MAKAHIKI - Kamehameha Schools Distance Learningksdl2.ksbe.edu/.../activities/MakahikiInstructorGuide.pdf• ExplainthatitisatthistimeoftheyearthatHawaiiansrecognizedthechang-ingofseasons,fromkautoho‘oilo(summertowinter)

MAKAHIKIINSTRUCTORS’ GUIDE

Naomi N.Y. ChunIllustrated by Robin Yoko Racoma

MAKAHIKIINSTRUCTORS’ GUIDE

Naomi N.Y. Chun

Illustrated by Robin Yoko Racoma

Honolulu, Hawai‘i2007

KAMEHAMEHA SCHOOLSPROGRAM DEVELOPMENT DIVISION

CURRICULUM SUPPORT AND DISSEMINATION BRANCH

KAMEHAMEHA SCHOOLS

Copyright 2007 by Kamehameha Schools

All rights reserved.No part of this book may be reproduced

in any form or by any electronic or mechanical means,including information storage and retrieval systems,without permission in writing from the publisher,

except by a reviewer who may quote brief passages in a review.

Inquiries should be addressed to:

Curriculum Support and Dissemination BranchKamehameha Schools

567 S. King Street, Suite 186Honolulu, Hawai‘i 96813

Printed in the United States of America

ISBN 978-0-87336-153-9

15 14 12 11 10 09 08 07 6 5 4 3 2 1

To the Instructor .................................................................................. 1

I. Makahiki Overview & Introduction ............................................................ 2

II. Preparing for MakahikiThe Ahupua‘a .................................................................................................... 5

III. Makahiki BeginsPurificationThe Coming of Lono .................................................................................... 15

IV. Sports and GamesDancing, Feasting and Storytelling ........................................................ 20

V. Lono Returns to the LuakiniNet of MaolohaLono’s CanoeMakahiki Comes to a Close ...................................................................... 33

VI. Summary.......................................................................................................... 39

Appendix........................................................................................................ 43

Standards ............................................................................................................ 44

Music Notations for Songs and Chants ........................................................ 47

Directions for Hawaiian Sports and Games(to go with set of Makahiki posters) .................................................................. 59

Additional Resources ...................................................................................... 73

CONTENTS

1

TO THE INSTRUCTOR

Makahiki was a four-month season of peace and thanksgiving. Hawaiians of old celebrated this special andjoyful time during the months that we know as late October or early November, and continued their festivi-ties through a time corresponding with late February or early March. People today continue to respect andtake great pleasure in perpetuating the traditions associated with Makahiki.

The bookMakahiki and its accompanying Instructors’ Guide were developed to supplement a much largerHawaiian Studies curriculum available in Hawai‘i’s schools. The readability level is for upper elementarystudents; however, the book can be used at the secondary level as well.

Makahiki contains twelve chapters. For the purpose of this Instructors’ Guide, certain chapters have beengrouped together, and each group includes:

• General Objectives• Preparation• Pre-reading Discussion/Activities• Follow-up Activities and Standards• Assessment (including Activity Sheets and Answer Key)• Hawaiian Vocabulary List

In the Appendix, teachers will find a section which includes certain standards and benchmarks from theHawai‘i State Department of Education’s Hawai‘i Content Performance Standards III (HCPS III) for Grade4, as well as certain content standards from the Kamehameha Schools’ ‘Ike Hawai‘i Content Standards. Thislist was included so that teachers may see which standards can be met by following the suggested activities inthis guide.

The guide is packaged with a CD/DVD set. The CD includes six chants appropriate for Makahiki; see theAppendix for music notations. The DVD features video interviews of küpuna (elders) and mäkua (adults)on Moloka‘i sharing the history of Makahiki on their island, as well as in their lives; video segments of otherpractitioners of Hawaiian culture engaging in mo‘olelo (story) discussions about Makahiki past and present;an Imua TV clip of a contemporary Hawaiian who travels around the island of O‘ahu during the Makahikiseason, following in the footsteps of his ancestors; and an archival video that captures Makahiki as it was cel-ebrated circa 1980 at the Kamehameha Elementary School on the Kapalama Campus.

A separate package of 16" x 20" classroom posters highlighting ten selected sports and games also accom-pany this guide. Set-up and playing direrctions are in the Appendix.

Please keep in mind that this Instructors’ Guide offers suggestions only. It is hoped that all teachers will beable to useMakahiki in ways that will thoughtfully and actively engage their students, in addition to encour-aging them to learn more about our unique Hawaiian culture.

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General Objectives:After reading and reviewing the “Introduction” chapter, students should be able to:

• Discuss the significance of seasons in Hawai‘i;

• Recognize the changes in nature at different times of the year; and,

• Discuss the concept of Makahiki being a four-month season of celebration.

Preparation:• Display the Ahupua‘a Poster,Marilyn Kahalewai, 1982.

• Display maps of the Hawaiian Islands and the Pacific Ocean.

• Display plants (indigenous or Polynesian-introduced; no exotics), musical instruments, games equipment,tools, bowls and containers, etc. in order to create a setting of traditional Hawai‘i (i.e. pre-Western contact).

• Display on large chart paper or write on the white board the ‘ölelo no‘eau, or proverb, that appears on page ix:

Pre-reading Discussion (Foreword-p.1)/Activities:• Questions for class discussion: What is your favorite time or season of the year?Why do you like summer, winter, spring or fall? Does a place like Hawai‘i,with its tropical climate, even have a spring or fall?

• Discuss: What is a proverb? Explain that different cultures and/or ethnicgroups have different proverbs or wise sayings. Emphasize that a people’s lan-guage is the base of their culture; you cannot have a culture without a commonlanguage. Based on this, explore/discuss the value of Hawaiian language to theHawaiian culture.

• Review/recite/repeat the ‘ölelo no‘eau that appears on p. ix. Ask students: Howmany times do you see the word ‘Ikuä? (4 times) Explain that ‘Ikuä is thename of a Hawaiian month (note the capitalization). The word also means“noisy” (note that in the ‘ölelo no‘eau, ‘ikuä describes “the roar” of the sea(kai), thunder (hekili) and birds (manu). Ask students: Can the sea, thunderand birds “roar”? What kind of figure of speech is being used in this proverb?Have students recite ‘ölelo no‘eau in Hawaiian and English again.

MAKAHIKI OVERVIEWINTRODUCTION

‘O ‘Ikuä i pohä kö‘ele‘ele, ‘ikuä ke kai, ‘ikuä ka hekili, ‘ikuä ka manu.‘Ikuä is the month when the dark storms arise, the sea roars, the thunder roars, the birds make a din.

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• Explain that it is at this time of the year that Hawaiians recognized the chang-ing of seasons, from kau to ho‘oilo (summer to winter). Hawaiians didn’t havethe usual four seasons of winter, spring, summer and fall that other culturesmay have. Point out that the Hawaiian month of ‘Ikuä is the “equivalent” oflate October and early November. Ask students if they have noticed changesin nature during this time of the year.

• Tell students that they will be learning about an important time of the year forHawaiians – Makahiki! Elicit class discussion: Have you heard aboutMakahiki? Have you heard this word before? (e.g. Hau‘oli Makahiki Hou!Happy New Year!) The word makahiki can also mean “year.”

Note the capitalization of “Makahiki” for the name of the season. There is nocapitalization of “makahiki” when it means “year.”

• Introduce the concept of “cycles.” For example, the Makahiki is an annualevent. During Makahiki itself, there is preparation, certain ceremonies to fol-low, participation by all classes of people, and a closing. Even with the clos-ing, people realize that Makahiki comes again; the cycle continues.

• Start a class vocabulary list. Teacher and/or students can record the newHawaiian vocabulary words along with their English translations on chartpaper. Review Hawaiian vocabulary words every day so that students getfamiliar with the pronunciation and meaning of new words.

• Another way to record words is to use strips of manila or other heavyweightpaper (large enough to see from a distance). Hawaiian words are in one color;English words are in another color. Post words on blackboard or bulletinboard. Have students match each Hawaiian word with its translation. Themore words learned, the more challenging the Match Game™ becomes. Usethe paper strips to play a version of Jeopardy™.

Follow-up Activities and Standards:• Divide class into four groups. Assign each group one phrase from the ‘ölelono‘eau. They have only five minutes to practice saying it correctly, and thenmake up and demonstrate a motion that goes with that phrase. At the end offive minutes, go around the classroom and each group will say their part as wellas perform their motions. Everyone should be observing what the other groupsdo, as they will learn the entire ‘ölelo no‘eau as a class.

• Have students illustrate the ‘ölelo no‘eau.

• Have students start a class list of ‘ölelo no‘eau. Learning them can be taughtalongside fine arts activities (i.e. visual arts, music, dance). Recite/review inboth Hawaiian and English.

• Play the Match Game™ or Jeopardy™.

3

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LA.4.2.1 1

LA.4.2.1 1

LA.4.6.1 1, 4A, 4B

FA.4.1.1 1, 4A, 4B

SS.4.3.1SS.4.6.1 6,7

FA.4.1.1LA.4.6.1 1

LA.4.6.1HE.3-5.5.1 1

LA.4.6.1SS.4.6.1 5

Hawaiian Vocabulary:ho‘oilo: winter; the cool and rainy season

‘Ikuä: the month of the Hawaiian year that corresponds with late October and early November(varies according to islands and individuals)

kau: summer; the warm and dry season

Makahiki: four-month festival and season of peace, thanksgiving and celebration

makahiki: year

‘ölelo no‘eau: proverb

Instructor’s Notes:

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5

General Objectives:After reading and reviewing these chapters, students should be able to:

• Discuss the concept of Makahiki being a four-month season of celebration, peace and thanksgiving;

• Explain the concept of kapu, or the set of laws which governed the Hawaiian people;

• Discuss the role of Lono, god of peace, agriculture and fertility, during Makahiki; and,

• Describe the roles and responsibilities of the ali‘i, or chiefs, and the maka‘äinana, or working class people.

Preparation:• Write/display on large chart paper or write on the white board the ‘ölelo no‘eau, or proverb:

•Have copies of “Ho‘okupu Chant” available for students (see Appendix).

• Write/display on large chart paper the words to the “Ho‘okupu Chant.”

Pre-reading Discussion (pp. 2-9,10-15)/Activities:• Review Hawaiian vocabulary by playing the Match Game™.

• Review/discuss the kapu system. Note: Class may have covered this conceptearlier in the year. Such laws governed people’s daily lives. Life was morerestrictive under the kapu system, but during Makahiki, many kapu were sus-pended. Ask students: Where have you seen the word kapu? What kinds oflaws did early Hawaiians have that we have today? What was a “good citizen”like in pre-contact Hawai‘i? What kind of behavior is acceptable today inorder to be considered a good, productive citizen?

• Discuss the role of the god Lono. He was the god of agriculture and fertility.He was also the god of peace; therefore, there was no war during Makahiki.Lono was also the god of winds and clouds, which brought the rains (i.e.source of water). Have students draw a scene of Lono and what he represents.

PREPARING FOR MAKAHIKITHE AHUPUA‘A

Uë ka lani, ola ka honua.When the heavens weep, the earth lives.

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HE.3-5.5.1 2

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• Discuss the importance of wai, or fresh water. Introduce the ‘ölelo no‘eau: “Uëka lani, ola ka honua” (should be pre-written on chart paper or write on whiteboard). Ask students if they have heard it before. It is a well-known proverbbecause it is the motto of the Honolulu Board of Water Supply (BWS). Askstudents if they have ever gone past the BWS building on King St. in down-town Honolulu; this saying is on the fountain in front of the building. Askstudents to interpret the translation. Do heavens really cry or weep? Whatfigure of speech is used? Discuss why the earth lives when the heavens weep.

• Have students memorize “Uë ka lani, ola ka honua” by chanting it. Kumu(teacher), makua (adult) or kupuna (elder) in classroom can model. In addi-tion to chanting, students will “beat out” the rhythm of the chant using bothhands or using the ipu, or gourd instrument, if available. Have studentschoreograph simple hula movements (hands) that reflect this ‘ölelo no‘eau.The rhythm and beat is similar to a chant that incorporates ‘ölelo no‘eau,“Pua Ke Kö” (see Appendix).

Follow-up Activities:• Discuss the roles of different classes of people: ali‘i, kähuna and maka‘äinana.Ali‘i ruled the land (‘äina) for the gods (akua). Kähuna were priests or spiritualleaders. The maka‘äinana worked the land.

Ask students: What were some of the kuleana (responsibilities) of the ali‘i?Who are some of the leaders of today? Compare and contrast the roles andresponsibililties of ali‘i with those of modern-day leaders.

Ask students: Who are the spiritual leaders of today? How do they comparewith the kähuna of old?

Discuss further the term “kahuna,” given that it is often a misinterpreted term.Explain that a kahuna can also be an expert or a specialist in a certain field (e.g.kahuna kälai wa‘a: canoe building specialist; kahuna lä‘au lapa‘au: medicinalspecialist or medical doctor).

Ask students: If you were a maka‘äinana in old Hawai‘i, what kind of workwould you be doing? Would you enjoy your occupation? Would you like asimilar occupation in the future?

Note: At some point, the teacher should clarify for students the differencebetween kahuna (singular form) and kähuna (plural form). Point out that thekahakö (macron) over the first “a” changes the pronunciation as well as themeaning of the two words (e.g. priest vs. priests). Other pairs of words withthis same distinction are: makua (parent or adult) and mäkua (parents oradults); kupuna (grandparent or elder) and küpuna (grandparents or elders).

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SS.4.5.1SS.4.3.1LA.4.6.1SS.4.6.2

HE.3-5.5.1 1,5,6,7

LA.4.6.1FA.4.2.3FA.4.4.1 1,2,4A,4B

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• Introduce students to the “Ho‘okupu Chant” (see Appendix). Several newHawaiian vocabulary words, such as names of plants and products, are incor-porated in this chant. Listen to the CD. Students should become familiarwith this chant now; learning will be reinforced while reading the next threechapters. Again, students can beat out the rhythm on ipu, if available, or usehands. Have them create simple hand motions to reflect what is taking placein the chant.

• Group assignment: Have students do a research project entitled “Where ILive.” Although students may live in the same ahupua‘a (land division), theymay live in different parts of the ahupua‘a (i.e. uka, kula, kai). Research shouldinclude the meanings of their moku (district), ahupua‘a and street names;history related to the ahupua‘a; legends and songs associated with the area; andpossibly, the wind and rain names of their ahupua‘a.

Each group to answer the essential question: How has the history of myahupua‘a shaped my community today?

Photos and/or artwork should be included. If students have access to a digitalcamera (i.e. borrowed from classroom or library), they can take photos anddownload at school. If no camera is available, student illustrations, as well aspictures taken from newspapers, magazines, websites, etc. are acceptable. Usescanner to copy color photos from books. Students must credit all sources.

Each student could have a particular assignment (e.g. research, writing, visualaids). One end product could be a three-dimensional relief map of thegroup’s ahupua‘a, including natural features. Another end product could be adisplay board.

Depending on students’ technological access and skills, the final product couldbe a slide show or a PowerPoint presentation.

Assessment:• Activity Sheet #1: Chapter: “Preparing for Makahiki” (p. 10).

Teacher: Please accept any reasonable drawing for Activity Sheet #1.An alternative to having students draw their answer would be for them tocreate a “collage ho‘okupu.” Have them create a pü‘olo, or container, madeup of several pictures taken from magazines or newspapers.

As a possible hands-on follow-up activity, gather a number of ti leaves andteach students how to make a pü‘olo. Students could also compose a simplechant or poem about their pü‘olo.

• Activity Sheet #2: Chapter: “Preparing for Makahiki” (p. 11).

• Activity Sheet #3: Chapter: “The Ahupua‘a” (p. 13).

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LA.4.4.1 3,6,7

LA.4.4.1 1,3

SS.4.3.1 1

FA.4.2.3FA.4.4.1 1,2

SS.4.2.1SS.4.3.1SS.4.6.1SS.4.7.2 1,3,5

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Hawaiian Vocabulary:ahupua‘a: division of land usually extending from the uplands to the sea, so called because the boundary was

marked by an altar of stones (ahu) upon which was placed a carved wooden image of a pig’s (pua‘a) head

ali‘i: chief

ali‘i ‘ai ahupua‘a: chief of an ahupua‘a

‘apapane: Hawaiian honey creeper with mostly crimson (purplish-red) feathers

ho‘okupu: tributes, ceremonial gift-giving

i‘a: fish

‘i‘iwi: Hawaiian honey creeper with mostly vermillion (reddish-orange) feathers

kalo: taro

kapa: barkcloth

kapu: a set of laws; forbidden, prohibited

kino lau: body form(s) taken by a supernatural being

konohiki: the overseer of an ahupua‘a; another term for ali‘i ‘ai ahupua‘a

kou: tree whose wood is highly prized for making bowls and platters

kuleana: responsibility

lau hala: leaf (lau) of the pandanus (hala) treeLono, Käne, Kü, Kanaloa: the four great gods who came from Kahiki; Lono was the patron of Makahiki, and was

the god of peace, agriculture and fertility

mai‘a: banana

maka‘äinana: working class people

mamo: black Hawaiian honey creeper with a few golden-yellow feathers, now extinct

milo: tree whose wood is used for food containers

moku: district

niu: coconut

olonä: plant whose fibers are made into cordage

‘ö‘ö: black Hawaiian honey creeper with a few light yellow feathers, now extinct

pa‘i ‘ai: hard, pounded but undiluted taro; hard poi

pua‘a: pig

ua: rain

‘uala: sweet potato

uhi: yam

‘ulu: breadfruit

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10

Name ______________________________________________________ Period _________ Date __________

Activity Sheet #1Chapter: “Preparing for Makahiki”

Directions: During Makahiki season, Hawaiians of old would present ho‘okupu, or tributes, to the god Lono.For instance, a fisherman would have presented dried fish or a fishing net. A kapa maker would have given a deco-rated piece of fabric or blanket. Think about your own skills and interests. What kind of ho‘okupu would you offerat Makahiki? Draw a picture of your ho‘okupu in the pü‘olo, or container. In the lines below, tell why you wouldoffer this as your ho‘okupu.

Makahiki Instructors’ Guide, Kamehameha Schools 2007 Illustration by Julie S. Williams

11

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #2Chapter: “Preparing for Makahiki”

Directions: Read the incomplete caption under each illustration. Fill in each blank with the correct Hawaiianname of a tree or a plant. Choose a term from the list below.

WORD BANK

kalo

kï

kö

mai‘a

niu

‘uala

uhi

‘ulu

1. ____________ was themost highly valued starch foodin old Hawai‘i. Unlike theircousins in other parts of Poly-nesia, Hawaiians preferred topound the cooked corms intopoi. Its leaves were also cookedto provide a good source ofgreens in their diet.

2. _____________ was thesecond most important starchfood for early Hawaiians. Theleaves at the tip of the vinewere cooked and were a goodsource of greens.

4. Stalks from the _________were chewed for quick energy.Its juice was extracted andused as a food sweetener.

6. The ____________ yieldeda green fruit that when ripe,was a secondary starch foodfor Hawaiians.

7. The root of the _________was baked for a sweet treat.

5. When it was green, the____________ was anotherstarch food. But it was oftenallowed to ripen and yellow,and then eaten as a fruit.

8. The nut from the useful__________________ treeprovided both food and drink.

3. The _____________ was atasty starch but was consid-ered too mealy to be mashedinto poi.

Makahiki Instructors’ Guide, Kamehameha Schools 2007

12

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #2 ANSWER KEYChapter: “Preparing for Makahiki”

Directions: Read the incomplete caption under each illustration. Fill in each blank with the correct Hawaiianname of a tree or a plant. Choose a term from the list below.

WORD BANK

kalo

kï

kö

mai‘a

niu

‘uala

uhi

‘ulu

1. ____________ was themost highly valued starch foodin old Hawai‘i. Unlike theircousins in other parts of Poly-nesia, Hawaiians preferred topound the cooked corms intopoi. Its leaves were also cookedto provide a good source ofgreens in their diet.

2. _____________ was thesecond most important starchfood for early Hawaiians. Theleaves at the tip of the vinewere cooked and were a goodsource of greens.

4. Stalks from the _________were chewed for quick energy.Its juice was extracted andused as a food sweetener.

6. The ____________ yieldeda green fruit that when ripe,was a secondary starch foodfor Hawaiians.

7. The root of the _________was baked for a sweet treat.

5. When it was green, the____________ was anotherstarch food. But it was oftenallowed to ripen and yellow,and then eaten as a fruit.

8. The nut from the useful__________________ treeprovided both food and drink.

3. The _____________ was atasty starch but was consid-ered too mealy to be mashedinto poi.

Kalo ‘Uala

uhi kö mai‘a

‘ulukï

niu


13

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #3Chapter: “The Ahupua‘a”

Directions: Identify each picture with its correct Hawaiian term or terms. Choose from the following words:ahu, ahupua‘a, ali‘i ‘ai ahupua‘a, konohiki, and pua‘a. Hint: One word can be used for more than one picture.

Write a descriptive sentence about each picture.

1.

2.

3.

4.

1. ,

,

2.

3. 4.


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Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #3 ANSWER KEYChapter: “The Ahupua‘a”

Directions: Identify each picture with its correct Hawaiian term or terms. Choose from the following words:ahu, ahupua‘a, ali‘i ‘ai ahupua‘a, konohiki, and pua‘a. Hint: One word can be used for more than one picture.

konohiki

ali‘i ‘ai ahupua‘a

ahupua‘a

pua‘aahu

ahupua‘a1. ,

,

2.

3. 4.

Write a descriptive sentence about each picture.

1.

2.

3.

4.


Teacher: Please accept any reasonable responses.

15


• Recognize the significance of natural phenomena (e.g. the importance ofMakali‘i, or the Pleiades, appearingin Hawaiian skies at a certain position at a certain time of the year);

• Describe the role of the kähuna, or priests;

• Discuss the significance of religion and religious ceremonies in the Hawaiian culture;

• Discuss the importance of the Lono procession that journeyed around each island; and,

• Recognize the related concepts that once tribute had been paid to Lono, the land was free from kapu, and thatafter the Lono procession left their ahupua‘a, then the people could rejoice and celebrate the Makahiki season.

Preparation:• Have samples of kapa, or barkcloth, on display. Explain that kapa was found outside the large heiau (templesof worship), and that large pieces of kapa were hung from the crosspiece of the Lonoikamakahiki image.

• Write/display on large chart paper or on the whiteboard the words to chants: “Ho‘okupu Chant,” “NäLehulehu,” and “Ou Kino E Lono I Ka Lani.”

• Have copies of chants available for students (see Appendix).

Pre-reading Discussion(pp.16-17,18-19, 20-28)/Activities:• Review Hawaiian vocabulary by playing the Match Game™ or Jeopardy™.

• Introduce students to “Nä Lehulehu” chant. Review in both Hawaiian andEnglish. Ask students: Who would have chanted this? By reading the Englishtranslation, they should be able to figure out that the kahuna would havechanted this as he welcomed the people who are ready to present theirho‘okupu to Lono.

• Listen to the CD recording of “Nä Lehulehu”; the teacher should recite/modelthis chant as well. Students should review/recite the “Ho‘okupu Chant,”to which they were introduced in the previous section.

MAKAHIKI BEGINSPURIFICATION

THE COMING OF LONO

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Follow-up Activities:• See DVD: view the beginning of Ka Makahiki, a video produced by teachersand students of Kamehameha Elementary School on the Kapälama Campus(c.1979-80). Depicted is the arrival of the first Polynesians to Hawai‘i andfrom there, the video proceeds to the section on Makahiki. KES studentsportray ali‘i, kähuna and maka‘äinana participating in the ceremony in whichho‘okupu are presented to Lono. Stop video at 13:45.

Ask students for their reaction to the video so far. Discuss or write in journals:Would they have liked to live in old Hawai‘i? How would they have partici-pated in Makahiki?

• See DVD: have students watch the “Lono-I-Ka-Makahiki” segment fromImua TV. This four-and-a-half minute clip features Kapono Aluli Souza, whowalks around the island of O‘ahu in observance of Makahiki.

Ask students: What similarities do you see between traditional practices andhow Kapono observes Makahiki today? What differences do you see betweenolden times and modern Hawai‘i?

• Invite people from the community who actively participate in Makahikifestivities to be guest speakers. For recommendations, please contact theKamehameha Schools Program Development Division, Curriculum Supportand Dissemination Office at [email protected].

• Review “Nä Lehulehu” and “Ho‘okupu Chant.” Assign roles and responsibili-ties. Have a few selected students take the role of kähuna and they will recite“Nä Lehulehu.” A few other students can be the ali‘i. The rest of the class willbe maka‘äinana and will recite the “Ho‘okupu Chant.” For future review, taketurns in role-playing.

• Have students listen to CD recording of “Ou Kino E Lono I Ka Lani.” This isa pule hainaki, a prayer chanted by the kahuna as the kapu on the land areremoved following the presentation of the people’s ho‘okupu to Lono.Students can also watch the DVD presentation of Ka Makahiki (first 13:45minutes) to review.

• Have students review/recite the words to “Ou Kino E Lono I Ka Lani” (seeAppendix). Kumu (teacher), kupuna (elder) or makua (adult) to model. Orinvite a kumu hula from the community to be a guest speaker who will model.

If the Hawaiian is too difficult for both teacher and students, recite and enactthe English translation of this chant.

• Give students time to work on their “Where I Live” research paper/project.

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FA.4.2.3 3

FA.4.2.3 1,2

1,2,6,7

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SS.4.1.1SS.4.1.2SS.4.6.1LA.4.6.1 2,3,6,7

SS.4.5.1SS.4.6.1LA.4.6.1FA.4.2.3FA.4.3.2

3

SS.4.7.2SS.4.5.1SS.4.6.1SS.4.1.1SS.4.3.1

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• Review Hawaiian vocabulary by playing student-directed versions of the MatchGame™ or Jeopardy™.

• Have students design their own flash cards to include vocabulary words withappropriate illustrations. Students can create their own Go Fish™ card game.

Assessment:• Activity sheet #4: Chapters: “Makahiki Begins” and “The Coming of Lono”(p. 18). For more information on creating cinquains or other types of poetry,go to: http://www.readinga-z.com.

Hawaiian Vocabulary:akua poko: name of a Makahiki image that traveled only as far as the border of a district, a short (poko) journey,

contrasting with an akua loa who went on a long (loa) journey

älia: the wooden poles carried by the two priests who preceded the Lonoikamakahiki image

ali‘i nui: high chief; ruler of the entire island

hainaki: a ceremony in which a priest (kahuna) prayed to Lono after people’s tributes (ho‘okupu) had beencollected; the kahuna asked Lono to remove the kapu from the land so that Makahiki could begin

hi‘uwai: a water purification ceremony

kahuna: priest (plural form: kähuna)

kauila: tree with a heavy, dense wood

ka‘upu: Laysan albatross

ke‘a: wooden crosspiece for the Lono image

konohiki: the overseer of an ahupua‘a; another term for ali‘i ‘ai ahupua‘a

Lonoikamakahiki, Lono Makua and akua loa: various names for the tall wooden image that represented Lonoduring his circuit around the island

makahiki: year

Makali‘i or Nähuihuiamakali‘i: the Pleiades or “the Seven Sisters” constellation; literal meaning: “little eyes”

malo: men’s loincloth

pala: a fern with a short trunk and large, long-stemmed and dark-green fronds

pä‘ü: women’s skirt

DOE KS

LA.4.6.1 1

LA.4.4.1 1

SS.4.3.1SS.4.5.1LA.4.4.1 1,3


18

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #4Chapters: “Makahiki Begins” and “The Coming of Lono”

Directions: Identify each picture with its correct Hawaiian term. Choose from the following words: ho‘okupu,kahuna, Lonoikamakahiki, andMakali‘i.

Choose one of the images above to be the subject of your cinquain. A cinquain is a type of poem.Follow the structure below to create a cinquain.

____________________1 word title (noun)

____________________, ____________________2 descriptive words (adjectives)

____________________, ____________________, ____________________3 words that express action

____________________, ____________________, ____________________, ____________________4 words that express feeling

____________________1 word (a synonym or reference to title in line 1)

1. 2.

4.3.


19

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #4 ANSWER KEYChapters: “Makahiki Begins” and “The Coming of Lono”

Directions: Identify each picture with its correct Hawaiian term. Choose from the following words: ho‘okupu,kahuna, Lonoikamakahiki, andMakali‘i.

Makali‘i

ho‘okupu kahuna

Lonoikamakahiki

Choose one of the images above to be the subject of your cinquain. A cinquain is a type of poem.Follow the structure below to create a cinquain.

____________________1 word title (noun)

____________________, ____________________2 descriptive words (adjectives)

____________________, ____________________, ____________________3 words that express action

____________________, ____________________, ____________________, ____________________4 words that express feeling

____________________1 word (a synonym or reference to title in line 1)

1. 2.

4.3.


Teacher: Please accept any reasonable cinquain.

20


• Recall the legend of Makahiki which explains why Makahiki is associated with sports and games;

• Explain why there was no war during Makahiki, and discuss how competing in sports demonstrated thewarring skills of Hawaiians;

• Recognize that participating in sports and games showcased the strength, skill and endurance of Hawaiians;

• Recognize that hula was a favorite pastime during Makahiki;

• Recognize that feasting and the storytelling that followed such meals were important parts of Makahiki; and,

• Recognize that although many kapu were relaxed during Makahiki, one important kapu was still observed:men and women could not eat together.

Preparation:• Display posters of Makahiki sports and games.

• Assemble equipment for outdoor sports. Meet with Physical Education staff in advance for support andsupplies. Meet with mäkua and küpuna in advance to ask for help in teaching, supervising and/or officiatingoutdoor activities.

• Assemble equipment for indoor games. Meet with mäkua and küpuna in advance to ask them to help teachstudents how to play könane, pala‘ie, hei, etc.

• If planning on making simple toys and/or games, assemble supplies.

• If planning on making a simple Hawaiian dish or dessert, enlist help from cafeteria staff and assemble supplies.

Pre-reading Discussion (pp. 29-39, 40-43)/Activities:• Class discussion: What sports and games do you participate in? Do you enjoyteam sports or do you prefer individual sports? Do you enjoy outdoor sportsor indoor sports? Why is it important to be active? Encourage students tobring in photos of themselves participating in a sport or game that they enjoy.

• Class discussion: Do you sing, dance, play a musical instrument? Do youparticipate in theater and speech activities? Do you draw, paint or sculpt? Areyou active in chorus, dance, band, drama, speech or art club? Encouragestudents to bring in photos of themselves participating in any of these activities.

SPORTS AND GAMESDANCING, FEASTING AND STORYTELLING

DOE KS

LA.4.6.1 6

LA.4.6.1 6

21

Follow-up Activities:• See DVD: view the middle section of Ka Makahiki and watch from 13:45 –39:30. This portion shows sports, games and dancing. Footage may be toolong to view in one sitting; suggested break at 29:30 (games portion startingwith ‘ulu maika).

Ask students for their reaction to this part of the video. Discuss or write injournals: If they had lived in old Hawai‘i, which sport and/or game would theyhave liked to play during Makahiki? Would they have enjoyed being a chanteror a dancer? What kinds of skills and talents do they have that would havemade them successful athletes or performers during olden times?

• Class discussion: Have you ever played traditional Hawaiian games or sports?If so, what are some of the differences and similarities between traditionalsports/games and modern sports/games? If not, look at the posters ofHawaiian sports/games and see if you can recognize any similarities to modernsports/games.

• Working with the P.E. Department, organize outdoor Makahiki games (e.g.‘ulu maika, moa pahe‘e, etc.) See Appendix for set-up and directions. Enlistother kumu, mäkua and küpuna to help teach and officiate.

Organized competition and tournaments is a goal; however, the emphasisshould be on participation and sportsmanship.

• Organize quiet indoor games. Ask other kumu, mäkua and küpuna to helpteach students how to play könane, pala‘ie, hei, etc. Listen to CD for record-ings of “He Mele Pala‘ie” (chant for pala‘ie) and “Eia Ke Kaula” (chant fortwo-eyed string figure). See Appendix for music notations.

• Have students learn how to make and play simple Hawaiian toys (e.g. pala‘ie,hü, oeoe kamani, etc.).

• Have students research sports and games from another culture or ethnic group.How are their sports and games similar? How are they different?

• Have students make a simple Hawaiian dessert. See page 32 for suggestedrecipes.

After making these desserts and tasting the results, have students analyze thenutritional value of these desserts. Go to http://www.mypyramid.gov for moreinformation on the Food Pyramid Chart.

• Give students time to work on their “Where I Live” projects.

DOE KS

LA.4.6.1LA.4.4.1 2,3,6,7

SS.4.6.1LA.4.1.2

MA.4.4.1HE.3-5.1.3

HE.3-5.1.2PE.3-5.1.1PE.3-5.1.2PE.3-5.1.3PE.3-5.2.1PE.3-5.2.2PE.3-5.3.1MA.4.4.4

LA.4.6.1 2,6

PE.3-5.1.2 2,6

PE.3-5.1.2 4A

6

2,6

22

Assessment:• Activity Sheet # 5: Chapter: “Sports and Games” (p. 24).

• Activity Sheet #6: Chapter: “Sports and Games” (p. 26).

• Activity Sheet #7: Chapter: “Dancing, Feasting and Storytelling” (p. 28).

• Activity Sheet #8: Chapter: “Dancing, Feasting and Storytelling” (p. 30).

Hawaiian Vocabulary:akua pä‘ani: an image that resembled Lonoikamakahiki; also known as “the god of sports,” it presided over

sports festivals

‘au: swimming

ha‘i mo‘olelo: storyteller; to tell a story

häkökö: wrestling

he‘e nalu: surfing with a board

hei: string figures or cat’s cradle

heihei wa‘a: canoe racing

ho‘okükü: tournament

ho‘opa‘a: chanters

hü: kukui nut tops

hula: dancing

ihe pahe‘e: spear sliding

kaha nalu: body surfing

kahua: a large playing field

käkä lä‘au: fencing with spears

kimo: jacks

könane: checkers

ku‘iku‘i or mokomoko: boxing

kükini: foot racing

lu‘u: diving

moa pahe‘e: dart sliding

‘ölapa: dancers

‘ölelo nane: riddle

‘ölelo no‘eau: proverbs

‘ö‘ö ihe: spear throwing

pala‘ie: loop and ball game

‘ulu maika: rolling stone disks

DOE KSSS.4.3.1SS.4.6.2 1,6

SS.4.6.1 1

SS.4.6.1 1

SS.4.6.1 1

23


24

1. This sport is called __________________________________________To be successful at this sport, competitors must



4. These two games are called _______________________________ and_______________________________. To be successful at these games,players should

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #5Chapter: “Sports and Games”

Directions: Identify each picture with its correct Hawaiian term or terms. Choose from the following words:he‘e nalu, hei, hula, käkä lä‘au, pala‘ie, and ‘ulu maika. Then finish each sentence by telling what kinds of skills eachsport or game requires.


25




4. These two games are called _______________________________ and_______________________________. To be successful at these games,players should

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #5 ANSWER KEYChapter: “Sports and Games”

Directions: Identify each picture with its correct Hawaiian term or terms. Choose from the following words:he‘e nalu, hei, hula, käkä lä‘au, pala‘ie, and ‘ulu maika. Then finish each sentence by telling what kinds of skills eachsport or game requires.

hei

he‘e nalu

‘ulu maika

käkä lä‘au

pala‘ie

Possible responses: be strong, courageous, have goodeye-hand coordination, have quick reflexes, etc.

Possible responses: be a strong swimmer, know theocean conditions, be brave, respectful of nature, etc.

Possible responses: be well-coordinated, have strongarms and legs, good vision, etc.

Possible responses: have good eye-hand coordination,strong sense of concentration, ability to chant andmove hands at the same time, good motor skills, etc.


26

m

k

m

k

‘o ö ö h

h i ä i

w

k m u

u

u

‘

ö

a

‘ i e

w e

h e ‘

n w e

a

n

a l

a

e p

o ü k ‘

a ö u a

no k i

ö

o

a

h

e

i

‘

‘ a

l

ao

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #6Chapter: “Sports and Games”

Directions: The names of ten sports and games played by Hawaiians are hidden in the letters below. Find andcircle the ten names that run up, down, forward, backward and diagonally. The names are listed below the letters.

‘au he‘e nalu hü könane ‘ö‘ö ihehäkökö hei kimo mokomoko pala‘ie


27

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #6 ANSWER KEYChapter: “Sports and Games”

Directions: The names of ten sports and games played by Hawaiians are hidden in the letters below. Find andcircle the ten names that run up, down, forward, backward and diagonally. The names are listed below the letters.

‘au he‘e nalu hü könane ‘ö‘ö ihehäkökö hei kimo mokomoko pala‘ie


m

k

m

k

‘o ö ö h

h i ä i

w

k m u

u

u

‘

ö

a

‘ i e

w e

h e ‘

n w e

a

n

a l

a

e p

o ü k ‘

a ö u a

no k i

ö

o

a

h

e

i

‘

‘ a

l

ao

28

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #7Chapter: “Dancing, Feasting and Storytelling”

Directions: Fill in the blanks with the correct name of each musical instrument shown.

WORD BANK

‘ili‘ili

ipu heke

kälä‘au

‘ohe hano ihu

pahu hula

pa‘i umauma

pü‘ili

püniu

‘ulï‘ulï

1.

2. 3.

7.6. 8.

4. 5.


29

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #7 ANSWER KEYChapter: “Dancing, Feasting and Storytelling”

Directions: Fill in the blanks with the correct name of each musical instrument shown.

WORD BANK

‘ili‘ili

ipu heke

kälä‘au

‘ohe hano ihu

pahu hula

pa‘i umauma

pü‘ili

püniu

‘ulï‘ulï

1.

2. 3.

7.6. 8.

4. 5.

‘ili‘ili

püniu

pahu hula

‘ulï‘ulï

‘ohe hano ihu pa‘i umauma ipu heke

pü‘ili

kälä‘au


30

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #8Chapter: “Dancing, Feasting and Storytelling”

Directions: Read each ‘ölelo nane, or riddle, below. Use the pictures on the right to help you figure out the cor-rect answers. Write the Hawaiian answer in the top blank. Write the English answer in the bottom blank.

He ‘ai ko luna,He ‘ai ko lalo.There is food above,There is food below.

He aha ia?What is it?

Ka pane: ____________________________The answer: ____________________________

‘Ekolu pä a loa‘a ka wai.Three walls and you reach water.



He ipu a he po‘i,He ipu a he po‘i.A container and a lid,A container and a lid.



Hänau mai ua po‘ohina.When it is born, it has gray hairs.



‘Ula ‘o luna,‘Ula ‘o lalo,Kani mai ke oli,Kani mai ke oli.Red above,Red below,It makes a sound,It makes a sound.



Niu

Kö

Moa käne

Kalo

‘Ohe


31

He ‘ai ko luna,He ‘ai ko lalo.There is food above,There is food below.



‘Ekolu pä a loa‘a ka wai.Three walls and you reach water.



He ipu a he po‘i,He ipu a he po‘i.A container and a lid,A container and a lid.



Hänau mai ua po‘ohina.When it is born, it has gray hairs.



‘Ula ‘o luna,‘Ula ‘o lalo,Kani mai ke oli,Kani mai ke oli.Red above,Red below,It makes a sound,It makes a sound.



Niu

Kö

Moa käne

Kalo

‘Ohe

kalotaro

niucoconut

‘ohebamboo

sugarcanekö

moa känerooster

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #8 ANSWER KEYChapter: “Dancing, Feasting and Storytelling”

Directions: Read each ‘ölelo nane, or riddle, below. Use the pictures on the right to help you figure out the cor-rect answers. Write the Hawaiian answer in the top blank. Write the English answer in the bottom blank.


32

Two Hawaiian Desserts

Niu, or coconut, was not an everyday food in the Hawaiian diet. Dishes prepared with niu were often dessertsor special foods. Here are two simple recipes that use coconut milk. With adult supervision, students can pre-pare and enjoy these Hawaiian desserts!

Haupia (Coconut Pudding)

1 12 oz. package of frozen coconut milk (thaw right before using)

1/2 C. sugar

6 Tbsp. cornstarch

3/4 C. water

Combine coconut milk and sugar in a saucepan; bring to a small boil, stirring constantly to avoid scalding.Combine water and cornstarch in a separate bowl until smooth.Slowly add the cornstarch mixture to the coconut milk mixture; stir constantly as it will thicken pretty quickly!Pour mixture into an 8" x 8" pan.Refrigerate for 2-3 hours or overnight.Cut into squares. Serve on clean ti leaves.

In days of old, the sweetness came from the kö, or sugarcane. The pia, or arrowroot, provided the thickener.

Ko‘elepalau (Sweet Potato Pudding)

2-3 ‘uala, or sweet potato

3/4 to 1 C. coconut milk

1/4 C. sugar (use more or less depending on taste)

Scrub the skin of the ‘uala; rinse.Put in pot and cover completely with water; bring to a boil.Cook about 20 minutes more or until tender.Drain ‘uala, then peel skins.Put ‘uala in large mixing bowl and mash while still hot.Gradually add coconut milk and sugar.Keep stirring until fluffy.Serve in bowls. Eat while warm. Refrigerate any leftovers.

33


• Recall that Makahiki is seasonal; therefore, it must now come to an end, as signified when theLonoikamakahiki image returns to the luakini;

• Describe the käli‘i ritual, which symbolically demonstrated the skill and cleverness of a high chief andhis warriors;

• Describe the kökö a Maoloha ceremony which was a predictor of the coming year’s crops;

• Describe the wa‘a o Lono ceremony which recalled the legend of Lono leaving for Kahiki, the ancestral homeof Hawaiians, with the promise that he (and therefore, fertility and bounty) will return to Hawai‘i;

• Recognize that when the Makahiki season ended, certain kapu were reinstated and people returned to normal,everyday routines; and,

• Recognize that with the end of Makahiki, it was no longer the time of Lono; it was now the time of thegod Kü.

Preparation:• Display a net and appropriate plants and fruits to symbolize the kökö a Maoloha ceremony.

• Display an outrigger canoe to symbolize the wa‘a o Lono ceremony. If not available, display a large picture ofan outrigger canoe.

Pre-reading Discussion: (pp.44-49, 50-53, 54-58,59-61)/Activities:• Review Hawaiian vocabulary by playing Match Game™, Jeopardy™ or GoFish™ playing cards.

• Discuss the changing of seasons. How can you tell that it is “summer” inHawai‘i? When does it start? When does it end?

• Review the role of the god Lono. Then discuss the role of the god Kü.Class may also review/discuss the roles of the other two major gods, Käne andKanaloa.

• Discuss which kapu are followed again once Makahiki is over.

LONO RETURNS TO THE LUAKININET OF MAOLOHALONO’S CANOE

MAKAHIKI COMES TO A CLOSE

DOE KSLA.4.1.2LA.4.6.1 1

SC.4.3.2LA.4.6.1 5

SS.4.3.1 2

SS.4.4.1 2,7

34

Follow-up Activities:• See DVD: View the last five minutes of Ka Makahiki, from 39:30 - 44:00.This portion shows the ending of Makahiki, including the kökö a Maolohaceremony. At the conclusion of the video, the Lono procession leaves.

• See DVD: If class has not already viewed segment from Imua TV, havestudents watch the “Lono-I-Ka-Makahiki” segment. This four-and-a-halfminute clip features Kapono Aluli Souza, who walks around the island ofO‘ahu in observance of Makahiki.

• Have students re-enact the käli‘i, the net of Maoloha and the wa‘a o Lonoceremonies. Assign roles and responsibilities.

• If class has not yet had a guest speaker, invite people from the community whoactively participate in Makahiki festivities to visit your school. (For recom-mendations, please contact the Kamehameha Schools Program DevelopmentDivision, Curriculum Support and Dissemination Office at csd@ksbe/edu.)

• Students to continue working on their “Where I Live” research paper/project.Class sharing when projects are completed.

• Introduce the idea of a Service Learning Project. Just as Hawaiians workedtogether in the ahupua‘a, students will work together on this project. Just asone hoped that all the food in the net of Maoloha fell through the maka oreyes of the net (thus signifying a fruitful year and therefore, a well-fed people),students will work towards a successful project. Suggestion: Collect cannedgoods and donate them to a charitable organization (e.g. Hawai‘i Foodbank,Institute for Human Services, River of Life Mission, etc.).

• Another suggested Service Learning Project is to have students present their“Where I Live” research projects at a community gathering (e.g. Open House,“Student Showcase” in school cafeteria or library).

• Long-term Activity: Organize the entire grade level and work together topresent a Makahiki program to the other grade levels.

Assessment:• Activity Sheet # 9: Chapters: “Lono Returns to the Luakini,” “Net ofMaoloha,” and “Lono’s Canoe” (p. 36).

• Activity Sheet #10: Chapter: “Lono’s Canoe” (p. 38). Teacher: There is onlyone way for Lono’s canoe to return to Kahiki in the “Maze” activity sheet onpage 38; this is a fun activity sheet and is not meant to be graded.

DOE KS

FA.4.3.2LA.4.6.1

HE.3.5.5.1 1,2,6,7

LA.4.6.2HE.3-5.5.1 2,3,5

HE.3-5.1.3HE.3-5.5.1 2,5,7

SS.4.3.1SS.4.6.1 1,3,6,7

SS.4.3.1

SS.4.6.1SS.4.7.2SS.4.4.1SS.4.2.1SS.4.3.1 1,2,3,5

SS.4.1.1SS.4.3.1SS.4.5.1SS.4.6.1SS.4.6.2

1,2,3,4A,4B,5,6,7

5,7

35

Hawaiian Vocabulary:‘iako: outrigger boom

Kahiki: ancestral home of the Hawaiians

käli‘i: a ritual which symbolically demonstrated a chief ’s skill and dexterity

känekupua: sham spear battle

kökö a Maoloha: “net of Maoloha” ritual in which four men held up the corners of a large-meshed net full of food,and shook it while a kahuna prayed

kupua: demigod

luakini: large heiau where ruling chiefs prayed; human sacrifices were offered here but not during Makahiki

wa‘a kea: an unpainted canoe

wa‘a o Lono: “Lono’s canoe,” a rider-less ceremonial canoe, a basket of food is attached to its outrigger boom andand the canoe is set out to sea towards the end of Makahiki

wauke: paper mulberry plant used for making kapa


36

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #9Chapters: “Lono Returns to the Luakini”, “Net of Maoloha”, “Lono’s Canoe”

Directions: Identify each picture with its correct Hawaiian term. Choose from the following words:käli‘i, kökö a Maoloha, Lono, luakini, wa‘a o Lono.

Choose one picture to write about. Discuss what is occurring in the picture and tell of its importance during theMakahiki season.

1. 2.

4.3.


37

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #9 ANSWER KEYChapters: “Lono Returns to the Luakini”, “Net of Maoloha”, “Lono’s Canoe”

Directions: Identify each picture with its correct Hawaiian term. Choose from the following words:käli‘i, kökö a Maoloha, Lono, luakini, wa‘a o Lono

kökö a Maolohakäli‘i

wa‘a o Lono Lono

Choose one picture to write about. Discuss what is occurring in the picture and tell of its importance during theMakahiki season.

1. 2.

4.3.


Teacher: Please accept any reasonable response.


Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #10Chapter: “Lono’s Canoe”

It is time for the wa‘a o Lono to return to Kahiki, its ancestral home. The moon, the stars, the sun, cloud fomations,ocean swells and land-based birds will help guide the canoe. For this activity, find a path that leads Lono’s canoeback to Kahiki.

38

39

Suggested Activities to bring the study of Makahikito a closure:

• Have entire grade level participate in and produce a re-enactment of keyceremonies and activities that took place during the Makahiki season. Presentto other grade levels.

• Have cooking demonstrations. Students can learn how to prepare simpleHawaiian dishes. Enlist help from mäkua or küpuna. Invite others to aHawaiian mini-feast.

• Have students write a reflective story or poem about what Makahiki meansto them.

• Group work: Have students compose a song about Makahiki. Add choreogra-phy or accompany with musical instruments.

• Student presentations: “Where I Live” projects.

• Using their new Hawaiian vocabulary, have students make up their own ‘ölelono‘eau, or wise saying. Have them create posters using their new ‘ölelo no‘eau.Posters may be displayed in classroom, library or cafeteria.

• Activity Sheet #11: “Makahiki Review” (p. 41).

• Have students write a persuasive essay to convince our State Legislature tocreate a new state holiday in honor of Makahiki. Questions to consider: Whatis the rationale for a new holiday? What holidays do we already observe? Arepeople willing to give up a holiday that is currently observed in order to have aMakahiki holiday?

Suggestion: Use the RAFT writing strategy to help students develop this essay.Using this technique, students will address:R – Role of the writer (Who or what are you?)A – Audience for the writer (To whom or what are you writing?)F – Format of the writing (What form will your writing assume?)T – Topic + a strong verb (What are you writing about?)

For more info, go to: http://olc.spsd.sk.ca/ED/PD/instr/strats/raft orhttp://web.grps.k12.mi.us/academics/5E/raft.html.

DOE KS

SS.4.3.1SS.4.6.1SS.4.6.2

LA.4.4.1LA.4.1.2LA.4.2.5

1,2,3,4A,4B,5,6,7

FA.4.2.3FA.4.4.1 3,4A,4B

LA.4.4.1FA.4.1.1 1,3,4A,4B

2,3,5,6,7

HE.3-5.1.3 6,7

LA.4.4.1 2,3

LA.4.6.2 2,3,5

LA.4.2.5 1

SUMMARY

40

Suggested Huaka‘i (Field Trips):• Island of O‘ahu

Ahupua‘a ‘o Kahana State Park, Kahana Bay between Ka‘a‘awa and Punalu‘u

Bishop Museum Planetarium, Kapälama

Cultural Learning Center at Ka‘ala, Wai‘anae

Harold L. Lyon Arboretum, Mänoa

Hawai‘i Nature Center, Makiki

He‘eia Fishpond, He‘eia

Ho‘omaluhia Botanical Garden, Käne‘ohe

Waikalua Loko Fishpond, Käne‘ohe

Waimea Valley and Adventure Park, Waimea

• Island of Kaua‘i:

Hui o Laka – Köke‘e Museum; Köke‘e

Kaua‘i Museum, Lïhu‘e

Limahuli Garden, Hä‘ena

National Tropical Botanical Garden, Läwa‘i

• Island of Moloka‘i:

Attend and participate in the annual “Ka Moloka‘i Makahiki Festival,” usually held in late January.

Check with the Moloka‘i Visitors Association for exact date; go to www.molokai-hawaii.com.

• Island of Maui:

Hawai‘i Nature Center, ‘Ïao Valley

Maui Ocean Center, Mä‘alaea

• Island of Hawai‘i:

‘Imiloa Astronomy Center of Hawai‘i, Hilo

Lyman Museum, Hilo

Lapakahi State Historical Park, Mahukona

Pu‘uhonua o Hönaunau, Hönaunau

41

1 2 3

4

5 6

8

10 11 12 13

9

14

17

1615

7

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #11Makahiki Review

Hints:1. All answers are in Hawaiian.2. A glottal stop, or ‘okina (‘), takes one space.

ACROSS DOWN1. Working people 2. Warm and dry season; summer4. Land 3. Chief5. The Pleiades or “the Seven Sisters” 6. A name for the wooden Lono image8. Overseer of an ahupua‘a 7. Division of land usually extending from10. Ritual using a large net full of food the mountains to the sea13. Patron god of Makahiki 9. Ceremonial gift; offering; tribute14. Cool and rainy season, winter 10. Priest15. Ceremony that asks Lono to remove kapu 11. Set of laws; forbidden; prohibited

from the land; precedes start of Makahiki 12. A water purification ceremony17. Large heiau where ruling chiefs prayed 16. God of war


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1 2 3

4

5 6

8

10 11 12 13

9

14

17

1615

7

M A K A

M

M

A

A

AA

A

AA

A

A

K

KK

K

K

K

AO

O H

H

H

OO

O OI

W

H AÖ K Ö

NI IL U A K

LI OH

H

‘

KUPU

O ‘U

O

A

AU

UU

APU

AHUPU

L

L

L

I

I

I

I

I

IÜ

I

‘

‘‘

‘

Ä I N

N

NN

O OL N

A

Ä I N A

N A

Name ______________________________________________________ Period _________ Date __________

ACTIVITY SHEET #11 ANSWER KEYMakahiki Review

Hints:1. All answers are in Hawaiian.2. A glottal stop, or ‘okina (‘), takes one space.

ACROSS DOWN1. Working people 2. Warm and dry season; summer4. Land 3. Chief5. The Pleiades or “the Seven Sisters” 6. A name for the wooden Lono image8. Overseer of an ahupua‘a 7. Division of land usually extending from10. Ritual using a large net full of food the mountains to the sea13. Patron god of Makahiki 9. Ceremonial gift; offering; tribute14. Cool and rainy season, winter 10. Priest15. Ceremony that asks Lono to remove kapu 11. Set of laws; forbidden; prohibited

from the land; precedes start of Makahiki 12. A water purification ceremony17. Large heiau where ruling chiefs prayed 16. God of war


43

• Standards

• Music notations for songs and chants

• Directions for Hawaiian sports and games(to go with set of ten posters)

• Additional resources

APPENDIX

44

STANDARDS

The suggested activities in thisMakahiki Instructors’ Guide address certain standards and benchmarks from theHawai‘i State Department of Education’s Hawai‘i Content and Performance Standards III (HCPS III) for Grade 4.

SOCIAL STUDIESStrand: Historical Understanding

Standard 1: Change, Continuity, and CausalityDescribe both change and continuity of aspects of Hawaiian culture (including religion, land use, and social systems). SS.4.1.1

Standard 2: Inquiry, Empathy and PerspectiveCategorize sources of information as primary or secondary and as providing historical fact or opinion. SS.4.2.1

Strand: HistoryStandard 3: Pre-Contact Hawaii History

Explain the origins and culture of early Hawaiians. SS.4.3.1Strand: Political Science/Civics

Standard 4: Governance and InteractionEvaluate the kapu system in the context of the time. SS.4.4.1

Standard 5: Participation and CitizenshipDescribe the roles, rights and responsibilities of each class in pre-contact Hawai‘i. SS.4.5.1

Strand: Cultural AnthropologyStandard 6: Systems, Dynamics and Inquiry

Explain how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values and behaviors are elementsof culture and contribute to the preservation of culture. SS.4.6.1Describe how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua‘a. SS.4.6.2

Strand: GeographyStandard 7: World in Spatial Terms

Collect, organize and analyze data to interpret and construct geographic representations. SS.4.7.2

LANGUAGE ARTSStrand: Reading

Standard 1: Conventions and Skills

Use print and online resources to clarify meaning and usage. LA.4.1.2Standard 2: Reading Comprehension

Summarize main points found in informational texts. LA.4.2.5Standard 3: Literary Response and Analysis

Describe the comparisons made by similes and metaphors. LA.4.3.4Strand: Writing

Standard 4: Conventions and SkillsWrite in a variety of grade-appropriate formats for a variety of purposes and audience, such as:narratives that follow a plot and describe a setting and characters; poems that provide insight into why the topic is memorable;responses to literature; reports that focus on a central question and incorporate summaries from research; accounts based onpersonal experience that have a clear focus and supporting details; pieces to reflect on learning and to solve problems. LA.4.4.1

Strand: Oral CommunicationStandard 6: Conventions and Skills

Participate in grade-appropriate oral group activities. LA.4.6.1Give short, informal presentations to inform or persuade. LA.4.6.2Adjust dialect to grade-appropriate audience, purpose, and situation. LA.4.6.8

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MathStrand: Measurement

Standard 4: Fluency with MeasurementExplain the need to use standard units for measuring. MA.4.4.1Estimate and measure surface area and volume using U.S. customary units and metric units. MA.4.4.4

ScienceStrand: Life and Environmental Sciences

Standard 3: Organisms and the EnvironmentDescribe how an organism’s behavior is determined by its environment. SC.4.3.2

Fine ArtsStrand: Visual Arts

Standard 1: Visual ArtsUse the elements and principles of art and design, such as emphasis, proportion, complementary colors, positive and negativespace, and depth, to communicate an idea or mood. FA.4.1.1Use a combination of visual and performing arts to create an original artwork. FA.4.1.2

Strand: MusicStandard 2: Music

Sing or play an independent part of a song with two or more parts. FA.4.2.3Compare and contrast musical styles from two or more cultures. FA.4.2.6

Strand: Drama and TheatreStandard 3: Drama and the Theatre

Use the voice to express emotion. FA.4.3.2Strand: Fine Arts

Standard 4: DanceCombine dance elements to create a simple dance with a partner or small group. FA.4.4.1

HealthStandard 1: Core Concepts

Describe the importance of physical activity and exercise as part of a healthy lifestyle. HE.3-5.1.2Standard 1: Core Concepts

Explain the importance of a healthy diet as part of a healthy lifestyle. HE.3-5.1.3Standard 5: Interpersonal Communication

Use appropriate strategies for effective verbal and non-verbal communication in formal and informal settings. HE.3-5.5.1

Physical EducationStandard 1: Movement Forms

Use locomotor and non-locomotor skills in a mature (proper) form. PE.3-5.1.1Use manipulative skills in a mature (proper) form. PE.3-5.1.2Use combinations of mature (proper) movement forms, including locomotor, non-locomotor, and manipulative skills. PE.3-5.1.3

Standard 2: Cognitive ConceptsApply movement tactics in simple and modified activities. PE.3-5.2.1Identify procedures for safe participation in physical activities. PE.3-5.2.2

Standard 3: Active LifestyleParticipate regularly in physical activities that contribute to an active lifestyle and bring personal enjoyment. PE.3-5.3.1

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The suggested activities in thisMakahiki Instructors’ Guide address certain content standards from the KamehamehaSchools’ ‘Ike Hawai‘i Content Standards.

Theme/Strand: ‘Olelo Hawai‘i, Hawaiian LanguageContent Standard 1: Demonstrate competency in the Hawaiian language appropriate to the specific program’s objectives.

Theme/Strand: Loina, Customs and TraditionsContent Standard 2: Use the wisdom contained in the oral and written traditions as a model for behavior.

Theme/Strand: Mo‘okalaleo, LiteratureContent Standard 3: Retell in any language and media Hawaiian literature appropriate to the specific program’s objectives.

Theme/Strand: Hana No‘eau, ArtsContent Standard 4A: Develop, practice and apply the skills of observation, thinking, listening, imitating, modeling, experimenting,and questioning in hana no‘eau.Content Standard 4B: Understand our Hawaiian culture as a system of beliefs, knowledge, and practices shared by our people for thepurpose of appreciating particular forms of hana no‘eau.

Theme/Strand: Ke Ao Nei, This WorldContent Standard 5: Understand and appreciate our relationship to our homeland from the perspective of a Hawaiian worldview(aloha ‘äina) and use this knowledge to care for our homeland (mälama ‘äina).

Theme/Strand: Olakino, Well-beingContent Standard 6: Understand and perpetuate the traditional practices that promote well-being.

Theme/Strand: ‘Ohana, FamilyContent Standard 7: Understand traditional concepts of ‘ohana in terms of roles, responsibilities, practices, beliefs and protocols.

47

Pua Ke Ko

Music Notations by Gayla TraylorMakahiki Instructors’ Guide, Kamehameha Schools 2007

48

This chant features four ‘ölelo no‘eau, or Hawaiian wise sayings. Each ‘ölelo no‘eau is an observationabout things occurring in nature. This chant is often accompanied with the kä‘eke‘eke, or bamboopipe instruments.

Pua Ke KoWords - Traditional

Music by Mahela Rosehill and Carinthia Harbottle

Pua ke kö, When the sugar cane tassels,

Kü mai ka he‘e The octopus season is here

‘Eä, ‘eä, ‘eä, ‘eä, ‘eä, ‘eä! Tra-la-la, tra-la-la, tra-la-la!

Hua ka ‘ulu, When the breadfruit has born fruit,

Kü mai ka he‘e The octopus season is here


Pala ka hala, When the pandanus fruit ripens,

Momona ka hä‘uke‘uke The hä‘uke‘uke sea urchin is fat


Pala ka hala, When the pandanus fruit ripens,

Momona ka wana The wana sea urchin is fat


49

NaLehulehu


50

This chant was composed by Mahela Rosehill and Carinthia Harbottle, music teachers at the Kame-hameha Schools Preparatory Department (elementary school) during the 1960s. To aid studentlearning, they wrote simple songs and chants. One such chant was “Nä Lehulehu,” which a studentcould recite while re-enacting the role of a kahuna at the start of the Makahiki season.

NaLehulehuComposed by Mahela Rosehill and Carinthia Harbottle

E nä lehulehu, e nä makamaka, O people, friends and companions alike,

Mai, ‘äkoakoa mai. Come, come gather together.

Ua hö‘ea mai ‘o Lono. Lono has arrived.

E ho‘omäkaukau me nä ho‘okupu Prepare the tributes and gifts

No Lono ke akua, For the god Lono,

No Lono ke akua. For the god Lono.

Hele mai! Come forth!

51

Ho‘okupu ChantHele Mai, E NaKanaka


52

During the 1960s at Kamehameha Schools, a group of elementary school teachers were instrumentalin the revival and perpetuation of Hawaiian culture on the Kapälama Campus. To help their stu-dents learn more about Makahiki and the traditional practices observed during this special time ofthe year, these teachers composed simple chants such as the “Ho‘okupu Chant,” also known as“Hele Mai, E Nä Känaka.”

Ho‘okupu ChantHele Mai, E Na Kanaka

Composed by Florence Ichinose, Jane Holden, Esther McClellan,Mahela Rosehill and Carinthia Harbottle

Hele mai, e nä känaka Come, people

Lawe mai i nä makana Bring the gifts

Hele mai, hele mai Come, come

Makana no Lono Gifts for Lono

Lono, ke akua o ka mahi‘ai Lono, the god of farming

Hele mai, hele mai Come, come

Kalo, lü‘au, kukui, kö Taro, young leaves, kukui, sugar cane

Mai‘a, ‘uala, ‘ulu, niu Bananas, sweet potato, breadfruit, coconut

Hulu ‘ula‘ula, hulu melemele Red feathers, yellow feathers

I‘a, ‘upena, kapa, ipu Fish, nets, tapa, gourds

Lau hala, palapalai Pandanus leaves, ferns.

53

“Ou Kino E Lono I Ka Lani” is a traditional oli, or chant. It is a pule hainaki, which is a prayer saidby a kahuna to Lono asking him to remove the kapu from the land so that Makahiki can begin. At acertain point, the po‘e, or assemblage of people, also participate in the recitation of this oli.

This version of the pule hainaki is based on the Bishop Museum’s “Carter Copy” manuscript ofKa Mo‘olelo Hawai‘i by David Malo. The use of diacritical markings, namely the ‘okina, or glottalstop, and the kahakö, or macron, reflect contemporary Hawaiian orthography.

Ou Kino E Lono I Ka Lani(He Pule Hainaki)

Ou kino e Lono i ka lani Your bodies, O Lono, are in the heavens,

He ao loa, he ao poko A long cloud, a short cloud

He ao ki‘ai, he ao hälö A watchful cloud, a peering cloud

He ao ho‘opua i ka lani An overlooking cloud in the heavens

Mai Uliuli, mai Melemele From Uliuli, from Melemele

Mai Polapola, mai Ha‘eha‘e From Polapola, from Ha‘eha‘e

Mai ‘Öma‘okü‘ululü From ‘Öma‘oku‘ululu

Mai ka ‘äina o Lono i hänau mai ai. From the land that gave birth to Lono

‘Oi ho‘oku‘i aku ai o Lono, Behold Lono placeska hökü e miha i ka lani the stars that sail through the heavens

Amoamo ke akua lä‘au nui ‘o Lono. High resplendent is the great imageof Lono

Ku‘iku‘i papa, ka lua mai Kahiki, The stem of Lono links our dynastieswith Kahiki

Häpaina kükaka i ka hau miki no Lono! Has lifted them up, purified them in theether of Lono

E kü i ka malo a hiu! Stand up; gird yourselves for play!

Hiu! (Po‘e) Gird yourselves! (People)

'O Lono, (Kahuna) Lono, (Priest)

Ke akua lä‘au! (Po‘e) The image of Lono! (People)

Äulu! (Kahuna) Hail! (Priest)

Äulu, e Lono! (Po‘e) Hail to Lono! (People)

54

The following version of the pule hainaki “Ou Kino E Lono I Ka Lani” comes from the files ofmusic educator Dorothy Gillett and kumu hula Ho‘oulu Richards. Entitled “Ou Tino E Lono I TaRani,” it is the version chanted on the accompanying audio CD.

The contemporary Hawaiian alphabet does not include the letters “t” and “r,” but they are used hereto represent sounds that were traditionally spoken and chanted in many varieties of the Hawaiianlanguage. The “t” sound can be used interchangeably with the “k” sound, and the “r” with the “l.”For instance, tino is the same as the word kino, and rani is the same as lani.

Ou Tino E Lono I Ta RaniTraditional

Ou tino e Lono i ta rani Your bodies, O Lono, are in the heavens

He ao roa, he ao poto A long cloud, a short cloud

He ao ti‘ei, he ao härö A watchful cloud, a peering cloud

He ao ho‘opua i ta rani An overlooking cloud in the heavens

Mai Uriuri, mai Meremere From Uliuli, from Melemele

Mai Porapora, mai Ha‘eha‘e From Polapola, from Ha‘eha‘e

Mai ‘Öma‘otü‘ururü, From ‘Öma‘oku‘ululu

Mai ta ‘äina o Lono i hänau mai ai. From the land of Lono that gave birth.

‘Oi ho‘otu‘i atu o Lono ta hötü Behold Lono placese miha i ta rani the stars that sail through the heavens

Amoamo1 te atua rä‘au nui ‘o Lono. High resplendent is the great imageof Lono

Tu‘itu‘i papa ta rua mai Tahiti, The stem of Lono links our dynastieswith Kahiki

Häpaina tüta‘a i ta hau miti no Lono! Has lifted them up, purified them in theether of Lono

E tü i ta maro a hiu! Stand up; gird yourselves for play!

Hiu! (Po‘e) Gird yourselves! (People)

'O Lono (Kahuna) Lono (Priest)

Te atua rä‘au! (Po‘e) The image of Lono! (People)

Äulu! (Kahuna) Hail! (Priest)

Äulu, e Lono! (Po‘e) Hail to Lono! (People)

1Although the chanters voiced this as ‘amo‘amo, the version of the pule shown here does not have ‘okina in the word amoamo. ‘Amo‘amo (with ‘okina)means “to sparkle,” while amoamo (without ‘okina) means “to raise high.” The latter word aligns with Emerson’s translation and the nature in whichLono would have been honored.

55

He Mele Pala‘ie


56

Pala‘ie is a loop and ball game enjoyed by children and adults alike. Its flexible handle, made ofbraided coconut midribs, ends in a loop. A ball, made of palm cloth and stuffed with kapa, isslightly larger than the loop. The ball is attached to the handle by a cord that is long enough toallow it to sit on top of the loop. Players hold the handle horizontally and swing the ball so that itstrikes the loop from above and from below. This chant was sung by residents of the Kä‘ü districton the island of Hawai‘i and is one of many that can be recited while playing pala‘ie.

He Mele Pala‘ieTraditional

Translation by Mary Kawena Pukui

Ho‘omäkaukau Get ready

Kähea: “E kau, e kau e ‘io ë.” Call: “Perch, perch, O ‘io bird.”

Pä Begin

E kau, e kau e ‘io ë Perch, perch, O ‘io bird

E pi‘i i wai no käua Go to the upland to get us some water

I hea ka wai e ki‘i ai? Where shall I find the water?

I uka wale o Nini‘ole In the far upland of Nini‘ole

He aha ka lä‘au e kau ai? On what trees shall I perch?

He ‘öhi‘a lä a he lama On the ‘öhi‘a and the lama

O hele ka hökü, ka malama, The stars set, the night lights shine

Kau pü me ka mähinahina. And the dim moon above.

Na wai ke ahi kau ‘ui‘uiki? Whose light is blinking yonder?

Na Pele mä i Kïlauea. It belongs to Pele’s family at Kïlauea.

57

Eia Ke Kaula


58

This children’s chant was composed by Aunty Nona Beamer specifically for the KamehamehaSchools’ Summer Explorations Program, circa 1968. One activity called for students to learn howto make hei, or string figures. This chant is for the two-eyed string figure.

Eia Ke KaulaComposed by Winona Beamer

Ho‘omäkaukau Get ready

Kähea: “Eia Ke Kaula” Call: “Here’s The String”

Pä Begin

Eia ke kaula (kaula, kaula) Here is the string,

Lö‘ihi ke kaula (kaula, kaula) Long is the string,

Hana i ke kaula (kaula, kaula) Work with the string,

Nä manamana lima (lima, lima) With the fingers,

Mana lima nui (nui, nui) And the thumb,

Lima li‘ili‘i (li‘i, li‘i) and the baby finger,

Nänä i ka hei (hei, hei) Look at the hei (string figure)

Huli i ka hei (hei, hei) Turn the hei

‘Ike i nä maka nui (nui, nui) See the big eyes,

‘Ike i ka ihu nui (nui, nui) See the big nose

Eia mai… Here it is…

A e pau a‘ela nö! And it is finished!

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DIRECTIONS FOR HAWAIIANSPORTS AND GAMES

(to go with set of Makahiki Posters)

KUKINI (Foot Racing)

A kükini is a runner or a swift messenger. In oldentimes, a chief would send a kükini to another dis-trict, entrusting him to quickly deliver an impor-tant message. Thus, kükini also refers to the sportof foot racing.

Object of the Game: To reach the pahu hope(final goal or stake) first.

Set-up: Determine in advance the length of therace. Consider also the age and ability of eachrunner. Mark the pahu hope with a kapa flag.

Directions:1. When the referee calls out, “Ho‘omäkaukau!”

(“Get ready!”), competitors line up at thepahukü, or starting goal or stake.

2. The referee begins the race by calling, “‘Oia!”

3. Runners race to the pahu hope.


60

‘ULU MAIKA (Rolling Stone Disks)

In old Hawai‘i, only the men played ‘ulu maika.Rolling ‘ulu or maika (playing stones) between stakesshowcased their accuracy and skill; rolling stone disksdown long courses displayed their power and strength.Today, both boys and girls enjoy playing ‘ulu maikawhile developing their arm and leg muscles.

Object of the game: To earn points by rolling an ‘uluor maika through the two stakes. After rolling thestones, the player or team with the most points wins.

Set-up:1. In the center of a playing field, pound two stakes

about 8-10 inches apart. Depending on thenumber of players, several pairs of stakes may be setup. Leave at least a three-foot distance betweeneach pair.

2. Mark off each end of the course with a long cord. Each end will be 15-20 feet from the stakes. It isthe starting point for both sides.

Directions:1. Before beginning play, opponents determine the number of stones that each player is to roll. If

competitors are playing with four stones, a player will roll them four times in succession. Hisopponent will then take his position behind his starting point and roll the four stones back insuccession. Players also need to determine which side will start play first.

2. Opponents face each other on the marked field.

3. When the referee says, “Ho‘omäkaukau” (“Get ready”), players on one side of the field take theirpositions behind their starting point.

4. Tip: Players should hold the stone firmly, with the thumb and first two fingers around the stone’scircumference.

5. When the referee calls out “‘Oia,” players will roll their maika.

6. A point is scored for each stone that is rolled between the stakes.

7. All maika should be retrieved before play continues.

8. Option: An alternate way of playing is to roll the maika for distance.


61

MOA PAHE‘E (Dart Sliding)

In moa pahe‘e, a contestant slides a moa, or woodendart, between two stakes to demonstrate his skill, ordown a long playfield to show his strength. Rolling thetorpedo-shaped moa challenges all competitors and re-quires much practice for success.

Object of the game: To earn points by rolling a moathrough the two stakes. After rolling the wooden darts,the player or team with the most points wins.

Set-up:1. In the center of a playing field, pound two stakes

about 8-10 inches apart. Depending on thenumber of players, several pairs of stakes may be setup. Leave at least a three-foot distance betweeneach pair.

2. Mark off each end of the course with a long cord.Each end will be 15-20 feet from the stakes. It isthe starting point for both sides.

Directions:1. This game is usually played with two moa. A player will slide the moa twice in succession. His

opponent will then take his position behind his starting point and roll the two moa back insuccession. Players also need to determine which side will start play first.

2. Opponents face each other on the marked field.

3. The referee says “Ho‘omäkaukau” (“Get ready”) and players on one side of the field take theirpositions behind their starting point.

4. Tip: Hold the moa in the middle with the thumb and fingers. Slide it with the blunt end facingforward. After getting the feel of the moa, a player may grasp the dart by its pointed end and swingit forward, with his arm fully extended.

5. When the referee calls out, “‘Oia,” players will roll their moa.

6. A point is scored each time the moa slides completely between and beyond the stakes.

7. All darts should be retrieved before play continues.

8. Option: An alternate way of playing is to slide the moa for distance.


62

‘O‘O IHE (Spear Throwing)

‘Ö‘ö ihe provided good training for warriors practicinghand-to-hand spear fighting. In this sport, a competi-tor aimed his ihe (spear) at a banana stalk target. In areal battle, he would have thrown the ihe at his enemy!

Object of the Game: To earn points by throwing aspear at a banana stalk target.

Set-up:1. Drive sturdy wooden stakes (4-5 feet long) into the

ground. Tie banana stumps (6-feet long) to thefront of the stakes using strong cord or wire; securewith strapping tape.

2. Targets should be more than six feet apart. Theremust also be a clear area behind them.

3. Mark a starting line that is 15 feet away and parallelto the row of banana stumps.

Directions:1. Before play begins, competitors should agree on the number of times each player gets to throwthe ihe.

2. When the referee says, “Ho‘omäkaukau” (“Get ready”), players grasp the middle of their spears,hold them high and point them towards the targets. When the referee calls out, “‘Oia,” players hurltheir ihe at the banana stalks.

3. A point is awarded when a player’s spear pierces the banana stump and stays embedded.

4. Players may only throw their spears at the referee’s call. They also need to retrieve their spears atthe same time.

5. All participants must be aware of others who may be in the area. Play may continue when thethrowing area is clear.


63

HUKIHUKI (Tug-o-War)

Hukihuki, or tug-of-war, was one of the fewteam sports played by Hawaiians. Competitorsdeveloped strong arm and leg muscles, andachieved victory through teamwork.

Object of the Game: Two teams tug on a rope;the winners are able to pull their opponent overto their side.

Set-up:1. Three coconuts are set ten feet apart on

the ground. Drive a stake througheach coconut to secure them to theplaying area. If there are no coconuts,use the stakes or other markers.

2. Tie a piece of kapa at the mid-point of a long,thick rope that has been laid out on the ground. Begin the contest with the kapa in position next tothe center coconut. The rope should be in line with all three markers.

Directions:1. Players are divided into two equal teams in terms of number of people, total weight and approxi-

mate combined strength.

2. Teams line up alongside the rope on their respective sides.

3. When the referee calls out “Ho‘omäkaukau” (“Get ready”), both teams pick up the rope. When hesays, “Huki!” (“Pull!”), each team attempts to pull the rope away from the center.

4. A team wins when the rope has been pulled far enough to bring the kapa over the coconut marker onits side.


64

HAKAMOA (Chicken Fight)

In old Hawai‘i, hakakä-a-moa, or häkä moa, was thesport of cockfighting. During modern Makahikigames, students emulate being “fighting chickens.”

Object of the game: To cause the opponent to falldown or be pushed out of the circle.

Set-up: Mark off a circle on the ground.

Directions:1. Two opponents meet in the center of a circle and

grasp each other’s upraised right hand.

2. Each player balances on his right foot and lifts hisleft foot up from behind and extends his left handbackwards to grasp that foot.

3. To help balance the two opponents, the refereeholds their clasped right hands. When he says, “‘Oia,” he releases their hands and the competi-tion begins.

4. Jumping around on one foot and bumping one another, a player tries to cause the other to losehis balance.


65

UMA (Hand Wrestling)

The sport of uma, or hand wrestling,requires determination, as well asarm and hand strength.

Object of the Game: To handwrestle an opponent and force hishand to the ground.

Directions:1. Before starting the match, agree

on the number of rounds neededto declare a winner (e.g. two outof three rounds wins the match).

2. Two opponents kneel about five feet apart. When the referee says, “Ho‘omäkaukau” (“Get ready”),both players place their right elbows on the ground and bring their left arms behind them torest on top of their backs.

3. The players clasp their right hands, four fingers firmly around the other’s four fingers.

4. When the referee calls out, “‘Oia,” each opponent tries to force the other’s hand to the ground.

5. The first one to cause the other’s hand to touch the ground wins that round.

6. If someone’s elbow moves, that person is disqualified and the referee will award the round to theother person.

7. If the two opponents’ hands only move from side to side, the referee may call a draw.

8. Right-handed players and their left-handed opponents should agree to alternate their playing hands.


66

LOULOU (Finger-Pulling)

Participating in loulou will work the muscles and ten-dons in a player’s fingers and hands.

Object of the Game: In a finger-pulling match, anopponent strives to straighten out his opponent’sfinger first.

Directions:1. Before the match, decide which finger will be used

in the pulling. Most commonly, competitors usetheir index fingers.

2. Decide on the number of rounds needed to declarethe winner of the match (e.g. two out of threerounds wins the match).

3. When the referee says, “Ho‘omäkaukau” (“Getready”), two players step towards one another.They hook their index fingers while placing their thumbs against their palms. The thumb issecured against the palm with the other fingers.

4. The players place their right feet next to each other, with little toes touching. Throughout thematch, their right feet must stay in this position. Only their left feet are allowed to move.

5. When the referee says, “‘Oia,” opponents begin pulling their hooked fingers. They should not jerkor twist their index fingers.

6. The winner of the round is the one who can make the other player’s index finger straighten out.


67Makahiki Instructors’ Guide, Kamehameha Schools 2007

KONANE (Checkers)

It is said that Kamehameha theGreat was an excellent player ofkönane, or checkers. He wouldpatiently and cleverly plan battle-field strategies while challengingsomeone at this board game.

Object of the Game: To make thelast move on the papamü, or gameboard.

Set-up:1. Two players sit facing each

other across a wooden or stonepapamü which has 64 holes or marks.

2. Players fill the holes with 32 black and 32 white ‘ili‘ili, or stones, alternating the two colors.

Directions:1. To determine who goes first, one player takes a black and a white stone from the center of the

board. He puts his hands behind him and hides one stone in each hand. Bringing his closed fistsin front of him, his opponent taps either his right or left hand. Whichever color is shown is thatplayer’s color for that game. Whoever has the black stone moves first. If these opponents challengeone another again, they should switch colors. Both stones are not returned to the playing board.

2. Begin playing. Every move must be a jump over the opponent’s stone.

3. Moves are made up and down, or right and left; there is no diagonal jumping. Double or triplejumping is allowed but it must be in the same direction (i.e. no L-shaped jumps). Players maychoose to do single or multiple jumps.

4. The winner is the one who makes the last move or jump.

5. Option: Another way to win is to capture the most stones from one’s opponent. Competitorsshould determine before play begins which method of winning they will use.

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HEI (String Figures or Cat’s Cradle)Hawaiians enjoyed making a variety of hei, or string figures. Oftentimes, a chant would accompanymaking a particular hei (see pp. 57-58). Follow the steps below to create the two-eyed string figure.

1. Cut a piece of string about five feet long. Tiethe ends together. Place the string around theleft thumb and left little finger. Do the samefor your right hand.

Photos by Michael YoungMakahiki Instructors’ Guide, Kamehameha Schools 2007

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2. Pass your right index finger under the stringon the opposite hand. Then do the same withyour left index finger. All fingers should beupright.

3. Let go of your thumbs, leaving the index fin-gers and little fingers holding the string. Youshould have a figure X.


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4. Both thumbs will cross over the three closeststrings, and then go under the fourth string.Pull that string back towards you.

5. With your right thumb and index finger, goto the left hand and pull the string touchingthe left index finger over the left thumb. Withyour left thumb and index finger, go to theright hand and pull the string touching theright index finger over the right thumb. Allfingers should be upright.


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6. Move both thumbs up and down and bringthem under the string closest to you, andcome up. Two small upside-down triangleshave formed by both thumbs. Both handsshould be at an angle facing you.

7. Place the index fingers into the triangles. Thefingertips should touch the palms.

8. Carefully remove the string off the babyfingers. You may use the thumb and middlefingers, but make sure you don’t drop the restof the strings!


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9. Once the string is off the baby fingers, turnthe thumbs and index fingers down and thenlift up. Be careful so as to not drop the strings.

10. You have now formed the two-eyed figure!Practice making this figure as you chant “EiaKe Kaula.”


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ADDITIONAL RESOURCES

Books:

Atlas of Hawaii, Department of Geography, University of Hawaii, 1983

Explorations: Ho‘omäka‘ika‘i, Kamehameha Schools, 1992

Explorations: Ho‘omäka‘ika‘i, Kamehameha Schools, 2000

From the Mountains to the Sea, Julie S. Williams, 1997

Hawaiian Antiquities, David Malo, 1951

Hawaiian Dictionary,Mary Kawena Pukui and Samuel H. Elbert, 1986

Hawaiian Games For Today, Donald D. Kilolani Mitchell, 1975

Hawaiian Proverbs and Riddles, Henry P. Judd, 1971

Hawaiian Street Names, Rich Budnick and Duke Kalani Wise, 1989

He Mau Nane Hawai‘i: Hawaiian Riddles, Kimo Armitage, 2004

Ka Puke Mele Hawaii, Kamehameha Schools, compiled by Mahela Rosehill and Carinthia Harbottle, 1977

Life in Old Hawaii, Caroline Curtis, 1970

Made in Hawai‘i, Jane Abernethy, Suelyn C. Tune and Julie S. Williams, 1983

Nä Mo‘olelo Hawai‘i o ka Wä Kahiko, Stories of Old Hawai‘i, Roy K. Alameida, 1997

‘Ölelo No‘eau, Hawaiian Proverbs and Poetical Sayings, collected, translated, and annotated by Mary Kawena Pukui, 1983

Place Names of Hawaii,Mary K. Pukui, Samuel H. Elbert and Esther T. Mookini, 1974

Plants in Hawaiian Culture, Beatrice H. Krauss, 1993

Puke Makahiki, Ka Moloka‘i Makahiki, 2001

Resource Units in Hawaiian Culture, Donald D. Kilolani Mitchell, 1992

Sites of Oahu, Elspeth P. Sterling and Catherine C. Summers, 1978

The Ahupua‘a, Life in Early Hawai‘i, Kamehameha Schools, 1994

Traditional Chants and Hula, Beamer Hawaiiana, 1982

Websites:

Hana Hou: The Magazine of Hawaiian Airlines, “The Long Walk Home,” Oct/Nov 2004, Vol. 7, No. 5:http://www.hanahou.com

Hawai‘i Digital Library: http://hawaiidigitallibrary.org

Hawai‘i Networked Learning Communities: http://www.hnlc.org

Hawaiian Music and Hula Archives: http://www.huapala.org

He‘eia Fishpond: http://ksdl.ksbe.edu/heeia

Starbulletin.com: http://starbulletin.com/2004/12/13/features/story2.html

Ulukau: The Hawaiian Electronic Library: http://ulukau.org

Welcome to the Bishop Museum: http://www.bishopmuseum.org

KAMEHAMEHA SCHOOLS

BOARD OF TRUSTEES

J. Douglas Ing, Chair

Nainoa Thompson, Vice-Chair

Diane J. Plotts, Secretary/Treasurer

Robert K.U. Kihune

Corbett Kalama

CHIEF EXECUTIVE OFFICER

Dee Jay A. Mailer

COMMUNITY EDUCATION IMPLEMENTATION

Christopher Pating, Vice President

Terry Kelly, Director, Program Development Division

E. Kaiponohea Hale, Director, Curriculum Support and Dissemination Branch

For more information call the

Curriculum Support and Dissemination Branch at (808) 534-8384

Documents

MAKAHIKI - Kamehameha Schools Distance Learningksdl2.ksbe.edu/.../activities/MakahikiInstructorGuide.pdf• ExplainthatitisatthistimeoftheyearthatHawaiiansrecognizedthechang-ingofseasons,fromkautoho‘oilo(summertowinter)