Lesson #1 Introduction and cultural Context
CCSS: 9-10.RL.6
Primary Objective(s):
· Students will be able to analyze the Kanaka Maoli cultural experience reflected in Lāʻieikawai by giving a short presentation on one aspect of ancient Hawaiian culture (e.g. examining the relationships between different sectors of society (i.e. aliʻi, kahuna, makaʻāinana)).
Specific Skills/Knowledge Gained from Lesson:
· Oral communication
· Research
· Mnemonic Devices
· Basic background/context of Lāʻieikawai
· The complexities surrounding translation of texts
· Basic information about the various aspects of ancient Hawaiian culture
Handout:
· Lāʻieikawai: Cultural Context Research Handout
Preparation:
· Have articles, books, or computers available to assist with basic research
· Prepare handouts and PowerPoint
Assessment:
· Completed Research handout
· Oral presentations given in pairs
Primary Objective(s):
· Students will be able to analyze the Kanaka Maoli cultural experience reflected in Lāʻieikawai by giving a short presentation on one aspect of ancient Hawaiian culture (e.g. examining the relationships between different sectors of society (i.e. aliʻi, kahuna, makaʻāinana)).
Specific Skills/Knowledge Gained from Lesson:
· Oral communication
· Research
· Mnemonic Devices
· Basic background/context of Lāʻieikawai
· The complexities surrounding translation of texts
· Basic information about the various aspects of ancient Hawaiian culture
Handout:
· Lāʻieikawai: Cultural Context Research Handout
Preparation:
· Have articles, books, or computers available to assist with basic research
· Prepare handouts and PowerPoint
Assessment:
· Completed Research handout
· Oral presentations given in pairs
Flow
1. Begin by passing out the book Lāʻieikawai to the students. Ask if anyone know the type of bird that is featured on the cover. Then, have them open up to and read the note on the inside of the cover about the cover art.
2. After reading a quote from Bryan Kuwada (“Hawaiians have long looked to the stories of their ancestors' lives for direction in their own lives” (54)), read the Foreword by S.N. Haleʻole.
3. Go over the main points of the Foreword by asking the students why they think Lāʻieikawai is an important book. Make sure the following points are touched on:
- Lāʻieikawai was the first book published by a Hawaiian author in Hawaiian.
- Was a book for “reading pleasure.”
- Tells the story of a well-known aliʻi, Lāʻieikawai.
-Written to “prevent the loss of [Hawaiʻi’s] fascinating traditions” (vii).
4. Transition into talking about translation by reading Martha Warren Beckwith’s Introduction to Lāʻieikawai. Note how many people were involved in the translation. Also read the Editorial Note on page xi.
5. Facilitate a discussion about the pros and cons of translating a text, using the following quotes from Bryan Kuwada to spark conversation:
- “The knowledge of “[a]t least 100,000 pages of Hawaiian-language newspapers of the nineteenth and early-twentieth centuries… remains locked away from the 95 percent of Hawaiians who cannot speak Hawaiian, because only a tiny fraction has been translated into English” (Kuwada 55).
- “English versions of Hawaiian writings have created and perpetuated gross misrepresentations of the lives and culture of the Hawaiian people. A range of problematic and even unethical practices—many not even involving the translating itself—took the translations further and further away from the source texts” (Kuwada 55).
OPTIONAL: An entire lesson could be dedicated to explore the rich topic of translation in depth with the students. They could choose a side (to translate or not to translate), research, and debate together, working towards CCSS 9-10.SL.1 and 9-10.SL.4.
6. Direct the students to find a partner and choose a topic about ancient Hawaiian culture. Have a sign-up sheet to ensure each topic is covered. Give the groups 15-20 minutes to do research on their topics. Tell them they must include information about the topic and why it is significant. The PowerPoint provides the endnote reference number for some of the topics. Last, explain to the students that they also must include some sort of memory device to help them and their class remember the information. Go over the examples on the handout for reference.
7. Finish the class by having each pair give their 2-3 minute presentation to the rest of the class and collect the students’ handouts as they leave.
8. Optional: Have students write one thing they learned about ancient Hawaiian culture and one thing they are still wondering about on the back of their handout as an Exit Pass.
2. After reading a quote from Bryan Kuwada (“Hawaiians have long looked to the stories of their ancestors' lives for direction in their own lives” (54)), read the Foreword by S.N. Haleʻole.
3. Go over the main points of the Foreword by asking the students why they think Lāʻieikawai is an important book. Make sure the following points are touched on:
- Lāʻieikawai was the first book published by a Hawaiian author in Hawaiian.
- Was a book for “reading pleasure.”
- Tells the story of a well-known aliʻi, Lāʻieikawai.
-Written to “prevent the loss of [Hawaiʻi’s] fascinating traditions” (vii).
4. Transition into talking about translation by reading Martha Warren Beckwith’s Introduction to Lāʻieikawai. Note how many people were involved in the translation. Also read the Editorial Note on page xi.
5. Facilitate a discussion about the pros and cons of translating a text, using the following quotes from Bryan Kuwada to spark conversation:
- “The knowledge of “[a]t least 100,000 pages of Hawaiian-language newspapers of the nineteenth and early-twentieth centuries… remains locked away from the 95 percent of Hawaiians who cannot speak Hawaiian, because only a tiny fraction has been translated into English” (Kuwada 55).
- “English versions of Hawaiian writings have created and perpetuated gross misrepresentations of the lives and culture of the Hawaiian people. A range of problematic and even unethical practices—many not even involving the translating itself—took the translations further and further away from the source texts” (Kuwada 55).
OPTIONAL: An entire lesson could be dedicated to explore the rich topic of translation in depth with the students. They could choose a side (to translate or not to translate), research, and debate together, working towards CCSS 9-10.SL.1 and 9-10.SL.4.
6. Direct the students to find a partner and choose a topic about ancient Hawaiian culture. Have a sign-up sheet to ensure each topic is covered. Give the groups 15-20 minutes to do research on their topics. Tell them they must include information about the topic and why it is significant. The PowerPoint provides the endnote reference number for some of the topics. Last, explain to the students that they also must include some sort of memory device to help them and their class remember the information. Go over the examples on the handout for reference.
7. Finish the class by having each pair give their 2-3 minute presentation to the rest of the class and collect the students’ handouts as they leave.
8. Optional: Have students write one thing they learned about ancient Hawaiian culture and one thing they are still wondering about on the back of their handout as an Exit Pass.
Handouts and powerpoint
Cultural Context Handout | |
File Size: | 110 kb |
File Type: | docx |
Lesson #1 Cultural Context PPT | |
File Size: | 984 kb |
File Type: | pptx |
Additionally, Marian Leong and Penny Martin's presentation at NHEA has inspired me to think of hei as mnemonic devices as well. I would encourage the integration of this technique into this lesson.