How-do-you-Malama-Honua-pic

How do you Mālama Honua (Care for the Earth)?

Grades 6-8
Developed by Shari Jumalon, Konawaena Middle School
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Overview

Stories from different cultures demonstrate how our ancestors cared for and respected the land.  We can learn from and apply the pre-contact Hawaiian methods of sustainability by maintaining & monitoring natural resources to ensure the ongoing supply of these resources. According to Aunty Mona Kahele, the family ko’a (fishing grounds) was always fed to ensure that ‘opelu fishing would be abundant in the future.  In comparison, we can learn and apply the irrigation practices of the pre-contact Tahitians to support the large population on the South Eastern portion of Raiatea. By documenting these natural resource management techniques in other ports through interviews, students can adapt and apply techniques that are applicable in their home communities.

Learning Objectives

Enduring Understandings

Importance of traditions through sustainable living practices and caring for natural resources.

Essential Question

What can we learn from the Mālama Honua mo’olelo (stories) of Hawai’i and other cultures along Hōkūle’a’s 4-year voyage using 21st knowledge and skills?

Standard Benchmarks and Values

Common Core Standards

Reading Standards for Literature 1:

6.RL.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RL.1-Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8.RL.1-Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

 Reading Standards for Literature 2:

6.RL.2-Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

7.RL.2-Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

8.RL.2-  Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Writing Standard 6:

6.WS.6- Use technology, including the Internet to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

7.WS.6-Use technology, including the Internet to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

8.WS.6- Use technology, including the Internet to produce and publish writing and present relationships between information and ideas efficiently as well as to interact and collaborate with others.

Writing Standards 7:

6.WS.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

7.WS.7- Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

8.WS.7-  Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Speaking and Listening Standards 2:

6.SL.2-Interpret information presented in diverse media & formats & explain how it contributes to a topic, text, or issue of study.

7.SL.2-Analyze the main ideas & supporting details presented in diverse media & formats & explain how the ideas clarify a topic, text, or issue under study.

8.SL.2-Analyze the purpose of information presented in diverse media & formats & evaluate the motives behind its presentation.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

-National Geography standard 14-How human actions modify the physical environment.

NHMO-‘Ike Honua-Sense of Place Pathway-We envision generations who accept kuleana for our honua.

NHMO-‘Ike Kuaka‘ike-Worldview Pathway-We envision generations who flourish and inspire local and global communities through a culturally Hawaiian perspective that honors all things-past, present and future.

Critical Skills and Concepts

-students will gain interviewing skills

– students will develop writing skills through the development of narratives from the interviews.

-students will identify the common theme of Mālama Honua in all the stories collected.

-students will identify important story elements

-students will use various technology to communicate and document mo’olelo about natural resource management.

Unit Map

Learning Plan

Building/ Activating the Background

1. Have students watch a short video clip about fishing for opelu.

Hawaiian style ‘opelu fishing – Hokai Ua Lawai’a Makapa’

Discuss Hawaiian style ‘opelu fishing and how this mo’olelo about this tradition is sustainable fishing. Families feed these ko’a (fishing grounds) regularly to ensure there are fish drawn to the area.  When spawning season is over, families fish at these ko’a.

2. Introduce students to Polynesian Voyaging Society website www.hokulea.com and Essential question:  How can we learn from the MalamaHonuamo’olelo of Hawai’i and other cultures along Hokule’a’s 4-year voyage?

3. Students will learn about the background of Hokule’a and Polynesian Voyaging Society by taking Cornell notes.

4. Have students watch the film Hōkūle’a Her Farthest Journey. Discuss as a class Hokule’a’s mo’olelo focusing on how will she spread the message of Mālama Honua.

5. Students will read an exerpt from the Hawaiki Rising by Sam Low to gain more understanding of Hokule’a and the Polynesian Voyaging Society.

6. Use the jigsaw format to share 5 mo’olelo [what are the stories? Please provide PDF or links to these stories] about how kupuna in their area cared for natural resources. Connect the mo’olelo to inferences from text (Clouds of Memories by Mona Kahele) (6-8.RL.1). Mo’olelo gathered through any of the following resources or resources from your area:

Ho’omau “To perpetuate”.CD-Rom. State of Hawaii Department of Education., 1996.

Kahele, Mona. Clouds of Memories. Honolulu: Kamehameha Schools, 2007.

Kona Historical Society website for mo’olelo: Kona’s Stories & Na Mo’olelo o Kona

More oral histories from hawaii:

Oral History of Hawaii 

PBS collection of short video clips

7. Students dissect how mo’olelo’s are created and written.

Deepening the Understanding

8. As a class, create a list of open-ended questions that could be used to interview people in the area about practices of natural resource management.

9. Introduce students to Kupuna archives [link?] and various websites [links?] where they could view interviews.  Pair up and students explore the individuals or topics of their choice.

10. Students revisit the open-ended question list and add more questions after students had the opportunity to view a few interviews.

11. Students practice interviewing skills by interviewing classmates.

12. Students learn how to conduct video-taping using a Flip cameras (can be borrowed by students) or use ARC GIS app on smart phone to document interview or location of interview.

13. Students practice again by interviewing parents based on questions brainstormed.

14. Students interview grandparents or elders who lived in the area about how they cared for a natural resource.

15. Students write up interviews into a collection ofmo’olelos.

16. Students learn how to edit video clips created using the flip camera or smart phone using ARC GIS map.

Applying the Learning

17. Students will conduct research on the areas, issues of the places visited during Worldwide voyage Year 1 in the Pacific.

18. Students will read mo’olelos from “Sharing my Stories” on the PVS Learning Center portal for authentic perspectives from the people who live there. Students develop interview questions.

19. Students will also collect stories about caring for the land from native people from the regions visited during the World-Wide voyage through on-line interviews done by a crew member.

20. Students will use  ARC GIS software to document the interviews through video and/or in a narrative form .

21. Students will publish their narratives on-line and collaborate with other students within the Pacific.

22. Students can share their learning with people in the Pacific region.

Assessment

Authentic Performance Task

Mo’olelo

Based on the mo’olelo (stories) students have collected in their communities and the mo’olelo learned from other communities throughout the voyage students apply these natrual resource techniques in their community.  For example in Kona, students are learning how to fish and care for fishing grounds the way it was done in the past.    By hearing these mo’olelo, students can implement these traditions again to sustain fishing grounds and practices.  Hawaiian style ‘opelu fishing – Hokai Ua Lawai’a Makapa’a

Authentic Audience

Students can share their learning with people in the Pacific region.

Other Evidence

Other evidence tba

Rubrics

Standard Skils Concepts Assessment
6-8.RL.1-Cite textual evidence to support analysis of what the text explicitly as well as inferences drawn from the text. *notetaking *Cite evidence *analyze explicit & inferencial info * drawing conclusions *evidence from interviews & research *Class matrix with evidence from various Pacific Island cultures
6-8.RL.2-Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. *identify theme *summarize *theme development *Summary of theme on class matrix
6-8.RL.3-Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot). *analyzing elements of the story *interaction of setting shapes character or plot *elements of the oral history stories on class matrix
6-8.WS.6-Use technology, including the Internet to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. *Videotape interview *Create new map layer using GIS to include interview/ oral hitories *Create new layer using GIS to include written oral history *linking sources *citing sources *publishing for an authentic audience *GIS layer with interview/ oral history about specific cites of significance *research through interviews *Research using primary sources *GIS layer with written oral history about specific sites
6.WS.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. *research through interviews *Research using primary & secondary sources *create open-ended to interview a subject *using many resources to answer a question *GIS layer with interview/ oral history about specific cites of significance *GIS layer with written oral history about specific sites
7.WS.7- Conduct short research projects to answer a question, drawing on several sources & generating additional related, focused questions for further research & investigation. *research through interviews *Research using primary & secondary sources *create open-ended to interview a subject *using many resources to answer a question *GIS layer with interview/ oral history about specific cites of significance *GIS layer with written oral history about specific sites
8.WS.7- Conduct short research proj to answer a question, drawing on several sources & generating additional related, focused questions that allow for multiple avenues of exploration. *research through interviews *Research using primary and secondary sources *create open-ended to interview a subject *using many resources to answer a question *GIS layer with interview/ oral history about specific cites of significance *GIS layer with written oral history about specific sites
6.SL.2-Interpret information presented in diverse media & formats & explain how it contributes to a topic, text, or issue of study. *interpretation of information *explain how story collected contributes to malama honua *interpretation of information *Class matrix with evidence from various Pacific Island cultures
7.SL.2-Analyze the main ideas & supporting details presented in diverse media & formats & explain how the ideas clarify a topic, text, or issue under study. *analyze information *explain how story collected clarifies malama honua *analyze information *Class matrix with evidence from various Pacific Island cultures
8.SL.2-Analyze the purpose of information presented in diverse media & formats & evaluate the motives behind its presentation. *analyze purpose of information *explain how story collected contributes to malama honua *analyze purpose of information *Class matrix with evidence from various Pacific Island cultures
6-8.SL.5-Adapt speech to a variety of contexts & tasks, demonstrating command of formal English when indicated or appropriate. *practice interviewing with classmates *interview subject using formal English language *interview a subject *GIS layer with interview/ oral history about specific cites of significance
6-8.WS.3-Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, & well-structured event sequences. *write narrative with descriptive detail *write narrative with structured events *write narrative *GIS layer with written oral history about specific sites
Intro/Background Information (WS.7) Main Idea/Issue (SL.2, RL.2) Accuracy of Information (WS.6 &7,RL.1) Application (MS-ESS3-3) Conclusion (NHMO-‘Ike Honua & ‘Ike Kuaka’ike)
4 Includes all the criteria in 3. Captures the audience’s interest throughout. Includes all the criteria in 3. Provide a personal insight about the story. Include all criteria in 3. Collected info about location from more than 1 interview. Includes all the criteria in 3. Apply & adapt teachniques used in other regions to home port. Includes all the criteria in 3. Ties the beginning to the end.
3 Engages the reader through context, persona or audience interest. Background information is given about the area. The information shared reflects how people from the area cared and respected the land. Collected info about location from 3+ sources (interview, print & non-print resources). Assess credibility of source & cite source of information. Compare data & recognize patterns based on stories shared in various regions. Closure to presentation explains connection to malama honua. Draw conclusions on the importance of the story.
2 Has an engaging beginning. Some information is given about the area. Unclear about how story shared reflected how people from the area cared for or respected the land. Collected info about location from 2-3 sources (interview, & print or non-print resources).Assess the credibility of source & cite source of information. Recognize patterns based on stories shared in various regions. Not clear with the connection to malama honua. Some confusion.
1 Weak beginning or abrupt beginning. No background information provided. Story is not about how people from the area cared or respected the land. Collected info about location from 1 source either interview, print or non-print resources). Assess the credibility of source & cite source of info. Collect stories shared in various regions. No closure. Abrupt closure.Doesn’t make sense.
Materials

PVS VidPVS. Hokule’a Her Farthest Journey, 2013.

Cornell Notes

Low, Sam. Hawaiki Rising. Island Heritage Publishing, 2014.

Hawaiian style ‘opelu fishing – Hokai Ua Lawai’a Makapa’a

Kona Historical Society website for mo’olelo: Kona’s Stories & Na Mo’olelo o Kona

“Hiki No 410.” PBS.18 Jan.2013

Ho’omau “To perpetuate”.CD-Rom. State of Hawaii Department of Education., 1996.

Kahele, Mona. Clouds of Memories. Honolulu: Kamehameha Schools, 2007