GAMES AND RECREATION

150

Building an awareness of fun things to do in Hawai'i's ocean and land environmentsFun activities at the beach

Bombing the Niu (coconut)

Burying the Kino (body)Standing -up --the Nalu (wave)Waterline Fun

Creating games dealing with ranch lifeLassoingCorn husking relayEarly American western dances

Rodeo in Hawai'i

68151

Grade 3, Unit II


Understands the Basic 4 food groups and is able to categorize food eaten today aswell as that eaten by the Hawaiians many years ago.

Is aware of Hawai'i's home grown products: the niu (coconut), mai'a (banana)kukui (candle nut), macadamia, halakahiki (pineiFFTe), kuawa (guava), etc.

Identifies and is able to name the uses of some of Hawai'i's plant foods.

Is aware of the "marketability" concept.

Understands the nutritional value of food and its importance to building goodhealth.

Selects nutritious foods when preparing menus for self, classmates and/or'ohana (family).

Expresses feelings about Hawai'i through creative activities.

Expresses and practices the Hawaiian values of kiikua, laulima, alu like, aloha,and ho'oponopono.

15269

153

Grade 3, Unit II

SOCIAL STUDIES SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE ARTS

The following activities allow the children tostudy the diverse urban and rural communitiesthat make up Hawaii.' as a preliminary step instudying how similar communities have developedelsewhere in the world.

A. Understanding how communities develop

1. Have available pictures representingseveral different kinds of communitiesthroughout Hawaii.

E.g., AgriculturalDairy

Fishing

Resort, etc.

These pictures are available in:

Cameron. Above Hawai'i.Feher: Hawai'i: A Pictorial History.Scott. The Sage of the Sandwich Islands.

2. Write the word "community" on the topof a chart and have the children answer"What is a community?" Write theiranswers on the chart. (Ans. A placeand the people who live there.)

3. Discuss

a. How do communities begin?

b. Where do communities begin? Why?

c. Where is our community located?(Locate it on a wall map of yourisland.)

d. What kind of community do we live in?(Answers may vary ... city, suburb,country, fishing, agricultural, etc.)

154

The children will be involved in a number ofactivities that will help further their under-standing of the ecosystem, population,environmental decisions, environmentalethics and economics of the community in whichthey live.

A. Community awareness

1. Have the children look at the schoolgrounds as a mini-community.

a. Have them discuss how the schoolenvironment is similar to ordifferent from that of thecommunity.

E.g.

Are there rules and regulations inschool as there are in thecommunity?Who makes the rules?How would you go about changingthe rules?

b. Look at how the land is beingused. Have the children decideon whether or not the layout ofthe school is aestheticallyattractive or not. Discusswhether it is too crowded withbuildings or well balanced withtrees and other greenery andflowers or whether some changesneed to be made. Have the childrendiscuss whether the buildings havebeen designed and situated to takeadvantage of cooling breezes,natural light and other aspects ofHawai'i's climate.

70

The following activities involve the childrenin reading, writing, speaking and creating.They are meant to motivate the children intolearning more about communities here in Hawai'ias well as in other parts of the world.

A. Community value judgments

To enhance a sense of responsibility forcaring for the school community, take thechildren on a brief walking trip with note-books. Have each student look for thingsthat are beautiful and ugly in the schoolcommunity. After 15-20 minutes of observa-tion, conduct a retrieval session in class.

1. Compile a master list: one column ofbeautiful items and one of ugly items.

Encourage every student to make

contributions. If there are disagreementsabout some items, place them in a thirdcolumn and discuss the reasons for thedifferences.

2. Discuss the relationship between uglyand beautiful. Ask: What can we do tokeep beautiful things beautiful? What

can we do to change ugly things tobeautiful ones?

B. Conducting interviews

Plan some interview questions that canbe used when the children interview schoolpersonnel about land use and maintenance.Have the children practice interviewingby doing role play. Have them work inmini-'ohana so that every student hasa chance to be the interviewer and theinterviewee.

155

Grade 3, Unit II

Music ART HEALTH/FOOD AND NUTRITION

The following songs and activities will introducethe children to a sampling of mele from a vastcollection of songs that describe differentcommunities throughout Hawai'i.

A. Songs about island communities

The children will be studying songs aboutdifferent places and communities on eachisland.

Have available a map of the Hawaiian islandsand individual maps of each island found inthe 17" x 22" collection of charts, Na Ki'i

Ho'ona'auao. (See Appendix Unit I-E, pp. 26-33).

Begin this unit by teaching the children asong that describes all of the islands.

1., Song: "Na Moku 'Eh5"

Source:

Mahoe. E Himeni Hawai'i Kikou, pp. 60-61.King. King's Book of Hawaiian Melodies,

p. 80.

See also Appendix Unit II-Y, p.177 fornewly composed verses for Lana'i,Moloka'i, Niihau and Kaho'olawe.

Write the words on a wall chart.

a. Island of Hawai'i

1) Introduce the island of Hawai'iby mounting a map of the islandon a bulletin board. Point outthe lei of the island, lei lehua,and the color of the is an as

'ula'ula (red). Try to have

available a real lehua for them

156

The following activities involve the childrenin creative activities that allow them touse their imagination in the creation ofworks of art.

A. Drawing: A Futuristic Community

Materials needed:

Colored pens or cra-pasDrawing paper

1. Have the children think about all thefilms they have seen dealing withfuturistic ideas, cities, variouskinds of vehicles, etc. Based onwhat we have here in our islandcommunity, motivate them to create acity in an island community yearsfrom now.

2. Talk about those things that need tobe included so that the city reflectsa liveable community. Encourage themto think of means of transportation,architectural designs of buildings,house styles, automobiles, types ofmaterials used in construction, etc.

3. These artistic creations could beused as motivation for some descrip-tive prose about "Life in the Year2034."

B. Drawing: An Alternative Community

Materials needed:

Colored pens or cra-pasDrawing paper

71

The children will be involved in activities thatwill help them become more aware of their healthand nutritional needs within the family and thecommunity in which they live.

A. Cultural, social and psychological needsinfluence food choices.

1. Pre-lesson assignment:

Ask the children to look in magazinesfor colored pictures of their favoritefood. If they cannot find a picture,then ask them to draw one.

2. Place these pictures on a bulletinboard and talk about the following:

a. Do we all like the same food? Whyare there differences in our foodchoices? (List their answerson a chart.) The reasons theycontribute should include:

1) We all come from differentcultures.

2) We live in an island communityof diversified cultures.

3) We all have different tastesfor food.

4) Our parents prepare differentkinds of food.

b. Can you tell which foods areJapanese? Chinese? American?Filipino? Hawaiian?

157

Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

e. Do you know anyone who lives inanother community? What kind ofcommunity is it?

1) As the children name the town orcity; have them classify them.

E.g.

Place NameHonoluluKane'oheKekaha

Type of CommunityCitySuburbPlantation

2) Encourage them to think in termsof the major activity in eachcommunity.

E.g.

Agriculture 1pineapple) -

Wahiawa, Lana'i, etc.sup:. - Waipahu, Koloa, etc.

Diversified agriculture - Kula,Kahuku, etc. (protea, corn)

Fishing - Miloli'i, Kailua-Kona,etc.

Hawaiian agriculture - tarogrowing - Hanalei, Ke'anae, etc

Plantation - Waialua, 'Ewa,Honoka'a, etc.

Tourist resort area - Waikiki,Lahaina, etc.

3) As the children continue thisexercise, have them learn theseterms by using them in theirclassifications.

4) Encourage the children to thinkof places they have visited ontheir own islands as well as onother islands. Have them recallthe kind of town it was a d addit to the chart.

158

c. If the children plan to interviewsome of the people who are incharge, have them plan a layoutor a floor plan of what a newschool campus should look like.

d. Have the children plan to inter-view some of the people who are incharge of the school grounds:

custodiansprincipalPTA representative

Have them plan the types ofquestions to ask to solicit someinformation on how they feel aboutthe school grounds and upkeep.See language arts lesson NB,p. 70.

2. Develop an action plan to improve theschool environment. These actionsmay include:

a. Building clean-up

b. Campus beautification

c. Litter pick-up

3. Develop a one week observation planwhereby the children will keep a listof ways the community and schoolcreate pollution in all forms.

E.g.

LitterNoiseOld, ugly street signsSmoky busesUnattractive buildingsUncovered garbage, etc.

72

C.

D.

Writing thank you letters

Ask the children to think about all thepeople who are trying to protect theschool and community environment. Makea list of these people and then planthank you letters to be sent to them.Encourage all the children to become moreaware of who these people are. Teach thechildren correct letter form and correctaddressing of envelopes. Use some of theHawaiian words the children have alreadylearned in the letters that are written.These words include:aloha - loveTETike - working together

uuleana - responsibilitymaha o - thank you

Loving a tree

To help children become more aware oftheir observation powers, to teach themto keep accurate records and to motivatethem to create stories and poems, havethem select one tree on the school groundsas a favorite class tree.

1. Give the tree a Hawaiian "pet" name.

2. Have the children do research and findthe scientific name for the tree.Some sources to consult are:

Carlquist. Hawaii A Natural History.Clay, Trees o awai 1.Hargreaves. Tropical Trees of Hawaii.Lamoureux. Trailside Plants of

Hawai'i's National Parks.

159

Grade 3, Unit II


to see and tell them the folktale about this flower: If youpluck this flower without askingPele's permission it will rainbecause it is Pele's flower.

2) Ask the school kupuna to sharesome legends and kapu about thelehua and about Pe e.

3) Go over the words of the firstverse. Introduce the new Hawaiianvocabulary to the children:

hanohano - gloriousel i ka lehua - garlanded with

lehua blossomskuaFTWTnani - beautiful mountainMauna Kea - a mountain on Hawai'i

4) Locate Mauna Kea on the map.Have the children share what theyknow about Mauna Kea. (highestmountain on Hawai'i, snow cappedin winter, observatory, etc.)Motivate the children to look forall the information they can findregarding this island.

5) Have the children say the wordsafter you.

6) Have them clap the rhythm as theychant the words. Point out theeighth notes, quarter notes andhalf notes.

7) Clap the 2/4 beat.

160

1. Have available some pictures of anunderground community of ants ortermites. Encourage the children toshare what they have learned aboutants and how they live. See NationalGeographic, Vol. 165:6, June, MTEran excellent illustrated article aboutant communities.

2. Read excerpts about ant communitiesand how they work together to feedeveryone and help the communitysurvive.

3. After studying the pollution of theearth's atmosphere in science,motivate the children to create adrawing of an alternative communityunderground. Have them create draw-ings of apparatuses for supplyingthe underground community with thcbasic needs of the people:

E.g.

AirClothingFoodKinds of sheltersLightWater

4. Encourage the children to imaginethis kind of living and createdrawings of means of transportation.

5. Ask the children to think in terms ofwhat they need in their daily lives:

73

1) Ask the children to categorizetheir favorite foods bycultural groups.

2) Have them suggest.other favoritefoods in each cultural -

category.

c. How does a person get to like acertain food?

d. What food in our school lunchprogram do you enjoy the most?Why?

e. Which food do you like the least?Why?

f. What can you do to learn to likeit? (Eat a little of it eachtime it's served. Lead thediscussion to the idea that"attitude" plays an important partin learning to like new things.)

3. Talk about moods of people. Ask thechildren to list some of the moodsthey get into. Make a list of thesemoods and then ask the children tothink of foods they like to eat whenthey are in these different moods.

E.g.., Festive mood: hamburger,

French fries, soda, candy, etc.Depressed: chewing gum, etc.

Ask:

a. Can you eat when you're angryand/or upset?

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Grade 3, Unit II


5 When a variety of types ofcommunities has been listed,have the children study thelist and draw some conclusionsabout the types of communitiesthat'dominate the list. Have

them make inferences as to whyone type of community appearsmore often on the list thanother types.

E.g., Tourist Resort AreaInference: Hawai'i is abeautiful scenic state so thefour big islands depend upon thetourist industry as one of theirmajor sources of income.

B. Studying urban type communities

1. Have available pictures of Waikiki andHonolulu as they appear today. These

are readily available in pamphlets andbrochures in tourist areas such asairports, tour agencies, HVB, hotels,and public tour stations.

Sources needed:

Cameron. Above Hawai'i.Carter. Sightseeing Historic Honolulu.Feher. Hawai'i: A Pictorial HistorMorgan. Hono u u hen and ow.

Scott. The Saga of the Sandwich Islands.Van Dyke. Hawaiian Yesterdays.

2. Pass the pictures to the children andallow them to study and talk about thepictures with each other. Remind them

to practice mahalo (respect) for eachother's opinions.

112

B.

a. Encourage them to survey theirparents, relatives and communitypeople to express their feelingsabout the appearance of litterand pollution in the community.

b. Ask the children to write aparagraph describing their feel-ings about pollution in school.

c. Hold a school-wide poster contestas an anti-pollution project. Askthe children to paint some postersannouncing the contest. The prizemay be a monetary donation fromthe PTA. The poster should havea theme and should meet somebasic criteria. Consult yourdistrict art resource teacher forsome elements in art that shouldbe a part of the posters. Displaythe winning posters.

Community environmental planning

The children will be involved in planninga community and decision making is akeyfunction of each member of the group.

1. Have the children imagine and sketcha large community on the wall chartor bulletin board.

2. Have them make a list of all thepeople they want to live in thecommunity, such as:

BabiesBakersBusiness people

74

3. Ask the students to find stories,legends, poems and informationabout the tree. Have them use thecard catalog, the librarian's services,their parents, community resources,newspapers,_ magazines, and as manycommunity kupuna figures as possiblewho may be able to share some specialstories and/or legends.

4. See Appendix Unit II-E, p. 139 for aworksheet to use as the childrenendeavor to record informationabout the tree.

5. Create stories and/or poems about the

tree.

a. Read some poems about trees thatexpress the poet's love for thetree. A good example of a poemsuch as this is "Trees" byJoyce Kilmer.

b. Motivate the children to writestories about the tree dealingwith origination or how the treecame to Hawai'i.

163

Ask:

1) How did the tree become a partof Hawai'i?

2) Did the gods create it?

3) Did the seeds float on theocean?

4) Did the birds bring them?

Grade 3, Unit II


8) Divide the class in half andlet one side clap the beat whilethe other side claps the rhythm.

9) Sing the verse for them. Havethem sing each line after you.

10) Use an 'ukulele to accompany thesong. If ipu are available inyour school, have the childrenbeat an u - te, u - te - te beat.

elE.g.Ha-no-ha-no Ha-wai'i lau-te

Ju-te-te I(

u-te u-tg-fie

11) Ask the children: bo you know anysongs about communities located onthe island of Hawai'i?

a) Name some place names onHawai'i that do not appear onthe map such as:

Miloli'i

LaupahoehoeKona

Kohala, etc.

These may sound familiar to thchildren and cause them torecall songs they have heard-This is a good lesson for theschool kupuna.

b) Introduce some song titles tothe children and locate thecommunities they describe onthe map. If your map islaminated, write the names ofthese communities on your map.

164

E.g.

Food supplyHeat to cook foodSanitation facilitiesSchools for educationTransportationWays to keep cool or warm

6. Have them create drawings of materialnecessities for underground living;e.g., central ventilation, communica-tions systems, recreation centers.

7. This art project may work out wellas a class project with everyonegiving input. Encourage the childrento ask their parents to get involvedin their creations. This could leadto a school community involvement.Share the final project with theentire school and PTA.

8. Plan a suitable narration for theproject. There should be provisionfor meeting all of the basic needsof people living in the communityand communication with the surfaceofthe earth.

. Drawing: A Ghetto Community

Materials needed:

Drawing paperColored pons or cra-pas

75

b. What happens to you when you'reangry/upset? (Have the childrenshare physical and emotionalsymptoms.)

c. Which body parts are involved inthe digestion of food? Startingwith the mouth, have the childrentrace the food through the bodyuntil it enters the blood stream.

1) Give each child a cookie orcracker to eat and have him/herthink about the process, notingwhat each body part does as thefood is chewed and swallowed.

lips - help grasp foodteeth - chew foodtongue - moves food aroundjaw - moves the teeth, etc.

2) Have the children think aboutwhat's happening in their mouthas they chew. Have them notethe "water" that enters themouth.

Ask:

What is the function of this"water"?

Does it do anything more thanmoisten the food? (containsenzymes which ;tart digesting)

What is the "water" called?(saliva)

165

Grade 3, Unit II=111111V


3. Ask:

a. What type of community are welooking at? (city)

b. What is a city? (a large centerwhere many people live and work)

c. What can we expect to find bygoing to a city?

d. What kinds of goods and servicesare essential for a city to survive?

e. What do we see in Honolulu, ourcapital city? (tall buildings,businesses, department stores,

condominiums, harbors, buses, cars)

4. Use pp.10-11 of Above Hawai'i and havethe children study the coastline. Haveone of the children point out HonoluluHarbor.

Ask: What is a harbor? (a shelteredplace where boats land)

5. Introduce the word awa to them. Thisis the Hawaiian worTThr harbor. Sharethe old name for the Honolulu Harborarea - Kou. This was the name for theharbor and the immediate vicinity until1800.

6. Ask the children to share personalexperiences they have had at a harbor.Some may have gone on the Pearl Harbortour. If so, have them share what theylearned about the harbor, especiallyits importance during the 1940's.

166

Coaches

Construction workersDance teachersParents

School childrenStorekeepersEtc.

3. Have the children volunteer to be a

member of a mini - 'ohana. Have each'ohana meet to decide on thingsthey Teel are important to have inthe community.

E.g.

School children may want naturalstreams, playgrounds, animals andstores.

Have each 'ohana write theirsuggestions on a chart.

4. Have each group present its list tothe total group and additions anddeletions can be made so that themost important items are kept.

5. After the children have decided onthe items to have in the community,have them now decide on the locationfor each item. When this location hasbeen accepted, place the item orpicture of the item on the bulletinboard. Continue working with thechildren on this community modeladding streams, ponds, waterfalls,etc., that the children think of asthe project continues.

76

E.

c. Encourage the children to createsome illustrations for their poemsand stories.

d. Have the children plan .a poemsharing session. They can thinkin terms of having some accompanyingsoft music as background to set themood. The stories may be sharedlike a radio or TV program includingcommercials. Ask the children touse their imaginations in thepresentations and even make up anew product for their commercials.This product could very well be aby product of the "pet" tree or aproduct used to care for the tree.

e. Evaluate the activity. Talk aboutwhat the children enjoyed doingthe most and why. Then discusswhat they want to improve.

Reading and listening to legends

There are many legends available that relateinteresting values and beliefs of the earlyHawaiian people. Locate some of the legendsthat relate to places within your communityespecially as they deal with the topicsstudied in social studies and science.

1. As the children locate significantlandmarks in the city, look up theHawaiian names of the streets andplaces in Pukuti 's Place Names of Hawaii.

Share the information with the children.

a. Have the school kupuna share storiesand legends about significantplaces in the city, town or ruralarea.

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Grade 3, Unit II

Mum ART HEALTH/FOOD AND NUTRITION

c) Gather brochures and pamphletsthat describe the differentcommunities. A good sourceare the tourist publicationsavailable in hotels and othertourist locations.

12) Song: "Hilo Hanakahi"

Preparation: Write the words on

a chart.

Source:Elbert & Mahoe. Ni Mele o Hawai'i

Nei, p. 50.

Recording:It's A Small World (Na Mele o Na1pio), LP, Pumehana Records,PS-4902.a) Introduce the song by sharing

the historical data writtenon p. 50 of the referencelisted.

b) On a map of Hawai'i, highlightthe districts being describedin the song. Share the trans-

lation of each verse with thechildren underlining key wordsin each verse that describethe location.

c) Play the record for thechildren; have them listen to

the first verse.

d) Say the words in rhythm andhave them repeat the lines

after you.

168,

D.

1. Have available for the children aselection of pictures depictingscenes from a ghetto area. Talkabout the houses, the people and theway they are clothed the conditionof the buildings and streets, thepollution in the community, theexpression on the faces of thepeople and the mood expressed inthe pictures.

2. Have the children transfer theirthoughts and feelings on their draw-ing paper. Motivate them to use colorto help express the mood of a ghettocommunity.

3. When the drawings are completed,motivate the children to write adescription of how a communitybecomes a ghetto and what can bedone to improve it.

Collage: A Community under the Sea

Materials needed:

Mural size butcher paperCollage materials - pictures

1. Have the children share movies oreducational films they may have seendepicting a city under the sea.

2. Talk about Neptune - god of the sea.Motivate the children to createNeptune's city under the sea. Use

the chalkboard to plan this under-water city where people could livefree of pollution and extremes inweather.

77

3) Encourage the children to findbooks about the digestive systemand to use the encyclopedia tofind information about thefunction of some of the bodyparts in the digestion of food.

4) Talk about why people havestomach pain. Is it reallypain in the stomach or perhapssome other organ?

5) Encourage the children to sharereasons why people have stomachpains. Relate food digestionto one's mental, emotionaland physical well-being.

6) Have them draw a diagram of thedigestive process, labelingeach body part and its function.

7) Involve the children in acreative dramatization of"digestion." Divide the

class into mini-'ohana. Have

them create a dramatic presenta-tion of the digestive processusing "people" as organs. Aseach mini-'ohana presents itsdramatization, the audiencemay indicate the digestive stepstaking place. See AppendixUnit II-AA, pp. 184-195 for somegames on digestion.

4. Ask the students to name some foodsthat they have eaten at parties orsome other social events such aspicnics, school parties or footballgames.

169

Grade 3, Unit II


7. Hand out copies of Appendix Unit II-A,pp.133-135. Have the children identifythe two pictures and locate them on themap of the islands. Ask:

a. What type of community do thesepictures represent?

b. How do you suppose such a largecommunity developed in these twoareas?

c. What are some of the natural featuresof our islands that attract so manyvisitors to our islands? (beaches,beautiful mountains, green valleys,colorful flowers, waterfalls,rivers and streams, etc.)

d. If you had a chance to build a hoteland had to find the "ideal spot,"what kinds of features would youlook for? Record responses ona chart

access

availability of land for the develop-ment of recreational facilities

availability of public transportation,etc.

availability of water and humanresources

contour of the land, proximity tohistorical sites.

scenic beautyweather (amount of rain fall, wind

etc.

8. Hand out copies of Appendix Unit II-C,p. 137. Have the children study themap and discuss its contents, especiallythe legend. Encourage them to find an"ideal spot" on the map and place a symbol

170

6. Discussion/evaluation questions

a. How did the children alu like(work together)? _Did they laulima(cooperate) and kokua (help) eachother? Was there evidence oflokahi (unity) and 'onipa'asteadfastness)?

b. What kinds of similarities arethere between their presentcommunity and the one they createdon the bulletin board?

c. Were there any conflicts betweenand within the mini - 'ohana?Are these the kind cic-c-Olictscity planning boards have?

d. Did everyone in the groups havean equal voice in making decisions?

e. Is the new model better plannedthen the community you live in?

f. Were the decisions made basedon good planning and thinking?

7. Consider the space in the community.Are the buildings close together oris there a great deal of space?Have the children look at the space inthe classroom. Have them judge theair, heat, noise and peace within theclassroom. Then have them considerthe space in the community and intheir new community on the bulletinboard. Have them make some decisionsabout the importance of space in acommunity.

78

b. Ask the children to talk withkiipuna (elders) in the communityand have them share information about"how it used to be when I vas growingup."

2. Read or tell the legend of the sharkgod who lived in Pearl Harbor. SeePuku'i, Waters of Kane, pp. 153-157.

a. Before reading the story ask thechildren to listen for the Hawaiianwords, beliefs and values.

b. After the legend is told or read,formulate a retrieval chart forall the Hawaiian words and phrasesthe children remember hearing,the beliefs and the values thechildren remember.

c. Ask the students questions aboutthe story.

171

E.g.

1) Where is Pearl Harbor?Locate it on a map.

2) Who lived in the harbor?

3) Of what importance is theshark god?

4) What is an 'aumakua? (Look

it up in thiElqraTiingreferences by Puku'i:

Hawaiian Dictionar'.Nana I Ke Kumu, Vol. I.)

5) Do any of your 'ohana have

'aumakua?

Grade 3, Unit II

Music ART HEALTH/FOOD AND. UTRITION

e) Using an 'ukulele, teachthem the verses, pointing tothe districts on the map aseach new verse is sung.

f) Have the children create hulamotions for the Verses: 7athe school kupuna to kokuawith this endeavor.

g) Rhythm instruments may be usedto accompany the singing suchas the ipu or the kala'au orthe 'ili'ili.

b. Island of Maui

1) Locate Maui on the wall map andstudy the lei and the waiho'olu'u(color) of the island.

2) Have the kupuna share some legendsabout the is and or share someexciting events that took placehistorically on the island.

3) Introduce the 2nd verse of "NaMoku 'Eha".

a) Go over the words, translatingthe key Hawaiian words:

kilakila - majesticlei - rose wreath

b) Locate Haleakala on the mapof Maui and have the childrentell some facts about thismountain that they may alreadyknow.

172

3. Discuss some of the problems involvedin living undersea and some of theadvantages. Involve the children inan imaginary earthly life under thesea, using the animals of the seafor a variety of functions and usessuch as we use the land animals inour communities today.

E.g., we use horses to ride on to doranching. What can we use under seato catch fish?

4. Have the children think of theanimals that live in the sea andinclude some of them in the totalscenario.

5. Motivate all of the children tocontribute to the total muralencouraging them to be creative inthe use of collage materials. Thisis an excellent project for thechildren to show how much they havelearned about:

alu like - working togetherlaulima - cooperatingkokua - helpingFfige - sharing-117:4-1a- loving

It is also & good means of motivatingthe children to become more aware ofthe kai (sea).

6. As the work progresses, continuousawareness should be made about thetotal functioning of communities.

79

a. As the foods are named, have thechildren watch for common choices.

Ask:

1) Do we all choose the samefoods to eat at social events?

2) What are some of the factorsthat influence our choice offood?

b. Divide into mini-'ohana and haveeach 'ohana plan a social gathering.They need to select the purposeof the gathering, the menu and thekinds of people who will beattendingtheparty. Talk aboutthe importance of an appropriatemenu.

c. After each ' ohana has planned

its party, suggest that theyperhaps prepare one item ontheir menu that they might useto help make their presentationto the total group more interest-ing. Encourage the use of foodsfrom different cultural groups.

d. Discuss the impact of the differentcultural groups on the life of thepeople in Hawaii.

1) Have the children talk aboutthe kinds of eating placesavailable to visitors toHawai'i as well as kama'aina(local persons).

173

Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION

there that represents a hotel. Havethem add the new symbol to the legendon the map. Have the children sharetheir maps with each other and comparenotes. Encourage them to share whythey selected their spots.

9. Have the children imagine this ideal spotwithout any homes and buildings, just theway it might have been when the firsthumans arrived on the island.

a. Using pentels and 8f" x 11" drawingpaper, have them depict a scenethat might have greeted a canoefilled with weary voyagers manycenturies ago.

b. Have them look at the factors andfeatures listed on the charts inactivity #7 above and incorporatesome of those into their sketches.

c. When the sketches are completed,have the children share theirsketches with each other. Encouragethem to share feelings and ideasand reasons why they includedcertain things in their sketches.

10. Organize the children into mini-'ohana(small groups) to plan a dramaticpresentation of the early voyagersarriving on this land area to settleand start a community.

a. Have them dramatize the decisionto land, the selection of a spot touse for shelter and the rationale forthese decisions.

174

C.

8. In studying a community, sewagedisposal is an important issue. Havethe children inquire of their parentsand relatives as to where communitysewage goes ... septic tanks orpublic treatment plants?

a. What are some of the communityproblems, if any?

b. Do we have laws concerningsewage disposal?

c. What kinds of problems do wehave with sewage disposal inHawai'i?

d. How do rural areas take care ofsewage? Does the city area havethe same kind of sewage disposalsystem as the rural areas?

Follow -up: Visit a sewage treatment plant.

Vegetation in resort areas

As the children study resort areas ontheir island, have them also engage ina study of the vegetation of the areas.

1. Plan a walking trip to a resort area.Have available a plastic bag in whichsample leaves can be placed. Have thechildren closely observe the varietyof plants that grow along the kahakai(sea shore) and those that growfurther inland. Have them note thefollowing features:

80

LANGUAGE ARTS

6) What did the people forget todo before building the dock?

7) What do some people do todaybefore building a uilding orhouse?

8) What do you see at some buildingsites that remind you of earlyHawai'i and beliefs? (01

leaves tied to posts, etc.)Encourage the Ig141reic:?lsharesome kapuabout their own 'ohana andrituals they go IFFOrish now

rain Torthl:teejl(t)14an11:7s.

9) What should you do when youhear people talk about theirbeliefs? Should you laugh andcriticize or should you showrespect?

10) What is the Hawaiian word forrespect? (mahalo) Introducethe word to them. Ask themif they are familiar withanother meaning of this word.(thanks) Tell them that wordsin other languages frequentlyhave several meanings.

11) Look for 'Oleic, no'eau (wisesayings) that deal with thisconcept of mahalo (respect).See Puku'i, 'Olelo No'eau.Encourage the children to workwith a partner and learn one'olelo no'eau well and to

ire it with members of their'ohana. Have them write this175

Grade 3, Unit II

MusIc ART HEALTH/FOOD AND. NUTRITION

c) Sing the verse; use the ipufor rhythm.

d) Continue with the same kindof activities as listed under"Hawai'i."

4) Song for Maui: "Aloha 'Ia NO 'o

Maui"

Source:Appendix Unit II-Z, pp. 178-179.

Recording:Kahaiali'i Maui Style, LPNaupaka Records, NPC-0001, Manu

Kahaiali'i.

Rhythm of the Islands, LP, Kaleo-lani Records, Stereo 50002,Karen Keawehawai'i.

a) Write the words and translationon a wall chart. See if thechildren are able to pick outkey words they may have heardbefore.

b) Locate place names on the wall

map.

c) Sing the first verse for thechildre: 4r play the recording.

d) Go over the words in rhythmand have the children say thelines and then sing them.

176,E

E.g.

Business opportunitiesFresh waterGovernanceLaw and orderParks and RecreationSanitation facilitiesSchoolsTransportation

The children will depict thesesystems that can function in an

under-the-sea-community.

. Watercolor painting: The Kahakai

(seashore area).

Materials needed:

BrushesCan for waterCardboard or clipboardDrawing PaperWater paint tins

1. This activity goes hand in hand withthe science lesson on this page.See lesson C, activity 1, p. 80.

2. After studying the coastal plantsand talking about the characteristicsof the plants and the kahakai environ-ment, have the children choose a siteto paint. Encourage them to include

as many of the plants as possiblebut not to forget the othercharacteristics of the environment.

3. Remind the children about foregroundand background relative to size ofobjects. Point out shadows and sun-light peeking through the leaves.

81

2) Ask the children to note allthe different kinds of culturalfoods available on the shelvesin supermarkets, grocerystores and farmers' markets.Have them write notes on wherethese products come from byreading the labels or asking thevendor.

3) Retrieval Chart

Set up a chart showing thedWerent ethnic groupsrepresented by the foods onthe shelves of our marketsand the products available.If there are ethnic groups notrepresented, find some outletfor the food products.

E.g.

Chinese herbs - sold in specialstores in Chinatown and inprivate homes of Chinesedoctors.

e. Plan a field trip to a local super-

market. Ask the children to preparea list of questions they may haveabout how food products from othercountries get to our local super-markets.

1) Have the children work ingroups. They will select aproduct from a foreign countryand predict the steps involvedin transporting the product to

Hawai'i. As they discuss thisprocess, they will have manyquestions. Have them writetheir questions in their groupson large chart paper.

17'7

Grade 3, Unit II


b. Dramatic presentation

Allow each mini-'ohana to presentits dramatic impression of the firstlanding. Note the reasons dramatizefor the landing at this particularsite and the selection of a site forsettlement. Have the children namefactors in the environment that makeit a favorable landing site.

E.g., availability of fresh waterclose to a food sourcea natural harborflat land

11. Predicting: Have the children makepredictions on how Honolulu developedinto a

a. Write the predictions on a chart.

b. Read excerpts from Carter's, HistoricHonolulu and show them pictureiF---the historical development of thecity. See also Feher's, Hawaii:A Pictorial History for pictures ofHonolulu taken at different periodsin the city's history. As thechildren study the pictures andlisten to historical excerpts havethem add to or delete items on theprediction chart, if applicable.

12. Study other cities throughout the worldby looking at basal social studies textsand other books in the library. CompareHonolulu with other cities:

airportbusinesses/industries

178

Defense mechanismsHeight of maximum growthMethod of moisture absorptionRoot systemTexture of the leavesType of seed and possible method

of dispersal

a. Discuss the following questions:

1) What are some of the naturalhazards to the plants thatgrow on beach sites?(salt spray, strong oceanbreezes, blowing sand, etc.)

2) What are some of the charac-teristics of the plants thathelp them survive in thiskind of environment?

3) Since the plants grow soclose to the ocean, what kindof root system do you thinkthey have?

4) How do these plants get theirwater? Do they depend onfresh water or are they ableto survive on brackish water?

5) How high does most of thecoastal vegetation grow?(Have the children estimatethe height by standing closeto some of the plants.) Whydo you suppose these coastalplants are low, shrubby plants(most of the plants are aboutthree feet tall such as the:

82

F.

one no'eau on a displaycard to be mounted on a bulletinboard. Ask the children to readthe bulletin board daily so theycan acquaint themselves withmore than one 'olelo no'eau.

12) Have them write an original'olelo no'eau.

Imaginative writing

1. Have the children choose to be one ofthe plants growing on the beach. (See

science lesson on this page.) Ask them toimagine themselves at the time whenthe huakanu (seed) first arrived inHawaiibefore the presence of humans.They will write a story of their existencein Hawaii.' and describe some of thechildren who arrived over the years.They can also tell about all the holoholona(animals) that came to visit them, theexciting events that took place on thebeach or around the area and all thechanges that took place until the present;changes in population/ethnic mix; and,geographical features of the land.These writings should be done in thefirst person (use of I).

2. Have the children think of themselvesas a huakanu (seed). They may chooseto be a huakanu (seed) that is distributedby: floatation; air currents; or,sticking to things.

a. Encourage them to think about allthe places they could visit fromtheir origination point.

179

Grade 3, Unit II

Music. ART

e) Encourage the children to singit with lots of spirit. Thissong is a good number to singwith the dancing ipu. It

describes the composer's greatlove for the island:

Maui is indeed belovedWith the bays of Pi'ilaniDecorated with the rosesSweetly scented.

See Appendix Unit II-Z,pp. 178179 for the song and a completdtranslation of the verses.

f) Encourage the children tocreate hula motions for theverses using their hands only.This song lends itself to agraceful hula noho (sittinghula).

g) Ask the students to think ofother beautiful features ofMaui and to compose simpleverses in English that can betranslated to Hawaiian. Use

your school kupuna or HawaiianStudies District ResourceTeacher.

c. Continue with the other islands usingthe similar steps as listed above.Bring in rh)nm and hula instrumentsand encourage the creation of hulamotions by the children. Original

chants and songs can be composed andsung by the children. Consult withyour District Resource Teachers inmusic and Hawaiian studies. Have the

children accompany themselves on the'ukulele.

F.

4. Prepare paper frames for the paintingsusing construction paper when thechildren return to the classroom.Ask the children to select a comple-mentary color, one that will enhancethe looks of the picture.

5. Share these on a school bulletinboard.

Movie roll: Production to Consumer

Materials needed:

Cra-pas

Be x 11" drawilig paperMasking tape

This lesson relates to lesson A.4.e. infood and nutrition on page 81.

1. After the children have studied thesteps involved in getting a foodproduct from the producer to theconsumer, have them divide intomini-'ohana of about 5 people each.

2. Using the retrieval chart prepared inFood and Nutrition, ask the childrento plan a movie roll that expressesthe steps involved in getting aproduct from another country likeJapan, into this country and on theshelves.

3. Encourage the children to alu likeand laulima so that the movie rollcan be completed.

4. Ask each mini-'ohana to present itsmovie roll to the class.


2) Have each mini-'ohana sharetheir predictions. Use thequestions as a basis for thefield trip.

3) Send a copy of the questionsto the manager of the super-market so he/she can be preparedwith answers.

4) Talk with the school librarianand have available somereference books for the childrento use in a book corner.

5) After the field trip, conducta retrieval session and havethe children plan a movie rollreport on how the consumerin a community gets a foodproduct from another country.The project can be done inart class.

6) Share this movie rollpresentation with otherclasses in the school to buildmore awareness of the foodindustry in the community.

f. Have the children think about thefoods that we eat that come fromour local sources such as:

fish - i'aseaweed - limusweet potato - 'ualabanana - mai'acoconut - niu

Grade 3, Unit II


governanceharborsland

populationsize

transportation systemtypes of buildings

a. See Appendix Unit II-B, p. 136for a worksheet to use in retrievinginformation about different citiesthroughout the world.

b. Encourage the children to borrowsome books about life in othercities that may be available in theschool library.

c. Introduce them to the Readers' Guideto Periodical Literature and thevariety of encyclopedias in thelibrary. Arrange with the librarianto have a series of lessons onresearch skills.

d. Have each student select one city tostudy and write a report using theworksheet mentioned in activity #12aabove. Also encourage each studentto find pictures to share.

e. Retrieval chart: when the childrenare done with their reports, havethem share their findings andrecord these on a large scalechart of Appendix Unit II-B, p. 136.

182

'akoko or euphorbia degeneriEUTUTEllu or cotton

111ahi or coastal sandlewoodkoko'olau or bidens

molokaiensis (beach type)naupaka or scaevo1a tacadawild 'ilima or sida fallax

See Carlquist, Hawai'i ANatural History, pp. 269-274 for pictures of thesemea kanu (plants).

b. Have the children look at thehuakanu (seeds) of these shrubbymea kanu (plants) and predict howthese huakanu (seeds) travel.

1) Did they get to Hawaii byfloating on the ocean?

2) What characteristics do theyhave that may lead you to aconclusion on how the huakanutravel? Do they have stickyfeatures? How then do theytravel?

3) Do the huakanu have featheryfeatures? If so, how do theytravel?

c. Have the children experiment withsome of the huakanu to see if theirpredictions are correct. Have themcategorize the huakanu ire.o thefollowing groups:

1) travel by sea2) travel by wind currents

3) travel by attaching themselvesto birds or humans.

84

G.

b. Display a world map showing thePacific rim countries and islands.Have them think abcut and imaginea possible travel route they maytake as a huakanu and then commenceto describe their travels.

c. The children may write their travelsas a daily journal, or they maywrite it as a descriptive story.Ask them to include descriptionsof what they might see in eachstopover point.

d. Refer to Appendix Unit II-F, p.140for a map of the Pacific Basincountries and islands. Give eachstudent a copy of the map and havethem mark the route of their travelsby using a colored felt pen.

e. Have the students share theirstories and maps.

Reading stories about city life indifferent countries.

Have the children visit the school libraryto select books dealing with life in citiesaround the world. Have them look forstories of children who live in thesecities. There are a number of activitiesthat can be done with this project.

1. Have the students prepare a book report.

2. Motivate them to look for culturalartifacts dealing with the countryin which their city is located.

183

Grade 3, Unit II


The following songs and their sourcescan be used for the six islands notyet described.

1) O'ahu

Song: "Aloha Olahu"

"Beautiful 'Ilima"Source:

Appendix Unit II-Z, p. 180.

Record:

The Islands - Hawai'i the 50thState, LP, Hula Records, HS -555.

2) Kaua'i

Song: "Maika'i Kaua'i"

Source:

Elbert/Mahoe. Ni Mele 0 Hawai'iNei, p. 75. See Appendix Unit

II-Z, p. 182.

Recording:It's A Small World (Ni Mele oNi LP, Pumehana Records

PS-4902.

3) Moloka'i

Song: "Moloka'i Nui A Hina"

Source:Mahoe. E Himeni Hawai'i akou,pp. 54-55.

Recording:Use accompanying tapes for theabove source. Aloha Moloka'i, LP,Hula Records, HS-529, Moloka'iTrio.

184

G. Collage: Seeds in Art (3-D composition)

Materials needed:

A variety of seeds collected in science(field trips)

8k" x 11" tagboardWhite glue

1. Ask the children to collect avariety of seeds from their environ-ment. Collect these seeds in plasticcontainers and label each containerwith the English or scientific aswell as the Hawaiian plant name.

2. Have the children create an originalpicture using only na huakanu (seeds).The size of their picture may vary,according to their own choice.

3. These pictures may be sprayed witha preservative spray.

M. Printing: Leaf Prints

Materials needed:

Drawing paper - variety of sizesLeaves of different sizes and shapesPaint brushesTempera paint

This art activity is an outgrowth of theactivities in science.

1. Ask the children to start looking forinterestingly shaped leaves as they

walk to and from school. Point out

the variety of beautiful ferns thatgrow in shady places.

85

1) Have the children makeinferences about the dietof the early Hawaiians basedon the kinds of foods thatthey had available. Talk abouthow the Hawaiians gathered theirfood and compare it with today's

methods of acquiring food.

2) Bring in a few of the previouslymentioned foods and have thechildren answer the followingquestions:

Where can we find this food?Why is this food important to us?What nutrients are available

to us if we eat this foodproduct?

(See Appendix Unit II-BB, pp.196-207for some graphs on the nutri-tional value of the foodslisted above. For moreinformation contact the UHCurriculum Research andDevelopment Group, 948-7842.)

Have you seen this food in thesupermarket?

How is it packaged? (plastic

bags, bottled, loose, etc.)Does this food need special

handling and packaging?Why/why not?

3) Have the children make somegeneralizations about the foodeaten by the early Hawaiians.

185

Grade 3, Unit II


13. Enrichment

Take the children on a field trip to a

major "city" on your island so they cansee the kinds of businesses, industries,

transportation systems, and governmentalbuildings that are located there. Someof the things to note are:

a. The kinds of goods and/or servicesavailable.

b. The various occupations, especiallythose unique to Hawai'i.

E.g., Hula teachersLei makersPoi producers

c. The municipal buildings.

d. The library, parks and recreationfacilities.

e. Main seat of government.

f. Modes of transportation. Howpeople get from one place to another,one city to another and from oneisland to another.

14. RetrievalDiscuss the field trip with the childrenwhen you return to the classroom. On alarge chart draw a rough sketch of whatthe children remember seeing and whatthey learned. Sketch the stores,buildings, roads, trees, freeways.Motivate them to construct a table modelof their "city" or to draw a class muralusing a variety of art materials.

186

d. Divide the children into mini-'ohana and have them test theirpredictions.

E.g.

One mini-'ohana may test allthose huakanu that are categorizedin #1) above by setting each onein the water. If it floats, theprediction could be correct.Further investigative researchin botanical references canconfirm or deny the prediction.

e. Encourage the mini-'ohana tokeep all the huakanu that belongto their 'ohana in a plastic bagand pass the seeds that don'tbelong to them to the correctmini- 'ohana.

f. Do the same kind of activitywith the kumula'au (trees) thatgrow in the coastal area. Havethem identify the kumula'au(trees) and then study thehuakanu, root system, lau (leaves),etc. Have them make Factionson how the kumula'au become a partof Hawai'i's environment and thenhave them test their predictions.

g. When the children return to theclassroom, evaluate the experience.Have them contribute to aretrieval chart stating what theyhave learned. If the childrenhave any questions, write theirquestions on a chart and plan someactivities for finding answers totheir questions. Two excellentsources are:

86

H.

E.g., Tokyo - the children may bringin a Japanese doll, kimono, koto,samisen, geta, chopsticks, obi, sushi,etc.

3. Ask the students to encourage theirparents to share their knowledge aboutlife in another city. They maycontribute slides, snapshots, records,etc.

4. Start pen pal letters to another cityand share cultural knowledge.

5. Set up a cultural sharing cornercalled "Life in City Communities."

6. Consult the TAC guide for availablevideo cassettes and filmstrips on lifein other cities. Some titles availablein video cassettes and filmstrips are:

#1321-1 People's Republic of China(video)

#915 0 Manila, Hong Kong andSingapore (fs)

#301.3 C (fs)A City is BuildingsA City is People at LeisureA City is People at WorkA City is ServicesA City is Transportation

These titles are available in TACMaterials Holdings List. mini,RS79-7647.

Planning a brochure

After having studied, in social studieslesson B, the city and other locations on

187

Grade 3, Unit II

Music

See also Appendix Unit II-Z,p. 181.

4) Linei

Song: "'Aina 'o Linei"

Source:Jacket of Genoa Keawe Hulas ofHawaii-I, LP, Genoa Keawe Records.

Recording:Peter Sings, LP, Genoa KeaweRecords, GK-105, Peter Ahia.

5) Ni'ihau

Song: "P5p5 0 Ni'ihau"

Source:

Kamehameha Schools, Explorations/Ho'omaka'ika'i, 1983, p. 41 orsee Appendix Unit II-Z, p. 183.

Recording:

"Puou 0 Ni'ihau," 45 RPM, 49thState Records, #254, Genoa Keawe.

6) Kaho'olawe

Song: "Aloha Kaho'olawe"

Source:

Right On Keia, LP, Hula Records,LP, HS-550.

Recording:_Right on Keia, LP, Hula RecordsHS-550, Mei Brown Trio.

188

ART

2. Compile a booklet of leaves. Usescotch tape to completely cover theleaf as you mount it on a page. Thisretards drying, shriveling, andcracking. Have the children labeleach page with the English orscientific as well as the Hawaiianname of the plant.

3. Show the children pictures of thevast variety of quilts sewn usingHawaiian leaf prints. See:

Akana. Hawaiian Quilting: A FineArt.

Inns. How to Make Your HawaiianQuilt.

Kakalia. Hawaiian Quilting As AnArt.

Jones. Hawaiian Quilts.Singietury. Hawaiian Quilting

Made Easy.

4. If one is available, show the childrena quilt so they can see the work andskill involved in quilting.

5. Encourage the children to select apattern of their own using leaves.Have them design a quilt pattern oftheir own.

6. Using the leaves they have chosen,have them use the leaves to produceleaf prints.

a. The children may decide to donotes, wall hanging, place mats,or stationery.

b. Have the paper sizes preparedfor the children.

87


E.g., They had to eat basicallya fresh food diet supplementedwith salted and preserved foods.They had no refrigerators sothey had to prepare their foodfresh daily. They preparedonly what they needed daily.They had a diet high innutritional value.

4) Set up a table display labeledwith the following categories:

Starch/Fruit/Vegetable/DairyProduct/Meat/Beverage/Sweets

Have the children bring in afood product that was probablyeaten in early Hawai'i andplace it in the correctcategory on the table. If

the food product is notavailable, have them bringin a picture or write thename of the product on a card.

5) To help the children becomemore acquainted with theclassification of foods, havethem do the worksheet inAppendix Unit II-CC, p. 208.

6) Reclassify the early Hawaiianfoods into the three foodgroups:

Go (energy foods)Glow (protective foods)Grow (body building foods)

Do the same with today's foods.

189

Grade 3, Unit II

SOCIAL STUDIES SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE ARTS

15. To increase the children's awareness ofHawai'i's largest industry, tourism,have them engage in some of the follow-ing activities:

a. Plan a trip to a nearby hotel totalk with the public relationsofficer about some of the followingtopics:

1) Jobs performed in a hotel.

2) Number of tourists who visit thehotel per year.

3) Number of people who depend onthe hotel for an occupation.

4) Where the people come from.

5) Why they choose to come toHawai'i.

b. Arrange with the PR officer to allowthe children to talk with some ofthe tourists around the swimmingpool or lounging in the lobby areaso that they might be able to askthem questions. See Appendix UnitII-D, p.138 for a sample sheet ofquestions.

c. After returning to the classroom,have the children indicate on a worldmap the places of origin for many ofthe tourists to Hawai'i with whom thechildren spoke. Mark the placeswith colored adhesive circles.

190

D.

Carlquist. Hawai'i A NaturalHistorl.

Neal. In Gardens of Hawai'i.

h. Have the children take some ofthe meakanu home and plant themin an environment away from thecoastal area to see if the plantswill survive in an environmentother than the coastal area.

i. To do further experiments, plantone huakanu in a pot and water itwith fresh water. Plant anotherhuakanu in another pot andwater it with water from theocean. Have the children watchthe results and record them on achart.

j. Take some of the meakanu andhave someone who 1171eTTn anurban area plant them. Follow upon the results of this experimentand have the children formulatesome generalizations.

Vegetation in the city

When the children go on the field tripto the city (see social studies activity13, p. 86),have them note the kinds ofmeakanu (plants) and kumula'au (trees)that are available and where they aregrowing. Encourage the children to notethe kinds of compensations people in thecity have to make in order to havemeakanu growing around the building.1They iiave to plant them in pots or avariety of planter boxes.)

88

their island, have the children plan a

brochure that could be used to inform touristsof what to wear, what to buy, where to shop,and what to see and do in Hawai'i. Theymay want to look at some sample brochuresbefore planning their own brochure. Theseare available in hotels and resort locations.Have them plan a brochure for their ownisland.

1. Discuss some of the items that shouldbe included in the brochure. Forexample:

a. Hawaiian words such as:

Aloha kakahiaka - good morninoAloha awakea - good dayAloha 'auinali - good afternoonAloha ahiahi - good eveningMahalo - thank you17-01.71olu 'oe - please

b. Brief history of the island.

c. The island's English nickname.

d. Historical sites.

2. Provide several resources for themto use:

Cameron. Above Hawai'i.Feher. Hawai'i: A Pictorial HistorY.Puku'i. Place Names of Hawai'i.Sterling. Sites of O'ahu.Van Dyke. Hawai'i's Yesterdays.

3. These brochures may be individual orthe combined efforts of several childrenworking as an 'ohana.

191

Grade 3, Unit II

Music. ART HEALTH/FOOD AND. NUTRITION

2. If there are other songs of your islandthat you are familiar with, do introducethem to the children to increase theirknowledge of their island. Good sourcesof more songs are:

parents (mikua)kupunamusicianshula teachersresource teachers

B. Songs that describe occupations of people:

1. Ask the children to think about anoccupation that they are especiallyinterested in. Have them write four toeight lines describing the occupation.

E.g.

I gather flowers at the break of dayTo string a lei for youIt makes me feel so happy and gayTo see you happy too

2. After their lines are written, encouragethem to make up a tune for the compositionusing their parents, grandparents or musicresource teacher in your district.

3. Help them write the musical notes.

4. Have them share their compositions byplaying them on the bells, piano,'ukulele or by singing them.

5. Plan a musical presentation with thechildren using their compositions to tella story about the workers they observein their communities.

192

c. Give the children some practicepaper before they do their finalprinting. Have them experimentwith the amount of paint toapply to the leaves in order toget the best print.

7. If the interest is high, do somesilk screening on tee shirts usingthese leaf prints.

. Drawing: Enhancing a Cement Environment

Materials needed:

Cra-pasDrawing paper

1. Have the children select a buildingin the neighborhood, community ornearby city that they feel needsto be enhanced by plants because itit too stark or naked. They mayeven choose to select a shoppingcenter or someone's home.

2. Have them create a drawing of theirselected site, adding flora (andfauna if appropriate) to enhancethe aesthetic appeal of the building(s)or shopping center.

3. Invite a speaker to talk to thechildren about how to improve theappearance of public places, includingpublic parks and recreation centers.Send the children's drawings to thecity council, appropriately labeledand accompanied by a letter ofintroduction.

89

7) Demonstrate how to open aniu (coconut) like theTiTiaiians did. (Ask thekupuna, school custodian ora community person to helpyou get a resource person to dothis. If there are Samoanor Tongan children in theclass perhaps one cf the familymembers could he invited.)

Talk about the uses of thecoconut flesh or meat. Havethe children name some foodsmade from the inside of acoconut by Hawaiians and othercultural groups.

E.g.

haupia - coconut pudding w /arrow rootkDlolo - coconut pudding w/kalo

- squid lu'aul'u'au moa - chicken 1D'aucoconut candypalusami - Samoan lij'au dishEtc.

Give the children an opportunityto help open a niu (coconut)so they can appreciate theamount of work involved infood preparation many yearsago in Hawai'i and still goingon in many parts of Polynesia.

8) Discuss the ease of preparingmeals today.

193

Grade 3, Unit II


1) Ask the students to work in mini-'ohana and plan a trip toHawal i from one of the placesmarked on the map.

2) Each.mini-lohana will plan themode of transportation, peopleinvolved in providing servicesand the sights to see. They willbrainstorm in their 'ohana andthen write their decisions on achart similar to the one inAppendix Unit II-G, p. 141.

3) Have each 'ohana share theirwork with others in the classroom

4) Have the children list theindustries in a city that providejobs for people who work withtourists.

E.g., Automobile rentalsGarment factoriesGift shops

RestaurantsTaxis and tour buses

5) Have the children contribute toa chart containing informationon:

a) Reasons for coming to Hawai'i

b) What people enjoy most inHawai'i.

c) What they enjoy least.

d) Why people keep coming backto Hawai'i.

194

Activities

1. There are many tall buildings in thecity. Have the children talk abouthow these buildings affect thegrowth of meakanu. (Shade, windbreaks or wind funnels, rain blocks,etc.)

2. Ask the children:

a. What do meakanu need to grow?(Children should remember theanswers from Unit I sciencelessons.)

enough li (sun)enough wai (water)right lepo. (soil)

manua (fertilizer)

b. What will happen to a meakanuif it is in the shadoW5T7i--building all day?

c. Can some meakanu grow well withoutdirect sunlight?

3. Have the children look for some of themeakanu that survive well withoutTFeRsun. Have them perform someexperiments with potted plants to seeif plants are capable of adapting tochanged environments.

4. Have the children write the names ofthe meakanu they saw in their cityvisit on a chart and compare the listwith the coastal plants. Discuss thedifferences and/or similarities in theplants found in the two environments.

90

I. Writing a job description

1. After naming the industries involvedin working with tourists [see socialstudies lesson #4) on this page], have thechildren think about the differentkinds of jobs available in each industry.

E.g., the restaurant industry would have:

An accountant

BuspersonsCashier(s)CooksDishwashersHost or hostessManager(s)

Waiters/waitressesA bartender/bartendress & musicians (maybe)

2. Have the children select a job that theymay someday be interested in. Havethem find out as much as they can aboutthe job and then write a descriptionof how their jobs provide service.Encourage them to illustrate theirdescription or cut out pictures that showwhat the job entails.

3. Share these descriptions and mountthem on a bulletin board.

4. Have the children generalize why thetourist industry is important in Hawai'i.

J. Life in the country

1. Writing experiences

a. Ask the children to recall someof the most exciting experiencesthey have had "in the country."

195 (ma kill to ma uka)

Grade 3, Unit II

Music ART HEALTH/FOOD AND. NUTRITION

6. Compile the compositions into a booklet.

C. Songs of the islands that have been favoritesof visitors to the islands and residents.

The following songs have been long time favor-ites of malihini (tourists or newcomers)as well iikiiTaina (island folks). They

were composed as early as the 1930's and aslate as the 1970's. Many community persons,parents and music resource persons haveaccess to the words and know the melodies sothey would be excellent artists to call into teach the children. The following hapa,

haole songs lend themselves to hula somotivate the children to create hula motionsand foot work for the songs.

1. Hawai'i

Song: "Little Grass Shack"

Source:

United Artists Music, Songs of Hawai'i,pp. 8-11.

Recording:

Easy Hulas, LP, Mahalo Records, MS-4001,Charles Kaipo.

2. Maui

a. Song: "Maui Girl"

Source:Criterion Music Corp., Authentic Songsof Polynesia from Hawai'i, Tahiti andMaori, Bk. 2, p. 62.

Recording:Hawai'i A Musical Portrait, Vol. 2, LP,

Music of Polynesia Records, MOP-4600,Jack DeMello and NinA.

1U6

4. Take the children on a field tripto the Mayor's office. Arrangeto have someone from the county orcity department of planning anddevelopment talk to the children abouthow decisions are made for newdevelopments.

J. Creating Booklets: Identifying Trees

1. As the children study the variety oftrees in the environment, collectpictures (photos or drawings) ofthe trees and set up a booklet.

2. Have the children distinguish betweenthose that are indigenous and thosethat are introduced. Use communitypersons to help identify the treesthat abound in the childrens'immediate environment.

3. Plan with the children a format forlabeling each tree in the booklet.Use the Hawaiian dictionary and otherresources to locate the Hawaiian,English and Latin (scientific) names.The label could contain the following:

Name of tree: Hawaiian -English -Scientific -

Where found:

Note: Not all trees in Hawai'i haveHawaiian names.

Resources:Hargreaves, Dorothy and Bob.

Hawaiian. Blossoms

Tropical Trees of Hawai'iIroplcal Imes of the Pacific

91

Ask:

If you were a cook and wantedto make haupia, where wouldyou get the coconut milk?(frozen can of coconut milkin the supermarket, groundcoconut packaged and availablein the store, etc.)

9) With the tourist industrybeing the largest industrytoday, many food productsneed to be available fortourists. Ask the childrento name some of Hawai'i'sproducts that are favorite"take home" foods for tourists.

E.g.

fresh pineapplemacadamia nutscoconut candyHawaiian jelliesteriyaki mixhaupia mixsweet-sour mixkim Ghee mix

10) Discuss the shipment of fruitsfrom Hawai'i to the mainlandand from the mainland toHawaii.

. Can a person take freshfruits and vegetables toand from the mainland?

. What are some of the statelaws regarding the shipmentor transportating of plants?

. Why are these state lawsimportant?

19'7

Grade 3, Unit II


Culmination:

Have the children generalize on what they cando to help Hawai'i continue to be an attractionto tourists. Write these on a chart and postit on a school wide bulletin board.

C. Studying rural type communities

Bulletin board display

Locate some pictures showing rural lifestylesE.g., pictures showing people farming,fishing or taking care of dairy animals orfarm animals. See Appendix Unit II-I, p. 143.

1. Have the children study the pictures onthe bulletin board and discuss thefollowing:

a. What kind of community do thepictures represent? (farming,fishing, dairy, ranching, etc.) Theanswers may vary and be very specificbut the discussion should lead to theconcept of "rurality" - characteris-tic of the country. Introduce theterm rural and give them theHawaiian translation, kua'aina.Place both of these words on thebulletin board as a title for thedisplay.

b. What kinds of jobs do you see beingdone by the people in the pictures?

c. Name some communities on our islandthat are "rural" communities. Tell

why you think they are rural.

198

Compare the lau (leaves), thehuakanu (segiT, the root systems,the height. Formulate somegeneralizations.

5. Invite someone from the county planning

office who is in charge of thecommunity's kumula'au (trees) tovisit your class. Have the childrenprepare a list of questions to ask

him/her so that they can learn somecriteria for selecting and maintain-ing kumula'au suitable for theurban environmental conditions. Somesample questions may be:

a. Where did you get the trees?

b. Who decides which trees willsurvive best in the city?

c. What criteria do you use whenselecting trees?E.g., resistant to pollution.

d. Who determines where and when thetrees will be planted?

e. Who is responsible for maintainingthe trees - watering, pruning,doctoring, etc.?

f. If a group of school childrenwanted to plant a tree in thecity, how would they go aboutdoing this?

6. The state tree is the kukui tree(candle nut). The children shouldlearn as much as they can about thesignificance of this tree.

92

b. Using a chart, record somedescriptive words they use todescribe their experiences:

E.g.

ExcitingFantasticFunnyGreatGood fun, etc.

c. Have the children share some otherwords that express the samefeelings as those listed on thechart by using the Roget'sThesaurus or the dictionary.

d. Expand the list even more by askingthe school kuouna to share theHawaiian equivalent to some of thewords. Also, have the childrenuse Piiku'i-Elbert, Hawaiian Dictionary.

e. After introducing the Hawaiian wordsfor the feelings expressed on thechart, motivate the children towrite a descriptive account of oneof their experiences in the country.They should use as many of the wordson the chart as possible.

f. Have them share their descriptionswith each other. Motivate themto think of an illustration of theirfavorite activity in the countryand to sketch it in preparation forart activity #L, p. 93.

2. Talk about children today and theiractivities and how they may be similarto or different from those of anearlier Hawai'i.

199

Grade 3. Unit II

Music. ART HEALTH/FOOD AND. NUTRITION

b. Song: "Hasegawa General Store"

Recording:George Paoa Live At the Maui Hilton,LP, Hula Records, HS-539.

3. Kaua'i

Song: "Hele on To Kaua'i"

Recording:Melveen Leed's Grand 'Ole Hawaiian MusicNashville Style, LP, Lehua Records,SL-7053.

Song: "Beautiful Kaua'i"Source: See Appendix Unit II-MM, p. 234Recording:

Beautiful Kaua'i, LP, Hula Records, HS -541,

Kawai Cockett and the Lei Kukui Serenaders.

4. O'ahu

a. Song: "Hawaiian Hospitality"

Recording:

Easy Hulas, LP, Mahalo Records, MS-400Charles Kaipo.

b. Song: "On the Beach at Waikiki"

Source:United Artists, Songs of Hawai'i,pp. 44-45.

Recording:

Hawai'i's Sunset Melodies, LP, WaikikiRecords, ST-332; Various Artists.

230

K.

L.

Rock. The Indigenous Trees of theHawaiian islands.

Creating and Designing: CommercialAdvertisements

1. Have the children imagine themselvesas owners of some commercial foodproduct. Based on what they havelearned in Food and Nutritionactivities, p. 93 RA.4.f.11) and 12),encourage them to use the beauty ofHawai'i to attract people to readabout the product they are selling.

2. Encourage them to select a variety ofstyles in creating their brochures.E.g., cross-over, tri-fold, bi-fold.

3. Display all of the brochures andhave each of the children select onebrochure that they especially likeand write why they like it.

Mural (collage): Favorite CountryActivity

Materials:

BrushesGlue

PentelsSand, shells, earth, and a variety of

other materials for collageScissorsTempera paint3' x 8' butcher paper

Procedure:

93

. Have you read or heard aboutother states limiting inter-state transport of fruits?(California and Florida areespecially concerned aboutfruit flies and citrus cancre.)

11) Plan a field trip to a macadamianut or candy factory. Have thechildren observe the processinvolved in the production ofcanned nuts or of candy.

.

12)

g.

Have available some advertise-ments from magazines and news-papers about some Hawaiianfood product such as macadamianuts, guava, pineapple,Kona coffee, etc.

. Encourage the children toselect one Hawaiian foodfood piEct and plan anadvertisement or commercialthat can be used to "sell"the product to visitors.Have them complete thesebrochures in art class andshare them with ot)er classesin school.

Ask the children to name aHawaiian food product that wasused as food as well as amedication. Some of them may beable to name some of the following:

1) Niu - eaten as food and the milkwas squeezed and used in haupia.Coconut water was drunk toflush a person's kidneys.

201

Grade 3, Unit II


E. g.

Waialua: much of the land isplanted in sugar cane and the peoplework for the plantation.

Hanalei, Kauai: much of the landis planted in kalo, etc.

2. Have the children name the food productsthat are raised in Hawai'i today by bigor small farms.

Sample list:corn macadamiabanana onionpapaya sugarorange pineapple

guava watercresscoffee cabbage (Chinese)tomato tarolettuce cabbage (head)ginger

a. Do Hawai'i's farmers raise enoughfood to support everyone who livesin Hawai'i? (no) How do we knowthis? (We still ship in our food.)

b. Do we farm as much land as we didmany ye--- ago? (no) How can wetell? ...tures, books, what people

tell us,

c. What are some of the changes in landuse that have taken place in Hawai'i?

1) Landowners have sold land todevelopers who have built hotels,subdivisions, shopping centers,etc. This reflects a changefrom agricultural to urban use.

202.

E.

a. Read a legend to the childrenthat tells about the significanceof the silvery leaves of the tree.See Puku'i, Tales of the Menehune,p. 68.

b. Ask the children to share whatthey know about the tree,especially why the tree wasprobably selected to be thestate tree.

c. Have them bring different partsof the kukui tree.E.g., nuts, bark, flowers, leaves,

green fruit,

Using Appendix Unit II-H, p. 142prepare some of the items shownthere.

d. Conduct some nature study activi-ties with the children to createa greater interest in the environ-ment and in learning throughdiscovery.

Identifying food plants

1. Take the children on a walk on theschool grounds and have them identifyplants that can be used for food. Asthey name them, write the names on5" x 7" cards. (E.g.: banana,guava, sugar cane, ti, etc.)

a. In the classroom have the childrenshare what they know about thefood plants they found on theschool ground.

94

a. Compose a chart showing twocolumns:

ActivitiesEarly Hawai'i Hawai'i todaybody surfing bdogie board surfingplaying kimo playing jacks

b. Ask the children to make contributionsto the chart. They will see thatthe activities are similar withonly slight differences.

3. Oral Histories

Introduce a mini-unit on oral histories.The community kupuna (grandparents)have a wealth of information on a life-style that was of an earlier era.

a. Ask the children to identify kupunain the community who are familiarwith the lifestyle in the communityat the time they were growing upas children. Compile a list of thesenames and their phone numbers.

b. Have the children identify thekinds of questions they need toask in order to record descriptionsof the community as it existed manyyears ago. See Appendix Unit II-W,p.175 for a sample questionnaireand biographical data sheet.

c. Discuss the uniqueness of individualsin different cultural groups. Talkabout the respect and courtesiesthat elders of the community deserve.

203

Grade 3, Unit II

Music ART HEALTH/FOOD ANDAUTRITION

5. Moloka'i

a. Song: "The Cockeyed Mayor ofKaunakakai"

Source:R. Alex Anderson's Famous Songs ofHawai'i, p. 12.

Recording:Hilo Hattie At the Hawaiian VillageHotel, LP, Paradise Records, HH-100.

b. Song: "E HThiwai"

Source:Sheet Music available at music stores.

Recording:

Melveen Leed's Grand Ole Hawaiian MusicNashville Style, LP, Lehua, SL-7053.

6. General song about Hawai'i

Song: "Song of Old Hawai'i"

Source:United Artists Music, Songs of Hawai'i,pp. 5-7.

Recording:Eas, Hulas, LP, Mahalo Records, CharlesKapio.

D. Songs about country living

1. "Hele on to Kaua'i"

Recording:Melveen Leed's Grand Ole Hawaiian MusicNashville Style, Lehua Records, SL-7053.This country style album has songs thatdescribe country type places in Hawai'i.

204

1. Have the children prepare sketchesof their favorite country activity.(See language arts activity J.l.f.,p.92.)

2. Mount the 3' x 8' chart on thebulletin board and have the childrenplan a picture that will illustrateactivities from the kai (sea) to theuka (upland) areas.

3. Have the children decide where theiractivity belongs in the picture; talkabout having the entire picture be abird's eye view of an ahupua'a (landdivision) with no sky ... just land.

4. After they have determined theperfect spot for their drawing,have them sketch their activity.Ask them to use a variety of collagematerials. Encourage them toalu like (work together) so that themural represents a coordinatedpicture.

5. Evaluate the project:

a) use of materialsb) coordination of colorsc) placement of activitiesd) overall effect of the murale) the working climate;

E.g.

alu like - working togetherlaulima - cooperationk6kua - helping

6. Share the mural with others in theschool. (Cafeteria bulletin board

or the library.)

95

2) Kukui nut - eaten as a relishcalled 'inamona. Taken

medicinally as a laxative.

h. Engage the children in some funfood games to help them become moreacquainted with the food plants ofHawai'i. Using the classificationworksheet mentioned in activityA.4.f.5. on p.87, have thechildren select a plant or animalfood that was eaten in early Hawai'i.Have them write a description of thefood product without revealingwhat it is.

E.g.

I am important at a Hawaiian feast,Without me, Hawaiian food would

not be at its best.I am made from an underground stem.

1) Encourage the children to giveonly enough information, nottoo much.

2) Divide the class into twoteams and have each of thechildren present his/herdescription.

3) The correct name must be givenin Hawaiian as well as inEnglish. For each correctanswer, a team scores 1 point.

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Grade 3, Unit II


2) There has been an increase inproduction per acre so theamount of acreage in cultivationhas decreased. Also somemajor plantations have closeddown.

d. Encourage the children to look atpictures to find other kinds ofchanges in land use. Some excellentsources are:

Cameron. Above Hawai'i.Morgen. Honolulu Then and Now.Van Dyke. Hawaiian Yesterdays.

1) Ask the children to talk to theirparents about the past and thethings they recall about landusage. Have them look throughfamily photo albums for snap-shots of landscapes.

2) Check the TAC Guidelines andVideo Holdinos List (State Guide)for video programs dealing withland use. Two suggested titlesare:

0179-2 Agriculture andManufacturing in Hawai'i

R069-1 Land Use and Population

3) Compose a chart that reflectsthe results of all these acti-vities. The children shouldbe able to list several reasonswhy farming has changed fromone or two crop farming todiversified farming.

206

E.g.

Banana: the fruit is eatenwhen ripe. It is used incooking like banana pies andcakes. Filipinos and Samoans(as well as other ethnic groups)like to cook the green bananas.

b. List the food plants ne.med by thechildren in one coluran on a wallchart. Ask the children to shareother names for the food plantsuch as:

Hawaiianmai'a

Ilokano Samoan

sabg fa'i

c. Encourage the children to thinkabout the plants they have at homeor in their neighborhood that arefood plants. Continue the listand have the children bring insamples of these food plantsespecially those that are not sofamiliar to other children suchas the:

bitter melonpomelosour sop

0 Have the children set up aninteresting corner to exhibitall of these food plants.

2) Attach lengths of yarn toeach item on the food chart andhave the children attach theother end to the correct food'plant on the display table.

96

A. Write a class list of do's whenrelating with a kupuna.

E.g.

Do listen carefully withoutinterrupting.

Do show that you're interested inwhat your interviewee is saying.

See Appendix Unit II-W, P. 175.

e. Allow the children to practiceinterviewing each other.

1) Have them practice the necessary'ohana concepts as explainedin the General Appendicessection of this guide, pp.247-264.

2) Have them use a tape recorderin these sessions so they canmaster the buttons and thevolume control of the machine.

3) Ask the children to listen totheir practice recordings andevaluate their voice quality,their clarity of questions andthe overall effect of the inter-view.

f. When they all feel comfortable andready, have them follow the stepslisted in Appendix Unit II-X, p. 176.

Plan a sharing schedule. Have the

children select a portion of thetaped interview that they wouldlike to share with the entireclass. Have them prepare anintroduction and a conclusion forthe sharing.

g.

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Grade 3, Unit II

Mum ART HEALTH/FOOD AND. NUTRITION

Use the album as a listening source ofsongs as well as a resource for teachingsongs of Hawai'i.

a. Have available the map of Kaua'i.(See Na Ki'i Ho'ona'auao charts.)Have the children locate the differentplaces named in the song:

E.g.

HanaleiWaialuaWaimea Canyon

b. Have available also some pictures ofKaua'i showing some of the scenicspots of the "Garden Isle." See

tourist brochures or books.

E.g.

Cameron. Above Hawai'i.Van Dyke. Hawai'i's Yesterday's.Wenkam. Hawai'i's Garden Island:

Kauai.

c. Play the record for the children andhave them listen as they follow thewords on the song chart.

d. Ask them to say the words in rhythm asthe record plays once again.

e. Have them sing the song. Introduce

the 'ukulele when they know the songcomfortably well.

2. "Hawaiian Lullaby"

Source: Music sheet available at musicstores.

Recording: Melveen Leed's Grand OleHawaiian Music Nashville Style., LP, Lehua

Records, SL-7053.

208 -,

. Creating and Designing: Anuenue(rainbows)

Materials needed:

Oaktag - 24" x 36" orCardboard 24" x 36" or largerCrepe paper (rainbow of colors)GlueRulersScissors

Preparation:

A week ahead of time, ask the childrento bring in cardboard sheets. Thisart lesson should follow the lesson inmusic dealing with rainbows. Ask thechildren to look for rainbows through-out the week and to note the colorsand the sequence of how they appearfrom top to bottom.

Encourage the children to read aboutrainbows in poems, stories andscience or reference books. Havethem share stickers, stuffed rainbows,or rainbow clothing they may have athome.

Have the children compose a poem abouta rainbow; it may be about a rainbowitself or about what a rainbowrepresents in the student's life.

E.g.

"My Rainbow of Loves""A Rainbow of Activities""My Special Rainbow of Flowers"Etc.

97

B. Studying the basic food groups can helpfamilies plan more healthful meals.

Preparation:

After the children have studied the foodplants and animals of early Hawai'i(see activities A.4.f.1-7, pp. 85-89).use the foods classification chart todevelop more awareness of good nutrition.

Set up two large bulletin boards showingthe three basic groups:

Today EarlyHawai'i

One bulletin board will deal with foodsthe children eat today. The second bulletinboard will deal with foods the earlyHawaiians ate.

1. Ask the children to write what theyate for breakfast on a sheet of paper.

a. Have them check to see if theirbreakfast consisted of foodsfrom all three groups.

b. Discuss the three categories tobe sure the children understandthe terms.

c. Start with the "Go" category.Ask the children to identify thebreakfast food on their menuthat is a "go" food. Write

209

Grade 3, Unit II

SOCIAL STUDIES

3. Study some of the small farming goingon today (as opposed to large agri-business like sugar and pineapple).

a. Visit a small farm nearby ifavailable and talk to the ownerabout the following:

1) Natural resources needed to havea successful farm.

2) Machinery, tools, equipmentand raw goods needed in order torun a successful farm.

3) Money needed to keep the farmoperating - yearly profit.

4) Marketing practices.

5) Pests and insecticides.

6) Weed control (herbicides).

7) Size of the farm and amount ofproduction.

8) Length of time for growth beforeharvest.

b. Compose a worksheet that could beused for data gathering. SeeAppendix Unit II-J, p.144 for asample that could be used.

c. Encourage the children to visit thelibrary to borrow some books onsmall truck farming or on farmingin Hawai'i. Some sample book titlesare:

210

SCIENCE/ENVIRONMENTAL EDUCATION

3) Talk about fruit vs.vegetable. Discuss thedifferences and then commenceto have the children classifythe food plants into thesetwo categories.

LANGUAGE ARTS

2. Have the children think about theirtrips to the supermarket. Have themname as many vegetables and fruitsas they can remember seeing in thesupermarket. Add these to the wallchart or write them on two separatecharts: one for fruits and one forvegetables. See General Appendixsection p.2381or the Hawaiian equi-valent for some of the more commonfruits and vegetables. Start a fruitand/or vegetable garden at school.Working with the school custodian canbe an exciting experience for thechildren as well as for the custodian.The University of Hawai'i, College ofTropical Agriculture and HumanResources has many circularsavailable on how to plant and carefor plants that grow well in Hawai'i.Contact the nearest UniversityExtension Office on your island.

3. Encourage the children to start theirown farming at home by planting atleast one fruit or vegetable plant.

a. Have them discuss with theirparents their plan to become amini-farmer/mahi'ai li'ili'i.

98

4. Using the newspapers as a source ofcurrent findings in agriculture andas a textbook to teach consumereducation

Because of the importance of diversifiedagriculture today, there are frequentarticles written in the newspapersdealing with pesticides, aquaculture,fertilizers and crop success stories.

The Hawai'i Newspaper Agency (Advertiser/Star Bulletin) has available to allteachers, the daily newspaper, teacherguides containing praCtical ideas onthe use of the newspaper as a referenceand source of current informationand filmstrips dealing with a multiplicityof topics that can be borrowed. Call theEducation-Community Relations Officer at525-7600 (605 Kapi'olani Blvd., Honolulu96813).Preparation:Call the Hawai'i Newspaper Agency andmake arrangements for ordering the news-paper for the classroom. If funds arenot available, encourage the childrento bring a newspaper from home.

a. Encourage the children to read thenewspaper every day before initiatingthis unit.

Ask:

1) If you wanted to find someinformation about an event thathappened two weeks ago, likea volcanic eruption, where wouldyou get the information?

21i

Grade 3. Unit II


Preparation: Write the words on a chart.

a. Have the children recall the lessonin language arts on country living.Have them share some beautiful thingsthey enjoy seeing and doing in thecountry. List these on the board.

b. Show them the words written on thesong chart.

c. Ask:

1) Do you see any similaritiesbetween your suggestions and thewords in our new song? Allowthe children to point out similar-ities.

2) Since we live in an islandenvironment, which of the itemson the list can apply to cityliving also?

E.g.

RainbowsStarry nightsSunsets

d. Have the children read the words onthe chart and then listen to the songon the record.

e. Encourage them to sing the song alongwith the record.

f. When they have learned the song, havethem substitute some of their ownsuggestions from the board andcompose a new verse for the song.

Procedure:

After the above activities, the childrenshould be well motivated to produce arainbow of their own. Have them do arough sketch of the colors they chooseto use in their rainbow.

1. Draw your rainbow on your cardboard.The rainbow width should be no lessthan 10 in.; the expanse it coverswill depend upon the size of thecardboard.

2. After the rainbow is cut out, usethe ruler to measure even bandsacross the front of the rainbow anddraw them in.

3. Select the colors you needAfor youranuenue and collect the crepe paperc--from the art table.

4. Starting at the top, brush glue ontothe 1st band, one small section ata time and, crinkling the crepe paper,begin to attach it to the cardboardor oaktag.

5. Have the children continue thisprocess until the entire band isfinished and then move on to thenext band and the next color.

99

these contributions on the black-board and discuss each one so thechildren are more aware of "go" foods.Do the same for the other two groupsof food.

d. Ask the students to look forpictures of these goods inmagazines to place in the foodcircles on the bulletin board.They will also be categorizingfood onto the Early HawaiianFood Chart. Some of these Hawaiianfoods may have to be drawn by thechildren.

2. Have available copies of the schoollunch menu. Ask the children to'formmini-'ohana of about 3-4 children.Hand out copies of Appendix Unit II-FF,p..222 to each 'ohana. Have thechildren select a Wil-r-cs menu fromthe school lunch chart. They willtake each day's lunch and placethe food items in the right category.They will then decide as an 'ohanaif each day's menu has food fromeach basic food category. If so theywill check "yes". Encourage thechildren to have fun with this activity.This is a good opportunity for them topractice their 'ohana concepts.

3. Have the children plan an 'ohana menuwith their parents and faniTTTilimbersbased on the three food categories.The menu should be for one week.

a. Have the children share their menusin class by collecting all of them

and compiling them into a typicalschool lunch Irmat.

13

Grade 3, Unit II


Johnson. About Truck Farming.Philipp. Diversified Agriculture.Roth. The Farm Book.Watson. Plants are for People in

Hawaii.

Ask them to read the books forinformation and share the informationwith others.

d. Have the children seek out a persondoing truck-farming or other smallscale farming in the community.Using the worksheet mentioned inactivity #3b above, ask the childrento gather some information on thefarm.

e. Set up a master classroom retrievalchart. Have the children share theirinformation and record the informationon the master chart. Study thesimilarities and/or differences.Discuss why these varieties infarming exist.

f. Study the present problems of farmers:

distribution of producelong hours of workmarket competitionnatural phenomena (storms, hurricanes,

winds, drought)pestspoor soil

water availability and distribution

1) Have the children determinewhether or not the problems canbe remedied. If so, how?

214

b. When they have chosen a plant towork with, have them keep a dailyjournal of their activities whichmay include:

1) size of plot

2) tools used

3) amount of seeds or seedlingsplanted

4) daily growth of the plant

5) names of people who help(Qua)

6) fertilizer used

7) problems encountered, etc.

c. Encourage the children to havediscussions with each otherso that they can learn from oneanother.

d. When a common problem occursthey can do research in books andpamphlets as to how to best solvethe problem.

e. This will also lead to a biggerinterest in the effects ofpesticides.

4. Create a curiosity in the studentsby having them do the followingactivities:

100

2) What kinds of information canyou find in a newspaper? (List

the children's contributionon a chart.)

b. Ask the children to scrutinize thepapers for articles dealing withfarming, agriculture, pesticides,fertilizers, farm problems, watershortages.

c. Have them share these articles inclass. Talk about the content ofthe articles and have the childrenshare main ideas they gathered fromthe articles.

d. Ask the students to pin their articlesto the bulletin board. Decide on

categories that these articles canbe placed in.

E.g., water needsfarm problems

e. Encourage the children to engage indiscussions of controversial topics.Record questions they may have aboutthe issues and plan activities thatwill enable them to find the answers.

f. Have the children staple their news-papers along the left side so thatit makes for easier handling.Encourage the children to sit on thefloor and spend time looking throughthe newspapers, discussing thingsthat interest them. Observe andnote the sections of the paper thatinterest them and use these popularsections as motivation to read thedaily paper.

215

. Grade 3, Unit II


g. Have them share their new compositions.

Some of them may be willing to singtheir compositions.

3. "Got to Get Away"

Source:See Appendix Unit II-HH, pp. 224-226.

Recording:Cecilio and Kapono, LP, Columbia Records,KC-32928.

Preparation:Write the words on a chart and haveavailable another wall chart. Cover the

chart with the words with a cover sheet.

Procedure:

a. Have the children read the words andtalk about the feelings of thecomposer.... the need to get away from the

busy life of the city.... the desire to raise a family

in the country.

b. Ask the children to share reasons whypeople like to go to the country.

c. Introduce Cecilio and Kapono to thechildren by reading the back cover of

the record album. Then play the songfor them as they follow the words ona chart. Encourage them to feel the

music.

216

N.

6. When they are completely done, theirrainbows should be mounted on abulletin board along with their poems.This could be an effective way to getchildren to be more aware of eachother and to have more respect forone another.

7. Have each student share his/herpoem and rainbow with the class.

Drawing: "My Favorite Kupuna"

Materials needed:

Cra-pasDrawing paper - 12" x 18"

Procedure:

1. After the children have selected thekupuna to interview in languagearts, ask them to observe the kupunaclosely, especially their manner ofdress, their mannerisms, the colorof their hair, eyes, and skin andtheir favorite activity.

2. Have the children draw a picture oftheir favorite kupuna engaged inhis/her favorite activity. Savethese pictures and share them onkupuna day in your school.

O. Watercolor Painting: "My Hawaiian Country'

Materials needed:

BrushesButcher paper - 24" x 36"

Tempera paint

101

b. Encourage the children to sharehow they worked with their families.

c. Point out the variety of culturalfoods and those foods.that arementioned most frequently by thechildren

d. Encourage the children to motivatetheir parents to use some of theclass menus at home.

4. Compose a letter to the parentsinforming them of your activities inthe classroom and enlist their kokuain this effort to improve nutritionin the school and home.

a. Ask the parents to plan theshopping list for a week basedon one week's menu.

b. Have them take their children tothe supermarket to help with theshopping. Encourage thechildren to look for high nutritionfoods and snacks.

5. Encourage the children to look fornewspaper articles dealing withnutrition and health.

6. Talk about the number of fast foodrestaurants in the community.

a. Ask the children to study thecontents of the food productssold at these outlets. E.g.,

What are we eating when we biteinto a typical commercialhamburger? 217

Grade 3, Unit II


9.

E.g., Pests: Consult theState Dept. of Agriculture todetermine the best pesticide touse to eliminate a particularproblem.

2) Study the recent discoveries madeabout some of the chemicals thatare being used to control pests.These are available in the news-papers and in printouts from theDepartment of Agriculture.See Appendix Unit II-K, pp.145-148for some news articles dealingwith EDB.

Ask the children to think ofdifferences between farming inHawai'i and farming in places likeWisconsin, Idaho or Washington.Lead them to a discussion of theseasonal changes in most of thestates.

1) How does this affect the selectionof crops?

2) What do farmers do when the landis covered with snow?

3) Does Hawai'i have a no-cropseason? What advantages do wehave because we have moderateweather all year long?

h. Look at some recent data on farmingin Hawai'i. See Appendix Unit II-L,p. 149. Conduct a lesson on readinga table of information. Have thechildren scan the table to see what

kind of information is being displayed.Ask them a seriebyguestions.

a. Have available one each of thefollowing fruits or vegetables:cucumber, tomato, citrus fruits,papaya, melon, guava, string bean,peanut, sunflower seed.

b. Have the children predict whatthey will see when you cut eachfruit or vegetable open.

c. As each is cut open, passsamples of the inside to all ofthem so they can observe theseeds carefully using handmagnifying glasses. Have themmake comments about:

1) How many seeds are insideeach fruit or vegetable?

2) What is its shape?

4) How does it feel (texture)?

5) What color is it?

d. Have the children draw theirconclusions on where seeds comefrom. If necessary, read anexcerpt from a reference booklike an encyclopedia or a sciencebook.

e. On the bulletin board write thetitle, "What is a seed?"

1) Have the children write theiranswers on 3" x 5" cards.Have them pin their card onthe board after they read themaloud to the class.

102

g. Select a picture from the paperdealing with agriculture and havethe children write a story. Thiscan be a class story or an indivi-dual one. Compose a headline for it.

h. Encourage the children to note thecomics and cartoons. Have themcreate cartoons that go along withtheir studies in social studiesand science.

i. Study the editorial section of thenewspaper. Ask the children to bringin the editorial sections of theirnewspapers.

3.

1) Have them scan the editorial.Ask them to share what they finddifferent about the topics andthe nature of the writtenmaterial.

2) Have them select one editorialto read carefully and then sharewith the rest of the class.

3) Have them close their sharingby stating their opinion.

Ask the students to think aboutthings and events in the communitythat need to be brought to theattention of the public.

E.g.

Not enough water for kalo farmers.Insufficient drainage in some

farm areas.

219

Music

d. Play the song again and encourage thechildren to sing along. Some of themmay already know the song. This isnot a simple song to learn but thechildren will enjoy the rock beat.

e. As the song becomes more familiar tothem, have them compose another versefor the song using their own thoughtsabout country living.

f. Encourage the children to share theirverses with the class and with others.

4. "My Hawaiian Country"

Source:

See Appendix Unit II-II, pp. 227-228.

Record:My Hawaiian Country, Melveen Leed, LP,Lehua Records, SL-7022.

Preparation:Write the words of the song on a chart.Have available pictures of country scenesof your island.

Procedure:

a. Talk about the country scenes on thebulletin board and have the childrenadd more to the scenario by describingsome interesting scenes they themselveshave seen and enjoyed.

b. Mount the song cnart and commence todiscuss the composer's impressionsof his/her Hawaiian country.

220c 1

Procedure:

1. Using the thoughts and feelingsexpressed in music, ask the childrento paint their favorite Hawaiiancountry whether it be an ocean ormountain or forest or midland scene.Have the children include all thosethings that make them happy andrelaxed.

2. Remind them about filling up theentire sheet with interesting thingsin the environment.

3. Demonstrate, the use of brush strokesto create texture in the painting.

4. Enceurage the addition of some 3-Dmaterial to add interest to the paint-ing. E.g., Real sand on the beach.

5. Have each student share his/herfinished painting and tell about theplace it describes. If there is asong that describes the place, askthe student to find the source orrecording or someone who can sing it.The song should be taped and sharedin class or the community resourceperson may be brought to school tosing for the class and to teach thesong.

. Poster: "The Nutri-Sandwich"

Materials needed:

PentelsPoster paper

103

Grade 3, Unit II

. Ask the students to itemize eachfood item in such a hamburger.

E.g.

1 T.mayonnaise1 slice processed American cheese1 i lb. hamburger1 tomato slice, etc.

c. Try to find out how many gramsof fat, milligrams of sodium andcalories a hamburger contains.

d. Determine if a commercial hamburgercontains the Basic 3 foods - Go,Glow, Grow. foods.

e. Encourage the children to createa sandwich that contains the Basic 3foods. Have them prepare it athome and bring it to school forlunch with a nutritious drink.Plan that day when everyone willbring to school a nutrition richsandwich which they created.

f. Ask each student to give theirnewly created sandwich a nameand write a ditty 'bout it thatcan be used in advertising.Have them design a special billboard for the newly createdsandwich. See art activity#0 on this page.

. Planning meals around seasonal foods canhelp cut down on the cost of food.

1. Ask the children to name some of thefoods in the market that seem to beplentiful during one season and notanother.

221

Grade 3, Unit II


E.g.

1) What time span does thisagricultural summary cover?

2) How many farms were there in1978 compared to 1964?

3) How many acres of land werefarmed in 1964 compared to 1978?

4) What was the average value of theland and buildings in 1964compared to 1978?

5) What are some generalizationswe can make about farming basedon this data sheet? Etc.

Appendix Unit II-M, pp.150-153contains more data on agriculturein Hawai'i. Conduct more studysessions on these sheets andsee how much information thechildren are able to obtain fromthe sheets.

j. Elicit some generalizations from thechildren based on the informationcontained in the tables in AppendixUnit II-M. Have the childrencontribute statements like:

(Based on the information on Table 494of Appendix Unit II-M)

1) The acreage of sugar and pineapplehas been decreasing since 1972while the acreage in diversifiedproducts has been increasing.

222

2) Have all of the children lookup "seed" in a dictionary.Write the definition on thechalk board and see if anyprediction came anywhereclose to it. Place a markeror sticker on those cards.

f. Ask the children: What can wedo with seeds? Have them thinkof the many things we do withseeds today.

E.g.

Eat themPlant themSew them into leiUse them as fe-erfor chickens and

other birds.Make artful decorationsUse them as counters in a gameEtc.

1) Have the children bring in avariety of seeds in separatesandwich bags labeledcorrectly. Those that theydo not know should be in abag with no label.

2) Encourage the children tocompare their seeds with eachother. Have them lay theirseeds on their desk andcommence to classify theminto edible/non-ediblecategories.

104

1) Have them talk to farmers

(see social studies lesson fon p. 100) to find out someof their concerns.

2) Encourage them to explore theirneighborhood and community forproblems.

3) List the problems on a chart.Discuss the problems and havethem suggest some solutions.

k. Have the students decide upon oneproblem or concern about which towrite a letter to the editor.

1) Have them write a letter tothe editor stating their concern.

2) In the letter, have themexpress their feelings aboutHawai'i and possible solutionsto the stated problem.

3) Send the letters to one or bothof the daily newspapers.

1. Introduce the children to othersections of the newspaper to increasetheir awareness of the kinds ofinformation available to the reader.

1) Classified "ad section for thosepeople interested in buyingfarm land or selling farm land.

2) Satellite weather map sectionindicating weather, tides,moon phase and temperatures of

interest to farmers.

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Grade 3, Unit II


c. Ask:

1) What kind of country is thecomposer describing?

2) Are you familiar with Kamuela?

3) What is a paniolo?Identify a paniolo for thechildren. Show them pictures ofHawaiian paniolo. Some referencesto use are:

Feher. Hawai'i: A Pictorial

d. Locate the places named in the songon the wall maps. Have the childrenshare their experiences in thoseplaces.

e. Play the song for the children as thechildren keep their eyes on the words.Have them raise their hands when theyhear a familiar repeat in the song.

f. Have them say the words in rhythm andthen sing the song with the record.

g. Sing the song using the 'ukuleleas an accompaniment. Teach thechildren the 'ukulele chords for thesong. Have them accompany themselvesas they sing the song. Have themlisten for key changes in the songand determine where changes need to bemade.

h. Encourage them to practice by settingup a practice corner to which they cango during recess and other free periods.

224

Preparation:

A few days before this activity, havethe children cut out advertisements fromthe newspaper for MacDonalds, BurgerKing, Jack in the Box and other fastfood places. Ask them to watch TVcommercials and observe the techniquesthey use to sell the sandwiches.

This activity goes along with Health/Food and Nutrition lesson #6 on p. 101.

Procedure:

1. Have available samples of effectiveadvertisements. Ask the children toshare the collection of ads they cutout of newspapers and magazines.Talk about the "effective" ones anddiscuss why they are effective.

2. Mount the "choicest" ads on thebulletin board and have the childrentell what specific feature pleasesthem or attracts them to the ad.Write a list of features that theycontribute ac being effective orattracting.

3. Have the children compose a postertype advertisement for the sandwichthey created in Health, activity6.e., p. 103. Ask them to payspecial attention to the list ofcharacteristics for the "choicest"ads.

4. Have each student compose an originalslogan for her/his poster, which may

be super imposed on the poster using

105

E.g.

ApplesPlums

GrapesWatermelonStrawberries, etc.

2. Ask:

How can one tell when a certain foodis out of season? (higher cost,available in smaller amounts, moreinferior quality)

3. Plan a list of foods that thechildren can find in the supermarket.Ask each student to find the cost ofeach of the items listed. Have themalso write the name of the store orthe supermarket.

a. Prepare a retrieval chart of theirfindings.

b. Have the children state somegeneralizations about shoppingat large supermarket chains vs.shopping in country stores.

c. Have them determine whichfoods are out-of-season or atthe beginning of the season.Note the prices. Check withthe sales clerk about pricesduring in-season vs. pricesduring off-season.

4. Introduce some simulated situationslike the one explained on the nextpage and have the children discussthe best solutions.

225

Grade 3, Unit II


2) The number of crop farms insugar and pineapple has beendecreasing while those ofdiversified products has shownincreases.

3) The value of crop sales of mostdiversified products and ofsugar and pineapple has beenincreasing since 1972. Etc.

k. Study other tables of agriculturalinterest found in Appendix Unit II-N,p.154.

Table 499-500 Livestock501-502 Flowers and Nursery

Products507-509 Fresh Water Prawns

and Aquaculture

1) Encourage the children to commenton what they have learned from thetables.

2) Have them share generalizationsabout the agricultural picturein Hawaii over the past tenyears.

3) Encourage them to make somestatements about Hawai'i's futurein diversified farming based onthe statistics they've studiedon the tables.

1. Plan a field trip to a nearby farm inyour community. Have the childrenprepare a list of concerns or questionsthey would like to have answered suchas:

226

3) Have them help each otheridentify their "unknown"package of seeds.

4) Have available somereferences that they canrefer to for verification.

E.g.

Carlquist. Hawai'i a NaturalHistory.

Neal. In Gardens of Hawai'i.

5) Have the children determinewhich seeds are poisonous.Some of them may have alreadylabeled some poisonousseeds.

E.g.

Coral plantCastor Bean (pa'aila)Apple of Sodom (p5polo

kikania)

See Common Poisonous Plantsof Hawai'i, a brochure in allschool libraries prepared bythe Health Education Office,Department of Health.

6) Give each student an 18" x 24"oaktag sheet. Have the child-ren organize their seeds onthe chart in a way that ismeaningful to them. Havethem use clear sandwich bagsor scotch tape. The labelsmay be printed on or they maybe typed on gum labels andapplied. Encourage them to

106

3) Global Report section thatrelates news from all over theU.S. and the world dealing witha multiplicity of topics.

4) Advertisements that publicizeproducts, goods and services,interest rates for banks and loancompanies, current prices andquality of goods and services.

m. Conduct some consumer educationactivities:

1) Have the students select a fooditem from the advertisements bysupermarkets. Have them notethe brand and size and quality andfollow the price of the item fora month. Compare the price ofthe item as advertised bydifferent supermarkets or stores.

Ask:

a) Why do the prices differ?

b) Are weekend prices different?

c) What is the difference inprice of a food item onspecial as opposes to itsregular price?

2) Have the children write ashopping list of groceries.Using their newspaper ads, havethem compare the prices of2-3 supermarkets.

227

Grade 3, Unit II


5. "Happy Hawaiian Music"

Source:See Appendix Unit II-JJ, pp. 229-231.

Recording:Melveen Leed's Grand Ole Hawaiian MusicNashville Style.

Teacher preparation:Write the words on a wall chart.

Procedure:

a. Have the children read the wordssilently as one child reads them outloud.

b. Talk about the meaning of the words

c. Ask the children:

1) How many of you enjoy listeningto Hawaiian music?

2) How many of you listen to aHawaiian music station? Whatstations play a lot of Hawaiian

music? (KCCN on O'ahu) Encouragethe children to listen to KCCN onO'ahu or a similar station on theneighbor islands for at least

20 minutes a day. This will help

expose them to more Hawaiianmusic.

d. Play the recording for them. Encouragethem to respond to the music byclapping, stamping their feet, orswaying their bodies.

228

cut letters, or written using blockletter stencils.

5. When the posters are completed, mountthem in a location visible to otherschool children. E.g., the schoolcafetorium.

P. Drawing: Creative Cartoons

Materials needed:

Drawing paper - 12" x 18"Pentels

Preparation:

As the children study the newspaper,have them cut out some of their favoritecartoon strips and compose a booklet of"Favorite cartoons."

Procedure:

1. Talk to the children about cartoonsand what they are supposed to do.Have the children look up this wordin a dictionary. E.g., "a drawingdepicting persons, political events,etc., in an amusing way."

2. Ask: "What do you call a person whodraws cartoons?" (cartoonist)

3. Explain that they are all going tobe cartoonists and will be drawingcartoons or comic strips aboutpeople or events.

107

O.

E.g.

An unexpected hurricane hits theHawaiian islands and damages muchof the banana fields. As thedirector of a large chain.of super-markets throughout Hawai'i, what wouldyou do to supply Hawai'i with bananas?What would happen to the price?What would be a good fruit to eatas a substitute until the price ofbananas stabilizes?

Hawai'i produces a number of food products.

Food products come in a variety of"packages." Select one food productof Hawai'i and have the children learnas much as possible about its processingand marketability.: Pineapple is used asthe sample food product in this lessonbut teachers can substitute otherproducts such as sugar, macadamia nuts,fruit juices, Kona coffee, tuna, candies,etc.

1. Ask the children to think of themany ways they have eaten pineappleand list these on a wall chart.

E.g.

freshcanned chunkscanned, crushedfrozen

cakesmuffinsbreadssherbetsauce

229

Grade 3, Unit II


1) How many acres of land do youhave planted in .

2) How many workers do you have tohelp with the farm?

3) Do you use pesticides to controlthe pests that infest yourcrop(s)?

4) To whom do you sell your product?What is the marketability ofyour product?

5) Is your product profitable foryou and your family?

6) Do you plan to continue being afarmer in the future? Etc.

If it is impossible to have the classvisit a farm, invite a farmer to comespeak to the children.

m. Plan some post-field trip activities.E.g.

1) Have the children write thankyou letters to the farmer.

2) Ask the children to draw apicture of the farm.

3) Set up a retrieval chart showingthe facts and concepts the child-ren learned on the field trip.

4) Encourage the children to write aletter to the governor toencourage state support for smallfarmers.

230

talk about their arrangementand justify their classifica-tion system.

5. Ask the children to bring in the topsof pineapple that their parents mayhave bought trom the supermarket.If not available, call a pineapplecompany office on your island and askfor some pineapple tops.

a. Have a community resource personwho is affiliated with the pine-apple industry come in to talkabout how pineapple can beplanted in a home garden. Plan

for a question and answer sessionso the children can ask questions.

E.g.

1) Where should we plant thepineapple? (half day sun orfull sun area?)

2) What is the best fertilizerto use?

3) What kinds of problems can weexpect?

4) How often should we water theplant?

5) How can the top of a pineappleproduce a new plant?

b. Plan for the planting of thepineapple with the custodian.

108 231

3) Compare the price of localmilk and eggs with those fromthe mainland. Discuss thedifferences in price and thereasons for it.

4) Compare the price of other farmproducts that are shipped toHawai'i from the mainland:

meats plums

apples grapesoranges

Ask:

Are local fruits (e.g., pineapple)less expensive than mainlandfruits? Why or why not?

5) Ask the students to select oneadvertisement that appeals tothem. Have them share reasonswhy they selected the ad.

a) Ask them to share the kindof data available in the ad.E.g., cost, brand, description,etc.

b) Have them think of a productthey would like to advertise.Ask them to sketch a draftand have it ready for artclass.

c) Conduct a show and tellsession and post the finishedsketches. Encourage thechildren to present a TV

commercial style of sharing.

Grade 3, Unit II


e. Play the recording once more and havethem sing along.

f. Have the children identify theinstruments they hear in the song.Ask them to listen to the recordingonce more and identify as many of theinstruments as they can.

E. Songs describing the love of composers fortheir home island and/or a particular home-town.

1. "Moloka'i Memories"

Source:See Appendix Unit II-KK, p. 232.

Recording:

Melveen Leed's Grand Ole Hawaiian MusicNashville Style, Lehua Records, SL-7053.

Teacher preparation:Have available the wall chart map ofMoloka'i and some scenic photographs ofMoloka'i, especially those sites named inthe song.

Procedure:

a. The children have already becomefamiliar with Melveen through herrecord introduced earlier. Anotherinteresting fact to present is herlovr for Moloka'i, her home island.Jay Larrin, a well known singer andcomposer in Hawai'i today, composedthis song for her.

b. Go over the words of the song and talk

about the feelings expressed in thesong.

232

4. Have the children select theirfavorite comic strip and draw astrip of their own using anotherepisode in the lives of thecharacters, or draw a continuingevent for the strip. They may chooseto create cartoon characters of theirown.

5. Some may choose to do a cartooncaricature of some political entityor of a friend or community person.

6. Encourage the children to keeppracticing drawing the cartoonsuntil they are ready to do afinished product.

7. Have all of the comic strios drawnin 4" x 6" boxes, four boxes perstrip. When the strips are done,have them cut out and displayed on thebulletin board.

8. Set up a cartoonist corner to whichthe children may go during freetime to sketch more cartoons.Collect these contributions andcompile a class booklet of cartoons.

Q. Drawing: "My Moloka'i Memories"

Materials:

Cra-pas

Drawing paper - 24" x 36"

Preparation:

This activity should take place after the

children have learned " Moloka'i Memories"in music.

109

2. Have them share the many ways theyhave seen pineapple marketed in thestore.

3. Have available some sample packagingof pineapple

E.g.

canned in 4 oz. canscanned in 12 oz. cansfresh in boxesfrozen in boxesjuice in paper containersetc.

Ask the students to look for varietiesof pineapple products sold in thesupermarket and jot down the size ofthe packaging, the cost and thenature of the content.

4. Reflect on the seasonal concept.Does the price of pineapple reflectthe on or off season of the fruit?

5. If you have children with mainlandconnections, have them find out thecost of the Hawai'i-produced food(pineapple, sugar, etc.) in variousplaces on the mainland. Have themspeculate on reasons for higher orlower prices than here.

6. Plan a trip to the pineapple fieldor cannery to learn more about theprocessing of pineapple. Ask foravailable data on the processing ofthe fruit.

233

Grade 3, Unit II

SOCIAL STUDIES

5) Start a mini-farm in school.(See Science lesson in the nextcolumn.)

n. Study farming in other countries byreading about it in books and inencyclopedias. E.g., the childrencan learn about the plight of farmersin Mexico by reading Sam and BerylEpstein's book Mexico., pp. 34-37.They can read aboutlife as a truckfarmer by reading Irma Johnson'sAbout Truck Trucking. They can readabout farming in different countriesthroughout the world by readingLouise Floethe's Farming Around theWorld.

1) Encourage the children to visitthe school and regional librariesto find more books on farming indifferent countries. As thebooks become available,comparisons can be made. Also,similarities and/or differencescan be charted on a wall chart.See Appendix Unit II-0, p. 155for more book titles.

2) Set up a book corner so that thechildren can read during theirfree time and study time.

3) On a wall map, place mini-flagsof those countries about which thechildren find information.

4) Call community persons to sharetheir knowledge about farming withthe children.

234

SCIENCE /ENVIRONMENTAL EDUCATION

c. Set up a schedule of workers thatwill take care of the gardeneach week.

d. Keep a weekly progress report onthe pineapple noting the numberof days before new leaves appear.

6. Have the children experiment withplants to discover the effect ofenvironmental conditions on the growthof plants.

Teacher Preparation:

Several weeks before this experimentplant a number of seeds of the samespecies of plant in several traysso that seedlings will be availableto the children by the time of thisexperiment.

a. Ask the children:

1) What environmental condWunsare necessary for plantgrowth? As the childrenshare their predictions, listthem on a wall chart. Somesample answers may include:

types of soilamount of sunlightamount of watertypes of fertilizerstype of climatefluctuations in temperature

2) How can we go about testinghow these conditions affectthe growth of plants? List

their suggestions on a chartlabeled "ExperimentalActivities."

110

LANGUAGE ARTS

n. Ask the students to cut outpictures from the newspapers dealingwith farming. Remove all thecaptions. Give the childrenpractice in writing headlines forthe pictures. See Appendix Unit II -DD,pp. 209-217 for some samples.

o. Ask the students to look for unusualheadlines. Have them exchangeheadlines with someone else andwrite newstories for the selectedheadline. Remind them to answerthe questions WHO, WHAT, WHEN,WHERE, WHY and HOW!

p. Encourage the children to look fornews articles dealing with scientificresearch, especially in the area offertilizers and pesticides.

1) Have them read about the effectsof these chemicals on plantsand presence of some of thechemicals in the by-products.

2) Start a class scrapbook ofscience articles and encouragethe children to write theiropinions about the use ofchemicals on plants.

3) Motivate the students to doresearch on some of the chemicalsused by the farmers. Ask themto share their findings throughshare-and-tell time and/or aspecial TV news broadcast. See

Appendix Unit II-EE, pp. 218-221for some sample news articles.

235

Grade 3, Unit II


c. Play the recording and have thechildren follow the words on thechart.

d. Have the children read the words inrhythm and then sing along with therecord.

e. Play the record again and have thechildren identify the instruments.Talk about the country style musicand the change in rhythm that takesplace in the song.

2. "Across the Sea"

Recording: same as song #1 above.

Source:

United Artists Music, Songs of Hawai'i,pp. 27-29.

Preparation:This is a simple four line song writtenby Ernest Kasai, Ray Kinney and JohnnyNoble. Have the children listen to therecording and write the words as they hearthem. Allow the class to hear the wordsmore than once. After they have writtenthe words, review the lyrics and writethem on a chart.

a. Play the song for the children and havethem relate to the feeling of themusic. Ask them: Why do you thinkthe composer wrote this song? (He

was probably away from Hawai'i andwanted to go back home.)

236

Procedure:

1. Have available the song chart with thewords to the song "Moloka'iMemories."

2. Underline with a red pen all thelines that the children feel expressa description of a scene. Talk aboutthese scenes and have the childrenthink of places on their island thatrepresent the description.

3. Have the children do their sketchesof the "Moloka'i" they see in theirminds based, on the words on the chart.

4. Play the record for them as they dotheir art work. Encourage them touse the entire sheet for scenery andaction; avoid large spaces of sky.

5. Encourage the children to do otherdrawings of "favorite places" toexpand their sensitivity to theirenvironment.

. Movie roll: A Day on the Farm

Materials:

CraypasDrawing paper - 81" x 11"Masking tape

Preparation:

This lesson should follow the socialstudies field trip to a farm. Seeactivity #1 in social studies on p. 106.

111

7. Encourage the children to become wellacquainted with the nutritional valueof pineapple and with its uses in thehome as well as in the community.

a. Ask the children to look forfavorite recipes using pineapple.Plan a class recipe book.

b. Involve the parents in sharingsome favorite preparations usingpineapple as a main ingredientand have a class luncheon plannedaround the multiple uses ofpineapple.

E.g.

fruit cocktail

(sweetsour spare ribs

main baked hamdishes sweet sour pork

cole slawsalads<ffrozen jello mold

ruit ambrosia salad

\pp

pineapple sherbetdesserts pineapple upside-down cake

chinese candied pineapplepineapple nut breadineapple cup cakes

8. Study the uses of the by-products. E.g.,

a. The outside shell is ground up andsold as cattle feed.

b. Other parts are used for fiberfor making cloth in the Philippines.

c. Juice is made from the cores.

237

Grade 3, Unit II

SOCIAL STUDIES

5) Encourage the children to consultencyclopedias for current informa-tion about each of the countriesstudied.

SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

6) Compile a list of modern farmmachinery used on farms. Havethe children consult books,encyclopedias, basal texts. Setup a bulletin board display ofthese machines. Have the childrenwrite a few lines on a card thatdescribe the function of eachmachine.

7) Check the TAC Video Guide forsome video programs that can beused to increase the children'sawareness of agriculture inHawai'i as well as in othercountries. See Appendix Unit II-p.155 for a list of some videoholdings available through TAC(Technical Assistance Center).Neighbor island teachers shouldcontact their district officeto see which of these videocassettes are available.

4. Study a local fishing community or areaon your island.

a. Discuss the following questions:

1) When the first Polynesians arrivedin Hawai'i, they needed a readysource of food. What do youthink was available for them toeat? Allow the children topredict. Accept all of theiranswers; write them on a chart.

238

b. Initiate the first experimentwith the children. Have themtest for the effects of soil andwater on plant growth.

1) Set up a series of 12 potsor milk cartons, four in eachof three rows. Fill eachcarton in column 1 with sand,column 2 with sand and soil,column 3 with good gardensoil and column 4 with hardclay soil. See diagrambelow:

Col.l Co1.2Row 1 110

Row 2

Row 30 0

Co1.3 Co1.4

00 0 0>.; 0 ,1

2) Have the children transplanta seedling in each of thetwelve pots.

3) Set up a watering plan withthe children. Have themdecide how to test for thewater variable. An exampleschedule of watering couldbe:

Water row 1 every dayWater row 2 three times a weekWater row 3 once a week

4) After several weeks of thisactivity, assess the results.

112

q. Use the sports section to motivatethe children's interest in fishing.

1) Have the children look forpictures of fish in the news-paper that were caught by sportfisherpersons. Ask them tocut out the news articles andselect exciting parts to readto the class. Mount the pictureon a bulletin board entitled:"My First Catch."

2) Ask the children to ask theirparents for pictures of fishingexpeditions they may have goneon with their parents. Have themcompose a show-and-tell chartwith the pictures. Ask themto be sure they know the namesof the fish in their pictures.

3) Begin a list of the fish and/orseafood the children mention inthe talks. Have the English aswell as the Hawaiian words forthem.

4) Creative writing:

239

Ask the children to select afishing picture from the newspaperor from the bulletin board.Motivate them to write a creativeand imaginative fishing experiencewritten in the first person. Havethem include other people in thestory, date of the experience,method of fishing used, name ofthe fish caught, where caught(deep sea, mid-ocean, or reef),and what they did with the fish.

Grade 3, Unit II

MUSIC

b. Play the recording again and have themlisten to Melveen's style of singingthe song. Talk about the way sheuses her voice to suggest longing andlove for Hawai'i.

c. Have them sing the song..

3. "Ni Pana Kaulana o Keaukaha"

This song describes the famous places ofa beloved area in Hilo caller Keaukaha.It was written by Edith Kanaka'ole, atruly remarkable Hawaiian kupuna.

Source:Jacket of the record album listed below.

Recording: _

Hi'ipoi i Ka 'Aira Aloha, LP, Hula RecordsEdith Kanaka'ole, HS-568.

This record album reflects aloha 'iina,love for the land. The songs describe therelationship of people to the 'aina andthe beautiful plants that flourishthe land and in the sea.

a. Introduce the children to EdithKanaka'ole by telling them about herlife style and great accomplishments.(See the inner cover of the recordalbum.) Write her Hawaiian name onthe chalk board. Encourage the child-ren to sound out her name.

b. Ask the children to locate Keaukaha

on the map of Hawaii. Have availablebrochures from the Hawai'i VisitorsBureau that contain detailed maps ofthe island of Hawai'i. Find as muchinformation about this town as isavailable. 240

ART

S.

Procedure:

1. Ask the children to list the mostexciting events in the life of thefarmer they visited.

2. From this list have them select 5-6of the most impressionable activitiesand sketch them, one on each page.

3. After the sketches are completed, have

the children tape them in propersequence using masking tape.

4. Have them prepare a title page forthe movie roll and practice presentingit to the other children.

5. Allow time for each student topresent his/her movie roll to theclass.

Clay: "My Favorite Farm Animal"

Materials:

Clay (ceramic)Clay boardsClay molding toolsIce cream sticksNewspapers

Preparation:

Have the children cover their desks withnewspapers and place a clayboard on eachdesk. Cut the clay into desired piecesand place one on each clayboard coveredwith a damp cloth.

113

HEALTH/FOOD AND. UTRITION

Conduct an inquiry into the pineapplecultivation process.

Ask:

a. What kind of soil conditions arenecessary for growing pineapple?

b. How much water does it need?

c. What fertilizers and pesticidesare necessary to keep the planthealthy?

d. What part of the pineapple doyou plant?

e. How long does it take to growto maturity?

f. How many fruit does one plantproduce?

g. How are the fruits picked andtaken to market?

Elicit more questions from the children.Write all of the questions on chartsand commence to plan activities withthe children for finding answers.

10. Invite community resource persons tocome to the classroom to share theirknowledge:

E.g.

Cannery workersField workersMachine operatorsWarehouse workers

241

Grade 3, Unit II


a) Read from Betty Dunford,The Hawaiians of Old, pp. 26-27. These pages describesome of the plants that werefound in Hawai'i by theearly settlers. As theplants are named, have thechildren check the predictionchart to see if the plantsappear there. If they do,underline the name of theplant.

b) Through this activity thechildren will see that therewere only a few plants grow-ing in Hawai'i that wereedible. Based on thisreaaing, have them furtherpredict which plants andanimals were brought in bythese early settlers.

c) Read pp. 23-25 from Dunford'sbook. As the plants andanimals are named, underlinethose that appear on thechart.

d) Add to the chart those plantsand animals that were notnamed by the children.If the children are notfamiliar with any of them,circle them as a clue to whatshould be researched in thenext few days.

2) What animal food was here longbefore any human beings arrivedin Hawai'i? (fish and othersea animals)

242

a) Which plants look thehealthiest? Haveavailable for the childrena duplicated copy of achart of all the plantsin the rows with the typesof soil and the wateringschedule. As they observethe plants, have themcircle those plants thatappear to be the health-iest.

b) Have the children comparetheir choices. Dividethem into mini-'ohanaand have them analyzetheir findings.

E.g.

Which soil is the bestfor this particular plant?Which watering planproduced the best plants?Which combination workedthe best? the least?

c) Have each mini-'ohanacome up with some generali-zations based on theirfindings.

d) Hold a reporting sessionwherein each minWohanareports its findings iFaexplanations. Compilethis information on aclass retrieval chart.

114

Remind them to use Hawaiianvocabulary in their stories;e.g., kokua, alu like, laulima.Refer to the General Appendix

Section pp. 247-264 for informa-tion on these concepts.

5) Plan a language lesson with theschool kupuna or a communityresource person. Work on buildingsome Hawaiian vocabulary for thesea by using them as teachers.

Kumu (teacher)"He aha keia? (What is this?)

Haumana (student)_"He 'ama'ama keni." (That is

a mullet.)Kumu: "He aha keia ?"

Haumana: "He limu kohu kena."

Pictures of seafoods or real seafoods may be used for thislesson.

6) Have the children practicereading the Hawaiian namesof the fish on the wall chartdone inactivity 13.

7) Say the Hawaiian names of sea-foods and have the childrenpractice repeating and readingthem. (Use the school kupunain this lesson.)

8) Use the following reference toteach the children some wisesayings dealing with the sea.

243

Music ART

.11, Grade 3, Unit II

HEALTH/FOOD AND. NUTRITION

c. Have available the translation of thesong written on a wall chart. Read the

translation to the children so theycan learn about each place namementioned in the song.

d. Play the recording for the children.Encourage them to listen carefully tothe language as spoken by a languageexpert, Auntie Edith Kanaka'ole her-self, to the place names mentioned inthe song, to the instruments beingused and to familiar words that areused in the song such as:

kai - seaFeiau - place of worshipkupuna - ancestorsaloha no - beloved

e. Have them listen to the song again,refining their listening and discover-ing other highlights in the presenta-tion of the song.

f. If the children respond well to thesong, have them learn one to twoverses of the song. Ask the schoolkupuna to kokua with the pronunciationof the words. Write the words on awall chart and have the childrenlisten to the recording once again,this time following the words.Encourage them to sing along.

4. "Ke One Kaulana o Hawai'i"

Source: same as the above song.

Recording: same as above.

244

T.

1. After initiating the social studiesunit on farming, plan a farm of yourown in a corner of the classroom.

2. Have the children name the animalsthey have seen on a farm or inpictures of farms. List these animalson a chart. Talk briefly aboutwhere animals are kept (in a barn, ina coop, in a fenced area, on agrassy knoll, etc.).

3. Have each student select one animalto fashion out of clay. Encouragethem to show action in their models.

E.g.

Horse - running positionCow - grazingRooster - crowingEtc.

4. Have available cardboard, coloredconstruction paper, glue, scissorsand a variety of other art materialsthat can be used to prepare thescenery for the animal figures whenthey have been glazed and fired.Encourage the children to be creative,resourceful and to use references ifnecessary.

Printing: Fern Prints (see sciencelesson # p. 106)

Materials needed:

BrushesFerns collected in science activityNote paper - 8I" x 11"Tempera paint

115

11. Encourage the children to go to thelibrary to look for resources andread about pineapple in referencebooks.

12. Learn about the status of the pineappleindustry as one of Hawai'i's mainindustries. Check the latest StateStatistics Index,newsarticlesFirUniversity of Hawai'i data brochures.

13. Set up a bulletin board showing the manyuses of pineapple.

14. Plan some creative sessions.

a. Motivate the children to writepoems about this tropical plant.

b. Plan some stories of origin.Allow the children to create astory of how the pineapple got toHawai'i.

c. Scientists are always experimentingto discover new hybrids of pineapple.Motivate the children to createa picture of a "pineapple of thefuture."

d. O'ahu students can visit thepineapple site in Wahiawa where theycan view many varieties of pineapple.Have the children select twovarieties for breeding and imaginethe offspring. Draw these off-spring and give them a new name.

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Grade 3, Unit II


3) How do you suppose the earlyHawaiians obtained their foodfrom the sea? Encourage thechildren to make inferencesbased on their own experiences.

4) Do we use the same methods today?Compile a list of ways peoplecatch fish today.

5) Where on this island can we goto see fish being caught and/orbrought to shore?

6) Do any of your parents fish?Have you tried fishing? Allowthe children to share theirexperiences.

7) What do fisherpersons do afterthe catch is brought in? Do

they eat all that they catch,do they share it freely or dothey market some of it? If so,

where do they market the fish?

b. Plan some activities that fit intoyour schedule and community thatwill allow the children to havefirst hand experiences with the sea.Some suggestions are:

1) Visit a fishing area in yourcommunity or on your island. Planthe trip so that the children arethere when the fishing boats comein with their catch. If anyoneknows a fisherperson in thecommunity, arrangements could bemade to have him/her meet thechildren at the harbor or bay.

246

c. Similar experiments can beconducted to test for the effectsof light, pesticides andfertilizers on plant growth.

See Plants: Hawai'i NatureStudy Program by Sister Edna L.Demanche. Curriculum Research andDevelopment Group, University ofHawai'i, 1980 for a resource ofactivities dealing with plants.

d. Encourage the children to startan experimental garden of theirown at home, using as many of thefindings at school to help maketheir experiments meaningful athome. Motivate them to sharetheir experiments, especiallyif they find some interestingresults.

e. Stimulate further interest inplants by suggesting some indivi-dual projects that can be under-taken by interested students.

1) Collect a variety of ferns.Identify each fern by name,Hawaiian as well as English.Study the spores using handlens. Set up an exhibit toshare with others.

2) Grow some mold using bread oran orange. Observe them undera microscope or hand lens.Describe the color, shape,texture and the object itgrew on. Set up a display.

116

POku'i. 'Olelo No'eau.E.g., "Mai huli ke kua i ke kai"

which means, "Don't turn yourback to the sea."

a) Talk about each 'Olelo no'eau.Have the children share whyeach saying was important.

b) Ask the children to memorizeone of the sayings. Motivatethem to read more 'olelono'eau and ask their ownkupuna for wise sayingsfrom their own culturalgroups.

5. Creative Writing - "Monsters of the Sea"

a. Give the children a sheet of drawingpaper on which they can draw theirperception of a sea monster. Have

them imagine a gigantic creatureof the sea that may have lived inthe sea in some time of pre-history.

b. Motivate them to write a storyabout an encounter with the seamonster describing the events thattook place, the power and size ofthe creature and the escape from themonster's wrath.

c. Have the children plan a series ofpictures to be done in art classas a movie roll.

d. Encouage them to borrow books fromthe library dealing with thissubject. Have them share theirfindings.

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Grade 3, Unit II


Teacher preparation:Have available some maps of Hawai'i fromthe Hawai'i Visitors Bureau. (Found in

hotels, visitor centers, resort areasand airports.) The maps found in ThisWeek, a visitor magazine, are excellentfor they describe many of the places namedin the songs.

Write the translation of the verses on achart for the children to read. As eachverse is read, have the children locatethe places named on their maps. Followingsimilar procedures as mentioned before,continue to expose the children to themele of Hawai'i and to one of Hawai'i'scomposers.

See Appendix Unit II-LL, p.233 for alist of songs for each of the otherislands.

F. Songs about the kai (sea) and the plants andanimals that it.

1. "Ka Uluwehi o Ke Kai"

Source:

Hi'ipoi i Ka 'Aina Aloha, LP, EdithKanaka'ole, Hula Records, HS-568.

Recording: same as above.

Teacher preparation:Have available some pictures or samplesof limu (seaweed) especially the onesnamed in the song such as pahe'e,lipoa, 'ele'ele, kohu.Write these words on the board.Write the Hawaiian words as well as thetranslation on,a wall chart.

248

Preparation:

Wash the ferns beforehand and have themdry and ready for printing.

1. Introduce the activity by identifyingthe ferns that are available.

2. Ask each student to decide on a fernthey would like to print and on acolor paint they would like to use.Have those students using the samecolor paint work together at one bigtable.

3. Ask each student to begin by taking5 sheets of 81" x 11" paper andfolding them in half and in halfonce again so that the notes are41" x 51". The children will do theirprints on the face of the note.

4. Give the children a chance to practiceon scrap paper before printing on thefive note papers. The steps are:

a. Lightly brush a minimum of painton the top side or under sideof the chosen fern.

b. Turn the painted surface carefullyon the face of the note card.

c. Press gently with light taps ofyour finger tips making sure thatthe paint does not smudge.

117

15. Ask the pineapple company authoritieson your island for some slips, crownsor shoots for planting. Start a pine-apple mini-garden in your school.Have the children take care of thepreparation of the ground, theplanting and the nurturing of theplant.

16. Conduct a similar study of anotherplant on your island and do comparisonsin nutrition, availability andmarketing.

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Grade 3, Unit II


See Appendix Unit II-P, p. 156.

a) Plan the kinds of questionsto ask the fisherperson.See Appendix Unit II-Q, p.157.

b) Prepare the children by havingthem watch at least one TVepisode of "Let's Go Fishing."

c) Take the children to a fishmarket to see the variety offish and sea foods that comefrom the sea.

d) Take the children on a tripto an ocean site to see sealife, especially life amongthe coral reefs and splashzones. See Appendix UnitII -R, p. 158 for a lookat an exhibit at the WaikikiAquarium. This facilitydisplays Hawai'i's life in thesea in large glass tanksthrough which the childrencan view living plants andanimals in their naturalhabitat.

There are two guides thatshould be available in everyschool library:

Campsites and One-DayVisitation Sites in theState of Hawai'i

Coastal Field Sites in theState of Hawai'i

250

3) Begin a scrapbook of vegeta-bles. Collect pictures ofvegetables from magazines,newspapers, and advertisementsArrange the pictures intocategories according to whichpart is eaten.

E.g.

Leaves Roots Stems Fruitskalo sweet kalo tomato

potato

lettuce turnip celery avocado

4) Select a food plant to study.E.g., sweet potato. Learneverything you can about thisplant, its uses, its Hawaiianand scientific names, itsnutritional value, how toplant it and how to care forit. See Appendix Unit 1I-T,p.162 for a sample worksheet.Some excellent references are:

Hargreaves. Tropical Treesof the Pacific.

Krauss. Ethnobotany ofHawai'i.

Lucas. -Frants of Old Hawaii.Rock. The Indigenous Trees of

the Hawaiian Islands.

5) Study the relationship betweena bud, flower, fruit, and seed.. Pick a plant to study thatis easily visible such asthe hibiscus, puakenikeni,plumeria or koa haole.

118

e. Have the school kupuna or a communityresource person share stories aboutHawai'i's "sea creature," the Mo'o.

Source:Puku'i. The Water of Kane,

"Kau'ilani and the Sea Monster,"pp. 123-132.

Pau'i. Tales of the Menehune,"The Girl who Lived with theMo'o," pp. 70-72.

1) Motivate the children to drawsome illustrations showingtheir concept of a mo'o monster,mo'o pilikua.

2) Have the children make inquiriesabout mo'o legends on theirisland. Share these legendswith other classes using avariety of illustrative materials:

film stripsmovie rollspictures

6. Reading books and presenting reports

a. Have the children name the animalsin she sea that are bigger or tallerthan they are. Write them on awall chart.

b. Encourage the children to go tothe library, school and regional,to borrow books on these animals.

c. Allow them to select one animalto study thoroughly and presenta written report using pictures.

251

Music ART

Grade 3, Unit II

GAMES AND RECREATION

Procedure:

a. After discussing the food plants thatwere available to the early settlers(see social studies column), talkabout the plants of the kai. Ask thechildren to name some of7i5e plantsthat grow in the the kai.

b. Introduce the limu names on thechalk board and share pictures and/orsamples of the limu. Ask thechildren to share their experienceswith limu: the gathering, the clean-ing, tie taste, and whatever otherkinds of experiences they have had.

c. Talk about the availability of limutoday. Ask:

1), What has happened.to the supplyof limu?

2) What has caused the disappearanceof so many limu beds?

3) What can we do to preserve what isleft?

d. Prepare them for listening and thenplay the record.

e. By this time they should be able toidentify Auntie Edith's voice andstyle of singing.

f. After hearing the words sung, havethe children study the word chart andpoint out the words that are familiarto them. Underline them with a colored

pen. Motivate them to learn more

252

d. Lift the fern off carefully.

e. Repeat; use another type of fernor use the same fern to do all5 notes. If you prefer 5different colors, move to otherwork centers as space becomesavailable.

5. Display the prints on a table display.

. Creating and Designing: Paper sculpture -3 -D sealife

Involve the children in a series ofactivities that will stimulate them tobe more aware of the colors, shapes,sizes and designs of those creaturesof the living sea.

Materials needed:

ChalkColorsConstruction paper of various colorsPaints

Pentels

ScissorsShells, buttons and other objects to

enhance the designs.

Procedure:

L Have available pictures and booksshowing sea life. Have the children:go to the library to collect informa-tion and borrow books and picturesdealing with sea life, especiallyJacques Cousteau books.

119

The 15ina (land) and the kai (sea) havelong been a source of recreation for thepeople of Hawai'i. The following activitiesallow the children to become more aware oftheir ocean and land environments.

A. Building an awareness of what childrencan do to have fun will give the childrena greater sense of caring for the ocean

.environment.

1. Ask the children to share all the kindsof fun things they do at the beach.List these on a chart. If an activityis named that is unfamiliar to themajority of the students, circle it.

2. Have the school kupuna share recreationalactivities of another time. Talk aboutthe similarities and/or differences.

3. Plan a brainstorming session. Have

the children meet in mini-'ohana todesign new games that can E-6775Yedon the beach. Encourage the mini-'ohana to create as many as they canusing the elements and characteristicsof the water and the wave action, thesand and the reef, the contents of theocean and people's ability to be creative.

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Grade 3, Unit II


These two state environmentaleducation guides describe indetail field trip sitesavailable on Hawai'i, Maui,Kaua'i, Molokai, Lana'iand O'ahu.

e) As the children expressinterest in certain kinds ofsea life, have them find outhow it is obtained, whetherit be by nets, line and hook,hand, traps, pole and lures,etc.

f) Set up a bulletin board witha large sheet of butcherpaper. Have the childrenplan a mural depicting thesea. As the different seaanimals and plants arediscovered, have them drawthem on the mural' which can besectioned into three areasof the sea: reef and shore,mid-ocean, and deep sea.

2) Find a fisherperson in yourcommunity who is knowledgeableabout net fishing. Invite him/her into the classroom to talkwith the children about personalexperiences, demonstrate netthrowing, patching, caring of thenets, and to share any customs,rituals, or kapu he/she is awareof as was handid down through theyears.

254

F.

. Compile a data table show-ing a daily accounting ofwhat happens to a specialplant part.E.g.

Name of PlantDay 1 Day 2 Day 3

Bud small

FruitFlower'

Seed

green budis longer

longer,bigger

. Analyze the data and deter-mine the steps involved inthis relationship betweenbud, flower seed and fruit.They should end up with thefollowing sequence: Bud-flower-fruit (containingseeds).

Stimulate the children's observationalskills by offering them a series ofactivities dealing with life in the sea.

1. The smell and taste of the sea.

a. Have available two samples ofwater.

Sample 1 - distilled waterSample 2 - salt water

b. Have the children smell the waterin both samples.

c. Have them answer the followingquestions:

1) What does each sample smelllike?

120

d. Measure the average size of someof these giants of the sea on thefloor of the classroom.

e. Encourage the children to go to whaleviewing sites to watch their behavior.

7. Listening to biographies of two ofHawai'i's great ranchers.

a. Read the biography of John PalmerParker found in Rizzuto's Hawai'i'sPathfinders. Have available apicture of Captain Vancouver, amap of Hawai'i (see Ni Ki'i Ho'ona'auao)and pictures of Parker Ranch as it istoday. See Feher, Hawai'i: APictorial History and Scott, Sagaof the Sandwich Islands.

1) Explain to the children thatland ownership in early Hawai'iwas unheard of. Read pp. 40-41 ofDunford, The Hawaiians of Old.

2) Discuss the following questions:

a) John Parker could not ownland so how did he survivein Waimea?

255

b) What were some of theexciting events takingplace in Hawai'i at thetime?

c) Who was the king of Hawai'i?

d) Why was he reluctant tolet the land become privatelyowned?

Grade 3, Unit II

Music ART GAMES AND RECREATION

Hawaiian vocabulary by guessing themeaning of some of the words. Usingthe school kupuna in this lessonwould provide an especially enrichinglesson for the children.

g. Talk about the meaning of the song.Have some of the children read theEnglish translation of each verseas each verse is taught.

h. Teach the song to the children.

i. Have the children cooperate to createhula motions for each verse or have acommunity resource person teach thechildren the dance.

2. "'Ama'ama" by S. Alama

Source:

Johnny Noble Collection of Ancient andModern Hulas, p. 24.

Recording:

Music of Old Hawai'i, LP, Sons of Hawai'i,Hula Records, H-506.

This song describes the 'ono mullet andexplains the variety of ways to prepare'ama'ama for eating.

3. "'Opae E"

Source:This is Eddie Kamae and the Sons ofHawai'i. See Appendix Unit II-GG, p.223for the words.

Recording:

Same as above, Hula Records, H-513.

256

2. Have them select a fish or animalof the sea that they want to work on.

3. The children will decide which colorpaper to use and how to design theirfish. They will draw an outline oftheir fish on the paper.

4. After the animal is drawn, clipanother sheet of paper behind thedrawing and make an identical cutoutso that two sides can be obtained.

5. Decorate, add to and fill in thefeatures such as fins, scales, gillflaps, tail, shape, etc.

6. Staple the two sides of the animaltogether leaving an opening so thechildren can stuff it with crumpledpaper.

7. Have each student sew twine throughtwo places on the animal so it can behung from the c iling.

8. Organize the classroom so that itrepresents the various habitats ofthe ocean:

reef and shoremid oceandeep sea

121

a. Bombing the Niu

Materials needed:

8-10 coconuts painted. different colorssand balls

Procedure:

1) Divide the children intoequal teams.

2) Each team will sit and formballs made of wet sand andcovered with dry sand. Theteam should have 25 sand balls.

3) At the signal "155!", the

captain of each team willthrow the team coconut intothe water as far as he/shecan. Each team member willtake turns throwing sand ballsat the team coconut to get itto move further out. Whentime is called, the teamwhose coconut is furthest out,wins.

When a conflict arises betweenteams or between individuals,the children should be equippedwith skills in solving theconflict. See the GeneralAppendix Section of this guide,pp.265-267 and introduce theHawaiian process of solvingconflicts, called ho'oponopono.

257

Grade 3, Unit II

SOCIAL STUDIES

3) Use your school kupuna as aresource person on fishing.Have her/him share legends,stories, experiences and know-ledge about living off thebounty of the sea. Ask thekupuna to especially addressthe subject of conservation ofsea life - how to pick limucorrectly, what sizes OTsh totake, seasons for various fish,etc.

SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE ARTS

4) Invite the adult family membersof your students of variousethnic backgrounds to discussand demonstrate their uses ofthe sea and sea life.

Culmination:

Plan a poi lunch consisting of food fromthe ocean and taro/pot. Introduce thispossibility early in the study so thatparents can get involved. Activitiesmay include limu picking and preparation,fish cleaning and preparation, crabcatching and preparation and many otherkinds of ocean activities.

5. Study a local ranch community or area onyour island. Some example sites are:

O'ahu

Hawaii

Maui

Kaua'i

Kahui RanchCampos RanchKualoa RanchHu'ehu'e RanchParker RanchHana Ranch'Ulupalakua RanchKip5 RanchRobinson Ranch

258

2) What gives water its odor?

3) Does the salt water samplesmell like the ocean?Explain your answer.

4) Why does the ocean smelldifferent from the sampleof salt water? (This is onlya small amount of water, notenough to carry some of thesmell present in oceans filledwith seaweed, pollutants, andother debris.)

5) Do all oceans smell alike?Explain your answer. (Ocean

smells will differ accordingto locality. The determinantsof ocean smell are thoseelements that are fed intothe ocean and those that livein the ocean such as types ofseaweed, reef animals, andother animals of the sea.)

6) What makes water smell bad?

7) What can you do to change thesmell of water? (E.g., good -avoid polluting the waterwith garbage and sewer runoff. Clean up limu that haswashed up on the seashore,keeps animals away from thebeaches.)

d. Have the children taste thedistilled water. Then have themtaste a sample of sea water.

122

e) What is a kapu?

f) What kapu had been put onthe killing of cattle?

g) Why was this a good kapu?

h) What is the Hawaiian cowboycalled? (210J110

i) Do we have Hawaiian paniolotoday?

j) Who taught the Hawaiiansthe business of cattleranching? (The Mexican

cowboys.)

k) Who owns Parker Ranchtoday? See AppendixUnit II-U, pp. 164-168 forsome news articles aboutParker Ranch and Richard

Smart.

b. Read another biography fromRizzuto's Hawai'i's Pathfinders,pp. 77-84, "Anna Lindsey Perry-Fiske." This biography describesthe life of a successful femalerancher on the Big Island who single-handedly runs one of Hawai'i'ssuccessful ranches today.

c. Have the children identify acattle ranch on their island.

259

E.g.

O'ahu Kualoa RanchMaui Nina Ranch

Moloka'i Pu'u 0 HokuKaua'i Robinson RanchNiihau Robinson Ranch

Grade 3, Unit II


See science lesson #2 on p. 124 forsome activities dealing with shellanimals of the sea.

a. Introduce the legend behind thissong (as written on the jacket ofthe record album).

b. Display the chart with the wordswritten in Hawaiian. Have the childrenread the words and note those wordsthat name shellfish.

c. Play the recording and motivate themto listen to the words as well as thestyles of singing and of playing themusical instruments.

d. Read the English translation to thechildren.

e. Have them learn some simple hulamotions for the song. (See theschool kupuna.) Or use the Englishtranslation to create hula motions.Encourage the children to choreographtheir own dance motions.

4. "Na 'Ai 'Ono" Clarence Kinney

Source:Same as previous song.

Recording:Same as previous song.

This is a fun song for the children tolisten to as Eddie Kamae sings about themouth watering food at a pa'ina or aluau. It describes the 'ono nature ofi'a 15walu and i'a pulehu.

260

V.

Then have the children determinewhere their animals belong. Have

each student write a name tag fortheir fish. Write the English aswell as the Hawaiian name. Attachthe label to the string. Allow thechildren to tell the class abouttheir fish: where it lives, how tocatch it, the best way to eat it, etc.

Printing: Gyotaku - Fish Printing

Materials needed:

India inkPaint brushes (.1")

Paper towelsPrinting paper (newsprint)Tempera paint thickened with soapVariety of dead fish, flatter ones

preferred for easy printing

Procedure:

1. Wash the dead fish with soap andwater and place them on newspaperon cork board or clay.

2. Have the children observe the colorpatterns on the fish. They may wantto add color to their finishedprints.

3. Spread the fins apart with pinstacked into cork board or clay.

4. Have the children brush ink acrossthe fish specimen moving from frontto back. Have them put a heaviercoating on the edges of the fish.Caution them to paint around the eyeand not over it.

123

b. Burying the Kino (body).

The children need to choose apartner. This is a relay sospeed is important. .

1) The children will start on thesand with their partners. At

the signal "Pa!", both partnerswill commence to dig a holebig enough so that one personcan get into it. The objectis to cover the entire bodyof the partner with sand withonly the head showing. The

burial must be level withthe sand, it cannot be abovesurface level.

2) The buried partner can be lyingdown with his/her head proppedup above the sand level.

sandlevel 55E4ceff

3) The 1st couple to achievecomplete burial wins.

c. Standing-up-to-the-Nalu (wave)

The children will stand knee deepin water that has some waveaction. As the waves break atknee height, they strive not tolose their balance; they have tomaintain 'In upright position.Anyone who loses his/her balancemust leave the area and sit on thesand.

261

Grade 3, Unit II


Moloka'i Moloka'i RanchLanai No Ranch

(Ko'ele Ranch went out ofbusiness)

(See Yellow Pages Directory)

a. Set up an interest corner withpictures of ranching life in Hawaii'.Some of these pictures are availablein the following resources:

Brennan. Paniolo.Feher. Hawaii- A Pictorial History.Scott. Saga of the Sandwich Islands.VanDyke. Hawaiian Yesterdays.

b. Plan some activities for thechildren based on their experiencialbackground and availability ofranching facilities in your community.

1) Have the children share what theyknow about life on a ranch.

2) Plan a field trip to a ranch andhave the children learn about arancher's life today. Someaspects may include:

Breeding SlaughteringFeeding HerdingBranding ShippingHandling

3) If a ranch visit is not feasible,read excerpts from Brennan'sPaniolo, especially pp. 83-86.Share the pictures with them sothey can see pictures of today'scowboys. The above pages describethe life of Hawaiian cowboys(paniolo).

2P2

1) Describe the taste of distill-ed water and sea water. Why

is the sea salty?

2) Why does sea water taste theway it does?

3) Does sea water and saltwater taste the same? Why orwhy not?

4) Do all oceans taste the same?Explain.

5) Can we make fresh water outof sea water? (Demonstratethis process if the equipmentis available in your schoolor district. )

6) Leave two sample dishes ofwater on the lanai in the sun.Use different kinds of water -tap, stream, brackish, pond,sea, etc. Allow the water toevaporate. Have the childrenobserve the contents of eachdish under a microscope tosee the minerals that remain.

2. The animals of the sea with shells.

a. Have the children share why someanimals of the sea wear shells.

E.g.

Protection from enemies.Protection from environmental

conditions.

b. Have them share what they knowabout shell animals.

124

d. Write letters to a rancherinquiring as to the kinds ofactivities available to thepublic, e.g.:

horseback ridingrodeo showtour of the ranch

e. Plan a field trip to see some ofthe activities of a ranch. (See

social studies plan.) After a day

at the ranch, have the childrendo some of the following activities:

1) Write a description of the bestactivity you observed and drawan illustration for it.

2) Write a poem about the life ofa rancher.

3) Imagine yourself as a young girlor boy growing up on a ranch.Write a story about an excitingevent that took place on a ranch.Think of some illustrationsthat can be drawn to make yourstory more interesting.

4) Write letters of thank you tothe ranchers. Include somepictures showing the mostexciting thing you enjoyed.

5) Write a letter to the governortelling him/her how much youenjoyed the trip and what youthink about preserving theranching industry.

263

Grade 3, Unit II


This is a listening exercise. Talk about

the food at a typical country lu'au andthe variety of ways the food is prepared.If the children are unfamiliar with lawalu(broiling in ki leaves over hot coaliTand pulehu (broiling), have the schoolkupuna or a community resource person comein to demonstrate these processes.

a. Read the translation to the children,pointing out familiar words like:

'ono - delicious'ai - food

kuke - cook(ed)poi_ - pounded kaloi'a - fish

b. Encourage the children to listen forfamiliar words and to the style ofsinging. Have fun with the song.

G. Singing and listening to songs about ranchlife in Hawai'i

1. "Paniolo Country"

Recording:Paniolo Country, Gabe Kila and The Nani-kuli Sons, J-san Records, JSR-1974.

Source: See Appendix Unit II-NN, p. 235.This LP reflects the lifestyle of Hawaiian

ranching. It describes the smells, land-scape, climate, the people and the lifeof the paniolo. The narrations writtenin the jacket of the album are well worthsharing with the children. Also, the

jacket cover is a panoramic color shotof the Schutte Ranch in Waimea, Hawaii.

.264

5. Cover the fish with the print paper,pressing evenly over the surface

with the fingers.

6. Peel the print off carefully fromhead to tail. Add a dot for theeye and any needed colors for specialeffects.

7. After the prints have dried, mountthem on colored construction paperand display them on a bulletin board.They may be used as a cover for abooklet on life in the sea.

W. Creating and Designing: Limu (seaweed)Pressing

Materials needed:

Oaktag cards - 4" x 5"Several large bowls or cake pans of

waterSeveral 12" x 18" pieces of old bed

sheets.Stacks of newspaperVariety of limu

Procedure:

1. Set up a work area in the classroomwith large tables. Place the watercontainers, limu and cards at severalstations so that at least two studentscan work at each station.

2. Set up another area with the stacksof newspaper and sheets.

125

B.

d. Water-line Fun

Watch the tide calendar andpick a time when the tide islow. Take the children to thebeach equipped with garbagebags, gloves, rakes and plastic

collection bags.

1) The object of this game isto Iearn as much as you canby studying the content ofthe water line. Have the

children study objectswashed ashore by the waveaction. Have them use chop-sticks to push things aside;there may be pieces of glass.

2) Encourage them to keepinteresting bits and piecesthey find, e.g., small coral,water worn colored piecesof smooth glass, dried limu,seashells, crab shells. When

they have found several thingsthey want to keep, have themrake the beach litter intotrash bags to help keep thebeach clean.

3) Use the collected goodies tocreate a collage.

Creating games dealing with ranch lifecan build more awareness of what life on

a ranch is like.

1. After studying ranch life in socialstudies, have the children meet inmini- 'ohana to create games based on

265

Grade 3, Unit II


Pp. 87-92 describe the "SeagoingPaniolos" of an earlier Hawai'i.When the cattle were ready to beshipped, the paniolo had to beextra hardy and clever in orderto load the cattle on ships.Today the process is different,and is vividly described onpp. 93-96.

4) See Appendix Unit II -S,pp. 159-161for a news article on what'sbeing done today, 1984, topreserve ranch style living. Askthe children:

What can we do as privatecitizens to help preserve ranchstyle living? (Write letters toour legislators and to ranchers.Learn more about livestock farm-ing and become concerned enoughto do something about increasinglivestock farming, etc.)

Culmination:

Visit a meat packing company and have thespeaker show the children the variouscuts of beef available from a single cow.Encourage the children to learn theprocess of preparing the fresh beef formarketing. Then visit a supermarket tosee the various packages of beef. Havethe children take notes on the manykinds of packages of beef. Collatethis information when they return to theclassroom and have the children tally whichkinds of packages are bought by themajority of the students' parents. Have

266

Some shell animals are small,some are large

Some shell animals have twoshells

Some shell animals are eaten raw,etc.

c. Encourage them to look for shellsthey may have in their homes andbring them to school to share.Have them look up the scientific,English, and Hawaiian names foreach shell. Place these on adisplay table tagged correctly.

d. Take the children on a field tripto the sea shore. Have themcollect different kinds of shellsand shell fragments. Have booksand/or charts available so theycan classify and identify theirshells.

e. Set up an aquarium with some saltwater sea life. Include someshell animals. Have the childrenobserve why shell animals needtheir shells.

1) Have the children feel theanimal of a shell creature andhave them explain why theythink the animal requires ashell.

2) Have the children observe theeating habits of shell animals.

3) Have available books on shellanimals to which the childrencan refer to increase theirknowledge of shell animals.

126

267

Grade 3, Unit II

Music: ART GAMES AND RECREATION

a. Use the cover of the album to createan atmosphere of ranching in theclass.

b. Talk about what they see on the cover.Have them share their impressions andfeelings about ranch life.

c. Locate Waimea on the map of Hawai'i.(See Na Ki'i Ho'ona'auao posters.)

d. Read some excerpts of the articlewritten by George Kanahele. Thearticle describes the beautifulcountry of Waimea and sets the moodfor this beautiful lifestyle.

e. Play some of the songs on the LP andask the children to listen for infor-mation about Hawaiian ranching. Havethem feel the music and then discusstheir feelings and impressions.

f. Play "Paniolo Country" for them andhave them look at the words on thesong chart as it is being sung.

Have the children say the words inrhythm.

h. Play the record again and have thechildren sing along with the recording.Encourage them to move with theirbodies and express their feelingsusing hand claps or feet tapping.

g.

i. When the children have learned thesong, have them suggest the 'ukulelekey changes for the song. P acethese on the song chart and have thempractice playing the song on the'ukulele.

268

3. The children will go to the panscontaining a layer of limu floatingon the surface of the water.

4. Have each child place a card underthe limu and commence to shape thefloating limu into a design on thecard. When they are satisfied, havethem lift the card carefully out ofthe pan so as not to disturb thedesign.

5. Have them place the completed designson a stack of newspapers. When alayer of newspapers has about sixcards, cover the cards with one ofthe 12" x 18" bed sheet sections,place another stack of newspapers onit (2-3" high) and lay another layerof cards.

6. When the entire class has completed acard, place some heavy books, bricks,or cement blocks on the stack andlet it stand several days to dry.

7. Laminate the finished products andencourage the children to place themin a frame for their bedrooms.

. Watercolor Painting: "Home on a Ranch"

Materials needed:

Paint brushesPoster paper - 18" x 36"Tins of watercolor

127

what they learned on the field tripor through books. Encourage them tothink of an outdoor game and then anindoor game.

2. An example of an outdoor game is:

a. Lassoing

1) Set up some JP0 trafficcones five feet apart in arow.

2) Divide the children intoteams.

3) Give each team a length of rope15 feet long with a runningnoose on it.

4) Have the children practicelassoing the cones, justas they see cowboys lassoingcattle.

5) After several practice sessions,have a contest to see whichteam can have the most successeswithin a given time.

b. Corn husking relay

1) Ask each child to bring inone ear of corn or ask afarmer for a donation offresh corn.

2) Place the corn in 4-5 equalpiles.

269

Grade 3, Unit II


the children write a list of reasons whythe ranching industry is important to their

families. Compile these on a classretrieval chart.

27o

Some suggested references are:

Epstein. Junior Science Bookof Seashells.

Goudey, Alice. Houses fromthe Sea.

Padendorf. Pebbles andShells.

For more activities, seeDemanche. Hawai'i NatureStudy Program, Reef and Shore,UH 1980.

G. Introduce the children to some of theunderstandings involved in the process ofbreeding cattle. See Appen4ix Unit II-V,

pp. 169-174.

Teacher preparation:

Have available some pictures of pure breddogs. Place these pictures on the bulle-tin board and number them. Make a work-sheet so that the children will be ableto write their guesses.

1. Allow the children to write the namesof each of the dogs pictured on thebulletin board.

2. Check the answers as a group so theycan learn as they check their answers.

3. Have the children circle the ones theyhave seen and put a star by the dogbreed which they own.

4. Give each student a sheet of drawingpaper and have them use their pentelsor crayons.

128271

Grade 3, Unit II


j. Add this song chart to the practicecorner where the children canpractice during quiet play time.

2. "Waiomina" (Wyoming)

Source:The words of this song appear on thejacket of the LP record listed below.

Recording:Drinking Champagne, LP, Hula Records,HS-542, Myra English.

Preparation:Write the words and the interpretation ona wall chart. Have available areference book telling about the greatpaniolo of Hawai'i, especially Ikuwa Purdyand Archie Ka'aua of Parker Ranch. Some

resource books are:

Brennan. The Parker Ranch of Hawai'i.

Rizutto. The Pathfinders of Hawai'i.

Procedure:

a. Show the children pictures of Ikuwaand other paniolo. Read excerpts

about the trip to Cheyenne, Wyomingwhere the World's Rodeo was held in1908. These two cowboys won 1st and

3rd place.

b. Have the children read the translationof the verses. Ask them pick outthe place names in the verses andlocate the places on the map ofHawai'i.

272

Y.

Procedure:

1. Have the children think about whatthey have seen, read and heard aboutlife on a ranch.

2. Put on some paniolo music by the Sonsof Hawai'i OFRFNM Leed and have thechildren paint a picture of a ranchon which they'd like to live. Havethem include the animals, the ranchhouse, the ranch hands and any otherobjects or people they may have seen

on a ranch.

3. Remind them, to fill up all the spaces

and to use action in their figures.

4. After the paintings dry, encouragethe children to share their paintingsand tell a story of their lives on aranch.

5. Mount these paintings in an all-school location like the schoolcafetorium.

Drawing: "The New Breed"

Materials:

Drawing paper - 12" x 18"PentelsPictures of a variety of cattle (see

social studies plan, lesson G-5, p.124)

Procedure:

1. After listening to the reports aboutthe various breeds of cattle in socialstudies, motivate the children to

129

3) Divide the children intomini-'ohana and have them standten feet away from the pilesof corn. Place a stool anda bucket next to each pile ofcorn.

4) On a signal, have the firsthusker run to the pile, pickup an ear of corn, sit on thestool and husk the ear of corn.

5) When the corn is completelyhusked, the player must putthe corn in the bucket, runback to the team, and touchthe next person in line whoruns to do the same thing.

6) The first team to completeits pile of corn wins thehusking bee.

7) Clean the husked ears of cornand ask the cafeteria managerto boil them for the childrento eat.

3. Introduce the children to thedancing of the early western days.They have seen many westerns ontelevision and have been exposedto ranch life so that they canappreciate the music of the west.

a. Find a resource person in yourschool or community who knows asquare dance or a reel dance like

the "Virginia Reel."

273

trade 3, Jnit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION

274

a. Ask the children:

. What is a poi dog?

. How do we get a poi dog?

. Why do you suppose this namewas given to this kind of dog?

b. Once the idea of breeding ismentioned, have the childrendiscuss their concept of breeding.

c. Have them look up this word inthe dictionary.

d. When they have established anunderstanding that breeding isdone for the selection of the bestcharacteristics of two animalsfor a special purpose, have themselect two pure breed dogs anddraw a picture of a "poi" dogthat has the best characteristicsof the two dogs selected.Encourage them to do researchif necessary. Have them loot-'

at characteristics other thanphysical appearance.

E.g.

Keen sense of smellAbility to learn obedience, etc.

e. Have them mount their finishedpictures on one half of a 12" x18" construction paper and writea brief description of their "poi"dog on the other half. Have themshare their creations.

130

275

LANGUAGE ARTS

Grade 3, Unit II


c. Play the song for them as they followthe words on the song chart.

d. Ask them to say the words after you.When they have learned the words toverse ue fairly well, go on to thesecond verse until they have learnedall three verses.

3. "Hanchano Ni Cowboy" (the cowboys areglorious)

Source:

The words are written on the jacket ofthe record album listed below.

Recording:Meet Palani Vaughn and the Sunday Manoa,LP, Hula Records, HS-524.

This is an enjoyable tune to listen to.It describes the glorious cowboys ofWaimea, especially John KawananakoaLindsey of Parker Ranch. Teach thechildren the first, sixth, and lastverses. Encourage the children to lookfor other songs that describe ranchingin Hawaii.

276

select two breeds of cattle thatwould probably produce the kind ofcattle they would find ideal fortheir purposes.

2. Have them create this "new breed"using pentels. Ask them to thinkof a new name for their creation.

3. Encourage them to keep their drawingsbig and to use colors as close tothe natural colors as possible.

4. Motivate them to write a creativestory about their new animal.

131

b. Check your school library recordcollection for early Americandances and directions.

c. Talk to the 5th grade teachersin your school since they may befamiliar with the dances.

d. See the TAC Video guide forvideos or check the 16mm FilmCatalogue for some films ondances of western America.

C. Plan a springtime "Rodeo in Hawai'i."

Have the children plan the kinds ofpaniolo outfits (palaka material, cowboyhats, lei wili, bandanas, etc.) they canwear; the kinds of foods they canprepare; the kinds of games they canplay; the kinds of dances they can do andthe songs they can sing. Try to get theparents involved in the planning andcarrying out of this project.

277

Grade 3, Unit II


27d

5. Have available some pictures ofdifferent breeds of cattle. Refer

to encyclopedias or books on cattle.

a. Ask the children to study thepictures of the different kindsof cattle and name the ones thatthey have seen in Hawai'i.

b. Have the children select a breedof cattle they would like to knowabout and have them do researchin mini 'ohana. Have them findbooks, magazines, and picturesthat they can use in theirresearch.

c. Encourage them to write aboutthose characteristics that makethem the choice pick by cattleranchers for:

1) milk2) beef

d. Have them also read out the kindsof food the cattle eat and thecare involved in raising them.

e. Encourage the children to talk toa rancher if one is available.

f. Read from Art Halloran's, TheHawaiian Longhorn Story. This

brief book tells the story of thedevelopment of cattle ranching inHawai'i.

g. Have the children share theirresearch and pictures.

132 279, '1 f

Grade 3, Appendix Unit II-A

VIEWS OF HONOLULU

L

0.

."tow rR

Used with permission of the Hawai'i Visitors Bureau.

28 0133

281


tIf

0410117"--;,44ese,

W101014

282

VIEWS OF OLD HONOLULU

411111111.

J

Honolulu from Punchbowl in the 1890's.

134 283

I.it

prat

tea eml

... Wte

a

Reprinted with permission of Bishop Museum.

284'

VIEWS OF OLD HONOLULU

135

-

N.

9.0

"e 5


$t

285

Grade 3, Apendix Unit II-B

CITIES: SIMILARITIES AND DIFFERENCES

Name of City Land Size Population Leader Industries Businesses Transportation Natural Resources Points of Interest

Eg. Honolulu Mayor Clothing Banking Cars, buses,intra-state air-lines, inter-island ships,intemaiionalairlines

Water, climate,beaches, ocean,seafood

Punchbowl, DiamondHead, HonoluluHarbor, Waikiki,etc.

286 136 287

1111111 111

111111 1/I III I

111114,1 111111"1 11 II I I I Al

1

Ill,r."\A 1,11,11"NI

1 1 1di ,,14 /), 1I

11

I - 'r ,c -?,.. 11111

MAP OF AN ISLAND

r cv.,;c",rt"A17-,/P'^tr/-4; -.^

,..,..." .,......,r ,, ,- ,N,N"...........i` ',N.C."'I 3I 00 "%"")%e."-Vrl-ii/si?-.'4\4%Te, /.els, , `NA %/te ,c,.."..o&". .%"Vi,, .00/-../.114/1

'';' 'it I I / ......N .01 - A ,,N." ^.0......,' // nn /-4,01 II /I) //iiI -)f / te, rCrfc""tic'es^/2n " -47, ilt /.% >. ,>4:-.1t*** I / it A

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/),\Ntrr Jvcoz!iltri 'Hon101,1111,

u,4t govibill /I-^ t.

I I asap 4#514' pn A 4/ Pr 44.,<:(- 1t 1111/1"/.II Ili ,-//10"4 A 7 'eV 4k 7 % I IMMO!E 4 i'VN ../c;1,11

1, j..tr, ./vvl'11111i101/111111 i" I ',"").,4\1-NAVN.; jk 4,7 .1k ?I it". /%/N. ."-",>-"t 7 NJ, yftiac.I ill 1/./%^ " ill,/

Grade 3, Appendix Unit II-C

60114

01111e.

7.r ^ /1 ei ttf /..^,ptv 0N. 04/. " 1.%.

/\' it/sst.,- i///

lc> Jo sy

as

KEY

Mountains

Volcano

Beach

Grassland

Forest

Swamp

.0 Reef

288

./:\,,,N2st14,14 ;1/414,11f.I'll( /N -Ntt .1/t 4 ".! 1/4-7 eir Oh it1%111011111st ;%,/\,'`. )111 111 1 tttr,^, lilt 111,1 I Iolt!),,,riz/i" 'N-...&1\irit- ./t. ix. ,Ili "I'0147 11 I 10

II) /II 4e, 7 JI 11101 Ili' 1 III I ;NA .. /.' ;It ''IC '1 /A I'll /II 111,Ixtilti 11 '`'N

1 I

I ../..-1.%/ /No.-% /N.." , .4* 1,1 1 . .1^110.111111

I 111'11\ 111111111 -% 111111 1111 1/ 1 'ft.'II I 111111. III 11111 I lilt ,1 i 1 i i 1111 i ,-,,. 1 1 1 1 I 1 I Iit 1,101,1, II: lit ' 1 i 1111111111 1 101 i 1 11 I ICI I 1 I :.111 ' / I I t 1

,Nt'....it 1 r 111 .111. ...:'-,.1 I I I 1 .;.::

137

..-Reprinted with permission of the Visitor Indust2

Education Council. 89

VISITOR QUESTIONNAIRE

1. Are you a visitor?

2. Where is your home?

3. Why did you choose to come to Hawaili?

4. What are you enjoying most about HawaVi?

5. Is there anything that you don't like about Hmmili?

6. Would you like to come back to IlawaVi for another visit?

7. Which islands did you visit or plan to visit?

8. Do you have any other comments about Hawaili as a vacation

land?

Interviewed by:

Location:

Date:

Reprinted with permission of the Visitor Industry Education Council.

2 3 0

Grade 3, Appendix Unit II-E

LOVE A TREE

Name of tree Hawaiian:Scientific:Pet name:

Height of tree

Location

Condition

Method of seed dispersal

Flower description

Description of its environment (shade tree, full sun?)

Life in or on the tree

Leaves

Bark

Importance

291 139

292

Grade 3, ADoendix Unit I I-F

233140

MAP OF THE PACIFIC BASIN COUNTRIES AND ISLANDS

60°

50

o°

15

105° 120° 135° 150° 165°

U.S. S.R.

CHINA

180° 165° 150 135° 120° 105° 90° 7 5 0

A L E UT I A14%4,0411".A .0 .00

t:?r NORTH PACIFIC OCEAN

62)JAPAN

D

p RYUKYU .ISO. sOKINAW/V BONIN IS. :.

;1WOJIMA.atA INAN;MARIANAS Is. WAKE

LUZON PHILIPPINES aAiPAN .f.CR4AM M A RSH...h LyS.

0

15

30°

A..INA I N OANAOMALAYA

RUKCELESESt.;cAROCINE IS.BORNEO

Sjo

MIDWAY

.. HAWAIIAN ISLANDS

JOHNSTON

NEW DUINSA GILBERT IS . ;BAKERk-IOWLAND

%PALMYRA

.cHRISTMAS

60°

UNITED STATES

MARQUESAS.0. .o ELICE:i sAcsA0A ayiVESIA

. .

EW 4°.

TUAMOTUARcHiPELAGO49.4/ \FIJ.11*:

iS.

.;.- 1 :.. TAHITI 1...CALEDON I A' o 17.-roN a fr% cocil(IS.39C!E-rf 1..,,:MANOAREVA

3: TUBUAI %S. .RAPA PITCA1RNNORPOLVi'l

MEX I

LOYALTY IS ..

NEW ZEALAND

CENTRAL

AMERICA

CAL APAGO:.t

EASTER

SOUTH PACIFIC OCEAN

105° 120° 135° 150° 165° 180° 165° 150° 135° 120°

SOUTH

AMERICA

I 1

90°

294

105°

OFFICE OF SOCIAL STUDIES DEPARTMENT OF EDUCATION STATE OF HAWAII'

11H710

15

Grade 3, Appendix Unit II-G

PLANNING SHEET FOR A TRIP TO HAWAI'I

Point of departure Destination Mode of Transportation People involved in providing services

Home/CaliforniaAirport, etc.

AirportHonolulu airport

Family carJet

Relatives .

Porter, ticket clerk, baggage workers,

stewards/stewardesses, cooks, pilot, co-pilot,navigator, ground crew, tower crew, etc.

295141 296

/

DYE OR STAINGreen husk OTITuitpounded with water forpale gray dye.Soot from burned nutsfor black dye fortatooing, for paintinghulls of canoes, forkapa.

Inner bark pounded withwater makes stain forfish nets and reddish-brown dye for kapa.Dressing of oil fromkernels applied asfinishing process onsurfboards.

MEDICINE

Sap from green fruit

rubbed in child'smouth for thrush ('ea).Sap put on skin woundshastenshealing. Mixtureof flowers and sweetpotatoes eaten for 'ea.Leaves used as poulticefor'swellings andinfections.

IHOIHO KUKUICandle formed by stringingroasted or dried kernels onshort coconut midrib orsplinter of bamboo andplaced in sand in stone bowl.Each kernel burned 2 to 3minutes.

Kuku i FOOD

Nuts roasted, shelled, andpounded to make relishcalled linamona. Rawkernels can make one ill.

LEI

Hard shells of nutspolished and strunginto lei.

ILLUMINATION

FISHINGRoasted kernels chewed by

fishermen and then spat overthe water to make it smooth

and clear. Wooden floats forfish nets made of kukui woodif hau wood was not available.

Kernels of nuts wereimportant because of

quality & quantity of oil.

POHO KUKUIStaiTramp filledwith kukui nut oilusing twisted stripof tapa as wick.

LAMA KULarge torch made of

kernels strung on severalmidribs which were

wrapped in dried ti leavesand placed at tips of

bamboo handles.

LAMASmall torch made

by stuffing hollow

of bamboo withroasted kernels.

1111.

Explorations/Ho'omika'ika'i 1983, p. 113. Reprinted with permission ofKamehameha Schools/Bernice P. Bishop Estate.

297

CVet/

1

Grade 3, Appendix Unit II-I

I

143

Grade 3, Appendix Unit II-J

WORKSHEET FOR DATA GATHERING

Papaya Banana Taro Areca Orchid

Size of farm 4 acres

Natural Resources Needed Good soil, sun,Water

Reproduction By seeds

Length of Growing Time 9-10 months

Problems weeds, fungus andnematodesneed to use herbi-cides and insecti-cides for extermin-ation

Machinery, tools Plow, ladder, spray,machines

Marketing Practices Sold to supermarketsisland-wide; sold infarmers' markets;

exportedYearly Profit

293144

Internal investigation on milk

Grade 3, Appendix Unit II-K

August 12, 1982

Probe blames some health personnelBy Barbara Hastingsand PerryBurTisAdcertiser Staff Writers

While the state Departmentof Health has been publicly de-fending how it dealt with thecontamination of Oahu's milk bythe pesticide heptachlor. aninternal investigation has con-cluded that several departmentemployees should be punished.

Results of the investigation,which was completed in May,were not made public. Theprobe was conducted by a six-member Department of Healthteam headed by deputy directorAbelina Madrid Shaw.

There is no suggestion in thereport of a deliberate cover-upor willful misconduct. Rather, itwas a matter of the staff notdoing a good job.

The report reprimands somedepartment personnel andheavily criticizes lower-levelemployees in the food and drugand laboratory sections. Jobsanctions. including suspensionswithout pay and at least onedemotion, are recommended.Some management personnelare named for job actions aswell.

Department spokesman DonHorio said there would be noofficial comment on the internalreport. He said copies wereturned over to the peoplenamed in it for their responses.

The report ..ame to light yes-terday at the same time healthofficials were preparing for ameeting this morning withrepresentatives of two federalagencies. That meeting is tohash out whose milk tests areaccurate and to discuss a feder-al plan to lower the allowedlevel of heptachlor.

The pesticide is believed tohave gotten into the milk byway of chopped pineappleplants used as cattle feed. TheDepartment of Health discover-ed the contamination in Januaryand issued the first of a seriesof milk recalls in March.

The department has comeunder fire because of the delayin recalling the milk and be-cause it declared milk safeseveral times, only to order itpulled from grocery shelvesagain

Yesterday, state Sen. BenCayetano said the state shouldstop focusing on who's rightabout the amount of pesticide inthe milk and start gettingsome adequate medir:i adviceout to the public.

Cayetano said he is concernedabout the "attitude" of the De-partment of Health. He said thedepartment hasn't been doing"everything it could to deter-mine the length of exposure" ofOahu consumers to the pesti-cide.

He criticized department offi-

301

cials for waiting more tnanthree months to test a samplethat could have shed light onhow long the milk had beencontaminated.

The milk was found by a con-sumer cleaning out her freezer.Cayetano said she told his com-mittee about it in late March orearly April.

"The fact they (the Depart-ment of Health) didn't do ituntil July 23, the day the lieu-tenent governor decided tomake this a campaign issue,bothers me. There's an infer-ence made that if the issue hadnot been raised, they mightnever have tested this stuff."said Cayetano, who heads aSenate committee investigatingthe milk contamination.

Cayetano's committee willmeet with the federal officialstomorrow.

Lt. Gov. Jean King, who isrunning against Gov. GeorgeAriyoshi in the primary elec-tion, announced July 23ithat agroup of university scientistswere concerned the milk hadbeen contaminated at least sinceApril 1981. Health officials havequestioned that information. aswell as test results by thefederal Environmental Protec-tion Agency which indicatehigh levels of the pesticide inlast summer's milk.

145

When the Department ofHealth finally did test the milkfound in the consumer's freezer.milkithat was produced in July andAugust last year, its results showedheptachlor was not detectablethat is, under 0.05 parts per million.However, when the EnvironmentalProtection Agency tested the samemilk, it found levels of 0.15 and 0.16ppm.

Another EPA test on milk ob-tained last summer for radiationtesting found levels much, muchhigher. The state Department ofHealth questions the validity ofthose EPA samples and the testingmethods.

Cayetano said that if there's achance heptachlor was in the milksupply on Oahu a year ago, thestate should be informing peoplewhat this could mean. EPA officialssay one possible concern is sub-chronic liver damage or liver en-largement.

Department of Health spokesmanHorio said there really was nodelay in testing that consumer'sfrozen milk, because "it was notand is still not regarded as an offi-cial sample."

Deputy health director Mel Koizu-mi knew about the frozen milk,Horio said, "and after things had

more or less.died down in terms ofrecall actions, implementing themilk action plan and coordinatingvarious agencies' efforts . . . Koizu-mi could look at this."

He added that the data King..=Pleased, which Horio called "con-flicting information," and EPA'stests results added impetus to testthe frozen milk.

Horio said the department cannotexplain why its tests of the frozenmilk found only a third as muchpesticide as did tests conducted bythe FDA.

An independent lab will be hiredto do yet another test on that milk,Horio added.

And in another milk-relateddevelopment, Independent Demo-crat Frank Fasi says the stateshould provide free testing for allpregnant women to detect the levelof heptachlor in their systems.

Fasi, a gubernatorial candidate,said the testing would be done onlyon those who want it.

Fasi said a lot of women can'tafford to have this testing donethemselves. He said some may as-sume it is unsafe to nurse theirbabies and will put them on bottles.

"This is tragic, since manywomen prefer to nurse theirbabies," he said.

Reprinted with permission of the Honolulu Advertiser.

BEST COPY AVAILABLE 302


1,000 lbs. confiscated, recalled

More watercress contaminated

BEST COPY AVAILABLE

By Barbara HastingsAdvertiser Science Writes

More than 1,000 pounds of watercresshave been confiscated or recalled by thestate Department of Health because sam-ples contained a pesticide almost 21/2 timesthe acceptable level.

Yesterday the state confiscated 660pounds of the watercress harvested Thurs-day by the Seijun Kobashigawa farm inPearl City after laboratory analysis showedexcessive levels of the pesticide endosulfan.

Another batch, about 400 pounds, whichhad been harvested earlier in the week byKobashigawa, was recalled from supermar-ket shelves. Inspectors "have a strongsuspicion it is contaminated because it isfrom the same field," said Don Horio,Health Department spokesman.

The product is marketed with the label"Pearl Harbor Springs Watercress" on thewrap tie, but other growers, who are notaffected by the recall, also use that label.

Watercress was pulled from Star Super-market shelves in Kahala Mall, Kamehame-ha Shopping Center, Moiliili and PearlRidge shopping centers. And watercresswas recalled from retailers supplied bywholesalers Paradise Shippers and OahuFarmers. These stores and eateries areOahu Farmers outlet on Kapahulu Avenue,Kalihi Queen's Market, Kit's Market inHaleiwa. Haleiwa IGA Supermarket,Young's Chop Suey and Hung Nien Restau-rant.

The Department of Health has urged con-sumers not to eat watercress if they boughtit this week from those outlets. But stateofficials added that endosulfan deterioratesfairly rapidly "and is not stored, to anyappreciable extent, in the body."

303

"In acute doses. it may cause hyper-ex-citability and ccnvulsions," the depart-ment's statement said, but the levels foundin this watercress "should not cause anyalarm, based on laboratory experimentswith animals."

This is the third . time watercress hasbeen found to contain high levels of pesti-cides. This summer the state found highlevels of endosulfan and diazonon in water-cress, but no recall or public announcementwas made at the time because the HealthDepartment determined that all of thewatercress had been sold before the testingwas completed.

Then, two weeks ago; another grower,Koizumi Farm, was found to have levels ofendosulfan six times the acceptable level,and about 90 pounds were recalled frommarkets.

The high levels of endosulfan found inthe Kobashigawa watercress have farmersand the state Department of Agriculturebaffled and frustrated, according to LyleWong, pesticides chief.

He said there was no indication the pesti-cide was misused by the grower. If that'sthe case, the presence of the endosulfan inthe watercress may mean the pesticide wasbuilt up in the vegetable which it is notsupposed to do.

Wong said agriculture officials wouldstart treating a test plot Monday, sample itevery day and see if the endosulfan accu-mulates.

Federal regulations governing endosulfanuse (which the state of Hawaii follows)allow for repeat applications of endosulfanon watercress every seven to 10 days, butnone can be applied for seven days beforeharvest.

Endosulfan is used to control the dia-mondback moth on watercress. The moth'slarval or wormlike stage thrives on thewatercress leaf, leaving holes and discol-ored blotches on it.

Wong said the Kobashigawa farm hadapplied the pesticide at the right rate andobserved the seven-day layoff before har-vesting, yet the test samples contained 4.98parts per million of the endosulfan "when itshould not have exceeded 2" parts per mil-lion.

The 2 parts per million level is the toler-ance set by the federal government forresidues of endosulfan on watercress and ahost of other vegetables. If applied proper-ly, the pesticide is not supposed to leaveany more than 2 parts per million residueon the produce.

The watercress industry, already strap-ped, is taking this latest pesticide incident"pretty hard," Wong said. The diamond-back moth population is increasing andsales are down.

Agriculture officials are 'studying anotherpesticide mevinphos in hopes that itcan be cleared for emergency use on water-cress to save the industry, but field trialson that don't start until next week. A waspthat thrives on the moth has been releasedin one area, but so far no significant reduc-tion ii. the moth population has occurred.

More than the watercress industry couldbe affected if the investigation into endosul-fan residues finds too much of the pesticideis being left on produce.

146

October 16, 1982

Endosulfan is registered for use on a widevariety of foods; and although -watercresscannot be harvested until seven days afterthe last application, tomatoes, eggplants andpeppers can be harvested a day after spray-ing. Cucumbers, squash and peas can beharvested the same day.

These other vegetables have not beentested for pesticide residues by the HealthDepartment for at least a year, according toMaurice Tamura of the food and drug divi-sion. (The Agriculture Department regu-lates pesticide. use on the plants, but theHealth Department is in charge of 'monitor'ing residues on the end product.)

Tamura said the Health Department "isgoing to have to look into other cropssoon," not just for endosulfan residues, "butpesticides in general as soon as we getthe watercress squared away."

Usually, vegetables are checked quarter-ly, health spokesman .11orio said, but notevery vegetable gets teats four times ayear. The last time tomatoes were sampledfor pesticides was in August 1980, and nopesticide residues were found, Horio said.

But no tests were conducted on vegeta-bles this year, Tamura said, because thelabs have been tied up with sampling andtesting milk after unacceptable levels of thepesticide heptachlor were found in severalOahu dairy products.


304

EDB Ban Threatens Pine,Growers Warn

ey Jeanne AmbroseStar-Bulletin Writer

If a suitable alternative to thepesticide ethylene dibromide'EDB) cannot be developed, thepineapple industry in Hawaii willfeel "a multimillion-dollar im-pact." said the president of thePineapple Growers Association ofHawaii yesterday.

After hearing of the Environ-mental Protection Agency's deci-sion yesterday suspending thesale and distribution of EDB forsoil fumigation, Dole Co. called"an immediate halt" to its use ofthe chemical. said Wes Smith.who heads the association and isvice president and general man-ager of Dole.

Under the EPA action, all EDBin storage by the industry maybe used through Sept. 1. 1984,but, Smith said. Dole will not usewhat it has until the companyreviews the matter and considersthe alternatives.

On Oahu, Dole and Del MonteCorp. both use EDB as their pri-mary method of controlling thereniforni nematode, a worm thatdestroys the roots of the pine-'apple plant.

Now that EDB will not be avail-able. the pineapple industry faces"a serious problem," said LyleWong. chief of the pesticideshranch of the state Departmentof Agriculture.

The Pineapple Growers Associa-tion "will follow the appeals

305

procedure established for EPAdecision." Smith said, becausethat decision "is at variance withthe evidence developed throughextensive soil testing by the stateDepartment of Agriculture."

EVIDENCE that the chemical iscontaminating ground-water sup-plies in Hawaii. as well as in Cali-fornia. Florida and Georgia. ledto the emergency suspension.

Four wells in Waipahu havebeen closed since the July discov-ery of small amounts of EDB inthe water there. The EPA hassaid exposure to such amountsover a lifetime poses a slight in-crease in cancer risk.

The chemical has been shownin laboratory tests to producecancer, reproductive disordersand mutations in test animals.

The Pineapple Growers Associa-iion's appeal will be based on the"fact" that the industry's use ofEDB does not result in publicexposure to the chemical. Smithsaid.

Although EDB was found inthe Waipahu wells. "we do notbelieve we are the source of theground-water contamination."Smith said.

Gov. George Ariyoshi in a let-ter to the EPA earlier this monthsupporting EDB use in Hawaii.also pointed out that ground.water studies in Hawaii did notimplicate agricultural use of EDBin the water contamination.

Yesterday, the governor saidthe EPA decision "may have aserious economic impact on someof Hawaii's agricultural prod-ucts."

"While we had raised the clues-Lion whether the use of this pesti-

ride on pineapple was in fact thecause of the contamination in afew wells in Hawaii, we mustnow abide by the decision of theEPA.- he said.

BECAUSE pineapple industryofficials say alternatives to EDBare less efficient and more costly,the economic impact on theindustry "is quite substantial."Smith said.

Although Del Monte spokesmanMark Gutsche said he is "not in aposition to comment about the fu-ture." using alternatives to EDBcould mean the company willhave to raise its pineapple prices.

However, Del Monte plans tocontinue using its fields here forgrowing the fruit, he said yester-day in a telephone interviewfrom his San Francisco office.

At the same time the EPA is-sued the suspension order, it an-nounced plans to cancel andphase out all other major pesti-cide uses of the chemical, whichincludes its use as a fumigant onquarantined papaya.

The EDB cancellation andphaseout becomes effective Sept.I, 1984.

Robert Souza. manager of thePapaya Administrative Commit-tee, said the foremost problemfacing that industry is finding analternative to EDB in response tothe ban.

For Hawaii papaya growers. theban will have a major impactsince a good percentage of Ha-waii's papayas are shipped tomarkets in Japan and California,Souza said. Without protectionagainst fruit flies, the papayashipments to the markets wouldbe -blocked

147


A-4 Honolulu Star-Bulletin Saturday, October 1, 1983'

BEST COPY AVAILABLL

S,e4f,15

t777-77-"k

Wes Smith1:uokinit ,fur EDB alternatives,

SOUZA SAID the papaya committee will request an EPA hear-ing to "look over the situation" tofind a substitute for EDB and tosee if the use of the pesticide onpapayas in Hawaii can be extend-ed to September 1985.

The immediate ban applies toall sales and distribution of EDBas a soil fumigant for citrus andfruit trees, soybeans. pineapples,cotton, tobacco, peanuts and 30other fruit and vegetable crops.

About 90 percent of,the '20 mil-lion pounds of EDB used annual-ly in U.S. agriculture is subject tothe imniediate ban, the EPA said.

The use of EDB as a gasolineadditive will be allowed, however. 306

Reprinted with permission of the Honolulu Star-Bulletin.


307

4t* The Honolulu Advertiser Saturday. March 31, 1984 B.3

Tests show grain productswell within EDB guidelines

The state Health Departmenthas tested more rice, corn, grainand flour products and found allsamples to be well below federal-ly recommended levels for EDBcontamination.

The latest tests were for:

Rice and corn products: HinodeCalifornia extra-fancy calrose rice;Kokeshi AA premium calmest rice:Hinode California extra-fancy brownrice; Jolly Time white hull-less pop-

corn: Jiffy Pop butter-flavor andnatural-flavor popcorn: OrvilleRedenbacher's gourmet popping corn:Cracker Jack extra-fresh poppingcorn: Arrowhead Mills popcorn.

Grain and grain products:Fearn Naturfresh raw wheat germ:Ener -G pure rice bran; K&L brandnatural foods hi-protein cereal: Las-sen's original frunola with mixedfruit and nuts; Stone-Buhr 4-grain ce-real mates; Stone-Buhr long-grainbrown rice; El Mo lino gluten flour.

Flour and flour =bus: Nabisco

Dromedary pound cake mix. cornbread mix and corn muffin mix:Betty Crocker supermoist applecinnamon cake mix and chocolatechip cake mix: Gold Medal WondraPour 'n Shake quick-mixing enrichedflour: Betty Crocker buttermilk pan-cake mix: Aunt Jemima Easy-Mixcorn bread: Duncan Hines yellowcake mix, bran muffin mix. banananut muffin mix, deluxe orange su-preme cake mix and deluxe carrotcake mix; HFM Enriched BrominatedThin & Crispie Bleached Pizza Flour.

148


308

Table 490.-- AGRICULTURAL SUMMARY: 1964 TO 1978

Subject 1964 1969 1974 1978

Number of farms by size

Total 4,864 3,896 3,020 4,310

Less than 10 acres 2,603 2,024 1,633 2,527

10 to 49 acres 1,594 1,281 872 1,211

50 to 179 acres 359 336 271 296

180 to 499 acres 168 140 127 146

500 to 999 acres 38 28 23 24

1,000 to 1,999 acres 22 17 24 32

2,000 or more acres 80 70 70 74

Farm acreage

Total acreage (1,000) 2,354 2,058 2,119 1,988

Per farm (acres) 484 528 702 461

Total cropland (1,000) 370.9 379.8 351.6 333.3

Harvested cropland (1,000) 167.5 178.7 151.4 158.6

Irrigated land (1,000) 143.9 145.6 141.7 159.3

Other characteristics

Average age of farm operators (years) . 51.0 53.1 55.4 52.7

Tenant operators (percent of total) 41.1 38.1 36.6 34.5

Regular hired workers 1/ 12,375 13,200 11,497 11,380

Average value of land and buildings:Per farm ($1,000) 98.9 156.8 340.6 413.9

Per acre (dollars) ' 205 297 485 897

Market value of agricultural productssold:

Total ($1,000,000) 187.5 285.6 609.8 419.3

Per farm ($1,000) 38.5 73.3 201.9 97.3

Percent of farms over $2,500 . 46.5 55.6 67.4 67.6

1/ Working 150 days or more on all farms.

7/ 1978 data exclude sales of forest products.

Source: U.S. Bureau of the Census, 1974 Census of Agriculture,Vol. I, Part 11 (1977), pp. 1, 2, and 16, and 1978 Census ofAgriculture, Vol, I, Part 11 (1981), pp. 1, 2, 5,and 6:

309

Table 494.-- ACREAGE IN CROP, NUMBER OF CROP FARMS, VOLUME OF CROPMARKETINGS, AND VALUE OF CROP SALES: 1972 TO 1982

Subject 1972 1981 1982

Acreage in crop (1,000 acres):Sugarcane 229.6 216.1 204.8

Pineapples (land used for pineapple) 58.1 41.0 36.0

Vegetables and melons (harvested acreage) 3.0 4.2 4.1

Fruits, excluding pineapples 3.6 5.4 5.6

Coffee 2.9 1.8 2.0

Macadamia nuts 9.3 13.8 14.7

Miscellaneous crops 3.2 8.0 11.3

Number of crop farms:Sugar 577 360 285

Pineapples 36 18 18

Vegetables and melons 412 583 620

Fruits (excluding pineapples) 417 657 700

Coffee 770 625 620

Macadamia nuts 326 490 520

Taro 123 123 117

Flowers and nursery products 446 680 650

Volume of crop marketings:Sugar, unprocessed cane (1,000 tons) 9,929 8,831 8,808

Pineapples, fresh equivalent (1,000 tons) 947 636 670

Vegetables and melons (1,000 lb.) 50,903 73,330 72,740

Fruits, excluding pineapples (1,000 lb.) 38,119 83,010 70,810

Coffee, parchment (1,000 lb.) 3,640 2,210 1,050

Macadamia nuts, in shell (1,000 lb.) 13,110 33,360 36,720

Taro (1,000 lb.) 9,020 6,100 6,460

Value of crop sales ($1,000):Sugar (unprocessed cane) 117,300 207,500 230,800

Pineapples (fresh equivalent) 43,900 89,745 99,484

Vegetables and melons 7,688 21,669 23,016

Fruits (excluding pineapples) 4,687 15,516 14,846

Coffee (parchment) 1,835 4,420 2,205

Macadamia nuts (in shell) 3,055 26,454 27,136

Taro 758 1,305 1,447

Field crops (not estimated separately) 1,608 5,107 4,651

Flowers and nursery products 5,244 29,482 30,559

Source: Hawaii Agricultural Reporting Service, Statistics of HawaiianAgriculture (annual).

Table 501.-- FLOWERS AND NURSERY PRODUCTS, 1980 TO 1982, AND BY ISLANDS, 1982

Area

ArtificialGreen- shade Natural Whole-

Number house structure shade Open sale

of Total (1,000 (1,000 area field valueIsland and year farms (acres) sq. ft.) sq. ft.) (acres) (acres) ($1,000)

State total:1980 640 1,477 1,753 19,567 130 858 27,688

1981 680 1,610 2,295 23,068 133 895 29,4821982 650 1,628 2,399 25,126 119 877 30,559

Islands, 1982:Hawaii 310 912 1,270 19,425 104 333 13,559

Kauai 25 46 20 182 3 38 299

Maui 80 262 191 648 - 243 3,925

Oahu 235 408 918 4,871 12 263 12,776

Source: Hawaii Agricultural Reporting Service, "Flower and NurseryProducts Number One Diversified Industry After Record Year," Hawaii Flowersand Nursery Products, Annual Summary (July 7, 1983).

Table 5C2.-- FLOWERS AND NURSERY PRODUCTS,*BY KIND OF FLOWER: 1982

[Shown for commodities with value of sales over $500,000.)

Kind of flower

Numberof

farms

Number of flowers sold Value of

sales

($1,000),

Unit Number

Cut flowers:Anthuriums 225 1,000 dozens 1,984 5,633

Roses 6 1,000 dozens 478 1,381

Chrysanthemums, pompon 17 1,000 bunches 439 546

Lei flowers:Carnations 29 Million flowers 33.7 1,206

Vanda, Miss Joaquim 31 Million flowers 79.7 1,185

Potted plants:Chrysanthemums 11 1,000 pots 214 681

Dendrobium orchids 91 1,000 pots 183 767

Other orchids 66 1,000 pots 312 1,415

Potted foliage 90 ... (NA) 8,820

Unfinished flower and foliage stock 42 ... (NA) 1,355

NA Not available.Source: Hawaii Agricultural Reporting Service, "Flowers and Nursery Products

Number One Diversified Industry After Record Year," Hawaii Flowers and NurseryProducts, Annual Summary (July 7, 1983).

311

Table 507.-- FRESHWATER PRAWN FARMS, BY TYPE OF

OPERATION AND ISLAND: DECEMBER 31, 1979 TO 1982

Operation and island 1979 1980 1981 1982

All prawn farms 19 24 21 22

Type of operation:Full-time . 7 8 8 8

Part time 12 16 13 14

Island:

Hawaii - 4 4 4

Molokai 1 1 1 1

Oahu 17 16 13 13

Kauai 1 3 3 4

Source follows next table.

Table 508.-- FRESHWATER PRAWN ACREAGE, PRODUCTION, AND VALUE:

1972 TO 1982

Year

Acresof

prawnponds 1/

Production(1,000 lb.)

Value($1,000)

Wholesaleprice per

pound(dollars)

1972 1.5 4.3 15.0 3.50

1973 1.5 4.4 15.3 3.50

1974 5 11.0 38.5 3.50

1975 26 40.3 140.9 3.50

1976 26 43.3 151.6 3.50

1977 33 54.9 206.0 3.75

1978 107 110.2 420.0 3.82

1979 275 205.0 787.3 3.84

1980 310 300.0 1,125.0 3.75

1981 260 240.0 1,031.0 4.30

1982 306 316.6 1,553.0 4.90

1/ As of December 31.

'ource: Hawaii State Department of Land and Natural

Resources, Aquaculture Development Program, records.

312

Cs4ttlr-

Table 509.-- AQUACULTURE ACREAGE, PRODUCTION, AND VALUE, BY TYPE:1976 TO 1982

Subject and yearAlltypes

Fresh-waterprawns

Hawaiianfish-ponds

Post-larvae 1/

Otherspecies 2/

Acreage:1976 235 26 192 17

1977 246 33 192 31

1978 320 107 192 31

1979 493 275 192 1 25

1980. 575 310 205 2 58

1981 547 260 199 2 86

1982 643 306 242 2 93

Production (1,000 lbs.): 3/

1976 94.0 43.3 19.7 ... 31.01977 122.6 54.9 20.1 ... 47.61978 178.51 110.2 23.3 ... 45.01979 246.4 205.0 20.0 ... 16.41980 320.0 300.0 20.0 ... 31.01981 338.5' 240.0 23.1 ... 75.41982 551.2 316.6 33.8 ... 200.8

Value ($1,000):1976 210.0 151.6 18.5 39.91977 280.6 206.0 24.7 49.91978 524.7 420.0 32.7 72.01979 4/ 1,531.3 787.3 22.0 500.0 222.01980 1,655.0 1,125.0 20.0 450.0 60.01981 1,868.5 1,031.0. 23.0 610.0 204.51982 2,624.9 1,553.0 74.8 162.0 835.1

1/ Juvenile freshwater prawns and marine shrimp.7/ Oysters, brine shrimp, carp and Chinese catfish, catfish, koi,

tilaja, tropical fish and aquarium plants, and trout.3/ Excludes items not sold by_weight: post-larvae, brine shrimp, koi,

tropical fish, and aquarium plants. Post-larvae individuals produced in 1982numbered 14 million.

4/ Value of post-larvae estimated.source: Hawaii State Department of Land and Natural Resources,

Aquaculture Development Program, information submitted July 16, 1982 andSeptember 30, 1983.

313

AGRICULTURAL DATA

Table 499.-- NUMBER OF LIVESTOCK OPERATIONS, VOLUME OF LIVESTOCK MARKETINGS,AND VALUE OF LIVESTOCK SALES: 1972 TO 1982

Subject 1972 1981 1982

Number of livestock operations, Dec. 31:Cattle 1/ 970 750 750

Hogs 540 650 650

Milk 100 70 70

Eggs 90 55 55

Broilers 16 10 10

Honey 20 28 28

Volume of livestock marketings:Beef (dressed weight; 1,000 lb.) 2/ 32,183 28,666 29,048

Pork (dressed wei 't; 1,000 lb.) 8,357 8,708 8,557

Milk (million lb.) 134.6 147.9 106.4

Eggs (million) 204 221.3 202.2

Broilers and chickens (1,000 lb.) 3/ 6,359 9,046 8,571

Honey (1,000 lb.) 300 875 840

Value of livestock sales ($1,000):Cattle 4/ 16,557 28,405 27,619

Hogs 4/ 4,524 8,382 8,465

Milk 14,494 30,320 21,908

Eggs 7,990 15,159 14,542

Broilers and chickens _ 2,540 5,307 5,240

Other 137 581 574

1/ Includes beef, dairy, and dairy replacement farms.

7/ Includes slaughter cattle, but excludes calves shipped outofState.

1r/ Readytocook weight.7f Excludes interfarm sales; includes outofState sales of slaughter

cattle and feeder calves.Source: Hawaii Agricultural Reporting System, Statistics of Hawaiian

Agriculture (annual).

314

BOOKS AND FILMS ON FARMING AREAS

Fergusson, Erma. Life in America: Hawai'i, Fideler Co., Brand Rapids, Michigan, 1960.

Jackson, W. A. Douglas. Soviet Union, Fideler Co., Grand Rapids, Michigan, 1962.

Keliher, Alice V. Farm Workers, Harper & Brothers Publishers, New York, 1944.

Lineaweaver, Charles and Marion. The First Book of Canada, Franklin Watts, Inc., New York, 1955.

Malmstrom, Vincent and Ruth. Life in Europe: Norway, Fideler Co., Grand Rapids, Michigan, 1962.

Pitts, Forrest R. Japan, Fideler Co., Grand Rapids, Michigan, 1962.

Rifkin, Lillian. When I Grow Up I'll Be a Farmer, E. M. Hale & Co., Eau Claire, Wisconsin, 1944.

Tompkins, Stuart R. Life in America: Alaska, Fideler Co., Grand Rapids, Michigan, 1960.

Wiens, Harold J. China, Fideler Co., Grand Rapids, Michigan, 1962.

TAC GUIDELINES & VIDEO HOLDINGS LISTOIS/TAC/DOE, State of Hawai'i. RS 81-2093 (Rev. of RS 78-8244), January 1982.

0179-2, "Agriculture and Manufacturing in Hawai'i (diversified)"

1100-1, "Diversified Agriculture"

1060-2, "Farming in Kula"

R040-2, "Food and Fuel: What Animals Eat"

R041-2, "Food and Fuel: Growing and Processing"

1080-2, "Growing Concerns"

0186-1, "Moloka'i Potato Farm"

1350-1, "Profile of Hawai'i's Diversified Agricultural Industry"

315 155

Grade 3, Appendix Unit II-0

316

Grade 3, Appendix Unit II-P

SOME FISHING AREAS IN THE ISLANDS

Hawai'i O'ahu

Kailua, KonaKalae (South Point)Miloli'i

Kaua'i

HanaleiNawiliwili

L'inei

Kaumalapa'uManele

Maui

Nina

LahainaMa'alaea

Moloka'i

HilawaKaunakakai

He'eia-KeaH&lonaHonolulu HarborKa'a'awaMaunalua BayPoka'i Bay

31 v

156

QUESTIONS ABOUT FISHING

1. Are you a full time fisherperson?

2. Why did you become a fisherperson?

3. What kinds of fish do you catch ?

4. What do you use to catch your fish ?

5. What kind of boat do you use?

6. Where do you go to catch your fish?

7. How much fish do you usually catch when you go on a trip ?

8. How long do you stay out on the ocean?

9. How many people fish with you?

10. What is the cost of going on a fishing trip?

11. Do you know of any rules or kapu people should remember about fishing?

12. What do you do with the fish you catch?

13. Do you earn any extra money from fishing or is fishing just a fun hobby?

14. When you retire, will you become a full-time fisherperson?

318 157

Grade 3, Appendix Unit II-Q

319

Grade 3, Appendix Unit II-R

FISHING

FISHING/WOMEN'S ROLE

Fishermen followed the advice of kahuna, some of whom were specialists inthe biology of seahfe. Selected areas and species were protected seasonally andviolation of kapu could result in execution. Conservation and resource manage-ment were literally matters of life and death.

The most highly developed techniques were practiced by men who held anesteemed position in Hawaiian society as a result of this activity. Women gatheredmarine life only in nearshore areas.

Fishing was a highly developed technology in Hawari, and it provided most ofthe protein for the Islands' people. Fish and invertebrates were collected using avariety of methods, including nets, hooks, plant poison, spears, and traps. Thefabrication of fishing gear involved sophisticated and elaborate skills.

A401kml4

AWL.

"Maniere de punk de snort un coupaele aux ter Sand -which," Jacques Arago 1961

EI

BEST COPY AVAILABLE

Aelrdr:rtoe arthw

WOMEN'S ROLE

a

Fishing was highly structured in Hawaiian society. Women were prohibitedfrom many areas and activities, and many kinds of fish were also forbidden tothem. Women were restricted to the nearshore: to reef flats, beaches,tidepools,and mouths of streams.

They were adept at netting, snaring, hand capturing,and gathering of seaweed,but were considered to jeopardize open sea fishing. H a departing fishermanencountered a woman while on his way to thefishing grounds hewouldabruptlycancel his trip.

Hawaiians and the Sea. Copyright (c) 1981, Waikiki Aquarium, pp. 2-3. Reprinted with permission.

158

320.,321

BEST COPY AVAILABLE

THE 2,949-acre Wallin Ranch.with elevations ranging

from 3.900 to 5.000 feet abovesea level, has always been oneof those special places for peo-ple who treasure Old Hawaii.This part of the Parker Ranch issituated on the western slope ofMauna Kea in the midst of roll-ing hills.

The. larid is so high there is acool. seasonal climate, but thebreezes are mild compared withlower elevations. It is this land

once a lush rain forest beforethe introduction of cattleth,A developer Jerry Kremkowwants to see preserved as acommunity of ranches.

Kremkow has the blessing ofthe Big Island County Counciland Planning Commission tomake Waikii Ranch available to200 owners sold in 10-acre, 20-acre and 40-acre parcels. Priceswill be 8285.000, $385.000 and$485,000. respectively.

There will be restrictive covenants to maintain the ranchingfeeling. No subdivision of theparcels will be allowed withoutapproval of 90 percent of theowners. Homes on land must bebuilt within an area staked outby Kremkow. Fences will betraditional klawe wood fences.Traditional, old ranch-stylearchitecture will be encouraged.

BUYERS WILL BE AL-LOWED to build a certainamount of support facilities andto plant orchards on theirproperty, but Kremkow notesthat 80 percent of the ranchwill be in open pasture lands.

Reprinted with permission of

PRESERVING AN ERA AT WAIKI'I RANCH

By Jerry Tune

There also will be a 600-acrecommon area for livestock of allkinds (Kremkow expects per-haps as many as 1,500 head ofcattle on the ranch) and 100acres of common facilities suchas a clubhouse. livestock exposi-tion area. polo grounds andbaseball diamond.

Events to be held in theranching community will in-clude rodeos, horse shows, cattlesales, polo matches and eques-trian events.

An Easter Sunday "familyevent" will be held April 22with a sunrise service, egg hunt,picnic lunch, hot-air ballooning.exhibition polo and otherevents. Dodie MacArthur andBarbara. Bryan are organizingthe event for Kremkow.

"We are providing a standard-ized agricultural lifestyle andpreserving an aesthetic way oflife that is quickly dying outworldwide," says Kremkow, whonotes how other rural upcoun-try areas have been too frag-mented to guarantee qualitycontrol.

WAIKII IS CONSIDERED a""natural beauty site" on the BigIsland. That is one reason whycounty approval was given forthe plan.

As Kremkow puts it. "Withoutcontrols there would be a goodchance that this beautiful landsomeday could be covered withshade houses and greenhouses."

Honolulu Star Bulletin.

322

Kremkow. who came to Ha-waii in 1965 from Michigan. hasbecome directly involved inbringing a new life to the area.An arciiiteet and engineer bytraining, Kremkow has riddenhorseback over all of the ranchlands. He negotiated an optionagreement to buy the land fromSignal Properties in October19M Signal was selling to con-solidate its landholdings in Cali-fornia.

Kremkow, well known as thedesigner and developer of Pio-neer Plaza and the Plaza glibin Honolulu, had a theory onhow the water formed underthe blanket of fine volcanicmaterial known as Pahala ash,which covers all the lands. Be-neath the ash. the Hamakua vol-canic series of Mauna Kea ex-tends to an unknown depth.This formation consists .of thinlayers, mostly less than 10 feetthick, of primitive olivine basaltlavas that are characteristic ofmost permeable aquifers in Ha-waii.

The conventional word onwater is that it stayed on theside of the mountain where therain falls. Kremkow believedthat it was soaked up somewhatlike a sponge and then flowedout in different directions.

159

Grade 3, Appendix Unit II-S

Kremkow tested his view,walked out to a site on WaikiiRanch and said: "Dig, it here."After investing $2.5 million, thedrilling went more than 4,30Qfeet. According to Water Re-sources International, which didthe drilling, "all available infor-mation indicates that the WaikiiWell is the deepest high-capaci-ty water well in Hawaii and inthe world," as reported in theWallin Ranch Water Source re-port prepared by Barrett, Harris& Associates Inc. in associationwith John F. Mink.

A STABLE WATER SOURCEexists at an elevation of 1,500feet and the well is capable ofpumping up to 3 million gallonsa day using present technol-ogies, according to the report.

Kremkow says the entirenorthwest region of the Big Is-land consumes only 4.8 milliongallons a day for agriculture.residential and tourist uses.

The well was designed and de-veloped in October and Novem-ber 1982. and then the optionagreement with Signal was exe-cuted and closed in January1983.

Kremkow Properties Inc. thenhad a venture partner, a subsidi-ary of Honolulu Federal Savings& Loan, pursue the ranch development.

BEST COPY AVAILABLE

April 8, 1984

forty Kromkow

For two years before thisdevelopment. Kremkow waspresident of E.F. Hutton Devel-opment Corp. based in Los An-geles and New York. Now, as anindependent developer, Krem-kow is moving to his first love

a life on the ranch where hecan breed cattle and. at thesame time, preserve the openrange lands.

After 18 months of exposurein hearings. Kremkow nowawaits the final work on legaldocuments before sales canbegin.

OIMIMEM,.

323

Grade 3, Appendix Unit II-S

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Reprinted with permission of Honolulu Star Bulletin.

324

The hillside and pastoralscenes at Waikii Ranch. Atright, the well being drilled

at Waikii.

160 325

Water and History at WaikiiThe Waikii Ranch has a histo-

ry of being someplace special.Legends abound about the region. Appraiser Tom Holliday.who did the land appraisals andthen researched the history,said that strictly translated, Wvi-kii means "Water (wail stoneimage tkii. But to Hawaiians, itmeans "fetched water," inrecognition of a legend associated with the property.

Water has always been amajor part of the Waikii history.-Ancient legends tell of it, theParker Ranch fought over it, avillage evaporated without it.and a new water source maybring the community to lifeagain," writes Holliday.

Alfred Wellington Carter.prominent Honolulu attorneyand Bishop Estate Trustee,brought water to the area afterbecoming guardian of AnnieThelma K. Parker. heir to one-half interest in the ranch.

After establishing long-termgoals of water resource and cattle production development,

Carter was determined to reinvest the ranch profits intoextensive range improvements.This opinion apparently was notshared by Samuel Parker, whoowned the other half of theranch interests, according to his-torical references.

AN ARGUMENT regardingthe Waikii paddock was the firstmajor confrontation betweenthe two men. Carter wanted a14.mile pipeline from near Wai-mea upslope to Wakii, an areahe considered to have muchpotential. Parker, convinced theeffects of friction and gravitywould render such a line useless, refused to grant his con-sent for the project. Undaunted,Carter pressed the issue. And, inconsideration for a loan, theproject went ahead.

The Waikii pipeline startedJan. 30, 1902 and was completedApril 7, 1902. When water wasturned on in the two-inch pipe-line it flowed at a rate of 15,840gallons in 24 hours, according to

Carter's secretary Lucille Brund-age.

The first residents of WaikiiVillage arrived in 1910 and in-cluded many from Russia. Thepopulation at Waikii Villagepeaked during the 1920s at between 90 and 100, according toone-time residents of the cornmunity. However, by this time.many of the Russian farmershad moved away and had beenreplaced with Hawaiian, Okina-wan and Korean families.

During the World War I

years, large amounts of wheatwere grown, some for shipmentto California. Waikii earned themoniker, "The Breadbasket ofthe Pacific." Later corn becamethe choice feed crop.

The village declined in thelate 1940s and 1950s and manyof the residences and structureswere demolished or movedaway. Today, only one resi-dence. a grain silo and severalRussianmade brick ovens re-main.

Reprinted with permission of Honolulu Star Bulletin,

326161

=111M1.

Gr "ie 3, Appendix Unit II-S

327

Grade 3, Appendix Unit II-T

PLANT USAGE WORKSHEET

Plant: Breadfruit

Hawaiian Name: 'Ulu

Scientific Name: Artocarpus communis

Habitat: Hot, moist places

Description: This tree grows to be 30' - 60' tall. The leaves are very large andareabout one to three feet long.

Flower:

Fruit:

How to grow it:

When to harvest:

Uses: Trunk - pahu (drums) were made for hula

- papa he'enalu (surfboards)

- papa ku'i'ai (j boards)

- ihu wa'a (bow of canoes)

328

Fruit - cooked and eaten for food

Sap or latex - glue and chewing gum and certain skin diseases

Leaf buds - used to cure 'ea (thrush)

Leaves - sandpaper

162

329

rnCA)

liko (leaf bud)

'ule (male flower)

pikoi (core)

3317

Grade 3, Appendix Unit II-U

164

Parker Ranch The Honolulu AdvertiserTuesday, September 25,.1954

Using innovation to modernize a legendary spread

Asofirer pleas Irf Al Im waifAnother modern touch: Solar all powers electric fence.

331

By Jan TenBruggencateAdvertiser Komi Moreno

WAIMEA, Hawaii Parker Ranch hasa legendary quality about it.

The legend is wrapped up in images ofdusty cattle drives, weathered paniolosand vast tracts of land. stretching acrossgreat expanses of the northern half of Ha-waii Island. Volcanic cinderland. highgreen meadows, pristine shores wheredeep blue sea meets black lava in a line ofsnowy breakers.

Parker has 50,000 head of cattle on 225,-000 acres, half of which it owns outright.

In size and in history, it is by far thebiggest ranch in Hawaii, boasting 336miles of water lines, 700 miles of fenceand a colorful past intricately entwinedwith the story of these islands.

There is much more than cattle andland to the story of the ranch that Rich-ard Smart u* as. Parket Ranch today sup-ports and is supported by a variety ofother businesses and educational and cul-tural concerns.

And while you might think of a cattleranch as a traditional operation that is runtoday as it has been for generations, you'dbe wrong to think that about ParkerRanch. Innovation is the watchword as itsmanagers try to bring the operation tostability in times that are hard on ranches.

A team of Advertiser editors and bureauchiefs on a Hawaii Island orientation tourearly this month found plenty of activityin Waimea, the highland town that ParkerRanch calls home.

It begins with the ranch itself, the larg-est of Richard Sniart's holdings. It's notenough any more just to let the cattleroam the range, round them up now andthen and send them to slaughter.

The Hereford breed isn't producing aswell as Parker might hope, said livestockmanager Charles Kimura. a third-genera-

tion Parker employee. The ranch is goinginto a breeding cycle that will regularlyalternate these breeds until all the ranch'scastles are mixed breeds: Hereford, Angus.Brangus (an Angus-Brahman cross) andSimmental.

The hope is to find specific mixturesthat do well on specific Parker terrains.he said.

Ralph Dobbins. trustee of the RichardSmart Trust. which holds all Smart'sproperties, said the firm pays an unaccept-able $500,000 annually in lease rentals.And the cost of those leases goes up witheach renegotiation. Dobbins said the ranchhopes eventually to give up all the leasedland, and run the same 50,000 head onhalf the land the half Parker owns infee.

Doing that will mean a complete changein traditional ranching. Ranch agronomistEarl Spence said the ranch has hadlsuc-cess with its efforts at a 20-year-old tech-nique called cell grazing. There are eightgrazing cell operations at Parker already.on 5,500 acres.

In cell grazing, the land is cut up like awagon wheel, with great wedges of pas-ture separated by solar-powered electrifiedfences. At the center is the watering site.Depending on rainfall and other factors,cattle are moved every one to three daysfrom one wedge to the next. They cometo the watering hole, the gate is closedbehind them and the next day's gate isopened, so they move to new pasture. .

Under this system. the pasture getsplenty of recovery time and the cattle getnew grass each day or so. Spence said inareas getting 50 or more inches of rain ayear, land that used to support one animalper two acres now handles two animalsper acre. In drier 20-inch rainfall countrythat handled one animal per 10 acres in

See Innovation on Page D -2 332Reprinted with permission of the Honolulu Advertiser and Honolulu Star-Bulletin.

from page D-1conventional grazing, one per five acres isthe cell grazing figure.

The cattle are sent at 12 to 14 months,weighing about 600 pounds, to HawaiiMeat Co.'s pens at Campbell IndustrialPark on Oahu, where they are carefullyfed for several months until they reach1,000 to 1.100 ppunds, and then areslaughtered and marketed.

Smart owns 83 percent of Hawaii Meat,the state's largest feedlot and slaughter-house operation, handling 22,000 to 25,000cattle per year, or 14 to 16 million poundsof beef. Parker Ranch alone produces 9million pounds.

(Of 94.3 minion pounds of beef con-sumed in Hawaii last year, 53 percentcame from the Mainland, 31 percent wasraised here, and 16 percent came fromAustralia and New Zealand.)

Parker Ranch inevitably is in the landbusiness, and has made money selling andleasing land as well as in running busi-nesses on it. There is the Parker EanchBroiler, Parker Ranch Lodge, ParkerRanch Shopping Center and its ParkerRanch Visitor Center.

Smart has sold large tracts of his landholding for development.

In 19M he sold options on more than22,200 acres to Christiana Oil Corp. In1967, Signal Oil bought that, and another14,000 acres from Smart.

In 1967, Smart sold 31,000 acres atWaikoloa to a Boise Cascade subsidiary.Those land sales resulted in the develop-ment on the South Kohala coast of threeexclusive resort hotels, along with the at-tendant golf courses, luxury home andcondominium developments and uplandhouse, ranch and farm developments.

In 1976, Smart sold 25,000 acres of cattleland at Waildi to Honolulu businessmanGeorge Isaacs, and promptly leased it backfor pasture.

Smart made a dramatic expansion inranch holdings with the 1975 purchase of106,000 acres of C. Brewer's SeamountainRanch, giving Parker ranches from NorthKohala to South Point. But within threeyears, he had spun off the land in threelarge pieces.

333

Pirker Ranch has a preliminary generalplan for development of its holdingsaround Waimea, where it has 65 to 70percent of the land. Dobbins said theranch would like to see a townhousedevelopment, an industrial park, expansionof the shopping center, an equestrian cen-ter and an expansion of Parker School.

But that won't make the ranch a devel-oper, he said.

"We cannot be in the land developmentbusiness, but we're going to make landavailable," he said.

Smart has built a medical center andoffered $100,000 a year to support a hospi-tal in Waimea, if the state wants to buildone. Dobbins said that offer will be with-drawn at the end of the year, and there'sbeen no great interest from the state.

The prime beneficiary of Smart's estate,as his will now reads, is the small, private,Parker School. On Smart's death, theParker School Trust is slated to get virtu-ally everything, and will be required torun the school and the Kahilu Theater.

The $2 million theater seats 490 and is abeacon of art and culture in the cattleland. The Honolulu Symphony. opens eachseason. Two shows are produced eachyear at the theater, and there are filmfestivals, visiting productions, recitals andan art gallery.

The Kahilu Theater Foundation runs iton an annual budget of $175,000 fromdonations, ticket sales and governmentgrants.

Edward Van Corder is headmaster ofeight-year-old Parker School, which ex-pects to have 110 to 120 day students nextyear.. It has no boarding facilities, unlikenearby Hawaii Preparatory Academy. Tui-tion is $2,500 per year, about half of theday rate at HPA. Smart gives the school$100,000 or half its billed tuition eachyear, whichever is greater.

Parker and HPA are often compared.but they are quite different, said VanCorder, a former HPA teacher. HPA is

165


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.-

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Y

Advertiser graphic by Junes Takanuya

In all grazing at Parker Ranch, cattle are moved from wedge to wedge, giving themnew grass every few days and allowing pasture in the other wedges plenty ofrecovery time. Gates are at the watering sits in the center.

defining itself as a boarding school servingthe Pacific Rim with pressure on the academics, he said.

Parker, with grades 7 to 12. is a dayschool designed to serve the surroundingarea. It has a curriculum stressing art andcreative pursuits. Students take five peri-

ods of college preparatory classes beforelunch. and are involved in art, music,sports and other activities in the after-noons.

"The tension that's in the air because ofthe different orientation is a very healthytension." Van Corder said.

BEST COPY AVAILaba 334


..r.;At ^ . vb.?, /^2... . t.-P -* ,e

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Hereford cattle now dot the Ms of Parker Ranch, but mw breeds are to be mixed into the herd.

..2%

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Aibeaus Oslo by Allen Mar

Advertiser editors and ranch employees discuss cell grazing at Parker Ranch.

337


Parker's offsprinbattle over acres

Parker Ranch's Richard Smart isonly one of the descendants of JohnPalmer Parker, the former sailorwho stepped ashore on Hawaii in1815. at 25, to become a confidantof Kamehameha L Parker foundedthe ranch.

Another 143 descendants, led byMary Waihee, mother of the Lt.Gov. John Waihee, are in courtclaiming their share of the bigspread. Circuit Judge Ernest Kubotahas ruled Smart has undisputedclaim to saes acres, but a trial isneeded to determine the fate ofanother nearly 40,000 acres.

The first Parker started with thegrant of a two-acre homesite in1847, and by his death in 1868 hadacquired thousands more. His wifewas Kipikane, a granddaughter ofthe first Kamehameha. His surviv-ing son. John IL who was childless,and grandson Samuel, the child ofanother son, received nearly 47.000acres at Parker's death. A daughterreceived little.

John II was a quiet, determinedrancher, but Samuel Parker, a closefriend of King Kalakaua, enjoyedtravel, lavish parties and gift-giv-ing. In 1887. they were forced tomortgage the ranch and turn itover to a trust company. Not untilRichard Smart took over wouldParker descendants again directlycontrol the ranch

John II and Sam each had halfthe ranch, but John II adoptedSam's son, John III, thus joining thehalves in one line of the family.The interest passed to Annie

338

Thelma. daughter of John III andmother of Richard Smart, and even-tually to Smart himself.

The ranch was managed in trustbeginning in 1899 by Alfred Well-ington Carter. a Honolulu lawyerand estate manager. RepresentingAnnie Thelma, he bought out SamParker, who had tried to regaincontrol of the ranch. Thus, theranch fell into the hands of Smart'smother. She and husband RichardGaillard Smart had died by the timeSmart was two, and he fell heir tothe huge estate.

Carter bought land and breedingstock, ran water lines and repairedfences, building a modern ranchoperation. Within the first fiveyears of his stewardship, he had in-creased fee holdings to more than100.000 acres.

In 1909, with a group of otherHawaii cattlemen, he bought outHawaii's largest meat packing plantand established Hawaii Meat Co.Carter, followed by his son. Hart-well, ran the ranch as young.wealthy Richard Smart left the is-lands for the theater.

Smart. who is now 71, returned in1962 to his J.goeritance. He was thefirst Parker in 75 years to directlycontrol the ranch. And since he haswilled it to the Parker SchoolTrust. he will have been the last.

Parker School counts on inherit-ing Smart's holdings. but because ofthe pending lawsuit there is thepossibility those holdings will bemuch smaller than they now are

Jan TenBrurgencate

The Honolulu Advertiser, September 25, 1984

Al;4111111_'

.1

Advert ter tins FM*

Richard Smart in 1962 became the first Parker in 75 years to directlycontrol the ranch. And because of the terms of his will, he will be the

last

BEST COPY AVAILABLE 168 339

3

THE BEEF INDUSTRY IN HAWAI'I

Over the past 15 years the Hawaii livestock industry canbest be described as a relatively stagnant industry. Cownumbers have remained about the same; the calf crop hasremained about the same; the number of cattle and calves oninventory on ranches has remained about the same; and thenumber of cattle and calves marketed each year has remainedabout the same. The only real change has been a decrease inthe number of ranches and an accompanying increase in size ofranches remaining, and an increase in the proportion ofslaughter cattle that are marketed through feedlots.

During this same 15-year period the consumption of beefin Hawaii, has increased significantly. The entire increasein consumption has been supplied by imported beef from theMainland. Thus, it appears that a significant market existsfor Hawaiian produced beef that has not been supplied in thepast by the Hawaiian beef industry. The current question is-- should the Hawaiian beef industry pursue this market atthe present time? or, more broadly stated, what are theoptions available to the Hawaiian beef industry for makingadjustments that will lead to a viable industry over the longrun?

Before appropriate options can be determined it isnecessary to identify the characteristics of the currentlivestock system -- particularly the existing marketingsystem in Hawaii through which the product of the industry,beef, moves from the rancher to the ultimate consumer.Available options for the industry then can be analyzed as totheir impact on the existing structure and their effective-ness in improving the existing system so that it will be moreeffective in creating a more viable beef industry in Hawaiiover the long run. The purpose of this study is to describethe existing beef industry, particularly the marketing seg-ment of this industry.

Since this report presents in detail a description ofthe various segments of the livestock marketing industry,this section of the report will attempt to present: 1) adescription of the current flow of beef through the marketingsystem, i.e., what institutions are involved and what volumesflow through each; and 2) a summary of the factors mostprominent in affecting and being affected by the current(and/or future alternative) marketing system.

As was pointed out earlier in this report, 53 percent ofthe market supply of beef in Hawaii is imported from theMainland; 16 percent is imported from Australia and/or NewZealand; and 31 percent is supplied by beef produced in

Hawaii. Figure 4 presents a diagram of the flow of beef fromthese three sources (Mainland, Australia/New Zealand, andHawaii) to the final retail outlet that supplies beef to theultimate consumer. The importance of this Figure is that itidentifies the origin of the beef purchased by the variousretail buyers of beef. The retail outlets that are currentlypurchasing beef from imported sources are the buyers thatwill have to be convinced to purchase Hawaiian produced beefif the market for Hawaiian produced beef is to be expanded.

Source: Schermerhorn, Richard W. et al. A

ization of the Hawai'i Beef Cattle Industry.

Agriculture and Human Resources, UniversityAugust, 1982. Reprinted with permission of

Description of the Market(WonHawaiii Institute of Trofoical

of Hawai'i, Honolulu, Hawai'i,HITAHR.

Figure 5 presents a more in-depth picture of the marketflow of the beef provided to Hawaiian consumers by the live-stock industry of the State -- from the cow-calf ranch opera-tion through the system to the final consumer. The impor-tance of this Figure is that it identifies the various insti-tutions involved with performing the various functionsrequired to provide the consumer with beef from a liveanimal, the calf, located on a ranch. It will be theseinstitutions and functions that will affect or be affected byalternative options that the livestock industry may want toanalyze in terms of potential future adjustments, and theireffect on the viability of the industry.

The following is a listing of the factors that thisstudy concludes are important to understand and to take intoconsideration when various options are being developed and/oranalyzed as possible alternative marketing systems for theHawaiian livestock industry.

1. Per capita consumption of beef in the United States andin Hawaii has been declining over the past four years.The primary factors explaining this decline are: con-siderable price increases for beef forcing beef out ofthe diets of many families through the substitution oflower priced pork, fish, and poultry; and increased pre-ference of consumers for leaner meat (less fat) becauseof dietary concerns--this concern is particularlyevident among upper income consumers who have been tra-ditionally the best beef customers.

2. Hawaii is a small regional market that cannot act inde-pendently of the national market of which it is part.Thus, in terms of imports from foreign countries and

0

national livestock industry conditions, Hawaii cannotseparate itself from the rest of the United States.

3. The price structure for beef in Hawaii is determined bysupply and demand conditions on the Mainland. Thissupply and demand condition includes consideration of

both Mainland produced beef and the importation of

foreign frozen boneless beef. Prices for higher qualityHawaiian produced beef competing with beef imported fromthe Mainland are established at Mainland prices plus thecost of transportation to Hawaii. Lower quality beefproduced in Hawaii is priced at the same level thatimported Australian/New Zealand beef is priced on theMainland.

4. Since the Hawaii beef industry must compete with theMainland beef industry on quantity, quality, and pricelevels, it must be able to produce, fatten, slaughter,and sell on a relatively equal cost basis, unless it iswilling to accept lower profit margins than its counter-parts on the Mainland.

5. As presently operating, the Hawaii livestock industry isnot cost competitive with the industry on the Mainland.Grain, if fed to cattle, must be shipped from the Main-land as do most of the other inputs to cattle produc-tion. Current operating levels of feedlots and slaugh-ter plants are at much less than capacity and ratedcapacities are much less than most facilities on theMainland. Thus, economies of size achievable on theMainland are not achieved in Hawaii.

341

6. Hawaii is a "pocket market" which means that Hawaiicattlemen are restricted to selling their cattle withintheir own local state market. This is also true for thesale of beef from Hawaiian slaughter plants. The reasonis that no one is willing to pay transportation costs tothe Mainland.

7. Major retail outlets in Hawaii (restaurants, hotels, andretail supermarkets.) express concern that the Hawaiibeef industry cannot supply beef in the form they desire(uniform weighted, trimmed cuts, vacuum packed primalsand sub primals, etc.) nor can it supply beef in theconsistent quantities, qualities, and on the shortnotice that frequently is necesary for many retailoutlets.

8. Slaughter plants in Hawaii lack the ability to establishpermanent markets in many cases because they are unableto provide consistent quality and quantities of beef toretail outlets. This is because they do not control thesupply of cattle entering the slaughter plants.Ranchers generally maintain ownership until slaughterand thus send cattle to slaughter when they determine isthe time to do so. Coordinated marketing of livestockis generally non-existent throughout the entire live-stock system.

9. Frozen beef imported from Australia and New Zealand isvery acceptable to manufacturers of processed beef andhamburger. It is available in unlimited quantities, onshort notice and the supply is reliable. Further, it ispriced at rates the Hawaiian beef industry findsextremely difficult to compete with. Finally, while theHawaiian beef industry is suffering hardships in termsof reduced markets, the beef consumers in Hawaii areable to buy certain types of beef at prices below thatwhich would result if Australian and New Zealand beefwas not imported into the state.

10. There is almost a complete lack of communication betweenand within the various segments of the industry.Ranchers do not fully understand the pricing system,members of one segment do not know what type of adjust-ments they should make in response to adjustments inanother segment, and there is little coordination ofactivities among and between the various segments. Thispromotes a great deal of mistrust among these segments.Typically, the response to a suggestion that there is aneed for the industry to "get together" is that it isn'tpossible because the largest ranch (and its feedlot andslaughter plant) is able to survive on its own and thusis not interested in discussing common problems andsolutions. And, without them there is not enough volumeto make feasible adjustments in the industry. Discus-sions with personnel from this ranch do not verify theconclusion that they are not interested in discussingcommon problems and solutions. In fact, their attitudeis just the opposite. But due to the lack of communica-tion in the industry, discussions have never takenplace.

342

The demands being placed upon the cattle and beef mar-keting system in Hawaii are constantly changing. New techno-logical developments in production, processing, and distribu-tion and changes in the economic environment in which thevarious segments of the industry operate and changes inconsumer demands must be adapted to i2 the industry is tosurvive. Above all it must be remembered that competition onthe part of the various segments of the industry forincreased profits through improved markets and methods ofmarketing is not limited to the beef industry in Hawaii --the Hawaii livestock industry is an integral part of the U.S.beef industry and thus must successfully compete with itscounterparts on the Mainland if it is to survive.

102 -

millionlba 94-

88-

72-

64-

56-

48-

40-

32-

Z4-1

16-

NEW ZEALANDAUSTRALIA

MAINLAND

1965 66

HAWAII

61 68 69 71 72 7f 3

Year

Figure 3. Market Supply of Beef and Veal, State of Hawaii, 1955-1980

70 74 715

34J

76 77 7i 79 80

Grade 3, Appendix Unit II-V

thousandhead

300

1965

Figure 1.

66 67 68 69 70 71 72 73

Year

Cattle and Calves: January 1 Inventory, By Islands, State of Hawaii, 1965-1981

Grade 3, Appendix Unit II-V

346

I

MARKET SUPPLY

94,300,000 Pounds

IMPORTED

MAINLAND50,300,000 Pounds

Military6,500,000 Pounds

Restaurantsand Hotels

22,800,000 Pounds

Retail Groceries20,100,000 Pounds

Military3,500,000 Pounds

Institutions

900,000 Pounds

7

IMPORTEDAUSTRALIAN/NEW ZEALAND

15,200,000 Pounds


3,700,000 Pounds

[...,HAWAII PRODUCED

28,800,000 Pounds

Retail Groceries11,000,000 Pounds

Institutions500,000 Pounds


5,000,000 Pounds111 Retail Groceries

14,000,000 Pounds

Institutions

3,500,000 Pounds

Direct-Consumers

2,000,000 Pounds

Figure 4. Market Flow of Hawaiian Oroduced and Imported beef To Final Retail Outlets, Hawaii, 1980 (Pounds are carcass weight equivalents)

Source: Schermerhorn, Richard W. et al. A Description of the Market Organization of the Hawai'i BeefCattle Industry. Hawai'i Institute of Tropical Agriculture and Human Resources, University of Hawai'i,Honolulu, Hawai'i, August, 1982. Reprinted with permission of HITAHR.

174 347

Grade 3, Appendix Unit II-W

INTERVIEWING

Tips for Interviewers

1. Start with questions about the person's background and younger life.

2. Avoid questions that can be answered with yes or no; ask questions that begin with what, when, where, whyand how.

3. Relax and listen intently.

4. Take some notes; but don't slow down the interview.

5. Show interest in everything he/she says.

6. Maintain an atmosphere which is comfortable.

7. Don't interrupt the interviewee.

8. Keep the interviewee on the subjects being discussed.

9. Encourage the interviewee to describe the role he/she was in at the time of the event being described.

10. Keep the taperecorder on; avoid turning it off and on.

11. End the interview on time.

12. Thank your interviewee.

349348 175

Grade 3, Appendix Unit II-X

INTERVIEWING

Steps to follow

1. Call your interviewee and make the appointment.

2. Prepare yourself so you have all your questions ready, your tape recorder loaded with batteries,and a notebook ready for some note taking.

3. When you arrive, introduce yourself and sit close to your tape recorder and in a quiet spot.

4. Begin the interview with a brief introduction by stating the name of the interviewee, your name, thedate, place and time of the interview.

5. When the interview is over, check your notes for correct spelling of names :nd places, clarify pointsthat need to be clarified, label the tape and punch out the tabs to preveAt erasure of the tape.

6. Thank your interviewee for his/her cooperation and time.

3bt)

176

Grade 3, Appendix Unit 11-Y

Additional Verses for "Na Moku 'Eh5"

The lyrics and music for the first four verses by J. Kealoha can be found in King's Book of Hawaiian Melodies, p. 80.

5. Aiwalwa Moloka'i lei i ke kukui

Kuahiwi nani 15 'o Kamakou

6. Hiehie L5na'i 15 lei i ke kauna'oa

Kuahiwi nani 15 'o L5na'ihale

7. Ua kapu 'o Ni'ihau lei i ka p5pii

Kuahiwi nani 15 'o P5ni'au

8. Panoa Kaho'olawe lei i ka hinihina

Kuahiwi nani 15 'o Luamakika

9. Ha'ina 'ia mai ana ka puana 15

*Kuahiwi nani la o ni moku

Mysterious Moloka'i garlanded with the kukui

And its lovely mountain Kamakou

Cherish L5na'i garlanded with the kauna'oa

And its lovely mountain L5na'ihale

Forbidden Ni'ihau garlanded with shells

And its lovely mountain Pani'au

Barren Kaho'olawe garlanded with the hinahina

And its lovely mountain Luamakika

Tell the refrain

Of the lovely mountains of the islands.

*When singing more than four verses, insert the number of islands being sung about.

n5 moku 'elima the five islands

n5 moku 'eono

n5 moku 'ehiku

ni moku 'ewalu

Composed by Noelani M5hoe.

352

the six islands

the seven islands

the eight islands

177

353

ALOHA 'IA NO '0 MAUI

By Alice Johnson

III ,-A - lo- ha 'i - a no 'o Mau-i,

B7AirAftwawm

MINII

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1.! mail= EME =NMI= =II=1 IIMIBM1=1=MAIM NMIifNa ho-no a'o Pi'i - la ni;

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Iwain m.algliarIINEIMMIm11 UM I MIPr.,-!,41111M1r/7.0:nomaammilimi mr.4111NOMIIMININI././,4%1INNIMIIIIIII".17431=M MWOIMII

,

110 . oti sr.,/

U-a we - hi i ka pu - a ro - se - la - ni e

ar al

He pu-a

A

Aloha 'ia no 'o Maui,B7

Na hono a'o Pi'ilani;E7

Ua wehi i ke pua roselani eA

He pua 'ala onaona.

'a - la o - nao - na.

A

Kaulana 'oe i5 KahuluiB7

I ke kai holuholu eE7

A me ka uapo ho'okipa malihini eaA

I kou 15ina nani e.

Maui is indeed beloved

The bays of Pi'ilani (poetic name for Maui);

Adorned with the roselani flower

A flower of sweet fragrance.

You are famous because of Kahului

Witn the rising and falling sea

And the wharf which welcomes visitors

To your lovely land.

3 4

A

Ha'aheo wale ho'i 'oeB7

I Kepaniwai o 'lac);E7

Makeikei mau 'ia ana 15A

E ni malihini e.

A

Kilakila Haleakala,B7

Kuahiwi nani o Maui;E7

Kaulana kona inoa puni Hawai'iA

I ke alanui kikeeke'e.

A

Ha'ina mai ka puana,B7

'0 Maui no e ka 'oiE7

Me kona nani ho'oheno ea;A

He nani poina 'ole.

ALOHA 'IA NO '0 MAUI

You take great pride

In Kepaniwai Stream at 'Iao;

Always being visited

By sightseers.

Haleakala is majestic,

Lovely mountain of Maui;

Its name is famous throughout Hawai'i

Because of the zigzagged road.

The story has been told,

Maui is the best

With its cherished beauty;

An unforgettable loveliness.

Alice Johnson/these words fromKealoha Lake from AJ's tape 7/27/84.

Reprinted with permission of the estate of Alice Johnson.(These lyrics were transcribed by family members from a tape made byAuntie Alice prior to her passing away. Mahalo is expressed to Kealoha Lakefor her kokua in securing these lyrics.)

355

0ahuColor: Melemele

ISLAND SONGS

Flower: 'Ilima Song: 0 Beautiful 'Ilima

f

0 BEAUTIFUL 'ILIMAC7 G7

ALOHA WAHU

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sweet and char-ming flo----wer, Soft and love-1y to be--hold.

Reprinted with permission of The Kamehameha Schools/Bernice P. Bishop Estate.

356

0

Kaua' iColor: Poni Flower: Mokihana Song: Maika'i Kaua'i

(is a berry, not a flower)

F

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wa--le no Kau-a-- 'i, Me-mo-le-le wa-- e i ka m7--li---e,

F

Ku--a--hi-wi na--ni e, Lei a-na i ka mo-ki---ha--na.

Beautiful indeed is Kaua'i,

Blest with serenity,Mount Wai'ale'ale,Adorned with mokiharia.

Very lovely indeed is Kaua'i,

So blest with serenity,Beautiful mountain, Wai'ale'ale,Adorned with mokihana.

Reprinted with permission of The Kamehameha Schools/Bernice P. Bishop Estate.

358

Ni`ihauColor: Keloke10

F

IMIJIWA 1111111 MEM IMMIMI MIN NMI! 1MINNI SIMWI AEI: Ow NEW ABM IMIlb NM MI =MI MN NI MEN IMMIIRP111M MUM EMI ENE SA IMO 01111011.11111,1111Ilre.:1 Iv J lieMMI w-Ar 411MIEMPAIWC00 MN IMIS NM NI MN Ali MUM ME 1IM BEI ME UMW NMI MI1111LUMNIBI MI .2 AdINLIMIIIIMINII IN..1111111W ANN 1 I IN Mill NrN MIME =NO III MN MI OM MN INIPAM IN IM 111111111 war MI

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a i ko---u na---ni.

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Shells OW of Ni'ihau, hearken,

Display your beauty.

Reprinted with permission of the Kamehameha Schools/Bernice P. BishopEstate.

359

NPE: 1.8

NPE: 1.9

NPE: 1.13

NUTRITION GAMES AND DIGESTION

Realize food must be digested before they

can be used by the body.

Identify substances in food that are usedfor energy, growth and health.

Describe the digestive process.

12. DIGESTION GAMEFor Grow, Glow, and GoFood Classification

Hawn .::'Se'

oc

P.E. St.

L.A. IokArt Math **.

GRADE: 3

TIME: 30-40 min.

Activity: Play the Digestion Game to summarize the major processesinvolved in digestion and the use of nutrients by the body.

Materials: 1 Game board/1-3 students1 Spinner, die or other number generator/1-2 students1 Token master sheet/1-3 students1 Worksheet-student (Questions about Digestion Game)

Overhead projectoral of game board and tokens (Optional)

Suggested Procedure

This game is designed to be used after students have studied the basics

of digestion and categorized foods as Grow, Glow, and Go foods. The following

concepts are embedded in the game:

1. Foods must be processed in the mouth by chewing before swallowing.

2. Go foods (foods rich in carbohydrates) are digested in the mouth

and intestines.

3. Grow foods (foods rich in fats and proteins) are mainly digested

in the stomach and intestine.

4. Glow foods (foods rich in vitamins and minerals) are mainly digested

in the intestine.

5. Foods must be converted to nutrients in order to nourish the body.

Nutrients, not food are circulated through the body. Nutrients are

absorbed primarily in the small intestine and carried by the boC,,

to all parts in the body.

6. Go nutrients (carbohydrates) are used as energy sources. At.this

point the fact that both protein and fats can also be used as energy

sources is not as important.

7. Grow nutrients (proteins and fats) are used to build body structures.

8. Glow nutrients (minerals and vitamins) are essential to a healthy body.

3 31)


9. Water is removed from wastes in the large intestines.

10. Waste is returned to the environment.

Entry

Introduce the Digestion Game and the rules to be followed. You may wishto have the class follow a game with one or two players using an overheadprojection of the gameboard. Rules can be explained in the context of the play.

1. Players: 1-3

2. Winners of game must:

a. Get food digested.

b. Get nutrients of their food to be used in the body for Grow, Glow orGo functions.

3. Loser goes out of the system as waste.

4. Begin play.

a. Select a food token. Decide if it is a Go, Grow or Glow food.

b. Students take turns throwing a single die or spinning a spinner. From

start, move the food token the number of spaces shown on the die or

cDspinner.

c. Food remains in the mouth being chewed or digested until token restson Swallow. Only at this time may the food go into the stomach.

1. If it is a Go food it may be digested during the process of beingchewed and may become a nutrient by landing on "Go Food Digestion."Grow and Glow foods are not digested in the mouth.

d. Food and Go nutrient can go into the stomach after they land directly onValve Opening. A Grow food may be digested in the stomach and becomea Grow nutrient. Go and Glow foods are not digested in the stomach.

e. Food and Go or Grow nutrients can enter intestine after they land directlyon Valve Opening square.

1. If a food rests on a space calling for its digestion, it becomes anutrient. That is, if a Go food was not digested in the mouth, itcan still be digested in the small intestine if the token lands onthe Go Food Digestion square. Grow and Glow foods can also bedigested in the small intestine and become Grow and Glow nutrients.

2. Food cannot be absorbed unless it is digested, that is, the foodhas been broken down into a nutrient. Nutrients are absorbed onlywhen they land directly on the appropriate Absorption Square.

361


3. Nutrients are absorbed and can go into the circulatory system whentoken rests on space calling for its absorption.

f. In the circulatory system, nutrients move through the pathway thatresults in their proper use by the body. For example, Go nutrients followthe circulatory pathway that results in their use as energy.

g. If food and nutrients have traveled through the small intestine withoutbeing digested or absorbed, they may be recycled back to Begin IntestinalDigestion if token rests on space labeled Go Back To Begin IntestinalDigestion.

h. Food or nutrients reaching the large intestine exit as waste.

Allow students to play the game several times.

Notes on the game

The game can be played according to "chance" or by using "strategy."tAD

Chance. Students must move the number of spaces shown on the faceco,-

of the "counter" (die, spinner, etc.) each time they have a turn.By this technique, many foods and/or nutrients will pass out of thesystem as waste. Chance is best used for a student playing alone.

.

Strategy. If the game becomes a contest to see which nutrient canfirst be used, then the players can employ strategy. Here studentsneed not make a move until they have a desired counter number. Thisway they can ensure being digested and absorbed. A strategy game canbe used with groups of students.

Follow-up

After students have played the game and are familiar with the concept ofthe game, hand out the worksheet "Questions about Digestion Game." This canbe answered individually or in small or large groups.

Nutrition Education Instructional Guide, K-3, RS 84-6804, pp. 3-77 to 3-82.

September, 1984.

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DIGESTION GAME FOR GROW, GLOW AND GO (S) NAME

Questions about Digestion Game

1. What happens to all the food in the mouth?

2. What kind of foods can be digested in the mouth?

3. What happens to all foods in the stomach?

4. What kind of foods can be digested in the stomach?

5. What kind of nutrients are absorbed in the small intestine?

6. What kind of foods can be digested in the small intestine?

7. What happens to waste in the large intestine?

8. What happens to foods when they are digested?

9. What happens to nutrients when they are absorbed?

10. How do nutrients get to the place where they are used?

11. How are the "go nutrients" used in our bodies?

12. How are the "grow nutrients" used in our bodies?

13. How are the "glow nutrients" used in our bodies?

14. What are some examples of go foods?

15. What are some examples of grow foods?

16. What are some examples of glow foods?CD

365


NPE: 2.8 Realize food contains substances call nutrients.

NPE: 2.10 Realize foods can be classified intofood groups.

Activity:

Materials:

13. FOODS RUMMY FOR GROW, GLOW,AND GO CLASSIFICATION

GRADE: 3

TIME: 40 minutes

Give practice in identifying foods and placing them into thefoods categories of the Grow, Glow, and Go system.

1 Set of playing card sheets/group of 2-3 studentsClear cellophane tape1 Pair scissors/student(Optional) colored pencils or crayonsAlternate: ready game deck.

Suggested Procedure

Specific amounts of foods from food groups are served to assure that thenutrient content of meals is adequate. The simplest of these groupings is aclassification based on the catchy mnemonic of the 3 G's--Grow foods, Glowfoods, and Go foods. As students become more sophisticated, other ways ofgrouping foods will be presented. Read Food Groups and Nutrient allowances(Appendix) for a more ex: ded list of food groupings.

This activity is designed to help students recognize the foods that areclassified into each of the three groups.

Entry

1. Make a card deck.

a. Give each group of 2-3 students a set of card sheets.

b. Have students cut out the cards, fold them, and bind them with tape.Coloring is optional. Cards can also be glued to index cards andthen laminated.

VOX

Gt.* v../FstwrV VT MINI111.4AVIM

Nutrition Education Instructional Guide, K-3, RS 84-6804, pp. 3-82 - 3-87.September, 1984.

366

C.)rnrw.

c. Note: Be sure cards are folded flat.

2. Identifying 3 G's with food types.

a. Have students work in groups of 2-3 to sort the deck into Grow,

Glow, and Go foods. (Food type is found on back and should be used only to

resolve disagreements.)

b. Have student report on the type of foods that make up each group.

Breads-Cereals-Grains-Sweets GO

Meat-Fish-Poultry-Beans-Eggs GROW

Dairy or milk Products GROW

Fruits and Vegetables GLOW

3. Game A. Recognizing 3 G's groups. Players 2-3

a. Shuffle cards and place deck on desk picture side face up.

b. Play. First player states the group in which the food represented on

the top card belongs. The card is turned over to check the answer.

1) If the statement is correct, player keeps card. (Student gains a point.)

2) If the statement is incorrect, card is returned to bottom of deck,

picture up. (Student does not gain a point.)

c. Second player then follows same operation as player 1, followed by

player 3.

d. Winner is the person with the most cards after all cards are identified.

4. Game B. 3 G Rummy. Players 2-3

a. Shuffle deck. Deal each player four cards, picture side up. Players

hold hand, picture side out (as in handling a regular card deck.) Place

deck picture up. Place one card on discard pile also picture up.

b. Winner of game is the first player to lay down cards of the same

food

c. First player may lay down hwid if all cards are of the same group. If

not the first player may:

1) select the card in the discarded pile, or

2) take a card from the bottom of the deck. (This is done to preserve

the level of chance.)

First player may now

1) lay down four of a kind, or

2) discard one card picture side up. Each player must retain only

four cards.

d. Second player has the same option as player 1. Play continues until

one player lays down four of a kind.

5. Game C. On the Table 3 G Rummy.

This game is played the same as basic 3 G Rummy except that players do not

hold cards in their hands at any time. Thus they cannot see what groups

the food represents. (This information is on the back.) Cards are dealt

picture up on the table. Pictures only are shown until a player claims to

have 4 of a group. At this time cards are turned over to check.

If a player is incorrect, that player is out of the game and play continues

with remaining players.

F2I123201119LaildIX

.56.1 Have students cut pictures out of magazines or newspaper grocery ads and

make a food group poster.

Grade 3, Appendix Unit II-AA--r-

GLOW

FRUIT

VITAMIN

PINEAPPLE

GROW

MEA1

PROTEIN

FISH

GLOW

VEGETABLEVI TAM IN

MINERALS

LETTUCE

GLOWFRUIT

VITAMIN C

PAPAYA

GROWMEAT

PROTEIN

CHICKEN

GLOW

VEGETABLE

VITAMINMINERALS

RADISH

368

GLOWFRUIT

VITAMIN

APPLE

GROWMEAT

PROTEIN

FISH

192

fs1 /111

VEGETABLEVITAMINMINERALS

CARROT

GLOW

FRUIT

VITAMIN

LEMON

GROW

MEATPROTEIN

BEEFSTEAK

Grade 3, Appendix Unit II-AA

GLOW

VEGETABLEVITAMIN

MINERALS

CELERY

GROW

uAIRY

PROTEINCALCIUM

MILK

GO

BREADCARBOHYDRATE

BREAD

GROWDAIRY

PROTEIN

CALCIUM

CHEESE

GO

CEREALCARBOHYDRATE

370

RICE

193

GROWDAIRY

PROTEINCALCIUM

ICE CREAM

GO

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SUGAR

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376 196377

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399

Grade 3, Appendix Unit II-CC

BASIC FOODS WORKSHEET

Directions: List as many food products as you can under each of the categories.

Starch Fruit Vegetable Dairy Products Meat Beverage Sweet

4 ',. 0

J

208 401.

Bright Future Forecast

A uaculture Pane.'7450

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24.

KAHUKU PRODUCTThese are prawnsby Ken Sokamoto.

402

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209

Grade 3, Appendix Unit II-DD

Friday, February 11, 1983 Honolulu StarBulletin C5By Harry WhittenStar-Bulietin Writer

The 19805 will be the periodwhen aquaculture will be moresuccessful in realizing its potential to help solve the world's foodProblem. researchers were toldWednesday.

The speaker was John S. Corbin, manager of Hawaii's aquacul-ture development program, whogave the keynote talk at the firstInternational Biennial Conferenceon Warm Water Aquaculture-Crustacea, held at BrighamYoung University-Hawaii in Laie.

The sessions have 350 peopleregistered from 32 Americanstates and 37 nations.

Corbin said aquaculture hadgone through popularity cycles inthe United States, being heraldedin the 1960s as the wave of thefuture and undergoing a morerealistic analysis in the 1970s.

"Now, as the decade of the '80sbegins, and with an additional 20years of research, developmentand demonstration or perhaps.we should say maturation, underour collective belts, aquacultureis again receiving a great deal ofattention as an environmentallysound, energy efficient, foodproduction alternative in both thedeveloped and developingworlds,' he said.

"I believe the signals todayindicate that this time around,the effort to realize its muchlauded potential will be monumental, better financed, and to amuch larger degree, successful."

In describing Hawaii's aquacul-ture program, he said the statehas developed the planning con-cept of an aquaculture niche,analogous to the ecological niche.This requres examination of thegeographic area and identifica-tion of potential sites for appro-priate types of aquaculture devel-opment.

He said there is great diversityand flexibility in aquacultureopportunities; aquaculture can bebackyard or involve thousands ofacres; it can use a variety ofspecies, can be low or high technology, can be labor - intensive orhighly automated.

HE QUOTED statistics to the ef-fect that world aquacultureproduction in 1900was more than8.7 million tons, a 42 percent in-crease over the 1975 total.

He said the United States andJapan account for about 40 per-cent of total world shrimp andprawn consumption. "Moreover,many fishery biologists believethat most harvested shrimpstocks are now being fished attheir maximum sustainable yieldsand the only way to put moreshrimp on the market is throughaquaculture," he said.

Such a situation offers oppor-tunity for large-scale commercialaquaculture, he said.

He quoted from a book, "Sea-farm: the Story of Aquaculture'by Elizabeth Mann Borgese aboutaquaculture in the East and theWest.

"We perceive Hawaii's role inworld aquaculture developmentas being the place where themeeting or merger of Easternpracticability and Western technology occurs for the benefit ofboth," he said.

Conference delegates also madea bus tour of the BYU-Hawaiiprawn farm, the Lowe AquafarmsInc. ponds, the hatchery facilitiesof Amorient Aquaculture Interna-tional, and the Marine CultureEnterprises, where research isbeing conducted on the intensiveculture of shrimp in controlledconditions.

Reprinted with permission of the Honolulu Star - Bulletin.

403


Estate Blamed for Death of a Dreamay m291984State Threatens Foreclosure of 10-Year-Old Na

By Stu GlaubermanStar-Mt/km Writer

Peter Lua's dream of teachingfarming and survival skills inGreen Valley is about to die justwhen his bananas and papayasare bursting with life

Lua blames the demise of hisdream on his landlord, the BishopEstate.

He says the giant trust backedhim when he organized the NaMahiai Green Valley project 10years ago, but now wants him outwhen the farm is beginning toshow the results of his hardwork.

"If this should fail, it's becausethey want me to fail," Lua saidlast week.

For their part, Bishop Estateofficials downtown say they'vebeen patient with Lua, but hehasn't followed through with hisplans and promises. They say hehas been in default on his teaserent, his mortgage payments andhis commitment to 'run Na MahiaiFarm as an educational program

TEN YEARS AGO, Lua and ahui of other part-time farmerswere convin-ed that they couldturn a rock, part of Punaluu Val.ley into a self-sustaining truckfarm.

The Na Mahiai project theyorganized was not meant to be abig money maker. It was to be aneducational project that woulddemonstrate that young Hawai-ians could improve the landand themselves without de-pending on others

4Il4

The farmers planned to workwith school dropouts and prob-lem kids, especially Hawaiianswho wanted to get the feel of theland.

The project began in mid -1975when the Bishop Estate agreed tolet the farmers' hui use 145 acresat Waiono, also called Green Val-ley.

The kiawe scrub was cleared,at first by hand, and later withthe help of a bulldozer. The workbegan even before a final agree-ment was signed on a 41-yearlease at a very low rent, withfurther concessions for yearswith poor crops.

The state Department of Agri-culture gave Lua and his partnersa $43,000 agricultural loan.

Kahuku High School, Liliu-okalani Trust and the Kamehame-ha Schools extension serviceagreed to support the project andprovide students for work-studyprograms at the farm.

IN THE NINE years since thosehope-filled days, the educationalcomponent of the Na Mahiaiproject has floundered, though inthe last few years. the farm hasflourished.

Lua is the only one of the butmembers left on the farm. Whatwas intended as a self-help pro-gram for Hawaiians has become aone-man operation.

Lua says his four partnersincluding his first wife aban-doned the project because farm.

Tarn to Page A-3, Col.

t1,40,11011erk

2;4

a..

HOLDING ON TOproject is beginningproperty because itTerry Luke.

t

210

Mahiai Green Valley Project.*

.3 %,

i*.

" ". n- " o1.3 ^

A DREAMAfter 10 years of work, Peter Lutesto show results. The Bishop Estate is increasing

says Lua has failed to meet the terms of his lease. Star-Bulletin Photo by

4

1,'

A44

No Mahiai Green Volleythe rent on the Punaluu


Continued from Page Ole

ing proved to be too much forthem.

'They didn't realize they wouldbe putting in so much 'love time'(hours without pay)," he says wist-fully.

The farm's first cropsvegetables were washed out byheavy rains. An expensive pieceof farm equipment was stolenfrom the farm.

Then in 1979, the flow of stu-dents from Kahuku High and theother referral agencies dried upfor a variety of reasons, some ofthem still unclear.

At one point, the project's bankaccount was down to $35.

Unable to make his mortgagepayments, Lua first proposedsubdividing the farm and thentried to bring in a 46-percentpartner. Neither reorganization,aimed at making the farm a com-mercial venture, pushed through.

To make things worse, thefarm's long-term banana and pa-paya crops were wiped out byHurricane Iwa.

TODAY, DESPITE the shortageof workers, the farm is producingwell. Thirty acres are in ti leaves,seven acres in papayas, and 45acres in bananas. That adds up to82 acres, which is something Lualikes to crow about because theBishop Estate considers only 65acres farmable.

The value of the farm's pro-duce should top $160,000 nextyear, he said.

That is, if there is another year.The immediate threat comes

from the state, which is foreclos-ing on the loan it made to thehui.

Lua acknowledges that he is be-hind in his loan payments, butsays he can repay the state be-cause the farm is beginning tomake money

406

He claims state loan officialswere reluctant to foreclose on afarm that is showing results andonly did so under pressure fromthe Bishop Estate.

State agricultural loan officialswon't comment. But the stateattorney assigned to the case saysthat Lua's problems with theBishop Estate were a big factorin the decision to foreclose.

Deputy attorney general PeterUehara explained that U the Bish-pp Estate terminates the leasewith Lua, the state would be leftwithout collateral to collect on itsloan.

HOWEVER, THE loan pay-ments are only a small part ofLua's problem.

In November 1982, the BishopEstate sent him a letter proposinga rent increase from $3,600 a yearto $13,060 a year for the next 14years.

The estate said the adjustmentwas in order because Lua hadfailed to remedy certain leaseviolations. Primary among themwas that the farm was not serv-ing as a training program.

"The Bishop Estate is sayingI'm not running an educationalprogram," Lua said. "But I'vebeen running an educational pro-gram year after year. We've-worked with 145 high school stu-dents, so far," he said thumbingthrough his files in a makeshiftoffice.

"Right now, we're workingwith adults in the community."

Last week, as an appraiserhired by the estate was surveyingthe farm, Lua was working thefields with two student helpersAni Samione and Neal Toned% a,polio victim.

"Our main thing we teach uphere is survival," he said.

Lua thinks the estate is behind

211

Grade 3, Appendix Unit 11-DD

the difficulty he has had gettingstudents during the past fiveyears.

BISHOP ESTATE land managerDoyle Davis argues that the trust-ees have been extremely patientwith Lua, who has not beenforthcoming about the problemsthe farm and its educationproject have faced.

"Generally, the program hasbeen dead for five years and 1-think we've been fairly liberal inletting them have time to get theprogram back on track," Davissaid.

"It may be his impression thatwe have thrown up roadblocks.All we want, quite honestly, is forhim to hold up his end of thedeal."

Davis denies that the estate istrying to terminate Lua's lease.He says the estate merely isinvoking Its right to reappraisethe land and set a higher rent."It's more or less a tool thatcoerce the tenant into complyingwith the lease," he said.

Luz, who also is having an ap-praisal done, believes the BishopEstate wants him out of GreenValley, He thinks he knows why.

Lua says the estate has ato lease 3,140 acres acrossuu Stream from his farm to Mr.and Mrs. John D. Holt, who planto build a garden and subdividepart of the valley into five-acreagricultural lots.

"The key to why they want meout is that I'm sitting where thewater is The water that feedstheir property crosses mine," Luaaid.Davis says Lua's all wet."The Rohs have nothing to do

with it," Davis saidLua also claims that Fred Trot-

ter, a trustee of the Campbell Es-tate, has been trying to reorgan-iz6 the Punaluu Water Users As-sociation in an effort to oust himas vice president.

Trotter, who is helping theHolts with agricultural aspects oftheir project, said he has hadinformal discussions with thewater users in the valley

407

Grade 3 Aolndix Unit II -DD

iversifiedagriculture:

myths & realityBy PETER ROSEGG

Advertiser Editorial Writer

Is diversified agriculture a majoranswer to questions in Hawaii's fu-ture? Many people look to it to pro-vide many jobs, alternate lifestylesand self-sufficiency for these islands.But spending some time "on thefarms," at least here on Oahu, maychallenge some of these notions.

This happened recently in tours toWaianae, Waimanalo and Kahukusponsored by the Hawaii Farm Bu-reau Federation and the State De-partment of Planning and EconomicDevelopment.

For some of us who took the toursit seemed that diversified agricul-ture (which in Hawaii means every-thing cultivated by human hands butsugar and pineapple) shows morediversity than agriculture. Given thedifficulties with making generaliza-tions, here are some observations.

CONSIDER JOBS, first of all.There are positive trends such as areported increase in the number of"young farmers" working full time.in agriculture. They have loweredthe average age of farmers below astill elderly 58.

408

But overall jobs in all kinds ofagriculture have declined from 19,-000 in 1960 to 15,000 in 1977, mostly

'due to cutbacks on the plantations.Jobs in diversified ag (including self-employed farmers and their fami-lies) increased by only 1,000 to atotal of 8,000 in that period.

And it does not seem reasonable tolook for many new jobs on the vari-ety of ag establishments in Hawaiithat range from large, Neighbor-Islantype spreads in Kahuku to lit-tle part-time plots in Waiahole-Wai-kane to small, but intensely com-mercial, family fields behind HawaiiKai.

For example, 450 acres of cornplanted in Kahuku require only fourfull-time workers. A more laborintensive fruit-tree farm in the samearea employs about 40 people for SOOacres zoned agriculture (though onlyabout 400 are planted). And (experi-ments are under way there to grow"square" trees that will make itpossible to employ picking machinesrather than people.

An aquaculture farm which whenfinished will cover some 100 acresand supply perhaps one-third of theprawns consumed in Hawaii is ex-pected to employ a dozen people.And many small farms and nur-series in places like Waimanalo,while they may require more peopleper acre, are worked by relatives(often elderly) who labor out of fami-ly obligation or for pleasure and arepaid accordingly.

WHICH BRINGS UP the matter oflifestyle. City people hear "diversi-fied agriculture" and what maycome to mind is a scene out of aNorman Rockwell painting thehardy farmer in blue coveralls (onestrap hanging open) before the tidyfarmhouse, pitchfork in hand, watch-ing the cows amble into the barn formilking.

There are some "lifestyle" farms,to be sure, but likely as not the headof the household has a full-time jobelsewhere and the wife, kids oraunties milk the cows, tend thevegetables and collect the eggs.Some just produce for family,friends and casual sales, but othersare going commercial concerns likethe family-owned Waianae piggeryrun by the wife (a native of Englanddespite her Korean surname) whilethe husband who works at the Navyyard helps only evenings and week-ends.

And what kind of "new" jobs arebeing created? Those four corn fieldemployees in Kahuku resembleheavy-equipment operators (with theextra skills of chemists, electriciansand plumbers) more than traditional"farmers." They likely keep fairlybusiness-like hours and may live aseasily in 'Callum or Makiki as nearthe land.

WORKERS ON THE fruit-treerm do more traditional farm labor

but it is the tradition of the planta-tion rugged, stoop labor that doesnot pay well. The owner there com-plains that young people don't findsuch farming glamorous; he paysthe same starting wage as the near-by Kui lima Hyatt, he says, and yetthey prefer jobs there.

From the milking machines thatthe cows go to almost unattended ata Waianae dairy; to an egg farmand processing plant in Waimanalothat has the most modern automatedegg inspecting, classifying, weighingand packing machinery available inthe U.S.; to a Kahuku oyster farmwith a space-age appearance lookingfor ways to mechanize the tediouslifting of bins and sorting of oysters

the dominant impression is one ofinvestment capital going to labor-efficient automation.

So the new jobs that result fromdiversified agriculture are likely notto be truly "farming" jobs so muchas in processing, transportation andmarketing. They will require techni-cal skills accordingly. And just howmany new jobs will be created alltold in relation to the invested capi-tal is hard to say.

THEN THERE IS the riddle ofself-sufficiency. With acres andacres of term land, year-oruund gulfshine and an everything-grows-quickly lushness. it is perplexingthat we should be so dependent onimported fruits and vegetables aswell as meat and fish. For a solutionmany people look yearningly todiversified ag.

Reprinted with permission of

212

the Honolulu Advertiser

409

But many diversified products thatseem to have the greatest potentialhere are not foods at all dike theornamental trees and shrubs or thedendrobium orchids that flourish inWaimanalo) or they are not staplesbut exotic or luxury foods (likemacadamia nuts, oysters, bananasand papayas).

And among the staple foods. al-though the market supply of vegeta-bles grown fresh on truck farms inHawaii has increased that growthhas not kept pace with in-shipments,as for instance for potatoes. Special-ized local products like Manoa let-tuce seem to flourish. Still, while thelocally grown share of the lettucemarket has increased the total mar-ket has too, requiring more importedlettuce than ever before.

FOR EVEN WITH increasing ship-ping costs the competition from Cali-fornia, where huge economies ofscale are possible, is fierce Forexample, Hawaii is nearly sell-suffi-cient in egg production (importingonly 4,7 per cent of consumption inWV; bat processors hese dread th-times when excess prodoction isCalifornia leads to dumping on thelocal msrket and resulting pricedrops.

(In a switch on the dumpingtheme, however, the co-op of water-cress farmers led by the SumidaFarm below Pearlridge ShoppingCenter sometimes sends its excessproduction to California.)

and Honolulu

(Cont.)

Star-Bulletin.

In the shtdow of Pearl

To take an example slightly moreremoved from the consumer, thecorn grown in Kahuku goes to feedmilk cattle and seems to be fairlycompetitive with other feeds. At acattle feedlot in Ewa the local mo-lasses and pineapple bran feed isused despite the fact that it costs $20a ton .more than something whichcould be imported. And 70 percent ofthe beef consumed here is shippedin. It is the price of that beef, notlocal production costs. that sets themarket price here.

SO IT DOES NOT seem that wecan look to diversified agriculture.at least on Oahu, to go very far to-ward solving the problem of self-sufficiency, if indeed that is a prob-lem we can and want to solve.

410

Grade 3, Appendix Unit Ii -DD** The Sunday Star-Sulle.ln & Advertiser Honolulu, April 22,191! G.3

e Shopping Center, workers tend thriving watercress farm.

The products most likely to suc-ceed here (beyond the staples whichwill fill only a part of Hawaii's totalconsumption) are the specializeditems like macadmaia nuts, water-cress, bananas, anthuriums, orchids,oysters, prawns and the like.

These may be products unique toHawaii within the U.S. (like coffee orpapayas) or fill a particular local de-mand (the dendrobium orchardsoften adorn the luau lunch plates ofairline passengers). And often theywill best be marketed through acooperative like Watercress of Ha-waii or the recently activated Pacif-ic Banana Growers, Cooperativewhich has as its goal driving the im-ported Chiqulta banana brand out ofHawaii.

SO WHAT IS NEEDED is a realis-tic appreciation of what diversifiedagriculture caa and can not likely dofor Hawaii. It can, for one thing,help protect the open vistas whichmake these islands an attractiveplace to live and visit.

It may supply a certain number ofjobs "on the farm" increasinglyskilled or semi-skilled roles that re-quire schooling rather than unskilledlabor. And there may be secondaryjobs in processing and marketingthat result from diversified ag.

With a continued government coin-mittment to open, rural space, somewho now enjoy family small farmingfray continue to do so, but thechances of many more people takingup that lifestyle seem limited, atleast on Oahu, considering the priceof land and the pressures of urban-ization.

213

And though chances for self-suffi-ciency at the present standard of liv-ing (and eating) seem pair, diversi-fied ag could contribute some ex-ports and reduce the quantities offood that must be imported. But thiswill happen only if problems oftransportation and marketing aresolved with dependable supplies ofattractive and useful products madeavailable to willing markets on theMainland.

PROSPECTS FOR diversified ag.if they do not seem very bright atthe moment, don't look all that bleakeither. Government leaders at leastpay lip service to its developmentand sometimes try to turn actioninto words. The idea seems to havepopular support.

And in 1977, divershied ag, accord-ing to the state agriculture depart.meat, "reached a record high $117 8million in cash receipts to tarmerstorfai.n6hrdeist4san over the previ-ous year. '

41j

Grade 3. Appendix Unit II-DD

you an i hod Harry and AnnieUng's farm if all you've got 1.

their addre. There's no streetsign marking the dirt lane thatleads to the little green house theirfamily has lived in for almost 80

yearsIf you haven t been to the Ungs

before, just ask any oldtimer in Haleiwa for directions It's difficult to'.ay who was there first Ha leiwa

or the UngsAh Tuck Ung set down roots in

Ha Iowa at the turn of the centuryHe came to Hawaii from Chinalanded on Kauai to work on sugarand rice plantations before movingto Oahu. where he leased land in

Haleiwa and planted riceHe and his wife raised 10 chil-

dren in the one-bedroom house thatcame with the land that is stillleased from a Hawaiian familyThe first child born was Annie andHarry was the fifth. and it's thesetwo who hay e ended up living

pretty much as their parents didDuring World War 11. the Ungs

switched to electricity but theywaited until the '60s for runningwater. Annie Ung, who is in hermid-60s. still prefers washingclothes by hand although she ownsa washing machine. "Sometimes Iput the blanket in the bathtub, fillit up with soap and water and just

step on it with my feetExtensions have been added on

to the original house in recentyears including a bathroom and apatio with refrigerator and tableand chairs, where 60-year-oldHarry entertains his beer-drinking

friends.A vacuum cleaner is stored in a

corner because Annie prefers touse a broom and mop when shecleans house. The house is spic andspan and has a musty beachhousesmell, a combination of mosquitopunks, weathered wood and ocean.Haleiwa Beach is a couple ofblocks away but the remarkableview is from the Ungs' porchtheWaianae Range rising out of acres

of lotus paddies

412

FROM OUT OF THE MUD ...

By Susan Yim

Ah Tuck Ung raised rice until1939 when he switched to lotus root.a vegetable with the consistency ofa radish that Asians use as a sup-plement in their diets. They stew it.pickle it, mix it up with pork and

other vegetables chopsuey style.A spring provides the fresh water

essential for growing rice and lotusroot. Rice demanded long hours;"too much work." says Harry,"stay out sunrise. sunset, chasingbirds. No one wants to chase birds

rain or shine."Harry. Annie and their brothers

and sisters grew up chasing awaymud hens that ate the young riceshoots. pulling weeds, harvestingthe rice alongside their parentsThen their father switched to lotusroot, it cut down on some of the

work, but not muchDuring the early stages of

growth, mud hens are as much anuisance as the crayfish. which eatthe young lotus shoots. The root ofthe lotus plant takes a year to growand the crop has to be harvested by

handThe tubular root grows in the

mud: the graceful green plant witha large, round green leaf that lookslike the leaf of a water lily growsabove. The root, with from four tosix nodules the size of baking pota-toes, can be up to 4 feet in lengthand 3 inches in diameter. Lotusroot slices look like flowers with

petal-shaped holesDuring the spring and summer of

the plant's life, the large green leafflutters in tradewinds. But whenfall and harvest time come. theleaves turn brown and wither andUng and the laborers he contractsspend a month digging up his crop

of 2,000 pounds of roots"That's how we work, that's

farmers." says Harry. who is oneof five or six commercial lotus-rootgrowers on the Island. "Rain orshine, we don't take off" duringharvest. If the root isn't dug up at

the right time, it will rot

BEST COPY AVAILABLE

There's a trick to harvesting thelong, pale-skinned root You've gotto stand thigh-deep in black mudand dig with your hands, beingcareful not to break the root, if it'sbroken. mud will 000ze into the hol-

lows in the root.An average-size root weighs

about 3 to 4 pounds, and Ung sellsthem to wholesalers for $1.10 apound. The lotus root sells forabout $2.29 a pound at local mar-

ketsThe annual crop provides enough

money for the Urtgs to live on, sup-plemented by Harry's pensionTheir father died in 1963 at the ageof 89or 92, Annie says that olddocuments and letters indicate herfather was three years older thanthe age he gave officials when hecame tc Hawaii from China. Harry.who was a clothing inspector forthe Arm:, until he retired sevenyears ago. and Annie decided to

keep the farmThey still lease the land from the

same family that leased it to theirparents, but the farm is smallerthan it was when their father was

in his primeHarry also raises rabbits "to

eat," says Annie, the cook in thefamily. "He likes it fried." In thebackyard pen are 50 ducks whoseeggs are salted Chinese style andsold to friends. And a cage of pi-geons"Just pets," says AnnieThere's also a little patch of Chinese tam and some ung Choy. or

Chinese spinachIt is a simple life, a real country

life that still survives in the part ofHaleiwa that borders Waialua

"We didn't want to give up thisland," explained Harry. "Eventhough we lease. the lease is verycheap. If we make money. wemake. We lose, lose. Just like gambling. Some years we make goodcertain years we have a good

crop

November 1, 1981

"That's a beautiful one. saysAnnie. who walked over to see a

root her brother had harvestedShe hasn't always lived on the

family farm. After her motherdied,.she helped raise her youngerbrothers and sisters, but once theywere grown she got a job in towntending house for a well-to-do fami-ly. She came back to take care ofher father in the '50s. when he was

crippled by illnessAfter he died she could have gone

back to work for the family intown. but decided to stay on thefarm "Dad had quite a big placeIt's hard to give it up. she says.trying to explain why, what it

means to have roots

Reprinted with permission of the Honolulu Advertiser

214 413

and Honolulu Star-Bulletin.


4.100tn

0

215

10.4/

,t01.11

01.

s.-

3,,

The Ung farm where lotus root is

raised and Annie and Harry Ung,live pretty much as their parentsdid.

Outside the shed he washes off the mud.

OA"

1m.

si

Harry feeds some of the 50 ducks he raises.

416

rt

Grade 3, Appendix Unit II-EE

UH Plans EDB Testson Grain Products

By Jeanne AmbroseStar-Bulletin !Prater

Laboratory testing for EDBcontamination of grain and grainproducts taken from Hawaii mar-ket shelves is planned by theUniversity of Hawaii PesticideHazard Assessment Project, al-though the state Department ofHealth is doing its own analysisand did not request help.

Calling it a matter of "territori-ality," Barbara Siegel, director ofthe project, said she and her re-search associates should not be

More Stories Page A-4EDB Editorial Page A-6

doing the testing, because it fallsunder the health department'sjurisdiction.

However, they will analyzeproducts suspected of being taint-ed with EDB on an "unofficial"basis and will report their find -ings to the health department "tobring them wisdom." Siegel saidyesterday.

She will go shopping this week-end to gather products such asthe seasoned Japanese crackersknown as ante, flour and bakingmixes with local labels andbreads and other baked goodsmade in Hawaii. Rice also will beanalyzed although "there's no rea-

417

son to suspect it" has been treat-ed with ethylene dibromide, EDB,Siegel said.

Meanwhile, the health depart.ment is continuing its own prod-uct sampling, according to HealthDirector Charles G. Clark, whosaid yesterday he wasn't sure

EDB at a GlanceEDB is as insecticide 'eject-

ed into the soil or sprayed oedrOp.

leo There are so knows cases ofEMI cassias cancer In lismaasbut tests show it has caused car-eer la laboratory animals.

teo This week Ike federal gov-eratneat said EDB is preseat isa small percentage of wheat andgrain products oe groceryshelves.

reo The federal EPA has left itto the states to protect consum-ers from EDB- coatamlaatedproducts.

reo EDB is legally being used isHawaii by Kane pineapple andpapaya growers until the existingBOB supply is used sip.

Federal officials say long-term exposure is the hazard, noteating a single piece of sprayedtrait or a cupcake made withcoatambsated flour.

which products le ere beinganalyzeATHE DEPARTMENT'S laborato-

ry findings yesterday resulted inthe withdrawal of pizza flourmilled by Hawaiian Flour Millsfor use in restaurants on Oahuand the Neighbor Islands.

The pizza flour, the first locallytested grain product to be recall-ed because of EDB findings, isone of 15 different kinds of flourmilled at Hawaiian Flour Mills.Analysis of three other flourproducts from the mills showedno EDB. Clark said.

Hawaiian Flour Mills produces41/2 million pounds of flour eachmonth, said Lee Blackburn, itspresident and general manager.That flour is milled from grainshipped from Montana. Washing-ton, Oregon and Idaho that issupposed to be inspected on theWest Coast before it is brought toHawaii, Blackburn said.

"I can't give you an answerwhy this one popped up," be said,referring to the findings of EDBin the pi= flour.

When the discovery was made,Blackburn said he called Main-land inspectors to make sure thatfuture grain shipments are check-ed before being sent.

"It's mass confusion over therebecause all the mills want the

Teti to Page A-4, Col. 1

218

February 4, 1984

Continued from Page One

grain checked," he said.

THE EPA'S recommended toler-ance levels for EDB were issuedyesterday along with a federalban on virtually all agriculturaluses of the pesticide which hascaused cancer, sterility and birthdefects in laboratory animals.

Clark said the state will use theEPA guidelines as "interim stand-ards in Hawaii" to determinewhen to recall grocery food taint-ed with EDB. However, the U.S.Food and Drug Administrationshould be helping the states inthe laboratory testing and prod-uct recalls because the foods aretransported all across the coun-try.

It would be a "natural catas-trophe" if all the states set theirown EDB tolerance levels, Clarksaid.

"I don't think any state in theunion could do all the testing re-quired for all grain productsavailable today," he said.

The California Department ofHealth Services, which made thediscovery of EDB in certain Dun-can Hines muffin mixes that ledto its recall there and in Hawaii,also is using the EPA guidelines,said Al Bloch, program coordina-tor for California's health servicesfood and drug branch.

418

HE SAID yesterday that hisbranch is sending its test resultsto Hawaii at the request of thehealth department here. By nextweek, the California laboratory-will have tested about 1,000 prod-ucts, including bread, breakfastcereal, corn chips, flour and corntortillas, Bloch said.

Clark said he will await the re-sults from California to avoidduplicating tests on the sameproducts.

The laboratory test proceduretakes about five days, he said. Itinvolves soaking the sample forthree or four days before it isrun through a machine called agas chromatograph which meas-ures the amount, if any, of con.lamination.

Testing on one sample costsabout $125, health departmentspokesman Don Horio said. Thedepartment is working on a test-ing schedule to accommodate thelatest EDB analysis of food prod-ucts.

It may have to ask other labo-ratories to help out, because thehealth department laboratory isin the midst of testing for EDBin water, Clark said.

a


A-4 Honolulu Star-Bulletin Saturday, February 4, 1984

Shoppers React to EDB WarningBy June WatanabeStar-Bulletin Writer

Coy Brown says the latest re-call of a pesticide-contaminatedfood makes you wonder aboutthe purity of food in general.

"What about baby food, orfruits?" he asked. "I hope theycheck those products."

Brown, interviewed while shop-ping at the Times Super Marketin the Ward Avenue Gem's store,also said he believes the EDBcontamination of certain varietiesof Duncan Hines muffin mixesextends to other brands as well:"I think all the others are thesame."

Andrea Danks, shopping at theBeretania Foodland Super Marketwith her children, said she's con-cerned, too, although the recallof the muffin mixes doesn't both.er her as much as the contamina-tion of other products, such asbaby food.

She thinks the food industry isresponsible for keeping its prod-ucts safe because "the federalgovernment can't really keep aneye on it."

Although Brown and Danksand several other food shoppersinterviewed yesterday said theEDB scare does worry them, asurvey of Honolulu supermarketmanagers shows "surprisingly" lit-tle consumer reaction.

Some stores reported no cus-tomer feedback, while others saidonly a handful have asked to re-turn a Duncan Hines mix or toask about the extent of the recall.

AND, DON Horio, a spokesmanfor the state Department ofHealth, said yesterday no consum-er has called the department onthe matter.

"There's no real panic," saidDennis Tanaka, the assistant man-ager of the Foodland Super Mar-ket in Koko Marina. He thinks"everybody may be getting numbto all the recalls. When there wasthe heptachlor scare, peoplewould bring back anything (relat-ed to milk). With the muffinmixes, there's been surprisinglyvery little reaction," Tanaka said.

"We've only had one or twocustomers who were getting nerv-ous," said Ben D'Amato, assistantmanager of Foodland in EwaBeach. "It's a whole different re-sponse than to heptachlor" (thepesticide found contaminated inlocal milk products in 1982, whichprompted several widespread recalls).

Elwin Spray, the assistant man-ager of the Foodland store inPearl City, agreed: "People buycans of tuna fish on sale, about15 to 20 of them at a time. Butthey buy cake mixes only one ortwo at a time and plan on usingthem right away," he said. "Sowe've had only a minimalamount, about a half dozen(mixes) returned, compared toabout a couple hundred cans oftuna that were returned when

that recall was first announced(last year)."

AND, HARRY Munsey, themanager of the Star Market inKabala, points out that muffinmixes aren't "a necessity item,like rice or milk."

So, if they can't get their muf-fins, customers will buy cookiesor other substitutes, Munsey said.

Apparently very few of the af-fected mixes were distributed inHonolulu to begin with. WayneYamamoto, manager of the StarMarket in the Kamehameha Shop.ping Center, said he understandsthat fewer than 200 cases of theDuncan Hines mixes were deliver-ed to Hawaii.

Most of the grocers interviewedsaid they didn't have any of therecalled mixes on their shelves.But managers like Wilfred Hiro-kane, of the Times Market in theTemple Valley Shopping Center,said, "We pulled all the DuncanHines muffin mixes anyway as aprecautionary measure and forcustomer confidence."


419

February 4, 1984

EDB Ban AffectsPapaya Shipments

By Harry Whittenstar - Bulletin Writer

About 80 percent of Hawaii'spapaya crop is exported, accord-ing to Robert Souza, manager ofthe Papaya Administrative Com-mittee.

He cited this figure in empha-sizing the importance to the pa-paya industry of finding soon asatisfactory substitute for ethyl-ene dibromide (EDB). The indus-try fumigates papayas with EDBbefore shipment so that fruit fliesor their larvae are not exportedwith the fruit.

When the EnvironmentalProtection Agency issued anorder last Sept. 30 halting thesale and distribution of EDB, itwas reported that the final phase-out would take place this comingSept. 1.

Yesterday it was reported thatthe immediate ban imposed bythe EPA on use of EDB to com-bat insects in grain may be ex-tended to fruit in a few weeks.

Souza said the state's papayacrop in 1983 amounted to 43.2million pounds, a total below theusual production figure. Of thetotal, 27 million pounds, or 63percent, went to the Mainland,mostly the West Coast; 7 millionpounds, or 18 percent, went toJapan; and 9 million pounds, or

21 percent, was sold in Hawaii.SOUZA SAID that tests are con-

tinuing with a hot-cold treatmentmethod to assure there are nofruit flies, eggs or larvae on theexported fruit and also with adouble-dipping method to ridfruit of the insects..

He said the papaya industryhas hired an independent consult-ant to investigate gamma irradia-tion as a method of killing fruitflies. The industry sees irradia-tion as a long-term solution, hesaid, but a plant would have tobe built before it could be used.

Besides, approval of irradiationhasn't yet been given by the U.S.Food and Drug Administration,although approval by Septemberhas been predicted.

"The papaya industry needssomething it can use immediate-ly," Souza said. "We hope to haveit ready by Sept. 1. We would usethe new process as soon as possi-ble. We would like to get outfrom under EDB."

In addition to papaya, EDB isused to fumigate the very smallamount of litchi from Hawaii thatis shipped to the Mainland, ac-cording to Lyle Wong, pesticidesbranch chief in the state Depart-ment of Agriculture. He said it isnot used as a fruit-fly fumiganton any other crops exported fromhere.

219 Reprinted with permission of the Honolulu Star-Bulletin.

Grade 3, Appendix Unit II. EE VOL. 74, NO. 7 HONOLULU, HAWAII Monday, January 7, 1985

Pesticide Problem Plagues IslesPOISONING

PARADISE

The memoriesare strong. Overnight, milk.which for decades had be?.)a symbol of wholesomenessand good health, becamesomething to be feared because of evidence itcontained a dangerous pesticide. And a newword entered the vocabulary of Hawaiiresidents. heptachlorWho can forget the sight of thousands ofgallons of contaminated milk being poured intosewers. and the fear caused by 11 successiverecalls of milk from shelves?

Three years to the month after theheptachlor story began unfolding, the issuewon't go away, even though current testingshows milk is safe:

One study has found that 62 percent of themother's milk tested during 1981-82 containedle.els of heptachlor above the risk level forinfants. A new study found a relationshipbetween heptachlor exposure and birthweights, jaundice, the size of a baby's skull andother etfects

Today, the Star-Bulletin takes a new look atthe heptachlor problem

New evidence shows heptachlor is only onepart of a pesticide nightmare facing Hawaii.

By John ChristensenStar-Bulletin venter

On Aug. 17, 1982, CharlesClark, the director of the stateDepartment of Health. "closedthe book" on Oahu's milk contamination problems. saying thehealth risk from the pesticideheptachlor was low

The book on heptachlor. however. will not stay closed As onechapter ends and begins tofade, another unfolds And eachseems a little worse than its predecessor

It has made gripping readinghere, where a worried publicfears for its health and awakensto the idea that chemical discsters don't always happen inplaces like Times Beach, Mo

Hawaii's heptachlor problemhas been the subject of nationaland international stories. poisonin paradise being can't-miss In-gredients in an exotic whodunitAnd the case continues to un-fold.

On Dec. 20. the Star.Bulletinreported that a University of Ha-waii graduate student found arelationship between heptachlorin milk and a a range of disor-ders in infants born during theexposure. They include low birthweight, jaundice, and birth de-fects.

The Star-Bulletin has learnedthat there were several otherpesticide contaminationsinclud-ing in milkon Oahu and thatstate. University of Hawaii andpineapple industry officials keptthem secret

Those contaminations includeBromide residues in pine-

apple feed discovered by thePineapple Research Institute in1962.

Heptachlor residues in pine-apple plant matter found by DelMonte In 1970, 12 years before

heptachlor became a householdword

An Island-wide contamina-tion of Oahu milk with the rest-dues of dibromochloropropane1DBCPi. ethylene dibromidetEDIZO or both, in 1975

On Friday. DBCP use was ban-ned by the federal EnvironmentProtection Agency Hawaii wasthe last state allowed to keepusing the chemical EPA offi-cials, who said Friday that thereis proof DBCP exposure cancause cancer. banned DBCP on

er

AA brief filed byattorneys for Meadow GoldDairies includes a memofrom the PineappleResearch Institute showingthat pesticide residue wasfound in pineapple greenchop in 1962. The memooffers several courses ofaction The one chosen,according to the brief, wasto do nothing.' jmummummEmoommthe Mainland between 1978 and1981 The Hawaii pineappleindustry used the chemical tokill root worms

The Star.Bulletin also learnedthat the methods and conditionsat the state Department ofHealth lab were so inadequatethat the lab was incapable ofreliably detecting pesticide rest-dues in milk, according to thefederal Food and Drug AdmInis-tratIon

Dairy products still containheptachlor, although at levels

220

BEST COPY AVAILABLE

well below that allowed byFederal regulations. But thatdoes not necessarily mean thathealth is no longer a concern

Nothing has been done todetermine the extent of the pub-lic's exposure to heptachlor andwhat effect continued expoture,even at low levels, might have.

Dr. Irving Sellkoff, director ofthe Environmental Science Labo-ratory at Mt Sinai School ofMedicine in New York. says it isessential to determine howpervasive heptachlor is here

"You will not know if you'regoing to wait for the results ofhuman observation," he says."Do you allow people to be ex-posed to something that causescancer in animals for another 25or 30 years or don't you? A deci-sior. has to be made"

Clark. who is now retired,agrees. "When I said I was dos-ing the book. I meant the issueof the milk itself. The levelswere insignificantly low and Itwas safe to drink. I never meantI was closing the book on hepta-chlor entirely"

Clark was brought In by GovGeorge Ariyoshi to head thestate's health department after itcame under fire for its handlingof the heptachlor problem. Mdirector, Clark won praise forconfronting the immediate prob-lem and taking steps to solve It

Heptachlor sad bums=What Is heptachlor and why Is

it dangerous?

Heptachlor Is a member of afamily of pesticides called thechlorinated hydrocarbons or organochlorines. Organochlorinesare extremely active and tend toaccumulate in fat

In tests on laboratory animalsheptachlor, caused a variety ofhealth problems, Including liverdamage, reproductive disordersand cancer

Heptachlor has been marketedsince the late '40s. It has been sowidely used that by the late1960s it was found In surface

water In all 48 contiguous Mainland states It also turned up inmeat, poultry and produceweakened or killed fish and birdeggs, and worked mischief onother life forms as well

Its residues were so widespread that regulations had tobe changed to reflect a newreality. Heptachlor residues wereeverywhere It was impossiblefor example, to find mills without at least a trace of heptachlorin it.

Consequently. got er nme n tagencies came up with a limitthat balanced economic feasibility against safety. A zero toterance was still the ideal, but foodmilk and feed were allowed tocontain a certain residue let elbefore action was taken

For heptachlor. that lesel was0.3 parts per million ippriv infood and milk

In 1969, a national commissionurged that the use of chlormated hydrocarbons `e curtailed because of them threat to the ens]ronment

Pesticides in HawaiiIn that same year, the Hawaii

Department of Agriculture pubIlsbed Its own report on pest'cides. Some of its findings werestaggering.

It reported that in 1968. 121million pounds of pesticideswere used In Hawaii, "10 timesgreater usage per square milethan on the Mainland** It wasalso 3v4 times more pesticidesused per person than on Mainused per person than on theMainland and six times theusage in Californiaof the Board of Agriculturenoted in the reports forwardthat "Certain pesticides are alsocapable of degrading chromocomes in mammalian cell t. ultures and produttne nialforrndtion In fetus or newborn andmats strict measures to minimire exposure to potentall. ha,ardour pesticides are long osierdue

Reprinted with4112ermission of the Honolulu Star-Bulletin.

BEST COPY AVAILABLE

Early Heptachlor WarningsUncovered After '82 ScareJanuary 7, 1985

Despite Otagakis warning. thestate did nothing to curb pest'.tide use It has. howeter goneto bat for agricultural interestswhen a chemical it used faced afederal ban

The head of one state branchhas testified that he did notknow his agency where heworked more than 25 years wassupposed to be testing animalfeed for pesticides according tostate law

In the tam- of heptachlor thepineapple industrt enlisted thtaid of the state Department ofAgriculture the unit ersny s College of Tropical .Agriculture andottngton & Burling a powerful

AA ashington DC law firmAnd heptachlor was not then

the industrs s most importanthem alIt was the 29th most used

pesticide in 1968 °torah, tncluding HaV.211, pineapple companiesused 18 021 pounds of it that.t ar for ant control Pest-controloperators used another 10 000pounds to kill termites and otherhousehold insects

The most popular insecticidesthat year howeter were DDTand chlordane All three are cartinogenic iinduce cancer'

They also tend to accumulatein the fatty tissues of then'hosts That means that if ahuman consumes milk from acow that has been fed an ewes-site amount of feed treated withheptachlor. the chemical is goingto find its way into the human sfat

By t968. Oahu dairymen hadbeen feedine their cattle greenhop math trot)) the leaf> rt

mains of pineapple plants for\ cars M hether the chop contain(d any pesticide residues wasnt er (Wit tall> determined beam( no one exit tested the

Iced Officially that is

Contamination in 1958But Stuart Cohen. a chemist

for the S EnvironmentalProtection Agency. reports thatdairy cattle were being fedheptachlortainted green chop in1958

Cohen was sent to Hawaii inthe spring of 1982 to investigatethe heptachlor problem Ques-tioned recently about his invest'Ration. Cohen said that talkingto farmers growers and Oliver.say of Hawaii people contincedhim that things that were notquite kosher

He learned for exaniple. thatat least two farmers were feeding green chop treated withheptachlor to their cattle in1958 He a rote in his report.There w as a possibility for

Oahu milk contamination byheptachlor epoxide in tne 60salso

Cohen 5 suspicions were con-firmed in documents filed re-cent!) in Circuit Court as part ofa complex heptachlor lawsuit Abrief filed by attorneys forMeadow Gold Dairies includes aineloo Iron. tht Pmeapplt itesearch Institute showing thatpesticide residue asst found inpineapple green chop in 1962

The mum, offers set eralcourses of action The onechosen according Po the briefwas to do nothing 11 concealedthe informaem from the (lairsindustry and the got ernmeniusing the policy of laissez-faireis the buzzwords for its toterup

There M. a no requirementthat green chop be tested inthose days nor had the Federalgosernment established apestiadeolerance loci for it Itwas not until 1969. in fact thatthe manufacturer of heptachlorthe Velsicol Chemical Corp petstioned to hate a tolerance lociset for feed residues

It backed up its petition withdata showing that a field liartested a year after heptachlorwas used was almost completelyvoid of heptachlor

The same court documenthowever, point's out that the research institute ignored a consultant's recommendation in 1967or 1968 that fields not besprayed with heptachlor within2'z years of the time they wouldbe harvested for green chop

A year later it reports. DelMonte discovered that its greenchop samples taken a year afterspraying contained heptachlorAgain, nothing was reported tothe public

It was Cohen of the EPA whoestablished that the '82 exposurewhich brought widespread publie concern, began not the preynus fall or summer as was crammon!) thought. but went back atleast as far as October 1980. Theproof was a sample of Oahumilk containing heptachlor restdue tested in a goternment labin Alabama

Thus by the time the DOH labdiscotered heptachlor residues.Ian 6 1982. heptachlor had beenin the milk at least 14 monthsand possibly longer And atletels that in some cases were 10times the action letel she limitthat federal regulations allow)

Cohen calculated that Oahu schildren were exposed to hepta.

ehlor at letels well ablate theacceptable daily intake IAUI,The ADI is a safety factor forhuman exposure determinedfrom animal studies It is coinputed by dividing the level atwhich there are no observableeffects by a safety factor whichallows for individual sensitnitiesand an overall sensitivity

The traditional safety factorfor most chemicals is 100 Butwhen a carcinogen is involvedthe factor is 1.000 and somescientists now prefer 5,000

Cohen figured that for children between 1 and 5 whodrank cow's milk. the safety fatfor was reduced to between 15and 27. He calculated the safetyfactor in breast milk at between14 and 25 "and may continueinto the future because of bodystorage of heptachlor

He added that exposure toheptachlor for fetuses "shouldalso be considered, but a safetyfactor for this exposure cannotbe estimated from existingdata There are indications thatthe reduced safety factors werenot protection enough

Two Unitersity of Hawaiigraduate students have doneseparate studies of infants bornduring the heptachlor exposureBoth say that their findings arein the words of one, "statisticallysignificant but not necessariltclinically significant Setaccompanying story I

Finally Cohen found that heelfrom dairy cattle was sold toand consumed by Oahu consumen for at least a year The bee,contained low letels of hept-chlor

Asked why residues idn tshow up in tests by U.ment of Health, Cohen said"The DOH was definitely hatingits problems

wit. U.S. Pesticide Useet oneswith AgrItultitro'S Share of the Total

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POISQNING PARADISEReprinted wit e permission of the Honolulu Star-Bulletin. 221


Heptachlor Trouble

Is Not Over

Charles Clark

fiBy 1968, Oahudairymen h been feedingtheir cattle green chopmade from the leafyremains of pineapple plant,for 10 years Whether thechop contained ampesticide residues wasnever officially determinedbecause no one evertested the feed.. pimmismirm

Pesticide Usein HawaiiIBy Percent

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111111Home & Garden 424

Grade 3, Appendix Unit II-FF

I **OA1.4.: 1. .;

KEEPING HEALTHY IN SCHOOL

Yes No

Yes No

425Yes No

222

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426

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Grade 3, Appendix Unit II-GG

'OPAE E Traditional

According to legend, a puhi (eel) kidnapped a maiden from the village of Kahakuloa, Maui. She was the kaikuahine (sister) of one ofthe village boys who then called on various sea creatures to help rescue her from the eel's cave. All refused, claiming that theywere too small to challenge the big eel. Finally, the little 'opihi (limpet) agreed to kokua (help)the boy by clamping themselvestightly over the maka (eyes) of the puhi so that he could not see as the boy went into the cave to rescue his kaikuahine.

Note: Verses 1 through 4 are identical except that the name of each new sea creature is substituted in the proper place.

E7 A1. 'Opae ('Opae e!) Oh, Shrimp! (Oh, Shrimp!)

E7 A

'Opae ho'i! ('Opae ho'i!) Indeed, you, Shrimp! (Indeed, you, Shrimp!)E7

Ua hele mai au, ua hele mai au I have come, I have comeA

Na Kuahine. For Sister.E7 A E7 A

Ai i5 wai? Ai i5 Puhi! Caught by whom? Caught by Eel!E7

Nui 'o Puhi, a li'ili'i au, Eel is big and small am I,A

'A'ole loaf No indeed!

E7 A5. 'Opihi e! ('Opihi e!) Oh, Limpet! (Oh, Limpet!)

E7 A'Opihi ('Opihi ho'i!) Indeed, you, Limpet! (Indeed, you, Limpet!)

E7

Ua hele mai au, ua hele mai au I have come, I have comeA

Na Kuahine. For Sister.E7 A E7 A

Mai maka'u: Na'u e pani Do not fear! I will closeE7 AI ka maka a 'ike 'ole kela puhi! The eyes until that eel sees nothing.

Recordings: Hawaiian Hula Eyes, Mountain Apple Co., Brothers Cazimero

Mokulana, Banyon Records, Leon and Malia

This Is Eddie Kamae, Hula Records, Eddie Kamae and the Sons of Hawai'i

427

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430

GOT TO GET AWAY FOR A WHILE

By Kapono Ka'aihue

G A7

//: Got to get away for a while to ease my head

G

Everybody knows that's the way to do it://

C/GTakin' to the highway and leave your cares behind

G C/GGoin' to the country, yeah, yeah, yeah, yeah

G C/GSleeping in the still of the night and wake to another day

G C/GOut in the country.

A7

//: ,Got to get away for a while to ease my head

G


Bb

A7

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I guess you could say I'm getting away from lights

Bb

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Away from the noise and buildings that darken the sky

G C/GSomething about the country style that puts you in a trance

G C/GThat's country living.

G C/GSomeday I hope to have some land and raise a family,

G C/GOut in the country.

A7

//: Got to get away for a while to ease my head

G



431

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MY HAWAIIAN COUNTRY

Eb F7 Bb7 Eb

Oh take me back to my Hawaiian countryF7 Bb7 Eb

And let me sing "Aloha 'oe" to youAb Eb

I miss the green, green grass of WaimeaCm

The snow on Mauna Kea

The fires of KilaueaBb

The surf at old Waipi'o in the sunBb7

And the paniolo swinging down the trail to Kamuela on the runF7 Bb7 Eb

I'm coming back to my Hawaiian countryF7 Bb7 Eb

I'll drop my shoes in San Francisco BayAb Eb

And we'll talk story in the daytimeCm

And early in the morning before the day is dawningF7 Bb7

We'll pledge our love and tell the stars above

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That we'll always sing about Hawaiian country and the people that we love.

Composed for Melveen Leed


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HAPPY HAWAIIAN MUSIC

By Bud Dant

Ab

Chorus: Make yourself happy with music

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Happy Hawaiian Music

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Sing and play the 'ukulele

Cm

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You'll be happy, Brah, ea eä ea.

Db

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Fm

When you sing and dance and shout

Eb7

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You'll know what happiness is all about

Eb7

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Come to Hawai'i and see for yourself

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We'll put your blues on the shelf

Ab

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Eb7

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And my poor heart's on the ground

Db

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Then I hear a song from my Hawai'i

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What a beautiful sound.

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Verse 2: Met a brother from Hawai'i

Eb7

Ab

Ab7

But his face was mighty long

Db

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When he saw me with my 'ukuleleBbl Eb7

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He smiled and he broke into this song.


436

MOLOKA'I MEMORIESBy Jay Larrin

Composed for Melveen Leed

C C7

From out across the oceanF

A dream returns to meC G7A gentle breeze brings back my Moloka'i memoriesC C7 F

The valley of Waikolu, the waters of WailauC G7 C

The rains of Pelekunu, the winds of Pala'au

C C7

From out across the sea mistF

The clouds come rolling inC

And in the blues of eveningG7

I remember my old friendsC C7

I hear the island musicF

They always sang to meC G7 C-F-C

Just a part about my Moloka'i memories.C7 F

And I am dreaming of those yesterdaysC

Dreams of long ago

G7Went down into those valleys with my family I would goC C' F

Swimming in the mountain streqms, singing in the windC G/ C-F-C

Oh Moloka'i memories come singing once again.

}Oh my friends are by the water with their old guitar I know

spokenThe heavens glow with love above my home at old Pilkoio

C C7

Grandma's in the gardenF

Grandpa's by the seaC G7 C

And Lord I do remember all tbe love they gave to meF C G/ C

And how I do remember Moloka'i Memories.


43/

(NJCn(NJ

PLACE NAME SONGS

The following record albums have the words printed on the jackets.

GK - Genoa Keawe Hulas of Hawai'i, LP,Genoa Keawe Records, GK 101, Genoa Keawe.

GJ - Guava Jam, LP, Hula Records, HS-543, Sunday M5noa.

HS - Hawaiian Style, LR Hula Records, HS -508, Kahauanu Lake Trio.

MH - Male Hula Vol. I, LP, Noelani Records,NRS -102, Various Artists.

RK - Right On Keia, LP, Hula Records,HS-505,Kihei Brown Trio.

Title Island Record

1. Aloha Kaho'olawe Kaho'olawe RK

2. Aloha 'Ia'0 Wai'anae O'ahu HS

3. Aloha Kaua'i Kaua'i MH

4. Anahola Kaua'i GK

5. 'Aina o L5na'i L5na'i GK

6. Hu'ehu'e Hawai'i HS

7. Ka Nani A'o Kali./ Hawai'i GK

8. Ka Paniolo Nui o Mcloka'i /Kualapu'u Moloka'i HS

9. Kaulana Kaua'i Kaua'i HS

10. Kaulana b Waim5nalo O'ahu GJ

11. Kip5 Kai Kaua'i MH

12. Lumaha'i Kaua'i GK

13. Manowaiopuna Kaua'i GK

14. Pauoa Liko Ka Lehua O'ahu GK

15. Punalu'u O'ahu HS

16. 'Ulupalakua Maui GK

438 233

Grade 3, Appendix Unit II-LL

439

BEAUTIFUL KAUA'I

By Randy Farden

D D7 G D

There's an island across the sea,E7 A7 D

Beautiful Kaua'i, beautiful Kaua'iD7 G D

And it's calling, just calling me,E7 A7 D(4) D7

Beautiful Kaua'i, beautiful Kaua'iG D

In the midst of Fern Grotto, Mother Nature

made her homeE7 A7

And the falls of Wailua where lovers often roamD G a D

So I'll return to my isles across the sea

E7 A7 D

Beautiful Kaua'i, beautiful Kaua'i.


4 10

cr,..1.110

PANIOLO COUNTRY

By Marcus Schutte

G C

Places I have been

D7

G

Cities I' have seen

C D7

With concrete canyons rising from the ground

G CMiles and miles of asphalt trails

A7

D7

Stretched across the land

C D7

Stampeding little ponies leaving smoke along the way

G C

CHO Going back to Paniolo Country

D7

G

Stars at night no city lights

C 4 D7

G

Paniolo country my home on the range

N3 C D7

G4.)Un Paniolo country rain drops fall the grass grows tall

C D7

G

Paniolo country my home on the range

C

I made up my mind

D7

G

Won't waste any time

C D7

I'm going back to where the clouds ride high

G C

Take my word it's pretty

A7

D7

Not like the great big city

C D

Where we still breathe that cool clear mountain air

7

Reprinted with permission of Royal Coachmen Music

441

GENERAL APPENDICES

BASIC HAWAIIAN VOCABULARY LISTS, GRADES K-3

CONCEPTS OF SELF AND 'OHANA

HO'OPONOPONO

BIBLIOGRAPHY

SONGS

RECORDS

HAWAIIAN STUDIES PROGRAM

BASIC HAWAIIAN VOCABULARY LISTS, GRADES K-3

The Basic Vocabulary Lists which follow contain Hawaiian words which range from very basic and culturallyimportant 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 werereprinted in Appendix D, Hawaiian Studies Program Guide (Draft), Office of Instructional Services/General EducationBranch, RS 81-0655, March 1981. The two lists were created for all learners of Hawaiian at the elementary level,whether they be in elementary school, high school, college or adult school, by Haunani Bernardino, Dr. Emily'Iolili 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 kupuna suggested that the two lists be regrouped to reflect more explicitly thevocabulary which would be appropriate for each grade level from kindergarten to sixth. The following lists are theresults of a series of meetings held in the Fall of 1982. The Department acknowledges the kOkua of and expre',ses"Mahalo nui loa!" to the following:

Honolulu District

Central District

Leeward District

Windward District

State Office

Solomon Kaulukukui and Kupuna Katherine Makena Harbottle

Jan KahOkO Yoneda

Mililani Allen and Kuouna Elizabeth Kauahlpaula

Elsie Kawao Durante, Kupuna Jessie Pi'imauna and Kupuna Lilia Hale

Noelani M5hoe and Lokomaikatiokalani 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 Hawaiianalphabet, the Pilapa. Words beginning with the glottal stop or 'okina (I) are to be found after the words beginningwith the other consonants.

The alphabetical order followed, the,'efore, is: a, e, i, o, u, h, k, 1, m, n, p, w, 'a, 'e, 'i, '0, 'u

This arrangement in Hawaiian alphabetical order is being applied only to initial vowels and consonants (includingthe 'okina) and is being done to underscore the importance of the 'Gkina in both pronunciation and spelling. It alsoserves to help the learner memorize which words begin with the 'okiTt by having them physically separated from thewords spelled with the same initial vowel.

Grade 3

Social Life & Relations

ali'i chief(ly), royal, noble

hanai to raise, feed; to adopt, adopted child

holoponopono to make right (Hawiian family problemresolving)

luahine old woman

'elemakulePelemikule old man/old men

Nature

ala path, roadway

aumoe middle of night

lepo dirt, dirty

moana ocean, deep sea

p6135 sea shell

wailele waterfall

Hawai'i Lifestyle (hula, music, arts/crafts, games/sports)

*himeni to sing; song, hymn

hoe paddle

mele to sing; song, chant

pule to pray; prayer; week

Food

hua fruit

* Hawaiianized English

445 238

hua'ai edible fruit

hua moa egg

*kuawa guava

liliko'i passion fruit

limu seaweed

mai'a banana

*manako mango

mea'ai food

Body Part & Functions

alelo tongue

iwi bw,e

kua back

ku'eku'e maka eyebrow

lae po'o forehead

lihilihi maka eyelash

lolo brain

luhi tired

na'au intestines, guts

pu'uwai heart

Household Terms

kelepona telephone

Miscellaneous Verbs

heluhelu to read

446

Grade 3

hiki to be able, can

holoi to wash, wipe, erase

lohe to listen

moe to lie down

'au'au to bathe, swim

'ike to see, know

Miscellaneous Adjectives

husihu'i chilly, cool*kamela camel

kahiko/kihiko oldkeko monkey

'uluku small, tiny*kepela zebra

*kia deerColors

*kika tiger

See K-1 master *kilape giraffe

*liona lion

Numbers *papulo buffalo

0-100 master*pea bear

ho'okahi one of something - master*Ielepani elephant

Modes of Transportation

ka'aahi train

moku ship

mokulele airplane

*paikikala bicycle

*lokomopila automobile

Zoo Animals

Days of Week

See K-1 master

Months

See K-1


exposure

447239

Locatives/Location Words

hope behind, after, last, in back

kai seaward, sea, ocean

lalo under, beneath

loko inside

luna up, over, above, on top

forward, in front, before, firstmua

448

betNeen, among

outside

mountainward, uplands, inland

44)

Grade 3

240

Social Life & Relations - Plural forms

kaikamahine girls/daughters

k5naka persons, people

kiipuna grandparents

makua parents

wahine women

Nature

honua land, earth

kuahiwi mountain

kumu la'au tree

la'au bush, tree, herb medicine

lau leaf

pali cliff

'aina land, earth

Hawaii Lifestyle (hula, music, arts/crafts, games/sports)

lei garland; to put on a garland

Food

inu to drink

kalua to steam in imu

Body Part and Functions

kikala hip

450

Grade 2

241

ku'eku'e lima elbow

ku'eku'e wawae ankle

kuli knee

lauoho hair

lehelehe lip

manamana lima finger

manamana wawae toe

niho teeth

papakole buttock

papalina cheek

umauma chest

'5h5 thigh

Household Terms

kukui light, lamp

moe bed

pahu 'ume drawer, bureau

Miscellaneous Verbs

helu to count

Oike to show

komo to enter

151elo to speak

Miscel'aneous Adjectives

pilikia trouble 451

Miscellaneous

thing, person

twenty

thirtyfortyfiftysixtyseventy

eightyninety

that it multipliesetc.) by ten (10 x 3 = 30).

exposure

(just) one shoe(only) one canoe

Grade 2

Days of Week

exposure

exposure

shoe

pants

loose gown

shirt

hat

exposure

car

canoe

mea

Numbers

See K-1

Months

0-19

iwikalua

Decades, concept of kana-

kanakolukanah5kanalimakanaonokanahikukanawalukanaiwa

Kana is a prefix which indicates

See K-1

Clothing

kima'a

lole wiwae

mu'umu'u

pilule

pipale

Animalsthe base word (kolu, ha,

Ho'okahi (one, alone, See K-1

Transportation

one of something asopposed to one ina series)

ho'okahi kama'aho'okahi wa'a

*ka'a

wa'a


452242 453

Social Life & Relations

i noa

kaikamahine

ka7aiki/*pepg

kane

keiki

keiki kine

kupuna

kupuna wahine/kupunakäne

makua

makua k5ne/makuahine

wahine

'ohana

Nature

ahiahi

5ruenue

awakea

hOk5

kahakai

kai

kakahiaka

15

lani


name

girl, daughter

baby

man, husband

child

boy, son

grandparent

grandmother/grandfather

parent

father/mother

woman, wife

far.ily

evening

rainbow

mid-day

star

beach

sea, salty water

morning

day; sun

heaven(ly); chief(ly)

454

Grade K-1

243

mahina

makani

manu

P6

pahaku

pua

wai

lauinal5

'uku

moon

wind

bird

night, darkness

rock, stone

flower, descendant

fresh, non-salty liquid

afternoon

louse, flea

Hawai'i Lifestyle (hula, music, arts/crafts, games/sports)

aloha

hula

kapu

kOkua

mahalo

Food

i'a

kalo

moa

p5Iina

poi

pua'a

'ai

love; to greet

dance; to dance

rules/laws; sacred

help; to help

thanks; to thank; to admire/like

fish

taro

chicken

to dine

mashed kalo, 'uala, or 'ulu

pig

to eat; also sometimes used as thegeneral word for the staples kalo,taro, or 221.

455

Grade K-1

'Ili° dog puka

'ono tasty, delicious puka aniani

door; hole through something

window

Body Parts Miscellaneous Verbs

ihu nose hana to wcrk, 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 holo to go, run, sail

piko navel ho'olohe to listen

polo head hosomikaukau to prepare, make ready

po'ohiwi shoulder k5hea tcicall

waha mouth k5 to stand

wiwae foot, leg lele to jump, fly

'45 stomach n5n5 to look (at)

noho to sit

Household Terms

hale house Miscellaneous Adjectives

*home home akamai smart, intelligent, clever

lanai patio anuanu cold

lua toilet hauloli happy, glad, content

*lumi room hou new

noho chair li'ili'i small

pakaukau table loa long, very

15Iihi long

maika'i good


456 244 451

makaukau prepared, ready

nani beautiful, pretty

nui big, plenty, many, much

pau finished, consumed, destroyed

piha full

wela hot

Colors

hinahina gray

ke'oke'o white

rnelemele yellow (golden)

*palaunu brown

*polii blue

poni purple

takala pink

'alani orange

'ele'ele black1- 1 Ioma oma o green

'ula'ula red

School

*kula

kumu kula

no ho

puka

* Hawalianized English

school

school teacher

chair

door; hole through something

458

Grades K-1

245

Days of the Week Exposure

POlakahi Monday

Pa'alua Tuesday

PiPakolu Wednesday

PO'ahE Thursday

PiPalima Friday

Pii'aono Saturday

apule Sunday

*Months Exposure

Kepakemapa

'Okakopa

Nowemapa

Kekemapa

'Ianuali

Pepeluali

Malaki

'Apelila

Mei

lune

Iulai

'Aukake

September

October

November

December

January

February

March

April

May

June

July

August

459

Animals

*hipa

honu

i'a

*kak5

kao

*15paki

lio

manu

moa

*peleh5

pipi

pOpoki

pua'a

pueo

'ekake /kekake

'Tlio


460

Grades K-1

Numbers

sheep 0

turtle 1

2

fish 3

duck 4

5

goat 6

rabbit7

8

horse 9

bird 10

11chicken

12

turkey 13

14beef, cattle 15

cat 16

17pig 18

owl 19

donkey NOTE

dog

246

0-19; concept of 45m5-/-kumama-

'ole

'ekahi

'elua

'ekolu

'eha

'elima

'eono

'ehiku

'ewalu

'eiwa

'umi

'umikumakahi

'umikiimi1ua

'umikumakoluiumikum5ha'umikumalima'umikumaono'umikumahiku'umikumawalu'umikumaiwa

In modern secular use from 11 through 99, the numbersinvolving units one through nine are formed by usingthe appropriate tens number with the infix, "-kuma-,"and then the particular unit number; e.g., eleven isten plus one, 'umi-kuma-kahi.

In the older form, the Hawaiians used the infix, "-kumama- "Some kripuna, especially those still active in Hawaiianchurches where the Hawaiian Bible is read out loud, mayprefer the older form. The children should be exposed toboth forms but they should concentrate on learning to usethe modern form actively.

461

....-i...--

CONCEPTS OF SELF AND lalANA.by Mihealani Pescaia

Instie for Hawaiiar Culture Studies

Aloha, e n5 kumu!

As educators, our main goal is to equip our students with the tools of survival that will help themlive happy and successful lives. In order to do this we need to educate the total person. Each studentneeds tc gain understanding and knowledge not only of content areas but also cf himself or herself andothers.

This appendix is 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. Oftenthis recognition is missing in the home so the school environment is a major source. A positive classroomenvironment can build positive self-concepts that will lead to an atmosphere conducive to learning. Oftenwithin a busy day of meeting our academic objectives, we often neglect to develop the "whole person." Weset )0- goals geared to the average and neglect the emotional and intellectual needs of the two extremes.We are aluwn 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 Berneand from Nana I Ke Kumu, I,by Mary K. Puku'i. I hope it will provide you with "tools" as you work with yourstudents.

I would like to thank Kilie Mossman, Counselor at Windard Community College, for her mane() (ideas) inthis area and for sharing some of her materials.

NOTE: It should be understood 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 Americanpsychological perspective redressed in Hawaiian terminology.

462247

463

THE THREE ME'S

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

Caring

Figures things out

Fun

464

MAKUA(PARENT)

Do's and Don'ts

THE THREE ME'S

I want to play kb vane

ALAKA'I(ADULT)

Makes decisions

Feelings

248465

ME, THE MAKUA

Makua is the Hawaiian word for parent. The makua part of usreflects the things we learn from our parents or the people whobrought us up. They taught us how to do things and how not to dothings; and we learned by just watching how they talked to eachother and how they treated us.

There are two parts to our makua. One part is critical or bossy,reminding us of the things we should or should not do. The other partis caring, encouraging us to show love and affection, such as kokua,laulima, and aloha.

Anytime we behave like parents, we are using our makua. Phraseslike "don't do that", "clean your room", "behave yours'07", "don'tworry", "I'll take care of you", "let me help you" are all makuakinds of phrases.

466 249

`0 AU KA MAKUA(ME, THE PARENT)

,---

4 6 4

ME, THE ALAKA'I

Alaka'i is the Hawaiian word for director. This is thepart of us that thinks and figures things out. The alaka'ipart of us gets the facts, examines them, and speaks logicallyand rationally. It is said that the human brain can handleover one billion bits of information which is more than anycomputer can handle. We see, then, that we can learn anythingour alaka'i decides to learn. Sometimes the makua or thekeiki parts of us can inhibit us from learning effectively.Now that we know this, we can watch out for the keiki andma'Aua and make sure that doesn't happen. The more things welearn about people and the world around us, the strongerour alaka'i becomes and the better decisions we can make.As we are reading this, we are using our alaka'i. Whenwe examine and evaluate and use words like how, what, where,why and better, nicer, easier, we are using our alaka'i.

468250

`0 AU ICE KANAKA NC:0'0NY°(ME, THE ADULT THINKER)

ALAKA` I

46J

ME, THE KEIKI

Keiki is the Hawaiian word for child. The keiki is thepart of us that expresses feelings of fear, anger, happiness,or sadness. The keiki part of us also likes to have fun.Sometimes we let the keiki run wild like staying up too late,eating too much candy, or fighting. We need to use our alaka'iand makua to guide us so that all three parts of us are inbalance. When we use words that express our feelings like"wow", "want", "I'm scared", "aw, shucks", "great", "I don'twant to", we know our keiki is at work.

47251

Pagani (Play

`0 AU KE KEIKI(ME, THE CHILD)

Tha (Pain) Maka`u (Fear)

\`\ =-

r

1,;

Aloha (Love)

471

The concepts of self can also be used to help students understand beavior. When students learn tounderstand themselves and others, they will be better equipped to function in the classroom, on the play-ground, as well as in the home.

The Hawaiian children were nurtured with much love and aloha. This led to positive concepts of theself. These feelings of self worth and attitudes of acceptance were reinforced in their daily lives bythe practice of 'ohana concepts of aloha (love), k5kua (help), laulima (cooperation), kuleana (resposibility),and 15kahi (harmony, unity). 'Ike (recognition) was given to each other freely and opTigT.---Within theclose '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, k5kua, laulima, kuleana, 15kahi, and 'ikewhich 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 ProgramInstructional Visuals Packet: Na Ki'i Ho'ona'auao, Series I. They are also part of a packet of 81" x11" masters for duplication and transparenci3s.)

472252

'Ike is to recognize everyoneas people. Everyone needs tobe recognized, especiallychildren. 'Ike can be givenin a number of ways in school.It can be a look, a word, atouch, a hug, a gesture, akiss and even a scolding.Children need to give 'ike toeach other, so if the teacher

models the giving of 'ike thenthe children will internalizethe behavior. Just to tellthe children how nice theylook, or how happy you arethat they are quiet, or "Howpretty the ribbon in your hairlooks" or "What a handsomeshirt you have on today!" areall ways of giving 'ike. It

helps create a positive atmos-phere in the classroom andmakes everyone feel mai ka' i

(good).

474

EVERYBODY NEEDS "IKE"(RECOGNITION)

Kamaiki (Baby)

Na Makua(Mom and Dad)

253

Keiki Kane (Son)

///

Na Kupuna(Grandparents)

475

Aloha has many meanings: love,

affection, compassion, mercy,pity, kindness, charity, hello,goodbye, greetings, farewell,alas, regards. It can be shownin a variety of ways. The'ohana provided a ready sourceof love, affection, kindness,courtesy and hospitality. Alohawas shown and'given not only to'ohana members but to all whovisited.

476

ALOHA

254 47`/

In every 'ohana in old Hawai'i, everymember helped to get the work done.Kokua (help) was an important part ofevery household and family membersusually did not have to be asked tokokua; they helped whenever they saw767Tbeing done.

478

KOKUA

255479

One of the most important kuleana(responsibility) of every rEgiiamember was to maintain acceptablestandards of behavior. Attentionseeking behavior was frowned uponand respect for social rank andseniority was a must. Each personwas taught what was acceptable andnot acceptable. He or she learnedto accept and carry through his orher kuleana willingly.

4 (1

KULEANA

256 4S1

Everyone in the 'ohana shared thework load whether it be planting,building a house or a fishpond,preparing meals, or fishing. Each

person did a share of the work toget it done. If a man wanted a

house built, his 'ohana willinglycame to help. The men gatheredthe building materials, built thefoundation, put up the frame andattached the thatch. The womenwove the floor mats of lau halaand made kapa, out of wauke (papermulberry). They also gathered thepill grass and other thatchingmaterials. The children helpedin whatever capacity they coulddepending on their age and sex.This kind of laulima made the workeasier and more enjoyable.

482 257

LAULIMA

483

The 'ohana considered lOkahi (harmony, unity)very important, lokahi not only with peoplebut also with the universe. The members ofthe 'ohana showed this in their daily livingby sharing goods and services with each other.The 'ohana members generously gave to othersno matter how little they themselves had.Strangers were greeted with aloha and wereinvited to cane in and partake of food. Any-one visiting another area took food or a giftof some kind as a symbol of hospitality.They established 16kahi with the universe byobserving the kapu of daily living, whichincluded homage to the gods. These kinds ofbehaviors nurtured harmony or 16kahi in the'ohana.

484

LOKAHI

258

485

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 thereforeneed to have some family-oriented activities in school with which they can identify.

Teachers can establish a family-type atmosphere in the classrooms by creating a positive,supportive atmosphere. In early Hawai'i, the people lived in large 'ohana with parents, aunts, unclesand cousins, grandparents and great grandparents living in close proximity. When a child was reprimandedby 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 classroomis of great importance.

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

486 259487

'OHANA

by Mahealani Pescaia

Institute for Hawaiian Culture Studies

taro leaf(lau kalo)

------'---__

flower(pua)

stem,---'(h5)

corm(kalo)

488

10

oung_taro leaf(lu'au)

off shoot('oh5)

"Members of the 'ohana, like taro shoots, are all from thesame root," says Mary K. Rikdi.

Kalo, the corm of the taro plant, was the "staff of life"in the Hawaiian diet. It was also closely linked to the originof the people with the birth of Wiloa.

'Ohana included those born with blood ties, those who wereunrelated but accepted by the 'ohana, and those who died andremained spiritual ancestors of the 'ohana. It included the:

'aumakua

kupuna kualuakupuna kuakahikupuna

makua

keiki

spiritual ancestorsgreat, great grandparentsgreat grandparentsgrandparents and all relatives of thegrandparent generation

parents and relatives of the parentgeneration (aunts and uncles)

first cousins within the 'ohana orhanai (adopted)

The 'ohana was the unit that provided for the social, economic,and educational needs. The 'ohana who lived in the uplands sharedkalo (To), mai'a (banana), -iirruala (sweet potato) with theiroha na by the seashore who in 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. Theyworked in the lc'i kalo (taro fields), caught fish, and performedthe daily tasks necessary-TOT-survive!. They bore na keiki(the children) to continue the family line.

260

489

Na keiki were given responsibilities too. They took care of the aged members of the 'ohana and helped their makua by carryingfood, water and materials for building houses, canoes, etc. Na keiki were sometimes h5nai adopted). Na makua sometimes gave ababy to a close relative as a sign of aloha (love). This was usually done only within an 'ohana so that the keiki grew up knowing his/her biological parents.

Na keiki in an 'ohana grew up haviig many makua to care for them. The 'ohana provided the enotional support, love andsecurity to the child especially when h3 /she lost his/her parents or was reprimanded by them. Emh child grew up with a feelingof well-being, acceptance, self-identity and self-worth.

The Opuna (grandparents) were dearly loved and revered by the 'ohana. They were the source of wisdom and understanding.The oldest kupuna usually was the h5nau mua (first born) or haku (head of the 'ohana. He/she settled problems and called the'ohana meetings. These kiipuna took care of the little children in the 'ohana while the makua worked. They developed close tieswith their mo'opuna (grandchildren), especially with the oldest. They were the teachers of the 'ohana and taught planting, fishing,housebuilding and weaving. They taught the chants, wise sayings, stories, genealogies and custonii7rhose ch:ldren who showed spe-cial talents were sent to special kahuna (experts) or kumu (teachers) for instruction.

The 'aumakua were the ancestors who remained members of the 'ohana in spirit form. They were guardians and provided strength,inspiration and help. They appeared to members of the 'ohana as sharks, birds, lizards, eels, fish, rocks or plants. They were areal part of the Hawaiian 'ohana then, and still are in some 'ohana today.

BIBLIOGRAPHY

Dunford, Betty, The Hawaiians of Old. Honolulu: The Bess Press, 1980.

Handy, E.S. Craighill, The Polynesian Family System in Ka'D, Hawaii. Rutland, Vermont:Charles E. Tuttle Company, 1972.

Puku'i, Mary K., N5n5 I Ke Kumu. Honolulu: Hui Hinai, 1972.

490 261491

CHILDREN OF THE 'OHANAby Marilyn Okumura and M5healani PescaiaInstitute for Hawaiian Culture Studies

The 'ohana or extended family included: 1) makua who were the parents and all relatives of the parent generation (auntsand uncles); 2) kOpuna who were grandparents and all relatives of the grandparent generation; 3) keiki who were the children inthe 'ohana who considered themselves brothers and sisters to each other regardless of natural parentage (Puku'i: 162); and4) 'Ohua who were unrelated dependents and helpers.

In the 'ohana the hiapo or first-born child had his/her future clearly predestined before birth. Rarely was the hiaporeared by his/her natural parents. The hiapo was the "living history book", who memorized the family genealogical chants,social and religious customs, kapu and specialized skills and knowledge. He/she was to assume the responsibilities uf the hakuin times of family illness, dispute and other family crises. As a result of his/her position, the hiapo often also became thefavorite of the kOpuna. (Puku4:51)

The grandparent generation in the 'ohana had the privilege of taking as hanai the hiapo of one's children. The feeling wasthe hiapo belonged to the kOpuna and the natural parents had the child on "lo07-atil he/she was given to the grandparents.The grandparents' responsibility for the child took precedence over that of the parents. If the first born child was a male,he was taken by relatives on the husband's side. If the first born was a girl, she was taken by those on the wife's side.Those who took the child taught him/her to do the work skillfully. Sometimes these children were not allowed to work at all.They became the kOpuna's favorite and were hand fed by their kahu (attendant). They were the punahele (favorites).

When talking to each other, the terms for brothers and sisters were used for address as well as being descriptive. However,a son would not address his male parent as "father" because family member terms were only descriptive. Relatives, whatever theirrelationship addressed each other by name. A grandparent was correctly addressed as kupuna in the old days. Kuku/tututderivedfrom the word kupuna, became more frequently used terms of endearment for grandparent. (Handy: 44-45)

A ceremony to decide whether or not a child was ready to be weaned placed the decision with the child. A mother and childwould sit facing each other with two stones or bananas representing the mother's breasts placed between them. A prayer to thegod KG and his wife Hina was offered by a third person asking that the baby will no longer wish for his/her mother's milk. Ifthe child reached for the objects and tossed them away, he /she was ready to be weaned. If the child did not toss the objectsaway, nursing continued and the ritual was repeated again later. (Handy: 88-89)

When a male child was born, he was taken to the hale mua (men's eating house) where he was dedicated to the gods. If he wasthe son of an ali'i he was taken to a heiau to be dediTiE&T- There his piko (umbilical cord) was cut and the placenta was washedin water and was buried by the kahuna in a secret place where it would not be disturbed. The child was bathed, wrapped in kapaand taken to the kuahu (altar) and dedicated to the gods.

492 262 493

When the male child was about five years old, a special ceremony was held. Up until this age, boys did not wear malo andate with the women and girls in the hale 'aina (women's eating house). The ceremony called "KS i mua" or "thrust to the mua"changed this situation. The boy was given his first malo at this ceremony and could join the men in the hale mua (men's eatinghouse). A female child did not have such special ceremonies as she moved from babyhood to childhood or to adolescence.

In the Hawaiian life cycle there did not exist any form of ceremonial ritual of initiation into manhood. At age seven oreight a boy was circumcised (kahe ule) by a skilled kahuna and a feast was held. There was no significance to this event otherthan that the circumcision facilitated cohabitation and enhanced pleasure. (Handy: 94)

If a child showed a special aptitude in an art, he was sent to live with a kahuna. Training started at an early age and aboy training to be a kahuna (expert) was placed under strict kapu. His food utensils, water gourd, clothing, bed and house wereconsidered sacred. He was not allowed to mingle with other people and especially not with women. After his training wascompleted and the cleansing had been performed, he was allowed to associate with other men. But, he had to keep himself free ofwomen and had to abide by all of the kapu taught him by the kahuna (expert). Somehow, the kahuna usually knew when his studenthad broken a kapu. To observe ALL the kapu well was to learn ALL of what the kahuna had stored in his head. (Handy: 90)

Grandparents had special affection for certain children who were attractive and charming. These children were made punahele(favorites). They were given special dishes and the best of everything. In Ka15, a "carnival" was held every few years for thedisplay of the punahele of the kapuna. (Handy: 101)

Each child had duties according to his/her size in such activities as planting and fishing, house-building, preparing feasts,working on irrigation ditches, taro terraces, walls and on ponds. A child's age was determined not by years but by the tasks heor she could do. For example:

The size that enables him to carry a water bottle."A two-year-old was given a small gourd full of water to carry from the upland.

"The size that enables him to carry two coconuts." (age five or six)

"The size that enables him to carry a smaller member of the family on his back." (age ten) (Handy: 178)

Children learned by watching and doing. To ask questions was considered bad manners. Children were taught that certaingestures were rude, offensive and might even bring death as an offended person may have consulted a sorcerer by way of revenge.Treating parents and grandparents with utter disregard of their feelings was not acceptable. Children were taught that they werenot to behave in a bold manner toward strangers, ask for things, go through the premises of others without permission, claimsomethingthat was not one's own. These rude behaviors were called maha'oi. For children to interrupt a conversation was rude.The head was regarded as sacred; therefore, to pull the hair or strikeEl head of another was considered an insult. (Handy: 188-91)

494 263

495

BIBLIOGRAPHY

Handy, E.S. Craighill and Mary Kawena POku'i, The Polynesian Family System in Kalil, Hawaii.Vermont: Charles E. Tuttle Company, 1972.

POkuli, Mary Kawena, E.W. Haertig, and Catherine A. Lee, Nana I Ke Kumu. Volume I.Queen Liliuokalani Children's Center, 1972.

Kamakau, Samuel M., Ka Pole Kahiko. Honolulu: Bishop Museum Press, 1964.

4962G4

Ho'oponopono

(Problem Solving)

by Minealani DescaiaInstitute for Hawaiian Culture Studies

The Hawaiians had a practical way of dealing with problems and personal conflicts. They used a process called ho'oponoponowhich meims "to make right." The process involved pule (prayer), mahiki (discussion), mihi (confession), mutual restitution andhui kala or kala hala (forgiveness). A family elder or kupuna usually conducted the meeting. The persons directly involvedwere included in the sessions. Ho'oponopono was basically a family matter but often involved a non-relative.

Ho'oponopono has proven to be an effective technique in working with conflict. Teachers will find that even the childrencan do ho'oponopono within their own peer groups. Teaching them the technique and using the process to solve conflicts willeventually lead to a lessening of physical aggression in preference to "talking it over."

Ho'oponopono can be used today in the classroom. The children involved in a conflict can carry on a discussion of theproblems under the guidance of the teacher. The procedure is similar to that used in group therapy and the success of the processdepends upon the willingness of the children to be open and truthful. When children are allowed to vent their inner feelings,they learn to accept criticism from others in the group. This open communication allows everyone to feel free to express his orher feelings without the fear of being threatened. The ho'oponopono procedure for the classroom can be as follows: (Have thechildren sit in a circle on the floor.)

I. Ho'omalu (Quiet period): A brief period of silence for the children to concentrate on the purpose of the session--(20-30seconds).

2. Kukulu kumuhana (Statement of the problem): The teacher states the problem as he/she understands it.

3. Mahiki (Discussion): The children express themselves and give their views of the conflict. They talk to the teacherwho in turn asks appropriate questions of others in the group. As the discussion continues and as the badfeelings become pacified, the children will begin talking directly with each other. The teacher tries tostay out of the discussion as much as possible to allow the children to freely express their feelings. Theteacher may ask questions like:

a. What do you like about (Student's oc.me) ?

b. What does he/she do that irritates you?

c. What are some helpful ways we can help him/her improve?

497265 498

4. Ha'ina (Confession): The children will readily admit to guilt if they do not feel threatened by the others. All childreninvolved in the conflict will admit their guilt in the incident and ask forgiveness from each other.

5. Kalana (Forgiveness): When the feelings in the group are supportive, then forgiving is a natural reaction. Both partieshave to be willing to forgive each other in order to clear away the bad feelings of guilt, shame and malice.

6. Panina (Closing): Have the children react naturally to the end of the session. Encourage some kind of positive showingof aloha such as a pat on each other's back or a hand shake or a hug. Touching is a magical cure-all and leadsto warmer relationships.

The Hawaiians knew that emotional problems caused physical illnesses. When a person needed medical attention, the kahunaalways asked if ho'oponppono had been conducted to cleanse and purify the inner self. He treated the physical malady only afterho'oponopono had been conducted.

No'oponopono was also a religious process. The Hawaiian gods and family gods were asked to help the family solve itsconflicts. Prayers were frequently recited throughout the sessions. The procedure for ho'oponopono was as follows:

1. Pule: The leader offered a prayer to the gods, calling upon them for guidance.

2. KGkulu kumuhana: The problem was stated and the mana (energies) of the people present were pooled together into aunifying force.

3. Mahiki: Each successive problem was discussed and corrected like the peeling of an onion. The people spoke directlyto the leader who in turn questioned the members of the group about the problem. Each person vented hisfeelings and there was remedial action for each aspect of behavior. 'Oia'i'o (spirit of truth) was a veryimportant part of ho'oponopono. No matter how painful it was, revealing what really happened was of utmostimportance. Sincerity was a basic requirement of interpersonal relationships, especially of ho'oponopono.Hihia was the entanglement of resentment, hostility, guilt, depression and discomfort. This affectedeveryone including the innocent bystanders; for as the truths were revealed, a confusion of different kindsof feelings resulted in the revelation of hurts that went back for days, months and even years before thepresent hurt took place.

4. Ho'omalu (Silent period): A leader may call ho'omalu to allow the participants to fall into silent thought formeditation, or to cool tempers, or simply to rest. It sometimes could last a few minutes or as long as aweek. Family members could not talk about the problem at all, especially to outsiders.

j. t)266

5. Mihi: Repentance or confession was a big part of ho'oponopono. Sometimes mihi was accompanied with gifts of foodto the gods. These gifts were reparation to the people who feasted on the foods after the gods had takenthe mana (spiritual essence) from the food offerings. After the spiritual essence was removed, the livingfamilliater feasted on the offerings.

6. Hui Kala (Forgiveness): The person who was wronged must forgive the person who wronged him/her. Each must release andfree each other of the grudges and embarrassments permanently.

7. MO ka piko (cutting the cord): If a person refused to forgive and release, then mo kapiko was declared. The familysevered the cord that tied him/her to the family and he/she was no longer a part of the 'ohana. He/shehad to physically remove himself/herself from the community and live elsewhere.

8. Pule ho'oku'u: When everyone had forgiven each other for the wrong doing, a closing prayer wa.., recited which terminatedthe ho'oponopono session.

501

BIBLIOGRAPHY

Pad, Mary K., Nana I Ke Kumu. Honolulu: Hui Hanai, 1972.

Patel, Mary K., Nina I Ke Kumu, Volume 2, Honolulu: Hui Hinai, 1979.

267 502

BIBLIOGRAPHY

Abbott, Isabella 'Aiona. Limu. Lawa'i, Kaua'i: Pacific Tropical Botanical Garden, 1974.

Akana, Elizabeth. Hawaiian Quilting: A Fine Art. Honolulu: Hawaiian Mission Children's Society, 1981.

Allen, Gwenfread. Hawai'i's 'Iolani Palace. Honolulu: Aloha Graphics, 1978.

Atlas of Hawaii. Honolulu: The University Press of Hawai'i, 1973.

Baker, Ray Jerome. Hawaiian Yesterday's. Honolulu: Mutual Publishing Co., 1982.

Brennan, Joseph. Paniolo: Hawaiian Cowboys (Hawaiian Cultural Heritage Series No. 9). Honolulu: TopgallantPublishing Co., 1978.

Brennan, Joseph. The Parker Ranch of Hawai'i. New York: The John Day Co., 1974.

Cameron, Robert. Above Hawai'i. San Francisco, Ca.: Cameron and Co., 1977.

Carlquist, Sherwin. Hawai'i: A Natural History. Honolulu: SB Printers, Inc., 1980.

Carter, Gann K. Historic Honolulu. Honolulu: Tongg Publishing Co., 1979.

Clay, Horace F. Trees for Hawaiian Gardens. Honolulu: University of Hawai'i Cooperative Extension Services, 1962.

Demanche, Sis. Edna. Hawai'i Nature Study Program (Plants). Honolulu: University of Hawai'i, Curriculum Research andDevelopment Group,1980.

Dunford, Betty. The Hawaiians of Old. Honolulu: The Bess Press, 1980.

Epstein, Samuel and Beryl. The First Book of Mexico. New York: Franklin Watts, Inc., 1967 (Subsidiary of Grolier).

Epstein, Samuel and Beryl. Junior Science Book of Seashells. Maryland: Garrard Publishing Co., 1963.

Explorations/Ho'omaka'ika'i. Honolulu: The Kamehameha Schools, 1972 and 1983.

Feher, Joseph. Hawai'i: A Pictorial History. Honolulu: Bishop Museum Press, 1969.

Floeth, Louise Lee. Farming Around the World. New York: Charles Scribner and Sons, 1970.

Fortner, HeaL)er J. The Limu Eater, a Cookbook of Hawaiian Seaweed. Honolulu: University of Hawai'i Sea Grant CollegeProgram, 1978.

Goudey, Alice. Houses from the Sea. New York: Charles Scribner and Sons, 1959.

Halloran, Arthur F. The Hawaiian Longhorn Story. Hilo, Hawai'i: Petroglyph Press, 1972.

Hargreaves, Dorothy and Bob. Hawai'i Blossoms. Kailua, Hawai'i: Hargreaves Company, Inc., 1958.

5J3268

Hargreaves, Dorothy and Bob. Tropical Trees of Hawai'i. Kailua, Hawai'i: Hargreaves Company, Inc., 1964.

Hargreaves, Dorothy and Bob. Tropical Trees of the Pacific. Kailua, Hawai'i: Hargreaves Company, Inc., 1964.

Inns, Helen. How to Make It Your Hawaiian Quilt. Honolulu: Honolulu Star-Bulletin Printing Company, 1957.

Johnson, Irma Bolan. About Truck Farming. Chicago: Melmont Publishers, 1962.

Jones, Stella. Hawaiian Quilts. Honolulu: Daughters of Hawai'i, Honolulu Academy of the Arts, Mission Houses Museum,1973.

Kakalia, Kepola. Hawaiian Quilting As An Art. Honolulu: Deborah Kakalia, 1976.

Kasamoto, Hiroshi and Yoshimura, P. Inventory of Public Shoreline Access, County of Hawai'i. Honolulu: EconomyPrinters of Hawai'i, September, 1979.

King, Charles E. King's Book of Hawaiian Melodies. Miami Beach, Florida: Hansen House (reprint), 1977/Charles King,1948.

King, Charles E. King's Songs of Hawai'i. Miami Beach, Florida: Hansen House (reprint), 1977/Charles King, 1950.

Krauss, Beatrice H. Ethnobotany of Hawai'i. Honolulu: University of Hawaii, 1974.

Krauss, Beatrice H. Ethnobotany of the Hawaiians. Honolulu: Harold L. Lyon Arboretum, University of Hawai'i, 1978.

Lamoreux, Charles H. Trailside Plants of Hawai'i's National Parks. Hawaii Volcanoes National Park: Hawai'i NationalHistory Association, 1976.

Lucas, Lois. Plants of Old Hawai'i. Honolulu: Bess Press, 1982.

MacDonald, Gordon A. Volcanoes in the Sea. Honolulu: University of Hawai'i Press, 1983.

M5hoe, Edwina. E Himeni Hawai'i 6kou. Honolulu: Governor's Committee Hawaiian Text Materials, 1973.

McBride, Leslie R. Petroglyphs of Hawai'i. Hilo, Hawai'i: Petroglyph Press, 1972.

McConathy, Osbourne. The Music Hour, First Book. New York: Silver, Burdett and Company, 1929.

McConathy, Osbourne. The Music Hour, Third Book. New York: Silver, Burdett and Company, 1929.

Morgan, Roland. Honolulu Then and Now. Orinda, California: Bodima Books, 1978.

Mrantz, Maxine. Hawaiian Monarchy. Honolulu: Aloha Graphics, 1974.

Neal, Marie A. In Gardens of Hawai'i, Bishop Museum Special Publication #50. Honolulu: Bishop Museum Press, 1965.

Philipp, Terry F. Diversified Agriculture. Honolulu: University of Hawai'i Press, 1953.

Mary K. Hawaiian Dictionary. Honolulu: University of Hawai'i Press, 1971.

Pau'i, Mary and Curtis, Caroline. Tales of the Menehune. Honolulu: Kamehameha Schools Press, 1971.

505 269 506

Rizzuto, Shirley. Hawai'i's Pathfinders. Honolulu: The Bess Press, 1983.

Rock, Joseph F. The Indigenous Trees of the Hawaiian Islands. Rutland, Vermont & Tokyo, Japan: Charles E. Tuttle Co.,1974 (Japan).

Rody, Nancy and Pottenger, Francis. Nutrition Island Style. Honolulu: University of Hawai'i, Curriculum Research andDevelopment Group, 1983.

Roth, Charles Edmund. The Farm Book. New York: Harper and Row, 1977.

Scott, Edward. Saga of the Sandwich Islands. Lake Tahoe, Nevada: Sierra-Tahoe Publishing, 1968.

Singletury, Milly. Hawaiian Quilting Made Easy. Honolulu: Sunset Publishing Company, 1980.

Titcomb, Margaret. Pacific Science, Vol. 32:4 (October, 1978), "Native Use of Marine Inverterates in Old Hawai'iHonolulu: University Press o Hawai'i, 1979.

United Artists Music. Songs of Hawai'i. Los Angeles, Nashville, New York: United Artists Music, B3-299.

U.S. Army Corps of Engineers. Maui Coastal Zone Atlas. K5ne'ohe, Hawai'i: Aecos, Inc., 1979.

U.S. Army Corps of Engineers. O'ahu Coral Reef Inventory. K5ne'ohe, Hawai'i: Aecos, Inc., 1979.

Watson, Don.

Watson, Don.

Wenkam, Robert

Plants are for People, Part I. Honolulu, Hawai'i: Hawaiian Service Incorporation, 1973.

Plants are for People, Part II, Honolulu, Hawai'i: Hawaiian Service Incorporation, 1973.

. Hawai'i's Garden Island: Kauai. Chicago, Illinois: Rand McNally and Co., 1979.

Department of Education, Office of Instructional Services Publications

Foundation Program: Career Education and Guidance. RS 80-9146, 1980.

Health Education Instructional Guide. RS 82-2417, 1983.

Na Ki'i Ho'ona'auao. Hawaiian Studies Instructional Visuals, October, 1981.

Nutrition Education Instructional Guide, K-3. RS 84-6804, September, 1984.

TAC Guidelines and Video Holdings List. RS 78 -5244, January, 1982.

TAC Materials and Holdings List. RS 79-7647, June, 1979.

Resource Units in Hawaiian Arts. RS 81-0719, April, 1981.

5Y1270 5:8

RECORDS

6eautifui Kaua'i. LP, HS-541, Hula Records, Kawai Cockett.

Cecilio and Kapono. LP, PC-32928, Columbia Records, Cecilio and Kapono.

Drinking Champagne. LP, HS-542, Hula Records, Myra English.

Easy Hulas. LP, MS-4001, Mahalo Record, Charles Kaipo.

Hawai'i Aloha. LP, ST-307, Waikiki Records, Various Artists.

Hi'ipoi i Ka 'Aina Aloha. LP, HS-568, Hula Records, Edith Kanaka'ole.

Meet Palani Vaughan and the Sunday Manoa. LP, HS-524, Hula Record, Palani Vaughan.

Melveen Leed's Grand Ole Hawaiian Music Nashville Style. LP, SL-7053, Lehua, Melveen Leed.

Music of Hawai'i, Vols. I-IV. LP, Jack Demello.

Music of Old Hawai'i. LP, H-506, Hula Records, Sons of Hawaii.

My Hawaiian Country. LP, SL-7022, Lehua Records, Melveen Leed.

No Ka 'Oi. LP, SP-1006, Poki Records, Ho'opi'i Brothers.

Ono. LP, SP-9010, Poki Records, Hui 'Ohana.

Paniolo Country. LP, JSR-1974, J-San Records, Gabe Kila and the Winakuli Sons.

Right on Keia. LP, HS-550, Hula Records, Krhei Brown Trio.

This is Eddie Kamae and the Sons of Hawai'i. LP, HS-513, Hula Records, Eddie Kamae.

VIDEO

TAC Guidelines & Video Holdings List, OIS/TAC/DOE, State of Hawaii. RS 81-2093 (Rev. of RS 78-8244), January, 1982.

0051-2 E Komo Kai1453-2 Empire: Parker Ranch1060 2 Farming in Kula0195-2 Hawaiian Fishing1174-2 Hawaiian Seafood: Limu

5')9271 510

SONGS

TITLE REFERENCE IN HSCG TITLE TRANSLATION/SONG TOPIC/SUBJECT SOURCES

Across the Sea

Aloha 'Ia NO '0 Maui

Aloha 'Ia '0 Wai'anae

Aloha Kaho'olawe

Aloha Kaua'i

pp. 111-113

pp. 81-83, 178-179

p. 233

p. 87

p. 233

Beloved indeed is Maui (hula)

United Artists, Songs of Hawai'i, pp. 27-29.

Kahaiali'i Maui Style, LP, Naupaka Records.

Beloved is Wai'anae (hula)

NPC-0001.

*Hawaiian Style, LP, Hula Records, HS-508,

Island of Kaho'olawe

Expresses love for lei mokihana

Kahauanu Lake Trio.

*Right on Keia, LP Hula Records, HS-550.

*Mele Hula, Vol. I, LP, Noelani Records,

& Kaua'i (hula) NRS-102.

Aloha O'ahu pp. 85, 180 Lei 'ilima (hula) The Islands-Music of the 50th State, LP,Hula Records, Various Artists

Anahola p. 233 Name place on Kauali (hula) *Genoa Keawe Hulas of Hawaii, LP, GenoaKeawe Records, GK-101.

'Aina '0 Lana'i p. 87 Island of Linati (hula) GKHH, LP.

(He Mele No Lanai)

'Ama'ama p. 121 Mullet Music of Old Hawaii, LP, Hula Records,H-506.

Beautiful 'Ilima pp. 85, 180 O'ahu's flower Elbert & Mahoe. Ni Mele o Hawaii NEi, p. 37.

45 RPM, Hula Records 541, Kawai Cockett.Beautiful Kaua'i pp. 93, 234 Hapa haole hula

Cockeyed Mayor of Kaunakakai p. 95 Hapa haole comic hula composed for R. Alex Anderson's Famous Songs of Hawai'i,

Hollywood actor Warner Baxter p. 12.

7 7 .

E Hihiwai p. 95 Shell fish (also called wi) of Ho'omau, LP, HS-5005, Hawaii Sons Records,

Moloka'i (hula) Hawai'i, MLGOHN, LP.

Got to Get Away pp. 101-103, Cecilio and Kapono, LP, Columbia RecordsPC-32928.224-226

Hanohano Na Cowboy p. 131 The Glorious Cowboys (hula) Meet Palani Vaughan and the Sunday Kinoa, LP,Hula Records, HS-524.

511 272

J.L1.i)

TITLE REFERENCE IN HSCG TITLE TRANSLATION /SONG TOPIC/SUBJECT SOURCES

Happy Ha%.aan Music pp. 107-109,229-231

Hapa haole song Melveen Leed's Grand 'Ole Hawaiian MusicNashville Style, Lehua Records, SL-7053.

Hasegawa Gereral Store p. 93 Merchandise found at the storein Hana, Maui.

George Paoa Trio Live At the Maui Hilton,LP, Hula Records, HS-539.

Hawai'i Alma pp. 17, 48 Beloved Hawai'i NMHN, p. 42

Hawaiian :-:soitality p. 93 Hapa haole hula Easy Hulas, LP, Mahalo Records, MS-4061,Charles Kaipo.

Hawaiian Lilaby pp. 97-101 Extolls the beauties of Hawai'i MLGOHN, LP.

Hawai'i Nei pp. 19-21, 51 Hapa haole song

Hawai'i Poro'i pp. 13-17 Hawai'i's anthem King's Book of Hawaiian Melodies, p. 30.

Hawai'i the Beautiful pp. 11-13, 47 Hapa haole song

Hele on to Kaua'i pp. 93, 95-97 Hapa haole song 'Ono, LP, Poki Records, SP-9010.

Hilo Hanakani pp. 77-79 Districts on Hawai'i It's A Small World, LP,_Pumehana Records,PS-4902, Na Mele o N5 'Opio.

Hu'ehu'e p. 233 Cowboys of Hu'ehu'e, Hawai'i (hula) HS, LP.

If I Shoulc Ever Travel pp. 19, 50 Travelling to other countries

Ka Nani A'o Ka'6 p. 233 The beauty of Hawai'l (hula) GKHH, LP.

Ka Paniolo "dui 0 Kualapu'u p. 233 For George P. Cook I, of Kualapu'u HS, LP.(hula)

Ka Uluwehi 0 Ke Kai pp. 117-121 The plants of the sea-limu (hula) *Hi'ipoi i Ka 'Aina Aloha, LP, Hula Records,HS-568, Edith Kanaka'ole.

Kaulana Kaua'i p. 233 Describes districts on Kaua'i (hula) HS, LP.

Kaulana '0 Waimbialo p. 233 Famous is Waininalo (hula) Guava Jam, LP, Hula Records, HS-543, SundayManna.

Ke One Kaulana 0 Hawai'i

lapii Kai

pp. 115-117

p. 233

Describes districts on Hawai'i

Describes the home of Jack Waterhouseon the island of Kaua'i (hula)

HAA, LP.

Mele Hula, Vol. I, LP, Noelani Records,NRS-102, Various Artists.

513 273 514

TITLE REFERENCE IN HSCG TITLE TRANSLATION/SONG TOPIC/SUBJECT SOURCES

Little Grass Shack

Lumaha'i

p. 91

p. 233

Hapa haole hula United Artists, Songs of Hawai'i, pp. 8-9,

A famous beach in Hanalei, Kaua'i(hula)

EH, LP.MTHH, LP.

Maika'i Kaua'i pp. 85, 182 Kaua'i beauty NMHN, p. 75

Manowaiopuna p. 233 Stream in the Koloa district ofKaua'i (hula)

Criterion Music Corp., Authentic Songs fromthe Pacific Isles, Book 6, p. 21,GKHH, LP.

Maui Girl p. 91 Hapa haole song Criterion Music Co., Authentic Songs ofPolynesia from Hawai'i, Tahiti and MaoriBook 2, p. 62.

Moloka'i Memories pp. 109-111, 232 Hapa haole song MLGOHM, LP.

Moloka'i Nui A Hina pp. 85-87, 181 Great Moloka'i of Hina NMHN, pp. 78-79

My Hawaiian Country pp. 103-105, Hapa haole song My Hawaiian Country, Melveen Leed, LP,227-228 Lehua Records, SC-7022.

Na 'Al 'Ono pp. 123-125 The delicious foods *This Is Eddie Kamae, LP, Hula Records,HS-513.

Na Lei 0 Hawai'i pp. 9-11, 46 The wreaths of the eight islands KBHM, pp. 6-7.

Na Moku 'Eh5 pp. 71-77, 177 The four islands KBHM, p. 80.

Na Pana Kaulana 0 Keaukaha pp. 113-115 The famous districts of Keaukaha HAA, LP.

On the Beach at Waikiki p. 93 Hapa haole song SH, pp. 44-45.

'Opae E pp. 121-123, 223 Shrimp TEK, LP.

Paniolo Country pp. 125-129, 235 Hapa haole song Gabe Kila and the N5n5kuli Song, LP,J-San Records, JSR-1974.

Pauoa Liko Ka Lehua p. 233 The lehua bud of Pauoa (hula) GKHH, LP.

Punalu'u p. 233 An area in Windward, O'ahu (hula) HS, LP.

Piipu 0 Niihau pp. 87, 183 Shells of Ni'ihau (hula) 45 RMP 49th State Records 254 by Genoa Keawe.

song of Old Hawai' i p. 95 Hapa haole hula SH, pp. 5-7; EH, LP, Mahalo Records.

'Ulupalakua p. 233 Ranch in Maui near Kula (hula) GKHH, LP.

Waiomina pp. 129-131 Wyoming - 1908 World Championshipin Cheyenne (hula)

*Drinking Champagne, LP, Hula RecordsHS-542.

274

515 5.16

ACRONYMS

RECORDS

EH - Easy Hulas, LP.

wGtiti - Genoa Keawe Hulas of Hawai'i, LP.

*HS - Hawaiian Style, LP.

*HAA - Hi'ipoi I Ka 'Aina Aloha, LP.

MLGOHM - Melveen Leed's Grand 'Ole Hawaiian Music Nashville Style, LP.*TEK - This is Eddie Kamae and the Sons of Hawaii, LP.

*Words of the songs are printed on the record jackets.

BOOKS

KBHM - King's Book of Hawaiian Melodies

SH - Sags of Hawai'i

NMHN - Na Mele 0 Hawai'i Nei

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document resume ed 262 131 institutiondocument resume ed 262 131 ud 024 468 title hawaiian studies...

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