4-6 Grade
Competition4-6_Grade.html
7-8 Grade
Competition7-8_Grade.html
9-12 Grade
Competition9-12_Grade.html

Resources

Past WinnersPast_Winners.html
HomeHome.html

The E Ola Pono Competition is designed to help students develop their own deeper understanding of Pono, and then share that vision with others.  The hope is that increased knowledge about this important value and lifestyle will help make our schools and communities even better places to live, learn, and thrive.   


The following list of resources is offered to help you learn more about Pono.    Many more sources of information are available, so you are encouraged to expand your search.   Looking toward your community’s valuable kupuna, cultural practitioners, and ‘ohana members to help everyone understand Pono, this important way of being, is highly recommended.



Books that share about Native Hawaiian Values


Ano ‘Ano – Triology:  The Seed, The Mana Keepers, The Fire Lily by Kristin Zambucka


Change We Must by Nana Veary


Ho’oulu Our Time of Becoming by Manulani Aluli Meyer ‘Ai Pohaku Press Native Books 2003


Ka Wana Series by Malcolm Naea Chun;  Available through University of Hawai’i at Manoa

  Curriculum Research and Development Group www.hawaii.edu/crdg/  or call 956-4969

A’o – Educational Traditions

            Alaka’i – Traditional Leadership

Ho’omana – Understanding the Sacred and Spiritual

Ho’oponopono - Traditional Ways of Healing to Make Things Right Again

            Kaka’olelo – Traditions of Oratory and Speech Making

            Kapu – Gender Roles in Traditional Society

Ola – Traditional Concepts of Health and Healing

Pono- The Way of Living

Welina – Traditional and Contemporary Ways of Welcome and Hospitality


Ku Kanaka-Stand Tall A Search for Hawaiian Values by George Hu’eu Sanford Kanahele

  University of Hawai’i Press 1986


Olelo No’eau ~ Proverbs of Hawai’i   by Mary Kawena Pukui


Tales from the Night Rainbow  by Pali Jae Lee and Koko Willis


The Heart of Being Hawaiian by Sally-Jo Keala-o-Anuenue Bowman


Written in the Sky by Mathew Kaopio



Student Resources: Elementary and Middle School


Angel of Rainbow Gulch by Helen M. Swanson.  Bess Press,  1992.


Duke’s Olympic Feet by Ellie Crowe.  Island Heritage Publishing, 2002.


How Maui Slowed the Sun retold by Suelyn Tune.  University of Hawaii press, 1988.


Jungle Dogs by Graham Salisbury.  Delacorte Press, 1998                                                                          (also by Salisbury: Under the Blood Red Sun and House of the Red Fish

The Last Princess, the Story of Princess Ka’ilulani of Hawai’i,  by Fay Stanley.  Four Winds Press, 1991.


The Red Shark by Ruth Tabrah.  Follett Publishing Co., 1970.



Student Resources: Middle and High School


Hawaiian Legends of the Guardian Spirits by Caren Loebel-Fried.  University of Hawaii Press, 2002.


”IZ: voice of the people,”  by Rick Carroll.  Bess Press, 2006.

Buddha Boy  by Kathe Koja.  Farrar, Strauss and Giroux, 2003.


Eddie Would Go: The story of Eddie Aikau, Hawaiian Hero by Stuart Holmes Coleman.   

   Mind Raising Press, 2001.


Eyes of the Emperor by Graham Salisbury.  Random House, 2005.

(Salisbury’s other stories about teen boys in Hawaii include, Island Boys,  Shark Bait, and Blue Skin of the Sea.)


Lord of the Deep by Graham Salisbury.  Delacorte Press, 2001.


Princess Ka’iulani of Hawaii – The Monarchy’s Last Hope by Kristin Zambucka


Stowaway  by Karen Hesse.  Margaret McElderry Books, 2000


Surfer’s Code, 12 simple lessons for Riding Through Life by Shaun Tomson with Patrick Moser.  Gibb Smith Publisher, 2006.


The Lessons of Aloha; Stories of the Human Spirit by Brother Noland.  Watermark Pub., 1999.


When Silver Needles Swam: the Story of Tutu’s Quilt by James Rumford.  Manoa Press, 1998.



Health and Science Curricula Created For Hawaii’s Students


www.healthhi.hawaii.edu

Na Ha’awina Ho’opono Curriculum –Health Curriculum for 9 – 12 grade

Developed in partnership with University of Hawai’i Center on Disability Studies

and ALU LIKE, Inc.


E Ola Pono – A Native Hawaiian Health Curriculum for Middle School Students Created by the Extension Education Division’s health, Wellness, and family Education Department of Kamehameha Schools 2004

Curriculum offered by ALU LIKE, Inc

www.scihi.hawaii.edu/

Science in Hawaii offers middle and high school teachers over one year of General Science Lessons centered on the Interdependence of Natural Resources

www.thepaf.org/alohaaina#16AFF8

Project Aloha ‘Aina is designed to reconnect Native Hawaiian traditional knowledge

inherent in the ahupua‘a, or land division extending from mountain to sea, to the 21st century education system.


www.kukulu.hawaii.edu/

Kukulu Na Uapo is a 6th grade physical science curriculum that meets Hawaii’s Department of Education 6th grade academic standards and weaves in Hawaiian cultural knowledge.


http://www.nhea.net/convention/html/2006/kaiwi_address.html

Professor Kaiwi Ka’imipono’s key note address at the 2006 NHEA Convention

Why teach Hawaiian culture/literature and pedagogy.


Home Host Local & Global culture article


http://www.nhec.usNative Hawaiian Education Council

Na Honua Mauli Ola - Hawai’i Guidelines for Culturally Healthy and Responsive Learning Environments


http://www.ulukau.org – Library of Hawaiian Language materials including an online edition of

Pukui and Elbert Hawaiian language dictionary.


He Wahi Puke Kako’o – A little book of Helpful Hints: Tips for the Vo-tech teacher in Hawai’i  a publication of ALU LIKE, Inc.  Native Hawaiian Vocational Education Program



Website Resources:


www.alulike.org/


www.prel.org/

Pacific Resource for Education and Learning

We envision a world where all children and communities

are literate and healthy-global participants, grounded in

and enriched by their cultures.


www.nature.org/

The Nature Conservancy of Hawaii

The mission of The Nature Conservancy is to preserve

the plants, animals and natural communities that represent

lands and waters they need to survive.


http://alohaquest.com/scripts/kumulipo.htm


http://library.thinkquest.org/J001709/thinkquest_values/introfolder/intropage_frameset.html?tqskip1=1


http://www.bishopmuseum.org/education/outreach.html


http://ksdl.ksbe.edu/heeia/index.html


http://www.mgf-hawaii.com/



Article on Place-Based Education

What is Place-Based Education?

Place-based education (PBE) immerses students in local heritage, cultures, landscapes, opportunities and experiences, using these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum. PBE emphasizes learning through participation in service projects for the local school and/or community.


Goals

Place-based education “feeds three birds with the same seed” as it addresses the integrated goals of:

Student Achievement

PBE boosts students’ engagement, academic achievement, and sense of personal efficacy as stewards of their local environment and community. It also can re-energize teachers.

Community Social and Economic Vitality

PBE forges strong ties between local social and environmental organizations and their constituencies in the schools and community, which helps to improve quality of life and economic vitality.

Ecological Integrity

Through project-based learning, students make tangible contributions to resolving local environmental issues and conserving local environmental quality.


How Place-Based Education Works

Introducing place-based education in schools and communities works best when you give its roots a chance to grow deep and strong before expecting too many flowers. We’ve found the following principles to be key to PBE programs.


Principles of Successful Place-Based Education

1.  Learning takes place on-site in the school yard, and in the local community and environment.

2.  Learning focuses on local themes, systems, and content.

3.  Learning is personally relevant to the learner.

4.  Learning experiences contribute to the community’s vitality and environmental quality and support the community’s role in fostering global environmental quality.

5.  Learning is supported by strong and varied partnerships with local organizations, agencies, businesses, and government.

6.  Learning is interdisciplinary.

7.  Learning experiences are tailored to the local audience.

8.  Learning is grounded in and supports the development of a love for one’s place.

9.  Local learning serves as the foundation for understanding and participating appropriately in regional and global issues.

10. Place-based education programs are integral to achieving other institutional goals.