DAY 1 LESSON PLANS
Implementation of Language Arts/Art/Social Studies:

I: Pre-Assessment/Introduction: Discussion may be generated by inquiry. This will enable the teacher to discover what prior knowledge the student has.

1. What does the word, "trade," mean to you?
2. Do you participate in any form of trade in your everyday life? At home? At school? Consideration could be made from the following:
   1. food: I’ll give you my ‘uala for your poi.
   2. collections: I’ll trade you Charzar for Pikachu
   3. home: Bartering clothes or chores
3. Log responses on chart paper or have students write responses in journal.
   1. This could be done in a group with comparative discussion of responses between the groups upon completion.

II: Attention Getter: Display a variety of items specifically for the purpose of the ocean or the mountains. Examples might be rocks for tools, bowls for food storage, fishing nets, fish, sweet potato, ‘o’o or digging stick

III: Lesson: KO UKA KO KAI (People in the uplands and people at the sea.)

1. GROUPING: Have students write their names on a Popsicle stick. First half of sticks pulled will be living in the UKA. (If there are 20 students, the first 10) The remaining will live near the KAI.
2. Teacher to be role model: While holding an item, perhaps a fishing net, teacher may ask,
   1. What is this net used for?
   2. Suppose you lived in the mountain area and didn’t fish? What would you need?
   3. How might this be useful? How is it valuable? Or is it?
3. The groups will discuss/brainstorm the purpose of the remaining items according to their UKA or KAI group
   1. How useful are they?
   2. What purpose or purposes do they have?
   3. What else is needed that we don’t have?
   4. How might we get other items that we don’t have?
   5. How did our ancestors do it?
4. Log results on same chart paper or in individual journals/learning logs.
5. Advise students they will explore the world of "trade" with the people who live by the sea and vice versa. REMEMBER, we only have the items on the table, nothing else, no money…
6. Teacher to role model: Select a mountain item and ask a student. "I live in the mountain and I want to get some fish from you. I’ll give you some sweet potato for some fish. Conversation will vary according to responses. How many? How much is it worth?
7. Briefly discuss with class what happened during the trade process.
   1. What are other ways the trade could have happened?
   2. Was their value in the item that was being traded? How else could we have done the transaction? Why?
8. Give all MOUNTAIN items to OCEAN group and vice versa. Leave a few items in each group that belong to the group.
9. Allow a specified time for trading, perhaps 10 minutes.
10. Student to log in journal the process and "what happened" in their trading experience.

IV: Post Assessment: What does the word "trade" mean to you?

1. Log responses on chart paper or in learning log/journal. Compare.
2. Draw your experience and write your new insights about "trade". Share with the class your experience.
3. Introduce ‘Olelo No’eau, KO UKA KO KAI (Those of the uplands and those of the sea)
4. In the days of old, relatives and friends exchanged products with each other because of their "needs" within the ahupua’a. People from uka (uplands) brought poi, taro, and other foods to the shore and traded them with people living near the ocean. The people from kai (ocean) in turn exchanged fish and other seafood with the people living in the uplands. (‘Olelo No’eau, pg.196 #1821)
   1. Other ‘olelo no’eau that are significant for trading within the ahupua’a are also attached.
   2. Student to draw their interpretation of ‘Olelo No’eau incorporating meaning from their experience with their trading.
   3. Share interpretations in a group of either art project. Or to class as whole.
   4. Display creative arts on a bulletin board large enough to show the "before" and "after" of trade. ("After" will be introduced on day 2)
   

I: Discuss recap of "trade" and their experiences from the previous day.

II: Inquiry used to encourage students to think critically.

1. How might "trading in an ahupua’a" help the native people to trade with others once foreigners arrived?
2. Would trading be the same? Different? In what way?
3. Can trading of "introduced items" brought by foreigners make a difference for the Hawaiian people? In what way?
4. Can you think of something your family has that was introduced by foreigners? (china, metal, …)
5. In your opinion, how did the item get here?

1. Teacher may print story for independent study.

1. Are there any trade items that still can be seen today?
2. What are they? (Answers may vary according to the students’ prior knowledge)

1. What do you want to know about porcelain dishes?
2. Who brought the first cloth or material to Hawai’i?
3. What about the Northwest? What do we have today that has been influenced by North America?

VI: Have groups or individuals do research projects about discussed areas or items.

VII: Plan a trip to China town

VIII: Plan a trip to Bishop Museum to see trade items from China/Alaska/Northwest



DAY 3 LESSON PLANS

NOTE: Teacher to split class in half and select a group to read Alaska’s trade story, the other group to read Northwest’s trade story.

I: Have students return to TRADEWINDS website and read the trade story from Alaska or Massachusetts.

1. Teacher may print materials for independent study.

II: Upon completion of reading, students to discuss what they learned with the other class group about their designated trade story. OR teacher may select to have students do curriculum following the stories from Alaska and Peabody.

III: Students to answer questions about trade stories in journal.

1. What items were used for trade in the story?
2. How did Alaskans/Northwest trade?
3. Compare these ways or items to trade in Hawai’i.
4. What was similar? What was different?
5. Were any items of trade similar to what we have in our community today?
6. In your opinion, in what way, if any, did these trade items influence families or communities today?

IV: Draw pictures of trade items that we use today from other areas.

1. Write a paragraph about your picture.
2. Display the art work/paragraph on the bulletin board besides the ‘olelo no’eau art works as "after."