{"id":38,"date":"2013-06-19T23:11:23","date_gmt":"2013-06-20T09:11:23","guid":{"rendered":"http:\/\/blogsksbeedu.wpenginepowered.com\/alohaainaproject\/?page_id=38"},"modified":"2013-07-29T02:00:25","modified_gmt":"2013-07-29T12:00:25","slug":"about-the-project","status":"publish","type":"page","link":"https:\/\/blogs.ksbe.edu\/alohaainaproject\/about-the-project\/","title":{"rendered":"About the Project"},"content":{"rendered":"

A Cultural Foundation<\/strong><\/span>
\nThe words aloha<\/em> (love, respect, honor) and \u02bb\u0101ina<\/em> (land, lit., “that which nourishes”) are the heart and soul of Hawaiian culture. Memories of family p\u0101\u02bbina<\/em> (parties), backyard jam sessions late into the night, spending time with grandma and grandpa and sunny days working in a lo\u02bbi<\/em>, mud squishing between your toes\u2014these are just some of the things that might come to mind. Imagine the power of two simple words to say so much. But what do they mean?<\/p>\n

The Spirit of Aloha ‘\u0100ina<\/em><\/strong><\/span><\/p>\n

L\u014dkahi<\/em>: Relationship
\n<\/strong><\/em><\/strong>Aloha \u02bb\u0101ina<\/em> brings an understanding and perspective that shapes everything we do. Its spirit and essence begin with l\u014dkahi or the sense of being connected to all things. Kupuna Malia Craver speaks of aloha<\/em> as a ‘triangle\u02bb of relationships between us as individuals and the creator\/s and our ancestors (ke akua, n\u0101 akua, n\u0101 k\u016bpuna<\/em>), humanity (as caretakers), and creation (\u02bb\u0101ina<\/em>, kai<\/em>, lani<\/em>). This mutuality between all things exists on many levels: spiritual, social, and the scientific.<\/p>\n

Ho\u02bboma\u02bbama\u02bba<\/em>: Practice
\n<\/strong>The spirit and essence of aloha \u02bb\u0101ina<\/em> invites each of us into the practice of love and respect within the “l\u014dkahi<\/em>-triangle.” This idea can be seen in the Hawaiian word ho\u02bboma\u02bbama\u02bba<\/em>. It means to grow in familiarity with a person, place or idea. This practice must be holistic affecting every corner of the triangle. To look at the \u02bb\u0101ina<\/em> as just a science project without growing in its spiritual dimension is like needing glasses for reading but choosing not to wear them! At the same time, the benefits of the \u02bb\u0101ina<\/em> are for those who come with the proper mindset from kindergartener to kupuna<\/em>!<\/p>\n

How can we grow in our understanding of aloha<\/em> \u02bb\u0101ina<\/em>, l\u014dkahi<\/em> and ho\u02bboma\u02bbama\u02bba<\/em>? How would it shape our lives in ways that are meaningful? What source\/sources might help us discover and understand these foundational elements? Words like \u02bbike<\/em>, (knowledge) and a\u02bbo<\/em>, (to teach or learn) are good labels, but what are the sources of our learning?<\/p>\n

N\u0101 Kumupa\u02bba<\/em>: The Sources<\/strong><\/span><\/p>\n

Puke<\/em>: Written Things
\n<\/strong>Sources that help in understanding the concept and practice of aloha \u02bb\u0101ina<\/em> are books and curricula like the one you’re reading. The standard works, both Hawaiian and western, play an important part. They also represent the partnering of two cultures. Yet these materials, though they enhance, cannot take the place of ke\u02bbala kahiko<\/em>, the ancient way.<\/p>\n

\u02bbOhana<\/em> and Mo\u02bbolelo<\/em>: Family Knowledge<\/strong>
\nIt is hard to separate the two sources \u02bbOhana<\/em>\/Mo\u02bbolelo<\/em> and Wahi Pana<\/em> since neither can exist without the other when we speak of our ancient Hawaiian culture. \u02bbIke<\/em> and a\u02bbo<\/em> grow from the context of \u02bbohana<\/em> (family). For generations, from time immemorial, the relationship between the people and the sky, the land and sea, has been remembered and passed down within families. The meaning of the word mo\u02bbolelo<\/em> (foundational story) comes from the word mo\u02bbo<\/em>, often a reference to a person’s family lineage or genealogy.<\/p>\n

Knowledge of fishing patterns connected to the moon’s (Hina<\/em>) cycle, the planting of crops linked to the movement of the sun (l\u0101)<\/em>\u2014families perpetuated these understandings. Many still do. At the same time, \u02bbike<\/em> and a\u02bbo<\/em>, though they agree on major points of culture, can vary from family to family and region to region. O\u02bbahu, Kaua\u02bbi and Ni\u02bbihau were unique from the southern islands in many ways. We must keep this in mind when we speak of \u02bbHawaiian culture\u02bb. Like this curricula, Hawai\u02bbi always embraced different, and often, innovative ways. This too is a reflection of aloha \u02bb\u0101ina<\/em>.<\/p>\n

Wahi Pana:<\/em> Sacred Land
\n<\/strong>We must keep our eyes on the land! As the most isolated pae \u02bb\u0101ina<\/em> or archipelago on planet Earth, Hawai\u02bbi stands out in many ways. The world comes here! Most would agree that its people, its style; even its smells are beyond compare. “Land of Aloha!” We also use the words wahi pana<\/em> to remind ourselves that the land is not just a resource; it is sacred, it is family. This too is foundational to understanding and experiencing aloha \u02bb\u0101ina<\/em>.<\/p>\n

\u02bb\u0100ina<\/em> – that which nourishes -encompasses land, ocean, heavens, land-based water systems, plants and animals. Aloha \u02bb\u0101ina<\/em> is a way of life that is evident in Hawaiian practices such as:
\n\u2022 Treating land as a family member
\n\u2022 Showing reverence and respect for all life forms and asking permission to take from the environment
\n\u2022 Taking from the \u02bb\u0101ina<\/em> only what is needed, and using what is taken
\n\u2022 Living with nature’s cycles by refraining from harvesting during spawning cycles of marine life, and planting, fishing or harvesting by phases of the moon
\n\u2022 Practicing protocol such as oli<\/em> (chant) when visiting sites<\/p>\n

Shaping the future while preserving a heritage, Project Aloha \u02bb\u0100ina<\/em> is working to provide Hawai\u02bbi’s youth with culturally relevant curricula to inspire them to embrace aloha \u02bb\u0101ina<\/em> as a way of life. This educational project fosters foundational learning experiences that reflect Native Hawaiian culture and core values. A major goal of the project is to inspire Hawai\u02bbi’s youth to excel in science, math, social studies and language arts standards and to care for resources within their ahupua\u02bba<\/em> (land division).<\/p>\n

The lessons provided in each unit encourage students to explore their individual relationship to the \u02bb\u0101ina<\/em> and ways that they can care for the place where they live. This multidisciplinary journey will take them through readings, reflections in writing, interviews with k\u016bpuna<\/em> (elders), creative collaborative projects, problem solving in math and science, and investigations in their ahupua\u02bba<\/em>. Getting to know the place where they live and giving back to that place in a meaningful way through community service, are essential elements for students participating in Project Aloha \u02bb\u0100ina<\/em>.<\/p>\n

Project Overview<\/strong><\/span>
\nAll of the lessons are designed to help students meet selected Hawai\u02bbi Content and Performance Standards developed by the Department of Education, as well as N\u0101 Honua Mauli Ola<\/em>, Hawai\u02bbi Guidelines for Culturally Healthy and Responsive Learning Environments, developed by the Native Hawaiian Education Council in partnership with Ka Haka \u02bbUla O Ke\u02bbelik\u014dlani College of Hawaiian Language, Univeristy of Hawai\u02bbi at Hilo. Hawai\u02bbi DOE General Learner Outcomes (GLOs) are also addressed in students’ culminating projects.<\/p>\n

Project-Based Learning<\/strong><\/span>
\nThe units in this teacher’s guide are designed thematically and support integrated project-based learning that is anchored in the core curriculum. The units immerse students in scientific inquiry and into related social studies explorations. Math and language arts skills are incorporated as a means for students to interpret and express their findings.<\/p>\n

To begin their Aloha \u02bb\u0100ina<\/em> journey, students are provided with a “map” to guide their way in the form of a Student Assessment Overview. This document, which is provided in each Unit Introduction, lays out the individual and culminating group projects for students along with the standards that they will be striving to achieve. Students are given this document at the beginning of the unit so that they can chart their course and keep track of their progress as they journey through the lessons. Suggestions for students’ culminating projects are provided in the unit, however the form of those projects is left up to the creativity of the students.<\/p>\n

Assessment<\/strong><\/span>
\nThe units employ formative assessments within each of the lessons and summative assessments at the end of the unit. The formative assessments are labeled as Learning Log sheets at the elementary and intermediate level and Journal sheets at the high school level. These sheets may be kept by each student in his or her own Learning Log or Journal. Two summative assessment tools are provided with the unit: 1) the culminating project rubrics, and 2) a pre- and post-test, which is designed to guide instruction and assess each student’s gains. These tests were developed in cooperation with the Hawai\u02bbi Department of Education as a means of helping students to reach standard benchmarks.<\/p>\n

Placed-Based Learning<\/strong><\/span>
\nTo enable students to learn about the many aspects of their local environment, the Aloha \u02bb\u0100ina<\/em> team worked with teachers and administrators to map out a Grades 3-12 program of exploration that covers different environments and practices. The units were originally developed for the K\u0101ne\u02bbohe ahupua\u02bba<\/em> on windward O\u02bbahu. During the course of the project, the Grade 3 unit was also adapted for use on Moloka\u02bbi, and the Grade 9 unit was adapted for H\u0101na, Maui. These adaptations include locally relevant readings, presentations, and background information for teachers. Additional units focusing on a local stream exploration and gardening for Grades 7 – 8 were also written in collaboration with the Waip\u0101 Foundation in Hanalei, Kaua\u02bbi. As the team has discovered, each of the original units provides a template that can be readily adapted to other island locations.<\/p>\n","protected":false},"excerpt":{"rendered":"

A Cultural Foundation The words aloha (love, respect, honor) and \u02bb\u0101ina (land, lit., “that which nourishes”) are the heart and soul of Hawaiian culture. Memories of family p\u0101\u02bbina (parties), backyard jam sessions late into the night, spending time with grandma … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":23,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"sidebar-page.php","meta":{"footnotes":""},"class_list":["post-38","page","type-page","status-publish","hentry"],"yoast_head":"\nAbout the Project - Aloha \u02bb\u0100ina Project<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.ksbe.edu\/alohaainaproject\/about-the-project\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"About the Project - Aloha \u02bb\u0100ina Project\" \/>\n<meta property=\"og:description\" content=\"A Cultural Foundation The words aloha (love, respect, honor) and \u02bb\u0101ina (land, lit., “that which nourishes”) are the heart and soul of Hawaiian culture. 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