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Grade 4
Hawaii Myths and Legends
Hawaii-HCPS Curriculum
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Benchmarks-Social Studies
Benchmark SS.4.3.4 Describe the theories of early migrations from parts of Polynesia to Hawaii,
including migration myths and legends
Benchmark SS.4.3.10 Describe how significant people, including those of legend (including Papa
and Wakea, Pele, and Pa'ao) affected pre-contact Hawaii
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Essential Questions
What Myths and Legends influence our lives today?
How do Myths and Legends maintain importance or relevance?
How are Myths and Legends created and what is their purpose?
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Book List
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Website List
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Teaching Ideas
1. Students make their own myth or legend relating to pre contact Hawaii.
2. Students make a venn diagram of the differences between a myth and a legend.
3. Students reenact myths/legends.
4. Students ask their oldest relative (great aunty or uncle, grandparent, ect) to tell them a
story about a myth or legend they know.
5. Students research about a specific God/Goddess and find similarities between their study
topic and other Gods in other cultures.
6. Students present a myth/legend to the class.
7. Students create a song relating to the myths/legends in class.
8. Students play kahoot as an interactive but focused topic.
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Lesson 1 from
https://www.scholastic.com/teachers/lesson-plans/teaching-content/myths-folktales-fairy-
tales-grades-4-6/
Students will:
MATERIALS
During Instruction
SET UP
1. Depending on time available, the grade level, and maturity level of each class, activities
can be facilitated as independent work, collaborative group work, or whole class
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instruction. Teachers may use the guide to teach a complete unit or break the content
into smaller learning components. Some suggestions are:
● Reading examples of folktales, fairy tales, and myths both printed and online as
an individual activity.
● Peer editing written work in small groups.
● Creating and performing skits as a class activity.
2. If a computer is available for each student, students can work on their own. Hand out the
URLs or write them on the board so students will have a guide through the activity.
3. If you are working in a lab, set up the computers to be on the desired Web site as
students walk into class. If there are fewer computers than students, group the students
by reading level. Assign each student a role: a "driver" who navigates the web, a timer
who keeps the group on task, and a note taker. If there are more than three students per
computer, you can add roles like a team leader, a team reporter, etc.
4. If you are working in a learning station in your classroom, break out your class into
different groups. Have rotating groups working on the computer(s), reading printed genre
examples, holding smaller group discussions, brainstorming, writing, and peer editing
their own folktales, folklore, fairy tales, and myths.
Lesson Instructions
Ask students to discuss what they think folktalesmeans. Point out that folktalesare stories
passed on from one person to the next by word of mouth or by oral tradition. Share a folktale
from Nina Jaffe's book Tales for the Seventh Day: A Collection of Sabbath Stories, or other
folktale you are familiar with. Discuss defining elements of folktale (for example: takes place
anytime, takes place anywhere, animals can talk, etc.) and write them on the board and have
students point out genre characteristics of the folktale being read aloud.
FOLKTALE WRITING WITH ALMA FLOR ADA AND RAFE MARTIN (10 DAYS)
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Tell students that now that they have gathered information about folktales, they are ready to
explore writing one. Have students begin the activity Folktale Writing with Alma Flor Ada and
Rafe Martin.
● Step 1: Have groups of three students take turns reading "Half-Chicken" or "The Shark
God." Ask them to use storytelling voices, and practice fluency through expression.
● Step 2: Read the brainstorming tips with the whole class. Use "Half-Chicken" or "The
Shark God" as a model to illustrate tip ideas as you read them. For example, when
reading that the folktale genre entails imagining the world that acts as the setting, remind
students that rivers and fires can speak in Half-Chicken's world.
● Step 3: Suggest that small groups discuss the Alma's and Rafe's challenges on this
page. Remind students also to refer to the Brainstorming tips as they draft their folktales.
● Step 4: Once they've completed their revision, have students follow directions to publish
their folktale online. Encourage students to use the Preview option to proofread their
stories one more time before submitting. They should also print the preview page to
hand in for teacher assessment.
Have students read "What Is Folklore?" and "Finding Folklore" and the samplesof folklore
provided in each. Invite volunteers to offer an example of each of the following kinds of lore:
"children," "community," "family," "behavioral," and "oral." You may wish to rotate small groups
of students to do the online reading or print out the appropriate pages for students to read
offline.
● Tell students they will research folklore with their family and then publish their findings
online.
● Ask students to read "Your Folklore." Print out a copy of the Research tips.
● Practice interviewing techniques in the classroom before assigning students to interview
parents and family members.
● Have students share their interviews with the class.
● Make a copy of the submission requirements. Post it in the classroom or distribute
copies to students.
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Remind students that folktales were originally told and not written. Tell students they are going
to create an oral version of a folktale.
● About StorytellingPrint the page before hand or have small groups read the page
together online, writing down four main pointsabout folktales. Invite groups to share
information with the class.
● Listen and WatchInvite small groups to view "How Monkey Stole the Drum" and record
the story's folktale features. Revisit the Folktale Writing Workshop and listen again to
Rafe Martin and Alma Flor Ada reading their folktales as well.
● Becoming a StorytellerInvite students to choose an established folktale upon which
they will base their oral tale. Suggest that students plot the following parts when
constructing their outlines: Story Beginning, Story Problem, Story Middle, Solution, Story
Ending. Have students fill these in using the established folktale. Then suggest that
students use the outline as a framework for constructing an original tale.
● Imagination ExercisesSuggest that groups read both activities and choose the one
they want to do to practice their oral and spatial storytelling skills.
● Telling TalesTogether Have students test out their folktale knowledge by trying this
interactive activity.
● It's Your TurnAllow students time to rehearse telling their story.
Give students time to finish up any outstanding activities. Use this time to schedule a storytelling
performance day. Assess students' proficiency with the storytelling activity by consulting the
activity rubric (see assessment and evaluation). If students complete the project ahead of time,
have them respond in their journals to the following questions:
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As a continuation to the previous lesson or as a separate lesson for students in this age group,
introduce the myth writing genre through the following lesson suggestions.
Introduce the word mythto the class. Ask students to offer definitions of the term. Then
encourage students to brainstorm myths that they know. Have volunteers write examples on the
chalkboard.
Read aloud Jane Yolen's myth "Mother Earth's Son" with students to emphasize the oral
heritage of the genre. Have students organize genre features from the myth on the board.
Include categories such as supernatural characters, extraordinary powers or tools, natural
phenomena, etc.
Divide students into same-level reading groups to read the four Myth writing steps online. If you
have limited computer access, print out a copy of the steps for individual students to read. Tell
students that they will be following Jane Yolen's steps in preparation for writing their own myths.
Encourage note taking by handing students the Setting the Stage printable. Students can use
the stage to organize their work. Suggest that they write the phenomenon they chose on the top
of the chart and fill the stage with the keywords that will describe their myth and their
phenomenon.
After students read through the Brainstorming section, invite students to use the Myths
Brainstorming Machine tool as part of the pre-writing process. Read aloud with students the
note and the directions, and encourage a question and answer period about the process. Then
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schedule time for students to use the machine individually. Let students know not to visit the
writing page of the machine until they are ready to write. Going there erases their previous work.
Students can use the writing page to take notes or to write their draft copy of their myth.
Return to the Myth Writing With Jane Yolen activity and read the Write Your Myth section. Make
sure that students use this part of the process to write without self-correcting. Point out that they
will have a chance to revise later. Remind students to refer to a copy of their chart from the
previous step in the writing process, the myth from the Brainstorming Machine, and any other
material as they write. Have students exchange papers with a peer for revision. Partners can
write their comments on the draft itself. While students revise their drafts, have them check for
spelling, grammar, and punctuation mistakes.Once they've completed their revision, have
students follow directions to publish their myth online.
LESSON EXTENSIONS
● Create a quiz for any activity or make modifications to any lesson by using the teacher
tool kit!
● Post original stories on your class homepage for peer and parent enjoyment.
Post Instructional
LESSON ASSESSMENT
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The two Writing with Writers components — myths and folktales — as well as the folklore and
the folktale sections include online publishing and a formal assessment with the student writing.
Make sure students either preview and print a copy before submitting their work online or use a
word processing document to print a copy for teacher assessment. See the appropriate rubrics
below.
Writing Rubric Narratives
Use the writing rubrics as a way to assess your students' writing skills. These rubrics can also
serve as models for a modified version that might include your state's writing standards.
Folktales and Folklore Grades 4-6 Rubric
Standards
This project aids students in meeting national standards in several curriculum areas.
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Social Studies
Technology
Technology Foundation Standards for Students:
● Use technology tools to enhance learning, increase productivity, and promote creativity
● Use technology tools to collaborate, publish, and interact with peers, experts, and other
audiences
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● Use a variety of media and formats to communicate information and ideas effectively to
multiple audiences
● Use technology to locate, evaluate, and collect information from a variety of sources
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2. As a class they share their myths and talk about their favorite myth. Also they share the
original myth where they got their inspiration from.
3. For the purpose of this unit I do not think it would be effective to add Folklore, resulting in
the sections that focus on folklore and folktale will not be used,
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Lesson 2 from
http://www.crayola.com/for-educators/lesson-plans/lesson-plan/volcano-lore-and-legend.
aspx
DIRECTIONS
1. Students review basic information about the different types of volcanoes and the
dangers associated with each type, such as landslides, gases, tephra (solid material
shot into the air), lahars (moving fluid mass of debris and water), as well as lava and
pyroclastic flows. Then look at the literary portrayal of volcanoes over time and through
cultures.
2. Research mythical characters like Vulcan, Hephaestus, and Pele. Explore various
Native American traditions surrounding the mountains of Rainer, St. Helens, and Crater
Lake.
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3. Create a visual image of the volcano as portrayed in literature. Perhaps show Kilauea,
home of Pele; or Louwala-Clough, the smoky mountain of the Northwest. Illustrate the
appropriate type of volcano as well as a related danger to render in Crayola Model
Magic® modeling compound. Use a small armature such as a film canister.
4. Texturize the surface of your mountain with toothpicks or other modeling tools. Blend
colors halfway to get the look of a marbleized magma flow. Pull edges to create wispy
effects. Air-dry the volcano for 3 days.
5. Present information about the mythical origins of the sculpted volcanoes to classmates.
STANDARDS
● LA: Read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grade level text complexity band independently
and proficiently.
● LA: Read and comprehend literature, including stories, dramas, and poetry, in the grade
level text complexity band proficiently, with scaffolding as needed at the high end of the
range.
● LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade level reading and content, choosing flexibly from a range of strategies.
● LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade level topics and texts, building on others’ ideas
and expressing their own clearly.
● LA: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
● LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.
● SCI: Identify evidence from patterns in rock formations and fossils in rock layers to support
an explanation for changes in a landscape over time.
● SCI: Analyze and interpret data from maps to describe patterns of Earth’s features.
● SS: Use appropriate resources, data sources, and geographic tools to generate,
manipulate, and interpret information.
● SS: Locate and distinguish among varying landforms and geographic features, such as
mountains, plateaus, islands, and oceans.
● VA: Use different media, techniques, and processes to communicate ideas, experiences,
and stories.
● VA: Use visual structures of are to communicate ideas.
ADAPTATIONS
● Possible classroom resources include: Volcano & Earthquake (DK Eyewitness Books) by
Susanna van Rose; Volcanoes by Seymour Simon; Volcanoes & Earthquakes (Insiders
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(Simon and Schuster)) by Ken Rubin; Pele: Goddess of Hawaii's Volcanoes by Herb
Kawainui Kane; The SmokingMountain: The Story of Popocatepetl and Iztacchihuatl: An
Aztec Legend (Graphic Myths & Legends) by Dan Jolley
● Working in small groups, students read first-person accounts of historic eruptions of
volcanoes. How have these accounts changed throughout history?
● Students research how volcanoes have been used in history as symbolic devices. For
cultures that do not live near volcanoes, how are volcanoes portrayed? How are volcanoes
portrayed in contemporary culture, such as movies, television, or adventure stories?
● Students investigate the Alaska Volcano Observatory. What is the purpose of this
observatory? How has its existence helped with understanding how volcanoes work, as
well as how to live safely near volcanic eruptions?
SUPPLIES NEEDED
● Model Magic
● Toothpicks
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Modifications of Lesson 2
1. Instead of model magic we use playdough or make our own playdough. This depends on
budget.
2. Briefly go over comparisons of other cultures and their myths and legends, but it is not a
focus. The class would focus more on Pele than any other myth related to this topic.
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together)
Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Quality Producer (The ability to recognize and produce quality performance and products)
Effective Communicator (The ability to communicate effectively)
NATIVE HAWAIIAN GUIDELINES
‘Ike Mauli Lāhui (Cultural Identity Pathway) We envision generations who walk into the future with
confidence in their cultural identity and a commitment of service to akua, ‘āina, and each other.
Perpetuating Native Hawaiian cultural identity through practices that strengthen knowledge of
language, culture and genealogical connections to akua, ‘āina and kanaka
‘Ike Piko‘u (Personal Connection Pathway) We envision generations whose actions reflect
personal identity that is kūpono .Promoting personal growth, development and self-worth to
support a greater sense of belonging, compassion and service toward one’s self, family and
community.
‘Ike Honua (Sense of Place Pathway) We envision generations who accept kuleana for our honua.
Demonstrating a strong sense of place, including a commitment to preserve the delicate balance
of life and protect it for generations to come
‘Ike Kuana ‘Ike (Worldview Pathway) We envision generations who flourish and inspire local and
global communities through a culturally Hawaiian perspective that honors all things— past,
present and future. Providing a solid grounding in the Hawaiian worldview that promotes
contributions to local and global communities
‘Ike Pilina (Relationship Pathway) We envision generations that have respectful, responsible, and
strong relationships in service to akua, āina, and each other. Nurturing respectful and
responsible relationships that connect us to akua, ‘āina, and each other through the sharing of
history, genealogy, language and culture
HAWAIIAN VALUES
Guiding Principle Meaning Pronunciation
‘Ohana Family oh hah nah
Lōkahi Unity loh kah hee
Hana Like Working Together hah nah lee kay
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Students Will:
Interview family members to gather information about their family background.
Recite their family genealogy in the Hawaiian language or English.
Share family cultural practices, traditions and events.
Learn about similarities and differences between cultures.
Materials:
Pair share worksheet (PS 1)
Poster boards
Colors, marking pens, colored pencils
Mo’oku’auhau/Genealogy worksheet
Proverb worksheets
Index cards - 4 per student
SUGGESTED ACTIVITIES / PROCEDURES Materials & Notes
`ŌLELO NO’EAU: See lesson
ACTIVITY 1: Engage students in a discussion about their interests and what makes their family
special. Ask students to think about some practices, traditions, activities and events their families
do.
Have students pair-share their thoughts on the following:(see PS 1)
- Who are the members that make a family?
- Who are the people in your family?
- What are some things you like to do as a family?
- Can you name your ethnicities?
- Which ethnicity does your family mostly identify with?
- What types of cultural practices does your family enjoy doing? (I.e: hula, oli, Obon dance,
taiko drumming, fishing, pounding poi, culture based arts and crafts, Chinese New Year fireworks,
etc.)
As a class, make a prior knowledge chart of customs and traditions that their families and
different ethnic groups practice in Hawai‘i.
Homework:
Draw one or more pictures of at least 3 cultural practices, activities, special events and
traditions your family enjoys doing together.
Write a short description of your illustrations.
Culminating project:
Students share their pictures with their pair-share partner. Partners discuss and write
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This culminating project could be done as partners or as a class.
Creating a class book or bulletin board is suggested.
ACTIVITY 2: Students will begin to review the definitions and pronunciations of Hawaiian words
that will be used in activity 3. Each student will create a genealogy poster using photos or
drawings of immediate or extended family members.
Vocabulary: Review the pronunciation and meanings of the words below that are used on the
Mo’oku’auhanu/Genealogy worksheet.
Kane- man (kah nay)
Wahine- woman (wah he nay)
Hānau- born (hah now)
Noho- to live with (no ho)
Have students make picture cards with the word, pronunciation, and a drawing on each
card.
Distribute and review: mo`oku`auhau/genealogy worksheets.
Go over the pronunciation and vocabulary on the worksheets with students.
Homework:
Have students use their mo’oku’auhau/genealogy worksheets to interview and gather
information from family members. Teacher should go over explanation of how to interview if
needed (students who do not live with their biological parent may interview someone who they
feel close to).
Send a letter home asking parents if they could send copies of family photos that could
be used on a poster; let parents know that pictures will be glued or taped to a poster board.
Culminating project:
Student can now make their poster picture genealogy, using the information and pictures.
It will be up to the teacher to allow students their own creativity or to use a standard format for
their poster.
Teacher: Create a rubric stating your guidelines and format. Index cards, colors,
marking pens, colored pencils
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Teacher’s who may have difficulty with Hawaiian words may use the English translations or can
ask students to help with pronunciation.
Mo’okū'auhau worksheet
Poster boards
ACTIVITY 3: Students will discover ways different ethnic groups keep their history. Students will
also learn how their families keep their family histories.
After sharing ask student to answer the question:
o “What is oral history?”
Students read short excerpt titled “Punahele” by Pukui, Haertig and Lee from Nana I ke
Kumu.
Share with students 2 examples of genealogy chants with their short descriptions; use
these to help students further understand oral histories.
Then ask students to pair-share their thoughts on the reading.
As pairs, have students share some of the ways their families keep their family records
(students may or may not know this but have them at least think about it).
Homework:
Student asks a family member to share some ways they keep their family histories. There
are many different ways families keep records; invite students to find out how theirs does it. It
could be done by saving family pictures, keeping a book, or in a bible, etc.
Culminating project:
Review, memorize, practice, and present their mo`oku`auhau (genealogy).
“Punahele” story (see below)
Teacher plans a time for students to share with peers and families.
ACTIVITY 4: Students will learn simple Hawaiian proverbs about values that have been handed
down orally and still applied in some homes today.
Distribute pair-share worksheet (PS1):
- Have students pair-share their thoughts on proverbs.
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O _______________________ ka wahine.
Noho pū lāua a hānau ‘ia e ___________________________
he kane/wahine.
O________________________ ke kane. O________________________ ka wahine.
Noho pū lāua a hānau ‘ia e ____________________________
he kane/wahine.
O________________________ ke kane. O________________________ ka wahine.
Noho pū lāua a hānau ‘ia e ____________________________
he kane/wahine.
Hānau ‘ia e ___________________________ he kane/wahine.
Student Name_____________________________________ Date _______ Student
Worksheet
Mo’oku’auhau/Genealogy
My grandfather’s (fraternal) name is _________________________.
My grandmother’s (fraternal) is _____________________________.
They were married to each other and my father (name) ________________________ was born.
My grandfather’s (maternal) name is _________________________.
My grandmother’s (maternal) name is ________________________.
They were married to each other and my mother (name) _______________________ was born.
My father’s name is __________________________.
My mother’s name is _________________________.
They were married to each other and I, (your name) _____________________________, was
born.
TEACHER GUIDE:
Genealogy
My grandfather’s (fraternal) name is _____________________________.
My grandmother’s (fraternal) is ____________________________.
They were married to each other and my name of father ________________________ was
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born.
My grandfather’s (maternal) name is _________________________.
They were married to each other and my name of mother _______________________ was
born.
My father’s name is __________________________.
My mother’s name is _________________________.
They were married to each other and your name _____________________________ was born.
Mo`oku`auhau
O (name of dad’s father) ke kane.
O (name of dad’s mother) ka wahine.
Noho pū lāua a hānau ‘ia e (father’s name)
he kane.
O (name of mother’s father) ke kane.
O (name of mother’s mother) ka wahine.
Noho pū lāua a hānau ‘ia e (mother’s name)
he kane/wahine.
O (father’s name) ke kane.
O (mother’s name) ka wahine.
Noho pū lāua a hānau ‘ia e (student’s name) he kane/wahine.
Name ______________________________________ Date
___________________________
Draw something that your grandparents taught you about his or her traditions and culture.
Then describe your picture.
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Name ______________________________________ Date
___________________________
Proverb 1
Kupuna
Mai nā kupuna mai –the knowledge that comes from your ancestors.
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Name ______________________________________ Date
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Draw something that your parents taught you about his or her traditions and culture.
Then describe your picture.
Proverb 2
Makua
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Mai kapae i ke a`o o ka makua, aia he ola ma laila… Do not set aside the teachings of one’s
parents for there is life there.
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Name ___________________________________________ Date
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Draw a special lei that represents children. Then describe your picture.
Proverb 3
Keiki, Kamali’i, Lei
Ka lei hā’ule ‘ole, he keiki- A lei that is never cast aside is one’s child (Puke `ōlelo no`eau)
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The Punahele (Favorite)
Excerpt from Nana I Ke Kumu
By Pukui, Haertig and Lee
“Before Hawai’i had a written language much of its history was kept through chants handed down
from generation to generation. Children, usually the eldest child, were chosen to keep their
family’s genealogy. They would be exposed to the rhythmic sounds of the chanting by his kupuna
(grandparents), of their formal prayers and ancestral stories. By hearing the chanting of his or her
kupuna, children learned to find hidden meanings in the words being spoken.”
“In ancient Hawaii, it was important for a person to know his/her genealogy chant. People often
traveled between ahupua’a and if by accident they ended up in an area where he or she were
not known, being able to recite their genealogy chant could save their life.”
“Chants were a way the Hawaiian people kept their creation legends, their songs for hula, their
family stories and history, and especially their genealogy. Below are examples of two creation
chants which many Hawaiians believe are also the genealogy of the Hawaiian people. The first
chant is called the “Kumulipo”. It talks of the creation of all creatures, plants, gods and man,
beginning from the darkness and into the light. The following is just a few lines of the 2012 lines
in this creation chant.” Pg. 55
Kumulipo
O ke au i kahuli wela ka honua At the time that turned the heat of the earth
O ke au i kahuli lole ka lani At the time when the heavens turned and changed
O ke au i kukaiaka ka la At the time when the light of the sun was subdued
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5. Continued: Draw your family tree to show the generations in your ‘ohana.
6. Using your own words, describe a family or 'ohana.
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