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Hawaii Vacations | Away.com My Account | Sign Up | Feedback Destination Guides Interest Guides Travel Deals Special Features Travel Photos Free Offers United States Canada Caribbean Mexico Central America South America Europe Africa Asia Australia-Pacific Search for Destination Guides: HOME > North America > United States > Pacific Coast > Hawaii Vacations Hawaii Vacations Overview Hotels Airports Flights Trip Ideas Popular Cities in Hawaii Honolulu Hotels Flights Hilo Hotels Flights Kailua-Kona Hotels Flights Lahaina Hotels Flights Honaunau Hotels Flights Kahului Hotels Flights Kailua Hotels Flights Kamuela Hotels Flights Kaneohe Hotels Flights Kapaa Hotels Flights Kaunakakai Hotels Flights Kihei Hotels Flights Koloa Hotels Flights Maui Hotels Flights Mililani Hotels Flights Molokai Hotels Flights Pearl City Hotels Flights Princeville Hotels Flights Waikoloa Hotels Flights Waipahu Hotels Flights Ahualoa Hotels Flights Aiea Hotels Flights Anahola Hotels Flights Captain Cook Hotels Flights Eleele Hotels Flights More Cities in Hawaii Places Near Hawaii Alaska | Washington | California | Oregon Hawaii Overview There's no place on earth quite like this handful of sun-drenched, mid-Pacific islands. The Hawaii of South Seas literature and Hollywood films really does exist. Here you'll find palm-fringed blue lagoons, lush rainforests, hidden gardens, cascading waterfalls, wild rivers running through rugged canyons, and volcanoes soaring 2 miles into the sky. And oh, those beaches -- gold, red, black, and even green sands... more Trip Ideas in Hawaii Hawaii: Ten Best Adventures The Tropics Next Door Ten Delicious Places to Dip into Diving Hawaii Hike Diamond Head More Trip Ideas.. Articles on Hawaii Book 'Em, Daddy-O Eight great resorts on four islands with activities for all. Be there. Aloha. Source: Outside Captain Cook Never Sailed Here Puu Kukui, Maui Source: Outside Think Naked Open Secrets in the Great Outdoors Source: Outside Bone Fishing The supernatural tour of Hawaii, where spirits live and enemies become fishhooks. Source: Outside Connecting the Bumps Racing the Wind in a Modern-Day Outrigger Canoe Source: Outside Soaked It sounded like a good idea at the time: Journey to the sopping epicenter of the wettest place on earth, bag the peak, and get back in time for supper. But that was before the clouds clamped down on Mount Waialeale. Before the jungle closed in and the map became irrelevant. Before the machete-wielding, pig-hunting swamp guide said, "Would be so easy to get lost back there, brah." Source: Outside The Tropics Next Door Trailing Off on Kauai Source: Outside Island Hopper, Island Hiker Source: Outside Life's Swell The 1998 article that inspired the Hollywood hit, Blue Crush.To be a surfer girl in Maui is to be the luckiest of creatures. It means you're beautiful and tan and ready to rip. It means you've caught the perfect dappled wave and are on a ride that can't possibly end. Source: Outside Day of Infamy: U.S.S. Arizona Memorial Ten Delicious Places to Dip into Diving Kona, Hawaii: Polynesian Diving Remembering the Day of Infamy A haunting memorial recalls the Japanese attack on December 7, 1941, while a battleship commemorates the war's end. Shore Leave Today's visitors to Lahaina are a welcome change from the whaling crews who once gave this historic Hawaiian Port its rowdy reputation. Off the Road Again: America's Top 4x4 Destinations Hawaii: Maui and the Big Island Seven Windsurfing Wonders of the World Maui: Windsurfing Heartland Fishing around for the Best Christmas Island: Bonefishing Bonanza At Home Under the Volcanoes How Hawaiian history survives in Hilo At Home Under the Volcanoes Trip Planner GORP Hawaii Links - Travel, Tourism and Recreation Guide, outdoor recreation vacation ideas Source: GORP Hawaii Scenic Drives Source: GORP GORP - Hawaii Regional Biking Guide Source: GORP Backpacking in Kauai - Kalalau Trail Map Source: GORP Hawaii - Top 10 Active Spring Vacations Source: GORP All the Way to Midway - Angling in a War Zone Source: GORP Hawaii - Best Late-Summer Getaways Source: GORP More Articles.. 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Hawaiian clothes that day,

THE HAWAIIAN ISLANDS-A UNIT OF STUDY THE HAWAIIAN ISLANDS - A UNIT OF STUDY SUBJECT: THE HAWAIIAN ISLANDS TOPIC: CULTURAL DESCRIPTION: AN ACTIVE RESEARCH PAPER ON THE HAWAIIAN ISLANDS THE HAWAIIAN ISLANDS - A UNIT OF STUDY LESSON ONE Students will be assigned to groups of four to five members. Each group will be given an island name. The groups will be responsible for researching their island (location, population, latitude/longitude, natural resources, business or trade, etc.). The teacher will provide a resource center from which students can utilize books, encyclopedias, newspaper clippings, and travel/tour guides to gather information for preparation of their reports. These reports will be presented to the class on the last day of the unit at a Luau. The teacher will explain that each student will keep a "Hawaiian Journal" and the folders will be distributed. The class will view a video tape which depicts the history of Hawaii including: its formation by volcanoes; the location of the islands in the Pacific Ocean; the different people who migrated to populate the islands; the chiefs(kings) and queens who ruled the islands; the customs and religions of the people; Captain James Cook's discovery of the islands; the settling of Hawaii and its colonization; the process and time line to make it the 50th state of the United States; and the present state of the island including industry, trade and the tourism business. Following the video, the teacher will ask questions about the video to determine the students' comprehension of the information. LESSON TWO The teacher will instruct the students on the layers of the earth, properties of volcanoes, and the formation of the Hawaiian Islands. For a class activity, each group will construct a volcano. The groups will work cooperatively to make play-dough, measuring the ingredients and adding food coloring to achieve a desired color for their volcano. After all groups have constructed their volcano, they will activate them using a recipe that will produce a lava flow. The students will draw a picture of their volcano and record their observations of the lava flow in their Hawaiian Journal. LESSON THREE The class will explore the people and culture of the Hawaiian Islands. They will follow a time line including: the history of the islands beginning with the first Polynesian settlers; the population of the islands; the discovery by Captain James Cook; the migration of settlers and missionaries from the U.S., Europe, China, Japan, Portugal, etc.; the process of Hawaii becoming the 50th state in the U.S. They will study the islands and the population on each island. They will compare the life of a typical family in Hawaii today with their own family and write the comparison in their journals. The class will explore customs such as the hula dance, luau and lei. They will begin to plan for a luau to be held the last day of the unit. They will plan the menu, dress and make leis for the occasion. Each group will be assigned a grocery list for the food. They will be given a budget to purchase the items on the grocery list. On the day before the luau, the class will take a field trip to the grocery store to purchase the items. They must stay within the budget for their list. Also at the grocery story, the students will list any items they find that may have come from Hawaii, other than those on their list. They will also begin to make the leis for the luau. LESSON FOUR The students will explore the natural resources of the Hawaiian Islands, wildlife, rainforests and national parks. They will view a video tape on rain forests and their importance to the ecosystem. Following the video, the class will discuss within their group the information in the tape. They will list the wildlife native to the islands, the plants, fish, etc.. The students will make tropical fish which are native to the Hawaiian Islands using construction paper, felt, pipecleaners, etc. and these will be displayed in the classroom. LESSON FIVE The class will have a guest speaker. Barbara Smith, who has visited the Hawaiian Islands three times will share her experiences and photos with the class. Afterward, the class will work within their groups to write an advertisement promoting the travel to the Hawaiian Islands. Their goal will be to highlight the aspects of Hawaii they would most enjoy and encourage other people to visit. The advertisements will be posted outside the room in the hall for the school to read. THE HAWAIIAN ISLANDS - A UNIT OF STUDY OVERVIEW The following five lesson plans reflect only a portion of an integrated unit developed to teach students about the Hawaiian Islands. This unit would be a great topic to study during the dreary winter months of January or February. It would span a two to three week period, dependent on the number of students in the class, the number of activities and centers utilized and the overall pace of the class. The teacher may determine the pace by student interest and response. For example, if the students wish to pursue the study of volcanoes and the earth to regions other than Hawaii, this unit could be expanded by a week to accommodate the extra material. The teacher should use discretion in evaluating the students desires and interests and develop the unit appropriately. The class will be divided into groups of four to five students each. These groups should be of mixed developmental levels, allowing the students to work cooperatively pooling their individual strengths and assisting one another. The activities in the unit will be varied to allow each student an opportunity to be successful and utilize their individual talents or skills. Each group will be given an island name and be responsible for researching their island (location, population, natural resources, volcanoes, business/trade, etc.). A report will be given to the class at the conclusion of the unit at a Luau, complete with native food, dress, leis and music. Throughout the unit the students will keep a "Hawaiian Journal." These will be color coded by group and each group will design a cover for their folders related to their particular island. At conclusion of the unit the journal will be graded for completeness. All work, research and information accumulated during the study will be contained in the journal. Each day, the teacher will assign vocabulary words pertaining to the information to be covered that day. The students will be responsible for working within their groups to define the words using resources provided or from the information they learn in class. The unit will include study on the topics listed below. However, the unit should not be limited to these only. The teacher may eliminate or add topics to make the unit more meaningful and interesting to the student. At conclusion of the unit, the students will have worked cooperatively in groups to complete research and projects. They will have gained ownership and understanding of the topics studied. They will represent their understanding through the written expression in their journals, completeness of the learning center activities, and in the oral reports they present at the class luau. TOPICS OF STUDY: - the formation of the islands by volcanoes - history of the Hawaiian Islands - the people, customs, religions - the natural resources, national parks, rain forests, and wildlife - the modernization of the islands and the history of Hawaii becoming a state - the role of Pearl Harbor in World War II - the tourism trade in Hawaii - the cost of living and life on the islands today LEARNING CENTERS INSTRUCTIONAL BOARD An instructional board will be in place the first day of studying the Hawaiian Islands. A sign up sheet will posted for students to write their names after completing all of the activities. It will include 6 activities. 1. Identify the layers of the earth. The students will identify the four layers of the earth on a laminated sheet osted below a felt construction of the earth. They will check their work with an answer key located in a pocket on the board. 2. Define the layers of the earth. The students will match the terms which identify the layers of the earth with their definition. The definitions will be posted on the board, and the students will attached with Velcro, the matching terms that are printed on laminated posterboard. They will check work with an answer key located in a pocket on the board. 3. Identify the parts of the volcano. A felt construction of a volcano will be posted on the board and the parts will be numbered. The students will attached with Velcro, the matching terms that are printed on laminated poster board. They will check their work with an answer key located in a pocket on the board. 4. Word scramble. Choose six (or more if desired) Hawaiian terms. Scramble the letters and post them on the board. Leave blanks for the students to unscramble the letters and spell the term correctly. Underneath the scrambled letters, post the correct spelling for the students to check their work. Example: O C N A O L V 5. Identify the islands. Post a laminated, scale map with the islands numbered 1-8. On a laminated sheet, the students will identify the islands by name. They may check their work with an answer key located in a pocket on the board. 6. Measure the distance between the islands. Using the same laminated, scale map, students will use a "bean stick" to calculate the distance between islands in beans. Next, they will use a scale mileage stick to calculate the distance in miles. They may check their work with an answer key located in a pocket on the board. Have the students expand this by comparing beans to miles or calculating how many beans equal a mile. SHOPPING CENTER TRIP The cost of living in Hawaii is much higher than it is in the contiguous United States because so many products much be shipped to the islands. The extra costs of shipping and handling, etc. are passed on to the consumer. For an activity center, assign a determined amount of money to the students ($1,000 for example). Provide a shopping list sheet with space to write a list of items they wish to purchase, the price of the item in Hawaii and the price of the item in the mainland. Provide various means of media from which the students may shop: catalogs, newspapers, sales flyers, toy cars with price tags, foods with price tags, dollhouse furniture with price tags, clothes with price tags, real estate listing, etc. The students will share their shopping list with the members of their group and include it in their Hawaiian Journal. HAWAIIAN PETROGLYPH Hawaiian Petroglyphs are found on the coastlines carved in stone and the lava fields. They are symbols and images that were used by the ancient Hawaiians for communication, protection, religious rites, etc. The majority of them represent men, women, children, animals, and spirits. For an activity center, have the students develop a system of petroglyphs and represent a sentence or phrase using the symbols. Provide different mediums for this activity: chalk and black paper construction paper, pipe cleaners, etc. RESEARCH CENTER Provide a table or designated area for resources. Have available books pertaining to the history of the Hawaiian Islands, volcanoes and the earth, travel guides, ictional and nonfictional literature, encyclopedias, maps, magazines, etc. The students will use this center to research their island for reporting to the class. VOCABULARY WORDS Each day the teacher will assign vocabulary words for the class to research define. Listed below is a list of words to be utilized. Hawaiian Islands volcano James Cook Liliuokalani Kamehameha Poylnesia lei luau poi Nihau Oahu Molokai Kahoolawe Hilo Kauai Maui Lanai hula pineapple coconut orchid Honolulu aloha Haleakala mantle core crust pipe vent lava magma Pearl Harbor LESSON PLAN FORM-DAY ONE TEACHER: Mark S. Smith DATE: Day One TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will understand the facts and principles relating to the Hawaiian Islands and their history. The students will listen attentively while the teacher introduces the unit and presents a video tape. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will explain and generalize the information presented in the video tape. The students will ask questions about the information presented in the film and participate in a class discussion. ADVANCE PREPARATION (materials needed): A video tape depicting the volcanic formation and history of the Hawaiian Islands, television, VCRTwo-pocket folders for the Hawaiian Journals, color-coded by groupA list of students for group assignments TRANSITION/MOTIVATION: The teacher will wear Hawaiian clothes that day, to incite interest in the students (a lei, hat, T-shirt, etc.). The instructional board will be in place and the teacher will draw the students' attention to it. The video tape will introduce the unit by providing an overview of the material the students will study throughout the unit. TEACHING/LEARNING ACTIVITIES: (designate (T)-teacher or (C)-child) (T) The teacher will introduce the unit of study on the Hawaiian Islands. (T) The teacher will assign the students in cooperative learning groups. (T) The teacher will explain the Hawaiian Journals assignment and distribute the color-coded folders. (C) The students will view the video tape about the volcanic formation and history of the Hawaiian Islands. (T) (C) The class will discuss the film as the teacher asks questions and guides the discussion. CLOSURE/EVALUATION: The teacher will evaluate the students' comprehension of the video tape by their responses in class discussion. The teacher will introduce and explain the learning centers. ASSIGNMENTS: No assignment LESSON PLAN FORM-DAY TWO TEACHER: Mark S. Smith DATE: Day Two TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will understand the facts and principles about volcanoes. The students will participate and complete a group project of building a volcano. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will identify the parts of the volcano and explain the formation of the Hawaiian Islands. The students will work cooperatively in groups to construct a volcano. The students will write in their journals the information they learned and their observations of the experiment. ADVANCE PREPARATION (material needed): Information about volcanoes: pictures, maps, graphs, books, lava rocks, etc.Materials for volcano construction: plastic or Styrofoam cups, Styrofoam plates, flour, salt, cream of tartar, alum, water, food coloring, dish detergent, baking soda, vinegar, mixing bowls, wooden spoons for mixing, wax paper, paper towels. TRANSITION/MOTIVATION: The teacher will review the information from the video tape emphasizing the volcanic segments. The teacher will show the students a completed volcano like the one they will produce in the group activity. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present material on the layers of the earth, properties of volcanoes and the formation of the Hawaiian Islands. (C) The students will work in their cooperative groups to construct a volcano. (C) The students will first make a dough, measuring the ingredients and adding food coloring to achieve a desired color for their volcano. (C) The students will follow the recipe and instructions for producing a lava flow from their volcano. CLOSURE/EVALUATION: The teacher will circulate around the room assisting the groups and evaluating their work. When all groups have completed the activity, the teacher will instruct the students with the proper clean-up procedures. ASSIGNMENT: The teacher will assign the students to draw a picture of their group's volcano and record their observations of the lava flow in their Hawaiian journals. LESSON PLAN FORM-DAY THREE TEACHER: Mark S. Smith DATE: Day Three TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE: The students will understand the facts and principles of the history of the people and culture of the Hawaiian Islands. The students will participate in a group activity to explore the Hawaiian culture and customs. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will be able to explain the migration of the Polynesian people and other nationalities which populated the Hawaiian Islands. The students will understand the time line of the history of the Hawaiian culture. The students will work in cooperative groups to plan a luau. The students will work in cooperative groups to prepare a shopping list and maintain a budget. ADVANCE PREPARATION: Information about the history of the Hawaiian culture: books, artifacts, pictures, petroglyphs, etc. Sample items to be used at the luau: lei, fruit, etc. Shopping lists and budgets for each group. TRANSITION/MOTIVATION: Review the information in the video tape about the people of the Hawaiian Islands. The teacher will introduce the idea of a luau at the conclusion of the unit to excite the children to learn more about the culture and customs. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present information about the culture and history of the Hawaiian people, pointing out the books and artifacts located in the Research Learning Center. (C) The class will discuss the customs. (C) The class will work in their groups to discuss and compare the family life in Hawaii with their own. (C) The groups will discuss their shopping list and preview their budget. CLOSURE/EVALUATION: The teacher will circulate around the room assisting the groups with their planning. At closure, the groups will share their family comparisons with the entire class. ASSIGNMENT: The teacher will assign the students to watch in the newspaper for grocery adds that may advertise the items on their shopping list. LESSON PLAN FORM-DAY FOUR TEACHER: Mark S. Smith DATE: Day Four TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will know specific facts about the natural resources, wildlife, plantlife, rain forest and national parks of the Hawaiian Islands. The students will listen attentively to a video tape about the rain forests. The students will participate and complete a group activity creating replicas of animal life native to the Hawaiian Islands. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will discuss in their groups the information presented in class and the video tape.The students will list the natural resources, wildlife, plantlife native to the islands.The students will list the animals that live in the rain forest and the rain forests' importance in the ecosystem. The students will work cooperatively in groups to make tropical fish using art materials. ADVANCE PREPARATION: Information about the Hawaiian Islands' natural resources and national parks. Video tape about rain forests and their importance in the ecosystem. Materials to make tropical fish: construction paper, markers, felt, pipecleaners, glue, tape, string for hanging. TRANSITION/MOTIVATION: The teacher will ask the class what they already know about rain forests. They will discuss the responses. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present the information about the natural resources of the islands, wildlife, plantlife, and national parks. (T) The teacher will point out the information available at the Research Center pertaining to the topics. (C) The students will view a video tape about rain forests. (C) The students will assemble into their cooperative groups to discuss the film. (C) The students will list the wildlife native to the islands, the plants, fish, etc. (C) The students will work in their cooperative groups to make tropical fish using materials provided. CLOSURE/EVALUATION: The teacher will circulate around the room assisting and evaluating the groups. At the end of classtime, the groups will report to the class their lists and discuss the findings. The teacher will hang the fish in the classroom. LESSON PLAN FORM-DAY FIVE TEACHER: Mark S. Smith DATE: Day Five TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The class will listen attentively and show interest to a guest speaker.The class will write a well organized advertisement for a trip to the Hawaiian Islands. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The class will ask questions of the guest speaker about her experiences in the Hawaiian Islands. The class will create an advertisement for the Hawaiian Islands emphasizing the information learned from the guest speaker. The class will write thank you letters to the guest speaker pointing out the information they learned from her visit. ADVANCE PREPARATION: Confirm with the guest speaker two to three days in advance. Any material or equipment the guest speaker may need; television, VCR, podium, table for materials. TRANSITION/MOTIVATION: The teacher will introduce the guest speaker and the class will welcome her. TEACHING/LEARNING ACTIVITIES: (C) The students will listen to the guest speaker and ask questions about the material she presents. (C) The students will work in cooperative groups to write an advertisement promoting travel to the Hawaiian Islands. Their goal will be to highlight the aspects of Hawaii they would most enjoy and encourage other people to visit for the same reasons. They should include picture in the advertisement. CLOSURE/EVALUATION: The teacher will circulate around the room assisting and evaluating the groups. At conclusion of the class period, the teacher will collect the advertisements and post them outside of the classroom in the hall. ASSIGNMENT: None UNIT GOALS I. The students will understand the facts, principles and basic concepts about the Hawaiian Islands, its volcanic formation, its history, people and culture, importance of Pearl Harbor in WWII, natural resources, wildlife, business and industry. II. The students will work in cooperative groups to explore the Hawaiian Islands. III. The students will work in active learning centers. IV. The students will create artistic replications of the information they study. V. The students will experience Hawaiian customs. UNIT OBJECTIVES I. The students will discuss and explain the information gained by watching video tapes in class. They will ask questions, analyze and compare the material. The students will record and reflect on the information they through written expression in journals. The students will understand the historical time of the Hawaiian Islands. The students will identify the parts of the volcano, the layers of the earth, the names of the islands, the wildlife and plantlife, and the natural resources. II. The students will work in cooperative groups to construct a volcano and make the dough for the project. The students will work with their group to research their island and prepare a report. The students will plan a luau and shop within a budget for the food. The students will discuss with their groups the information presented in class and make comparisons to share with the class. The students will work with their group to write an advertisement for travel to Hawaii. III. Active learning center will in place throughout the unit. The students will rotate to the centers within their groups to complete the activities. Learning Centers Activities include: identifying, measuring, defining, matching, locating, sequencing, art, reading, research, adding and subtracting. IV. The students will work with their cooperative group to construct a volcano. The students will make leis for the luau. The students will make tropical fish to decorate the classroom. The students will make petroglyphs figures. V. The students will plan and experience an authentic Hawaiian Luau. This will be the capstone to the unit complete with native food, dress and music. LESSONS DAY ONE - INTRODUCE UNIT, VIDEO TAPE DAY TWO - VOLCANOES, CONSTRUCT, PLAYDOUGH DAY THREE - PEOPLE & CULTURE, INTRO LUAU, SHOPPING LIST DAY FOUR - NAT RES, RAIN FOREST, VIDEO, MAKE FISH DAY FIVE - GUEST, ADVERTISEMENT- POST ON WALLS RESOURCE BOOKS Bramwell, M. (1986). Volcanoes and earthquakes. New York: Frank Watts Inc. Branley, F. M., & Simont, M. (1985). Volcanoes. New York: Thomas Y. Crowell. Carpenter, A. (1979). The new enchantment of America - Hawaii. New York: Regensteiner Publishing Enterprises, Inc. Carroll, L., & Carroll, R. (1965). Danny and the poi pup. New York: Henry Z. Walck, Inc. Carson, J. (1984). Volcanoes. New York: The Bookwright Press. Day, G. A., & Stroven, C. (Eds.). (1959). A Hawaiian reader. New York: Appleton-Century-Crofts, Inc. Funai, M. (1972). Moke and Poki in the rain forest. New York: Harper & Row. Gibbon, D. (Ed.). (1985). Hawaii - a picture book to remember her by. New York: Crescent Books. Hiroa, T. R. (1964). Arts and crafts of Hawaii. Bishop Museum Press. Jacobsen & Kristensen. (1986). A family in Hawaii. New York: The Bookwright Press. Laschever, B. D. (1959). Getting to know Hawaii. New York: Coward-McCann Inc. Lee, W. S. (1966). The islands. New York: Holt, Rhinehard and Winston. Newman, S. P. (1960). Liliuokalani, young Hawaiian queen. Indianapolis: Bobbs-Merrill Co. Inc. Slepian, J. (1987). Something beyond paradise. New York: Philomel Books. Swenson, J. M. (1963). A book to begin on - Hawaii. New York: Holt, Rhinehart and Winston. Wilson, H. (1963). Last queen of Hawaii, Liliuokalani. New York: Alfred. A. Knopf. Wood, J. (1991). Volcanoes, fire from below. Milwaukee: Gareth Stevens Children's Books.

Hawaiian Wedding Rings History

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How about going Hawaiian! Hawaiian wedding rings and ceremonies are fun and full of paradise enjoyment. In the past, couples would marry in the presence of nature to witness their commitment to one another. In ancient Hawaii, the groom wore a lei made from maile- a native plant only found in the tropical forests. The bride wore a wreath of flowers around her head called a Haku. No wonder why many couples exchange vows among Hawaii's tropical landscape. You don't have to be in Hawaii to include its attraction in your wedding. Hawaiian wedding rings are ideal for anyone who wishes to experience the wedding ring experience of old. Hawaiian wedding rings are available in gold and silver with traditional Hawaiian scroll engravings. 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Air Hawaiian

Paragon Airlines -Hawaii, Inter Island Flights, Air Charters and Tours Between The Hawaiian Islands. Paragon Air is Family owned and operated since 1981. Our attention is to detail and that of the safety of our pilots and passengers. All our pilots are all Airline Transport rated, with thousands of flight hours. Our highest time pilot has over 21,000 flight hours that spans the globe. Maintenance is one of our highest priorities. Our 24 hour maintenance facility keeps our birds in top shape, affording us to conduct flights on a daily basis. PARAGON AIRLINES Serving Hawaii since 1981 with a perfect flying safety record THE WORLD FAMOUS "FATHER DAMIEN KALAUPAPA, MOLOKAI GROUND TOUR" The story of Kalaupapa is told Here! Kalaupapa town ( above middle ) INSTANTLY BOOK your INTER ISLAND FLIGHT or TOURS! RIGHT HERE ONLINE! in 4 VERY Easy steps! and SAVE $$$ INTER ISLAND HAWAII FLIGHTS BOOK ONLINE FOR OUR LOWEST PRICES! Note: When entering your dates of travel, please check the days match the correct year ie.. Monday May 20th is indeed a Monday! Outbound-Depart * Kahului, Maui Hana, Maui Kapalua, Maui Honolulu, Oahu Lihue, Kauai Lanai City, Lanai Molokai, Molokai Kalaupapa, Molokai Kona, Hawaii Hilo, Hawaii Kamuela, Hawaii Mainland USA To Kahului, Maui Hana, Maui Kapalua, Maui Honolulu, Oahu Lihue, Kauai Lanai City, Lanai Molokai, Molokai Kalaupapa, Molokai Kona, Hawaii Hilo, Hawaii Kamuela, Hawaii Mainland USA Monday Tuesday Wednesday Thursday Friday Saturday Sunday Jan Feb March April May June July Aug Sept Oct Nov Dec 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 2005 2007 2006 1 2 3 4 5 6 7 8 9 10 11 12 AM PM Returning on * Monday Tuesday Wednesday Thursday Friday Saturday Sunday Jan Feb March April May June July Aug Sept Oct Nov Dec 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 2005 2006 2007 1 2 3 4 5 6 7 8 9 10 11 12 AM PM Number of Passengers 1 2 3 4 5 6 7 8 9 Children under 2/Infants 0 1 2 3 4 5 6 7 8 9 Round Trip One Way Please indicate If you are traveling one-way. For Air & Ground Tour Availability click here >>> Tours Kalaupapa, Father Damien-Molokai, The Active Volcano !! Paragon Air is an unscheduled on-demand air carrier. Flights are subject to prior bookings and availability. PRIVATE CHARTER SERVICE IS AVAILABLE TO ANY AIRPORT IN HAWAII 24/7 ONLINE BOOKINGS WANT TO TOUR? MOLOKAI! KALAUPAPA ! THE ACTIVE VOLCANO ! OR JUST FLY INTER ISLAND ! WE ARE HERE FOR YOU! No waiting, No lines, just walk on to the aircraft. Low level scenic routes of the most beautiful coastlines in the world! . An AWARD winning 60 minute video of Kalaupapa, Molokai and Father Damien. Click on the pictures to read more about this informative video. One of our aircraft (6 passengers) in Kalaupapa, Molokai. Kalaupapa Town- Sea cliffs Kalaupapa from the Air A Member of A3H Activities and Attractions of Hawaii and a Member of the Hawaii visitor and convention Bureau. Click Logos for info. Paragon. Greek for "A model of Excellence". "Because flying should be fun!" (808) 244 3356 (Outer islands/US mainland) Email 12 /15/05 LINKS Molokai, Kalaupapa Lighthouse Father Damiem Hit Counter Kalaupapa-Blessed Damien This place is where once three thousand called home until a cure was found for leprosy (Hansen Disease in the 1940's). Kalaupapa is on the north shore of Moloka'i, 2000 feet Sea cliffs that stretch to almost 4,000 feet, the kept the Kalaupapa residents from escaping this cruel and barren place. Then Father Damien arrived in Kalaupapa, Moloka'i from The Big Island of Hawaii, where he helped the people of Kalaupapa, get the respect they deserved. Kalaupapa grew to support the patients was formed by a central crater now full of water and its bottom is known to be a least 800 feet. While this area is generally referred to as Kalaupapa, it is in fact, Makanalua Peninsula which is divided into three districts: The Kalawao district on the eastern edge; Kalaupapa and the settlement of Kalaupapa to the west; with Makanalua in the center. Kalaupapa's reputation as a leprosy colony is well-known throughout the world. Hansen's disease, the proper term for leprosy, is believed to have originated in China and spread to Hawaii. The first documented case of leprosy in Hawaii occurred in 1848. Its rapid spread and unknown cure precipitated the urgent need for complete and total isolation. Surrounded on three sides by the Pacific ocean and cut off from the rest of Moloka'i by 1700-foot fortress like sea cliffs. The area was void of all amenities. No buildings, shelters nor potable water were available. The first arrivals dwelled in rock enclosures, caves, and in the most rudimentary shacks built of sticks and dried leaves. In 1873, when Father Damien entered the settlement of Molokai at age 33, he made a decision to set aside his fear of contagion. He embraced the lepers, cleaned and bandaged their wounds, and the Hawaiians knew his concern and love for them was unprecedented. Father Damien was the only one to bring the leprosy patients the succor they so greatly needed. He not only administered the consolations of religion, but also rendered them with as much medical and bodily comforts that were within his power. He dressed their ulcers, helped them erect their dwellings, dug their graves, and made their coffins. In December 1884, Father Damien noticed severe blisters on his feet without the presence of pain. After twelve years of service (1885), he discovered that he had symptoms of the disease. Nevertheless, he continued with his work. As death approached, the disease invaded his windpipe and progressed to such an extent that he could only sleep but for a few hours. His voice was reduced to a whisper. Leprosy was in his throat, lungs, stomach, and intestines. As the end drew near, he made his confessions to his own Congregation on March 30, 1889 and two weeks later, on April 15,1889, Father Damien died. It was Holy Week. Some weeks before, D,mien had said that the Lord wanted him to spend Easter in heaven. With the advent of sulfone drugs in the 1940s, the disease was put in remission and the sufferers are no longer so called contagious (we have since found out that Leprosy was never contagious). The fewer than 40 former patients remaining on the peninsula are free to travel or relocate elsewhere, but most have chosen to remain where they have lived for so long.

Hawaiian music available, from

Voice of Hawaii Pacific Broadcasting Service.A Non-Profit Corporation Voice of Hawaii is dedicated to promoting and preserving Hawaiian Culture and Arts througheducation. On the "Hawaiian Hits Live!" channel, our broadcast programming covers the widest range of Hawaiian music available, from the Traditional to the more contemporary "Island Music". Language instruction, a Cultural lecture series and all future live broadcast events will be available on supplemental channels 1and 2. Our "Program Guide" will list all upcoming events by date and time beginning with our Inaugural broadcast to be announced. Since 1996 Our existence is continued through listener support and the generousity of a few local area businesses who believe in what wedo. Even though our annual budget is small, we need your on going support to meet our monthly bills. For a complete look at Voice ofHawaii's annual budget in .pdf form click here. So when it comestime to pay your monthly bills, please remember us with a check to the address listed below. If you are of Hawaiian descent, or are of another ethnic background with a deep interest in Hawaiian Culture and know of someone who might wish to contribute to our line up of educational programs, or have other suggestions as to how we might improve our service, please write to us at the e-mail address listed below. Mahalo! We have been experiencing trouble with our connection to Live 365 as of late. If you try to log on and the broadcast is "off the air" then that is the reason why. We are currently working with the Live 365 technicians to find and then resolve the problem. Mahalo for your patience! home | hawaiian hits | channel 1 | channel 2 ohana page | program guide | contact us | membership | Pacific Broadcasting Service * P.O. Box 1067 * Puunene, Hawaii 96784 Phone: 808-875-8711 * Fax: 808-879-1581 * ld@voiceofhawaii.org