Mauiakamai

September 5th, 2008 by Keali`i Akina

Read the mo’olelo of Maui then watch the quick time video, then answer the following questions.

  1. Summarize the oral story of Maui.
  2. Summarize the written story of Maui.
  3. What is one lesson that you can take away from the written story?
  4. What is one  lesson that you can take away from the video?
  5. What makes the Maui story a ko’ihonua?  Support your answer with specific examples.

click Mauiakamai to read the mo’olelo then watch the quick time version of the story by clicking on the following link http://hawaiialive.org/viewer.php?resource=447&hostType=sub&hostID=9

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Mo’olelo ‘o Pelehonuamea

August 4th, 2008 by Keali`i Akina

Watch the videos below then answer the following questions on a seperate piece of paper.

  1. From the story who was Pele's 'ohana?
  2. What is one thing you learned from this story?
  3. How can this mo'olelo relate to your life?
  4. Would you share this story with friends and family?  Why or Why not?
  5. What makes this story so important to the Hawaiian people? 

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Weeks and Days in Hawaiian

May 5th, 2008 by Keali`i Akina

anahuluekolu3.png

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Mele: Ka Uluwehi o ke Kai Haku ‘ia e Edith Kanaka’ole

March 10th, 2008 by Keali`i Akina

Edith Kanaka’ole

E ho’olohe:  Ka Uluwehi o Ke Kai

He ho`oheno kê `ike aku
Ke kai moana nui lâ
Nui ke aloha e hi`ipoi nei
Me ke `ala o ka lîpoa

He lîpoa i pae i ke one
Ke one hinuhinu lâ
Wela i ka lâ kê hehi a`e
Mai mana`o he pono kêia

Ho`okohukohu e ka limu kohu
Ke kau i luna ô nâ moku la
`O ia moku `ula la e hô
`Oni ana i `ôi `ane`i

Ha`ina mai ka puana
Ka lîpoa me ka limu kohu
Hoapili `oe me ka pâhe’e
`Anoni me ka lîpalu

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Pahana 4: Wa’akaulua due 3/31 and 4/1

March 10th, 2008 by Keali`i Akina

He Wa’a Kaulua

Explanation: The people of Hawai’i were and are people of the ocean. Before the time of the airplane and the modern boats our ancestors would sail or paddle in canoes to fish or to get from one island to another. In this project you will demonstrate your understanding of Hawaiians number one mode of transportation, the wa’a.

Product reflects the following

Po’okela

3

Mäkaukau

2

Hana Hou

1

Create 3D model of a traditional wa’a kaulua.

Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected.

Inappropriate materials were selected and contributed to a product that performed poorly.

All 17 components are clearly visible and properly labeled with Hawaiian names.

Project has all components with all labels clearly visible.

Project has all components and most components are labeled.

Project does not show all components clearly or is otherwise inadequately labeled.

Create an eye appealing model

Great care taken in construction process so that the structure is neat, and attractive.

Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement.


Total Grade: _______ out of 9 = _______

If you have any questions regarding the pahana please leave me a comment I will put the answer to the question in your comment and repost it.

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Oli: Ia Wa’a Nui

March 10th, 2008 by Keali`i Akina

E Ho’olohe: Ia Wa’a Nui

Ia Wa’a Nui
The composer of this oli is unknown thus is has been labeled as a traditional oli. On March 8, 1975, Hawai’i’s wa’akaulua Hokule’a was launched at Hakipu’u O’ahu.  Herb Kawainui Kane was not only their designer and first captain of Hokule’a,   he is also  a co-founder of the Polynesian Voyaging Society.  The Polynesian Voyaging Society is the organization that cares for Hokule’a and continues to perpetuate Hawai’i’s canoe heritage.  Hokule’a’s kahuna was Ka’upena Wong, he was assisted by Kalena Silva and Keli’i Tau’a.

Ia wa’a nui                             That large canoe
Ia wa’a kioloa                        That long canoe
Ia wa‘a peleleu                     That broad canoe
A lele mamala                        Let chips fly
A manu o uka                        The bird of the upland
A manu o kai                         The bird of the lowland
‘ I’iwi polena                           A young Hawaiian Honey creeper was yellowish—“polena”
A kau ka hoku                       The stars hang above
A kau i ka malama                The daylight arrives
A pae i kula                            Bring [the canoe] ashore

‘amama, ua noa                     ‘amama, the kapu is lifted

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Helu ‘ai Keu due 3/6 30 keu

February 29th, 2008 by Keali`i Akina

Waakaukahi Click picture to view all parts needed for project.

Build a single hulled canoe out of any material you wish. Please use the following criteria.

  1. Must look traditional with color and style.
  2. Must have all parts shown in picture.
  3. Must float
  4. You must make the canoe yourself no purchasing canoes from somewhere.

If you have any questions please post them here on this post and I will answer you in a post. Project is due by thursday March 6th.

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Wikio: Wayfinders A Pacific Odyssey due 3/3

February 29th, 2008 by Keali`i Akina

Wayfindersdvd Cover I will be showing this video again for those who missed it on Tue and Thursday 1st lunch see me for a pass. If you were absent when we watched the video in class your due date will be 3/6.

Please answer the following questions in complete sentences. Please use details and examples form the video to support you answers:

  1. In the video, Polynesia was referred to as the largest nation in the world, as a Hawaiian what does this statement mean to you? As a citizen of Polynesia what is your Kuleana to this land and to the ocean that surrounds us?
  2. How do you feel about the idea of the Kontiki or that Polynesians drifted to these islands purely by accident? Do you feel that the Hokule’a is an important symbol to the people of Polynesia? Why or why not please give specific examples to support your opinion.
  3. Nainoa Thompson, according to the video, was taught the art of navigation by master navigator Pius Mau Piailug. What gratitude if any do you feel that the people of Polynesia owe to Papa Mau? Please support you answer with examples from the video.
  4. As we viewed on the video life on the canoe isn’t easy. If you were going to take a voyage how would you choose who would be your crew members? What provisions would you take with you? Keep in mind that you have limited space as show on the video.
  5. From the vidoe what part of the Wayfinder life or Canoe life plays an important part in the our culture? Do you feel that learning about our past and how we got to these islands is important to your future? Why or why not? Support your answers please.

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Helu ‘ai Keu March 8 Mala Day

February 29th, 2008 by Keali`i Akina

Please sign up if you are interested in attending March 8th Mala day make up for make up or extra credit.

The first 25 students to post their response will be selected.

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Wa’akaulua Resources

February 26th, 2008 by Keali`i Akina

Canoe Builder Herb Kane

click Waakaulua to see picture of a traditional wa’akaulua and its parts

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He `uala ka `ai ho`ola koke i ka wi. due 3/3

February 25th, 2008 by Keali`i Akina

‘Uala Kahanu Gardens

Please read the following information and answer the questions at the end of the article. 

‘Uala – here’s a plant that grows easily, is a valuable high-yield food and tastes delicious. This member of the morning glory family is thought to be of tropical South American origin, and was brought to Hawai`i by early Polynesian settlers as an important staple in their diet. There are many varieties of Ipomoea batatas, most maturing in 3-7 months from time of planting.

The people of ancient Hawai`i grew about 200 varieties of `uala. Now there are only a few. In old Hawai`i, the cultivation of `uala was one of the few agricultural ventures shared by both men and women. `Uala is planted in mounds, ridges or flat ground, from sea level to 5,000 feet elevation. These plants will grow in areas of poor soil with limited rainfall, but thrive in loamy soil, producing larger tubers where the soil is loose and more porous. They are a drought-resistant vegetable, enjoying plenty of sunshine. One hundred well-tended plants produce about 150 pounds of tubers.

This sweet potato is a vigorous plant that spreads its dark green heart-shaped or five-lobed leaves closely to the ground. The large tuberous roots range in color from purple to white or orange. The flowers are pinky-lavender and tubular, resembling small morning glories.

The season of planting varies with the variety and locale. In a dry locality, after the early winter rains begin is considered the best planting time. In wet areas, it is best to plant after a wintertime of rain is passing. A slightly acid soil is preferred.

Propagation is from stem cuttings or slips, not from the tubers. the 6-9 inch slips are planted about a foot apart, preferably in mounds, pu`e, or ridges, allowing the vines to trail off outside the beds. It is a good idea to plant `uala near the periphery of a garden, as the plants tend to take over the area in which they grow, and to wander on and on. The vines make a lovely ground cover in any event.

In planting, the older vines are used, with the cuttings being vine ends broken off from 10-20 inches from the tip. Gather these in the evening, not in the heat of the day. Pluck all leaves off except for three or four at the end, being careful to leave the leaf bud at the tip. Planting can be the next day, or even several days later, if the slips are kept moist, such as in a bucket of water. Root buds may begin to appear during this time.

The leaves may be steamed, boiled or baked. The tuber is a carbohydrate. A good source of Vitamin A, calcium and phosphorus, most of the nutrients are near the skin. Therefore, it is nutritionally best to steam or bake the potatoes in their scrubbed skins in an oven or in an imu, rather than to boil them. If mixed with water, the cooked, skinned and mashed `uala makes a sweet potato poi. The tubers and greens are also used as food for livestock, especially pigs.

In addition to providing food, some varieties in ancient days were used medicinally. `Uala was used as a tonic during pregnancy and to induce lactation. Other varieties were said to cure asthma. `Uala was also used as a laxative, and could be prepared as a gargle for sore throat and to reduce phlegm. Raw `uala mixed with ti stem was used when it was necessary to induce vomiting. One variety was used as fish bait, while old vines and leaves of `uala were placed beneath floor mats as padding.

When harvesting the `uala, dig carefully so as not to injure the potato. The tubers should be dried and cured in a protected place for a week after they are dug up. During this process, the carbohydrates turn towards sugar, sweetening the flavor of the potato.

Kamapua`a is said to be the god of the sweet potato. This god has a pig-like snout, making it possible for him to root up the tubers. Happy growing, harvesting and eating of the `uala to you, even though unlike Kamapua`a, you use a trowel or shovel.

 1.  In ancient times the ‘uala was the second staple plant after kalo,  from tasting the ‘uala in class do you feel you could surive eating ‘uala everyday?  Why or why not?  What did you like or not like about the taste, texture, and look of the koele palau or ‘uala you tried?

2.  From the article above why do you think early Hawaiians decided to bring this plant with them to their new home?

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Ha’a Hokule’a

February 15th, 2008 by Keali`i Akina

E ho’olohe:  Ha’a Hokule’a haku ‘ia e Keli’i Tau’a

Alaka’i:    Holo i ke kai

Kakou:    Hoe hoe, hoe hoe
Alaka’i:    Holo ‘o ka i’a

Kakou:    Hoe hoe, hoe hoe
Alaka’i:    Ho’i i ke kai
Kakou:    Ku’e ku’e, ku’e ku’e

Alaka’i:    Wa’a Hokule’a
Kakou:    Eo, e ka wa’a,  Eo, Hokule’a  Ku
A pae i ke kula

‘amama, ua noa

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Mo’olelo: Mauiakamai

February 6th, 2008 by Keali`i Akina

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Mo’olelo: Pelehonuamea

February 6th, 2008 by Keali`i Akina

Herb Kane painting

Ka Mo'olelo o Pele: Mahele 1

Ka Mo'olelo o Pele: Mahele 2

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Mo’olelo: Haloanakalaukapalili due 2/11

February 5th, 2008 by Keali`i Akina

Watch the video below. If you can not view the video at home I will be showing the video during 1st lunch on 2/8 and 2/11 in my class.

Answer the following questions, please make sure to answer all three questions in your blog:

  1. What did you learn from this story?
  2. Why are we as Hawaiians connected to our surroundings?
  3. Why is this story important to you now and in the future?

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Mele A Paku’i David Malo Version

February 5th, 2008 by Keali`i Akina

Read or Listen to the story below.

David Malo Version

E ho’olohe: O Wakea laua o Papahanaumoku

O Wakea laua o Papahanaumoku Text

Listen to this Oli and memorize

E ho’olohe: Oli: ‘O Wakea noho ia Papahanaumoku

Oli: ‘O Wakea noho ia Papahanaumoku Hua’olelo

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Kumulipo Resources

January 29th, 2008 by Keali`i Akina

Please go through the following information in order to complete your Kumulipo project.

MookuauhauKamehameha’s Mo’oku’auhau linked to Kumulipo

Kumulipo vs. Scientific Taxonomy

Kalakaua Hawaiian Text

Kumulipo English Text

Kumulipo Short Summary

Charles Darwin

E Ho’olohe:  Kumulipo Mele Kumulipo Mele

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Pahana 3 Kumulipo Knowledge Demonstrations Due 2/12 & 2/13

January 29th, 2008 by Keali`i Akina

Please be sure to use the web blogs to learn more about Kumulipo before starting your projects.

Demonstrate your understanding of the Kumulipo by selecting one of the following:

 

  • a.     Written essay (verbal)
  • b.     Poetry (verbal, rhythmic)
  • c.      Mural or Montage (visual)
  • d.     Flow Chart (analytical, visual)
  • e.      Hula, Charades, Modern Dance (kinesthetic)
  • f.       Create a song, rap, or rhythm (musical)
  • Work individually, in a pair, or a group of three. (Choices a, b, and d are for individual work only)
  • Choices b, e, and f need a written copy turned in also.

Product reflects the following

Exemplary

Proficient

1.  Create a product which represents understanding of the Kumulipo.

30

Indicates above and beyond a very clear, concise understanding of the Kumulipo

Indicate clear and concise understanding of Kumulipo.

2.  Include information regarding species, composer, scientific comparisons, and cultural references.

35

Specific information regarding species, composer, scientific comparisons, cultural references are skillfully interwoven in completed product.

Include general information as required.

3.  Final product represents  “knowledge demonstration”, organization, and  attention to detail.

35

Final product represents student’s best work in personal or group selection of “knowledge demonstration”. (neatness due date met, free of errors, etc.)

Represent knowledge demonstration and work is completed as directed.

 

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I ulu no ka lala i ke kumu Due 2/4

January 28th, 2008 by Keali`i Akina

Keau’ulumoku was a master mind who composed and memorized the Kumulipo with all of its 2102 lines. If you had the opportunity to be an expert or “master mind” of one thing, what might that be? Explain how or why you would have such expertise in a paragraph and post.

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Mala Day Make Ups and Helu ‘ai keu!

January 24th, 2008 by Keali`i Akina

Our first Mala Day Make up will be on Feb. 2nd between 8 – 12 noon.

If you are interested in signing up for that day please leave a comment below and times you will be attending.  Each hour will make up for one day or equal 10 Helu ‘ai keu.  If you are not working you will be asked to leave this is a serious work time for students.  Hiki ke lawe i kou ‘ohana a me kou mau hoaaloha.   You can bring your family and friends.

Space is limited to the first 30 students.

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Helu ‘ai Keu = Extra Credit

January 24th, 2008 by Keali`i Akina

Please be sure you have no missing assignments by the end of the quarter or your extra credit will not be counted!

  1. 10 pts. min. 3 foot tall dead Hapu’u will be used to increase moisture in our soil.  (Max 5 stumps)
  2. 2.5 pts.  ‘Olelo no’eau card fill in the from memory an ‘olelo no’eau and its meaning from one of our blog titles from the week before and you will earn your points.

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I ka ‘olelo no ke ola, i ka ‘olelo no ka make Due 1/28

January 24th, 2008 by Keali`i Akina

In class we discussed the importance of the spoken language in Hawai’i as well as other areas of polynesia.  Please answer the following questions in complete sentences.

  • In your opionion why was the spoken language so important to our people?
  • Do you feel that the spoken language is still as important today as it was to our kupuna?
  • What are you willing to do to make sure that our ‘olelo lives on for future generations?

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Nana ka maka, ho’olohe ka pepeiao, pa’a ka waha Due 1/28

January 24th, 2008 by Keali`i Akina

Welina mai e o’u mau hamana Mo’omeheu Hawai’i!
In class we talked about non-verbal communication. Please ask your ‘ohana what kind of non-verbal language did they use when they were your age and leave a comment with the answer.   You might want to give them a few examples of the ones we discussed in class.  Many times we are not even aware of our non-verbal communication when we communicate.

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Nana ka maka, ho’olohe ka pepeiao, pa’a ka waha Due 1/28

January 24th, 2008 by Keali`i Akina

Welina mai e o’u mau hamana Mo’omeheu Hawai’i!
In class we talked about non-verbal communication. Please ask your ‘ohana what kind of non-verbal language did they use when they were your age and leave a comment with the answer.   You might want to give them a few examples of the ones we discussed in class.  Many times we are not even aware of our non-verbal communication when we communicate.

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E kanu i ka huli ‘oi ha’ule ka ua due 1/22

January 17th, 2008 by Keali`i Akina

The life of Kanaka Maoli, the indigenous Hawai`i people, is linked closely with kalo, also knows as the taro plant. Kalo is believed to have the greatest life force of all foods.

From early times, kalo was the primary food of the Hawai`i people, supplemented by other principal and traditional foods: breadfruit (`ulu), sweet potato (`uala), yams, greens, ferns, fruit, fish and seaweed (limu).

Taro came to Hawai`i Nei with the earliest Polynesian settlers in their canoes and has been cultivated as a staple and staff of life from ancient times in the tropical and subtropical latitudinal band around the earth. Taro grows in tropical Africa, the West Indies, the Pacific nations and in countries bordering the Indian Ocean in South Asia. In Hawai`i, where cultivation has been the most intense, in the early days there were more than 300 varieties of taro. Approximately 87 of these varieties are still recognized today, with slight differences in height, stalk color, leaf or flower color, size, and root type. Some of the local varieties are Mo`i, Lehua, Ha`akea and Chinese.

T aro, whose scientific name is Colocasia esculenta (or antiquorum) is cultivated both in the uplands as high as 4,000 feet, and in marshy land irrigated by streams. The plant is a hearty succulent perennial herb, with clusters of long heart or arrowhead-shaped leaves that point earthward. Taro grows on erect stems that may be green, red (lehua), black or variegated. The new leaf and stem push out of the innermost stalk, unrolling as they emerge. The stems are usually several feet high. Tiny new plants appear around the base of the root corm. The pua, inflorescence, is an open yellow-white tube, enclosing a spike covered with flowers.

 
 
 

Depending on the variety, all parts of this sturdy and vital plant are eaten. The leaves are cooked as greens, similar to spinach. The tubers are eaten baked, boiled or steamed, or cooked and mashed with water to make poi. The fibrous flesh of the tubers is tough and spongy, ranging in color from white, yellow, lilac-purple and pink to reddish. Most important is the starchy root with enough glutinosity to make quality poi. The stiffest poi is called locally “one finger” and the most liquid “three finger”. “Two finger” poi is considered the best by some. The planters know which kind of taro makes the best poi, which variety has the most tender leaves and which has the necessary medicinal properties.

Pounding Kalo
The traditional method of pounding kalo into poi. Various stages of preparation are shown: the freshly harvested kalo, the huli for replanting, the cooked kalo, and the peeled kalo on the board ready for pounding.

Taro is often fed to babies as their first whole and natural healthy food, as well as to the elderly, for its ease of digestion and high vitamin content. Some people call poi the “soul food” of Hawai`i. Poi is eaten fresh or allowed to ferment for a few days, often for longer, creating a sour taste considered pleasant, acid, but not alcoholic. In the old days, a person might consume up to five pounds of poi per day. Several kinds of kalo had such special flavor and color that they were reserved only for the chiefs. It is said that Soviet astronauts ate dehydrated taro in space, adding water to the packets…instant poi!

In the kalo and poi-based agricultural society, the people of ancient Hawai`i were dependent on wetland taro. Great skills were needed to terrace, cultivate and irrigate the land along streams, as well as the social and political skills to maintain it. The planters of wetland taro were practicing engineers, building walls of earth reinforced with stone to enclose the lo`i (pond field). Along the banks of the lo`i were planted mai`a (banana), ko (sugarcane), ki (ti), and wauke (paper mulberry) for kapa cloth, also known as tapa. In the pond field, several varieties of fish were grown, such as `awa, `ama`ama, o`opu and aholehole. An acre of wet lo`i could produce 3 to 5 tons of food per year. Dryland taro was grown in the lower forests where the soil was rich and the rainfall sufficient. Stone borders surrounded these gardens and can still be found on a forest hike.

Today there are still functional lo`i along the Keanae, Wailua and Hana coastlines of Maui, as well as other locations throughout these Hawai`i islands.

A taro farmer exemplifies self-sufficient stewardship of natural resources through hard work. There is wisdom in encouraging and supporting community as well as back-yard cultivation of this valuable food.

In planting both wetland and dryland taro, the huli, the planting material, consists of a 1/2 inch thick slice of the top of the kalo (corm, from which derives the plant’s name) attached to 6 to 10 inches of the leaf-stem. These protrude above the water or dryland where planted.

E kanu i ka huli `oi ha`ule ka ua
Plant the taro stalks where tere is rain.
Do your work when opportunity affords.

The bottom of the corm/root is saved for cooking and eating, making taro a recyclable plant. In 6 to 12 months, depending upon plant variety along with soil and water conditions, the taro should be ready to harvest. Each parent tuber produces from two to l5 `oha, side tubers of corms, up to 6 inches in diameter. `Oha means specifically the suckers or shoots concentrically growing from the corm of the kalo/taro plant. Knowing this, it is easy to understand why the Hawai`i family as a group is termed `ohana, which literally means “all from the shoots”.

Before kalo can be eaten, all parts of the plant must be cooked, in order to break down the needle-like calcium oxalate crystals present in the leaves, stem and corm. These could be extremely irritating to the throat and mouth lining, causing an acrid burning and stinging sensation.

Lu`au - Taro LeafLu`au is the name of the edible taro leaf, from the word lau, leaf. The lu`au leaf is another kinolau of Lono. Lu`au supplies high amounts of vitamins A, B and C, as well as calcium, iron, phosphorus, thiamine and riboflavin. The cooked corm and poi have fewer vitamins, but are an excellent carbohydrate source and have the ability to balance the pH factor in the body, as they are an alkali producing food.

The following are a few of the medicinal uses of poi and the kalo plant. Poi is used to settle the stomach. Mixed with ripe noni fruit, it can be applied topically for boils. Poi can be mixed with pia (arrowroot starch) and taken for diarrhea. Undiluted poi is sometimes used as a poultice on infected sores. A piece of taro stem, ha, can be touched to the skin to stop surface bleeding. Some infections respond to the use of taro leaves mashed with Hawai`i salt. This poultice can be applied to an injury, covered and wrapped with a large taro leaf. For a sting from an insect, the stem can be cut and rubbed on the afflicted area.

Mud from the taro patch was used as a black dye for lauhala and kapa cloth, while some leaf-stem juice yielded red dye. Also, diluted poi was used as a paste to glue together pieces of kapa cloth.

The kalo plant is said to be the hiapo, the number one sibling. It is also said to be the kinolau, the body form, of Kane, the procreator. The small round depression where the taro stalk meets the leaf surface is called the piko, from whence comes the name for the human belly button.

If we want to learn more about kalo and how to grow it, it is a good idea to talk to the farmers who already grow it. Many of these are eager to share their knowledge and expertise and many fascinating stories about this plant so central to the life of Hawai`i and her people. Exchanging stories and taro varieties with friends and neighbors is the Hawai`i way.

As kumu Kawaikapuokalani Hewitt said “Our existence depends on Haloa, our elder brother, the Kalo.”

May the mother nation Hawai`i live forever through the poi!

From what we talked about in class and from this article why do you think that kalo was an important la’au to the Hawaiian people? How does the kalo relate to you as a young Hawaiian?

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Waiho ka hilahila ma ka hale.

January 15th, 2008 by Keali`i Akina

Welina mai,
Now that you have finished your first oli test I want to say that I am very proud of all of you for overcoming your fear. The only step that overcomes fear is action. Please talk to your ‘ohana and ask them to share an experience that they had of a time that they overcame one of their fears.

Leave a comment about:

  1.   How they overcame their fear.
  2.   How you can use their story to over come your fears.

Mai Poina, write in paragraph form and make sure you answer both questions.

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Puna paia ‘ala i ka Hala due 1/22 @ 3:00

January 14th, 2008 by Keali`i Akina

Hala

Hala 
by Linda Pascatore on 5 March 2006
Please read this article about Hala and answer the question at the bottom in a complete paragraph.

The Hala, also called the Screw-Pine or Pandanus tectorius, is a palm-like tree which can grow to 20 feet. The trunk is light colored with markings where the leaves have fallen. Leaves are long, slender and saw-toothed with sharp spines on the edges. The leaves are bent and arranged in a spiral pattern, as the common name screw-pine suggests.

Proproots or aerial roots grow around the trunk, giving the hau the nickname “walking tree”. When it is said that a mother’s children “are like the many-rooted hala of the mountain side”, it means that she is like the trunk of the tree, surrounded by many loving children like the roots of the hala.

The male tree has white flowers, called hanano, but no fruit. The hanano flowers attract insects and bees which then carry the pollen to the female tree. The fruit of the hala looks a little like a small pineapple, and is about 8 inches in diameter.

The fruit is red or yellow when ripe, and broken into keys or sections. The inner part of the keys is edible and sweet, but very stringy. The keys float, and can float for long periods in seawater, and still seed a new tree. The Hala may be indigenous to Hawaii, but also could have been brought here by the Polynesians.

Hawaiians used hala leaves for weaving lauhala mats (lau means leaf), and hats, fans, baskets, canoe sails, and bags. Leaves were also used for thatching roofs. Hawaiians traditionally used hala leaves to cover dead bodies. The pollen of the male flower was considered a love potion, and was also used to preserve feathers and leis. The young root tips were medicinal. The wood of the tree has been used to make posts and calabashes. The keys were dried and used as paint brushes for decorating tapa cloth.

Hala is found on all Hawaiian islands, and also throughout Polynesia, and as far as Australia. In Hawaii, it can be found along the shore, on steep cliffs, and in lowland forests. The Hala was originally the dominant tree in the lowland wet forests of the Hawaiian Islands. According to legend, when Pele first landed in Hawaii, her canoe was caught and tangled in the roots and leaves of the hala. In anger, Pele ripped up the tree and threw it across the island. The resilent hala rooted and sprouted wherever it landed, and became one of the most abundant trees.

From what we talked about in class and from this article why do you think that hala was an important la’au to the Hawaiian people?  How does the Hala relate to you as a young Hawaiian?

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Who do you represent?

January 11th, 2008 by Keali`i Akina

In class we discussed the beginning of our mixed plate cultural boards. Go home and talk to your ‘ohana and see which cultures they identify with,
ask them for a word or phrase that they use that identifies them with their culture.
For example my tutu lady identified with being Hawaiian and she used to always tell me “Watch my mouth” when I asked her what did she mean,
she explained that in Hawaiian culture words had mana (power) and when you say something it takes on a life of it own and will come to pass.

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Pahana 2 Mixed Plate 100pts due 1/18 & 1/22

January 10th, 2008 by Keali`i Akina

Mixed Plate: He Hawai’i Au, He ………….. Au


Explanation: In order to appreciate and tolerate the culture of another, one must be aware of your own cultural orientation. Culture is not limited to ethnicity; it includes popular culture, local culture, and American culture as well.

Product reflects the following

Exemplary

Proficient

1. Create an eye appealing culture board representative of your cultures.

(20)

Learner clearly goes above and beyond in creatively depicting his/her culture.

Learner has created a neat and well-thought out representation of his/her culture.

2. Include photographs, graphics, drawings, or magazine cut-outs to display you and your culture.

(20)

Learner is selective and thoughtful about visual representations.

Learner has included visuals as requested.

3. Must Include at least one word or short phrase that relates to your culture for each culture.

(20)

Learner is reflective and creative about the symbols and words chosen to represent culture.

Learner completes task as requested.

4. Share your culture board with the class in an oral presentation.

(20)

Learner is prepared and enthusiastic while confidently sharing culture board.

Learner shares culture board with the class.

 

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Pahana 1 Ho’ike Nehenehe ka ‘ili’ili 100 Pts. 1/10 & 1/11

January 8th, 2008 by Keali`i Akina

E ho’olohe i ke oli: Nehenehe ka ‘ili ‘ili

Rubric for Formal Oratory:

 

Protocol for formal oratory

Exemplary

25pts

Proficient

17.5

1. Posture and body language is appropriate for formal oratory.

2. Maintains appropriate eye contact.

 

3. Supports work with knowledge of ‘ohana and personal effort.

4. Voice is clearly audible/confident, yet not overly confident.

Comments:

Anything less then proficient equals a Hana Hou


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