Kapälama Campus Stewardship: KHS Hui Proposal Submitted to the KHS Principal, Keikilani Ako on - PDF

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Kapälama Campus Stewardship: KHS Hui Proposal Submitted to the KHS Principal, Keikilani Ako on Ua ola no o uka ia uka. Those in the uplands find subsistence in the uplands. We live by our own

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Kapälama Campus Stewardship: KHS Hui Proposal Submitted to the KHS Principal, Keikilani Ako on Ua ola no o uka ia uka. Those in the uplands find subsistence in the uplands. We live by our own efforts in the place(s) we are from. [Adaptation/translation of an ölelo no eau recorded in Mary Kawena Pukui s Ölelo No eau: Hawaiian Proverbs and Poetical Sayings] Context of this Proposal 1. On the following WG recommendation was submitted and expresses the hope of a group of KHS kumu: I recommend that the matrix of Possible High School Elements 2 suggest programs that create understanding of and connections to the environment/ äina through hands-on, experiential education, ideally in small learning communities. This recommendation is derived from: Second, third and seventh bullets from the Context of Givens document, 2 nd tier. Also, bullets two, three, five, six, seven and ten, Context of Givens document, 3rd tier. Please reference supporting documents in Moodle. Also refer to the overall KS Strategic Plan, item #6, which concerns establishing a pono and reciprocal relationship with KS lands. 2. What the students are saying: Mana o of th Year Hawaiian language haumäna 11/07 Informal survey to Level 5 Hawaiian language haumäna asked the following questions: o Most meaningful event/activity that deepened experience/understanding of one s Hawaiian heritage o Activities/events you recommend the school offer o Opportunities you recommend to give back to Ke Ali i Pauahi o Message to Kamehameha in preserving, protecting and practicing Hawaiian language and culture Results: o Overwhelming desire to do more hands-on and land-based activities as well as activities that actually use ölelo Hawai i o Many suggestions for haumäna to become involved in campus clean-up, painting, etc. to tangibly make the difference 1 Mana o of La akapu s th Year Hawaiian language haumäna after experiencing the Maori visitors in 9/08. o The haumäna expressed a deep desire to learn more about the native plants on campus as well as what the area of the campus was used for in ancient Hawaiÿi. o The haumäna believe that it should be their responsibility to care for the plants and that the care of the plants on campus should be somehow incorporated into the general curriculum. o There is an overwhelming belief that the Maori students are deeply rooted in their culture and that they know who they are and what their connection is to the place on which they stand, no matter where they go. At the current time, our haumäna do not feel that connection. More education on Hawaiian identity and kuleana needs to be taught K-12. o The haumäna believe that Hawaiian culture, history, agriculture and language should be at the forefront of what drives our curriculum. 3. What the leadership team is saying (Planning For The Future, Leadership Team decision 10/2008): To integrate into the design, a plan that will recognize Hawaiian s intimate relationship with the environment. This will develop an attitude, consciousness and ethic for conservation and stewardship consistent with Hawaiian values. The Kamehameha Schools Kapälama Campus offers its students many opportunities to explore a wide range of educational activities. However, the majority of these experiences take place in traditional facilities that tend to isolate the students from the natural environment. The majority of the Kapälama lands remain underutilized for alternative educational purposes. The MLC archival records indicate that earlier generations of KS students were more active in the underdeveloped portions of the Kapälama property. These students used the land for growing a variety of ornamental and consumable plants; created, labeled, and mapped a complex network of trails; built two cabins identified as workmen's camps and planted over 90% of the trees currently found on the campus grounds and the surrounding Kapälama Valley. 4. What the supervisors of Detention Program are saying: Positive effects of the Detention Program has been evident at multiple levels: Working with faculty and students on Saturdays at various wahi küpuna in restoring, maintaining and reviving these sites have positively improved the sites. (see attached Mo olelo 1 and Mo olelo 2) Engaging in activities similar to those of the ancestors, participants have connected on a deeper level with the äina, the küpuna and the Hawaiian way of being. Participants have also become aware of the contemporary environmental and Hawaiian issues. The history of our äina is a marvelous one; it is a history that easily spans well beyond the history of our campus. Working here reminds us that we are indebted and have a kuleana to this äina and those who have shaped it before us, those who are shaping it now and those who will come after us. Lessons from the past 2 The detention boys clearing the land is not new to our time. The campus at Kaiwi'ula (the site of original Boy s School) was low land/dry land and noted for lots of rocks, weeds, tufts of scraggly grass and keawe trees. There are very telling pictures in the Pop Diamond folders in the Archives which show how barren the fields were. There are accounts of boys spending their detention hours clearing the field. Beneath the rocks and in the stone walls of Bishop Hale were quantities of centipedes which we believe were introduced from Mexico in the ballast of visiting ships in (Käwika Eyre) Mälama Äina has been a practice at Kamehameha for generations as evidenced by articles in KS Archives. 1. Appendix A: Kapälama, Place Name, Appendix B: Kamehameha Ekahi and His Significant Activities at Kapälama Ahupua a, Appendix C: Kamohoali I, King of the Sharks, and Kapälama, Appendix D: Signs of Human Habitations at Kapälama Ahupua}a, Appendix E: Sandalwood, iliahi, Appendix F: Map of Upper Kapälama Ahupua a by KS Students (the only map available with illustration of KS efforts to reforest this area, i.e. Kulahiwi Alapaki [top of a rise, Albert Judd] 7. Appendix G: Judd Essay Contest on Trees (promoting interest in reforestation among KS students), Appendix H: Waonahele, Our Hawaiian Garden (a student-initiated project), Appendix I: Waonahele, Replaced in Large Part by Akahi Dining Hall, Appendix J: A History of Kapälama Ahupua a and Its Significance in Ancient Times 11. Appendix K: Final Realization of Habitation by Hawaiians Over Many Generations on Kapälama Ahupua a (a photo of an adze) Three identified goals 1. Mälama Äina taking care of what we have 2. Restoring Purpose, e.g. restoring gathering practices on campus o Sustainable eco-system i.e. grow what s natural to the area such as pili grass, leahi, popolo o Self-sufficiency grow food and plants needed on campus 3. Seeking beneficial partnership Hui Proposal We acknowledge that the connection to our Kapälama environment and the hands-on experiences that benefited generations of earlier Hawaiian students vital to Kula Hawai i have been lost in our current curriculum. We propose that Kapälama Campus expand its curriculum to address the following goals: 3 Mälama Äina - Preservation of campus archeological, culturally and/or historically significant sites. o Locate, clear, record, research and preserve selected campus archeological and historic sites. o Re-establish the network of upper Kapälama Valley trails that were originally maintained, marked and mapped by students in the 1930's and 40's. A variety of educational activities can be associated with this project. Restoring Purpose Sustainable eco-system & Self-sufficiency: o Set aside areas to establish horticultural activities such as growing a variety of indigenous Hawaiian plants. This could include food source plants, building and/or crafts material plants and as a possible student operated nursery for a source of Native Hawaiian plants for campus beautification, use or sales. Seeking beneficial partnership Establish mutually beneficial relationship with other parts of KS organization and public-minded institutions o Work closely with KS archeologist and botanist from Land Assets Division. o Work with Bishop Museum, Nature Conservancy and other public-minded institutions. Proposed Plan of Action We support making strides in being Kula Hawai i by taking small, attainable steps in the areas of cultural practices and being in tune with ecological sensibility and current budget realities. What follows are projects currently within our radar screen. With the expanded involvement of interested kumu, the list will no doubt expand as well. Why Where What Who Potential Cost Comments Mälama Äina Puna Gate Upright Stone Physical Minimal Request timeline for [site # A2] Plant securing the stone before the rain washes its footing Area adjacent to Maude Post Dorm, Dorm D Listed in the state database as site 1010, a heiau away. Market rate When there is a construction project, it is best practice to hire an archaeologist to survey known sites. (See *) 4 Land-based curriculum Course-based To be determined Sample of a potential course proposal can be requested. Napuumaia, a small puu on the Alewa loop,trail. Land-based curriculum Course-based To be determined Survey work conducted this past summer by Briaunna Magbual (2012, Nathan Nishimura s student) revealed that it is the last remnant of,relatively intact mesic forest on the campus, and birds like apapane and,amakihi can still be found there. Restoring Purpose: Sustainable Eco-system Self- Sufficiency Landscaping Native plants which require little care (pili grass, etc.) Cultivate native seed banks Detention students and volunteers (Potential for class-wide or coursespecific participation as part of curriculum) Minimal Maintain Social Studies Native Garden [source of seed bank] Slowly clear land so that native plants such as pili grass and sandalwood have a chance to grow. This is already happening in areas where the detention boys have worked on - without the effort of planting. Seed bank (See **) Landscaping Edible plants (sweet potato, etc.) Open Minimal Use our existing campus landscaping for the production of food crops for Akahi 5 Seeking Beneficial Partnership Faculty/Staff Students Expert Workshops to heighten awareness and expand knowledge base Expert support for student workshops, provide guidance with planning/preser vation Kekuewa Kikiloi (KS Cultural Assets Manager) (KS Botanist) (Potential for class-wide participation as part of curriculum) Dr. Windy McElroy, a senior archaeologist at Garcia and Associates (Potential for class-wide participation as part of curriculum) Minimal Ideally these partnership opportunities are directly tied to classroom curriculum. Minimal 6 Our Ohana Bishop Museum (see Preliminary Needs Assessment ) Provide plants [e.g. Olena, Pia, Noni, Kukui, Kou, Milo, Koai a (kapa beaters), Kokia (for dyes), Ohe, Kauila, ōhi a (wood, lei materials), Ipu, Ulu (wood and fruit), Hau, Alahe e a ali i] Peter Van Dyke (Bishop Museum) (Potential for class-wide participation as part of curriculum) Open Kukui is a kinolau or earthly form of the pig-god, Kamapua a: medicinal use, dye for printing kappa, light source. Noni: medicinal use. Olena: medicinal use. Ohi a lehua tree: anvil for beating kapa; carving godly images and a symbol of Laka, the hula goddess and Hopoe, one of the first kumu hula in the Pele & Hi iaka tradition. Ohe: containers, nose flute, stamps for kapa and weapons. Stalk of ohe: container for water associated with the god Kane. Ipu: musical instruments, container for food & drink. *The minimum work would include defining boundaries of the site and then monitoring nearby construction to make sure it does not damage the site. In addition to these very basic tasks, we have an opportunity to study the site, to do a map and to take some carbon dates from it. This has never happened before, anywhere on campus. We know very little about the Hawaiians who lived here, not even when they were here. Potentially, the cave at the rear of 1010 would offer some pieces to that puzzle, and contribute valuable information about the campus. There are some sensitive issues related to that site, including a vulnerable petroglyph on the rock face at its rear. Preliminary to the archeological inspection, Jan will offer a tour of the site to key individuals. **This idea or need was brought to Carl Pao s attention during a discussion with a botanist friend who recounted what had happened in recent years at the Castle Junction of the Pali and Kamehameha Hwy. The hillside had been re-grated and created a large, exposed hill face. Rick Barbosa and his company approached the State to plant all native plants on the hill face for free. The State replied claiming that Rick and any other company here did not have an adequate native seed bank. So the state awarded the task to an Australian company to spray the hill face with their grass seed covering from Australia. This decision by the State then introduced TEN new species of weeds to the island! Here is our chance to give the state the opportunity to say that there is a large enough seed bank of native plants! Kapälama KHS Campus Stewardship Hui Members: Supporting Members: 7 Jan Becket Lea Arce La akapu Lenchanko Richard Hamasaki Junko Lowry, facilitator Ke ala Kwan Carl Pao Nathan Nishimura Michael Puleloa Janet Zisk Appendix A 8 9 Appendix B 10 11 12 13 Appendix C 14 Appendix D 15 Appendix E 16 Appendix F 17 Appendix G 18 Appendix H 19 20 21 Appendix J 22 Appendix K 23
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