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.

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All pricing and terms of rental for condos in Hawaii are subject to change. All Hawaii condos must pay a 30% to 50% deposit to make a reservation and pay the full balance for the vacation rental within 30 to 60 days of arrival depending on the specific rental.. Cancellation after a vacation rental confirmation is issued results in forfeiture of any collected money, except the guest's security deposit and cleaning fee (if applicable). Hawaiian Beach Rentals prides itself on offering the best customers service and highest quality accommodations possible. For information on Vacation Rental Travel Insurance Click Here . Hawaii Search . Kauai, Hawaii Real Estate . List your vacation rental, condo or hotel on our site.

Hawaii Genealogy and History

Hawaii State USGenWeb Genealogy and History CLICK HERE to break out, if you are trapped in a frame. Welcometo Hawaii Genealogy and History A State in the USGenWeb Project . Hawaii County List About the Hawaii USGenWeb Project Hawaii Mailing List Hawaii Databases Hawaii Queries Hawaii Genealogy Links and Resources Large County Map County List Hawaii County , 1905, Hilo Available for Adoption Hawaii County consists of the "big island" of Hawaii, with over half the state's total land area. It is the site of Mauna Kea, the tallest unbroken base-to-peak mountain in the World, and the famous active volcanos Mauna Loa and Kilauea. Honolulu County , 1905, Honolulu County Coordinator: Jeannette Harper Honolulu County consists of the island of Oahu, and the entire Hawaiian Archipelago northwest of Kauai County except the Midway Islands, which are not part of the State of Hawaii. Honolulu County includes the overwhelming majority of the state's population. It is also the nation's longest county, extending over 1300 miles from Kure to the southeastern tip of Oahu. Kalawao County , 1905, Kalaupapa County Coordinator: Maggie Stewart Kalawao County consisted of Father Damian's famous Molokai Leper Colony which, due to the nature of the disease, allowed no contact with the outside world and required a separate, independent county administration, which was mostly merged into Maui County in the 1970's and 1980's. Now that Hansen's Disease (Leprosy) is treatable, the Colony is closing and becoming Kalaupapa National Historic Park. This county does still officially exist, however, and is the nation's smallest in area, at 13 square miles, and in population, currently around 60. Kauai County , 1905, Lihue County Coordinator: Sandra Belshaw Kauai County consists of the islands of Kauai and Niihau. Maui County , 1905, Wailuku Available for Adoption Maui County consists of the islands of Kahoolawe, Lanai, Maui, and Molokai. About the Hawaii USGenWeb Project In June 1996, a group of genealogists created the US GenWeb Project, based on the Kentucky GenWeb Project organized earlier that spring. In the same month, the US GenWeb Archives were created as the centralized online data library of the project. Volunteers were found to coordinate and maintain state and county GenWeb webpages, containing queries, lookup resources, surname registries, and other tools. Other volunteers worked on obtaining and managing the online data files submitted to the project. The Hawaii USGenWeb Project and the Hawaii GenWeb Archives are the Hawaii branches of these national efforts. The person responsible for the Hawaii USGenWeb Project is Hawaii State GenWeb Coordinator Maggie Stewart . The person responsible for online data related to Hawaii is Hawaii USGenWeb Archives State Manager Maggie Stewart . Some Hawaii counties are still available. If you are interested in volunteering and hosting a county or in some other volunteer work for this project please view the details on the Guidelines for Volunteers and Coordinators page,then contact Hawaii State Coordinator Maggie Stewart for details. Hawaii Mailing List The new Hawaii Mailing List is now operational. This list is for any topic of interest involving the Hawaiian Islands, and especially Genealogy and History of the Kingdom, Republic, Territory, and State of Hawaii. To subscribe, send an e-mail message to: {HAWAII-L-request@rootsweb.com} with no subject and only the single word "subscribe" (no quotes) in the message (with nothing else). Do not use a signature. To unsubscribe, send the single word "unsubscribe" (no quotes) to the same address in the same manner. To post to HAWAII-L, you should send a message to{HAWAII-L@rootsweb.com} and your message will automatically go out to all subscribers. Please do not EVER send attachments to the list. You may contact the listowner at: {hi@usgenweb.com} if you have technical difficulties with the mailing list. Subscribe to HAWAII-L Mailing List Post a Message to HAWAII-L Mailing List Hawaii Databases Hawaii USGenWeb Online Data Table of Contents Pearl Harbor Official Casualty List, 1941 Portuguese Immigration to Hawaii 1878-1913 First Visit to Hawaii by the US Navy, 1826 Where to Locate some Genealogical Records in Hawaii and Hawaiian Resources History of Hawaii 1923 "Keepers of the Culture" A study in time of the Hawaiian Islands More databases coming soon. Please contribute your data to the project. How to include your data in the Archives! The US GenWeb Archives were established to provide a permanent, centralized repository for all genealogical and historical data collected by the US Genweb Project, including its county subsidiaries. All data collected is available to the public free of charge in perpetuity. Please Click Here for information and instructions on how to submit data for inclusion in the Archives. Hawaii State GenWeb Archives US GenWeb Archives US GenWeb Archives Search Engine US GenWeb Census Project US GenWeb Tombstone Transcription Project US GenWeb Maps Project Hawaii USGenWeb Cemetery Project Hawaii GenWeb Maps Project Go to US GenWeb World GenWeb This page was last updated Monday, 08-Aug-2005 12:22:43 MDT You are our 118590th visitor since the page was moved on 11/3/2003 with 74907 since 20 Nov 1996. Please give us your comments about this page. Maggie Stewart , Hawaii USGenWeb Project State Coordinator Visit GenRing! GenRing Linking the World of Amateur Genealogists This GenRing site is owned by the Webmaster of Hawaii State GenWeb Project . [ Prev | Skip It | Next 5 | Random | Next ] Want to join GenRing? Click here for information. Next GenRing Page Maggie Stewart , Hawaii USGenWeb Project State Coordinator 2000, 2001, 2002 © 2000, 2001, 2002 Kevin Fraley & Maggie Stewart © 2003- 2005 Maggie Stewart Many Thanks to the former SC Kevin Fraley . Hawaii USGenWeb Logo courtesy of Pam Reid

Hawaiian Jewelry

Na Hoku Hawaiian Jewelry Collection - White and Gold As Advertised New From Na Hoku Hawaiian Slippers Na Hoku Solitaires Flowers of Hawaii Island Lifestyle Jewelry Tanzanite Jewelry Palm Tree Collection Sea Life Jewelry Na Keiki Collection Tahitian Pearls Pearl Jewelry Kabana LeVian Collection Steven Douglas Asch/Grossbardt Na Hoku Watches Body Jewelry Bracelets Chains Earrings Necklaces Pendants Rings Watches Anklets Our Policies Contact Customer Service Customer Comments Free Shipping Offer Free Gift Wrapping Shopping Cart 0 Items in Cart Contact Us E-mail : Customer Service Telephone : 1-800-260-3912 ext. 1 Customer Login: Create New Account Forgot password? E-Mail Address: * Password: * | Login | Shop by Collection As Advertised Na Hoku Collections Have you seen our Na Hoku advertisements in newspapers and magazines? Browse through this section to see all of our advertised collections. New Designs From Na Hoku Featuring exciting new additions to the Na Hoku collection of Hawaiian and Island lifestyle jewelry. Hawaiian Slipper Collection The 14K Slipper Pendant is a Na Hoku original. This unique jewelry offering represents the casual island lifestyle and attitude. Made in Hawaii. Na Hoku Diamond Solitaires Na Hoku Diamond Solitaires. Subtle elegance in 18K gold and platinum designs available only from Na Hoku. Each ring showcases our exclusive Na Hoku diamond that is cut for optimal size and brilliance. Flowers of Hawaii Jewelry The Na Hoku Flowers of Hawaii Collection captures the essence of our island flowers in unique and exciting 14K gold jewelry designs. Made in Hawaii. Island Lifestyle Collection The allure and romance of the island lifestyle is discovered in these designs that add the right touch for any occasion. Palm Tree Collection Uniquely Na Hoku; our Palm Tree collection will sway the hearts of all those who wish to enjoy the island lifestyle everyday of the year. Made in Hawaii. Sea Life Jewelry As the World's premier marine life artist, Wyland's Sea Life Jewelry Collection portrays in each 14K gold and sterling silver representation, the beauty and diversity found in nature itself. Made in Hawaii. Na Keiki Collection Na Keiki (the child); a special collection of our popular Na Hoku jewelry designs created for our children; made with Na Hoku style and quality. Made in Hawaii. Tanzanite Jewelry The brilliance of Tanzanite gives radiance and life to our contemporary and traditional 14K gold jewelry designs. Our Tanzanite jewelry will please even the most discriminating wearer. Tahitian Pearl Jewelry Our Tahitian pearl jewelry represents the finest offering from the sea. Na Hoku Tahitian pearls are selected for their superior color and luster that set them apart from all others. Pearl Collection The natural beauty of our pearls and our distinctive 14K gold designs create a sophistication and style that becomes an essential part of the woman who wears it. Kabana Collection Masterful inlay work and the selection of the finest gemstones are essential in creating this remarkable jewelry from the renown Kabana Collection. Le Vian Collection The Le Vian family has been producing jewelry of grandeur for centuries using only the finest precious gemstones in 18kt gold. LeVian® designs are known for their uniqueness and quality as well as their pervasive use of princess cuts and baguettes. Steven Douglas Collection Exclusive designs and timeless styling create jewelry representing love, excitement, and passion. The detail in every Steven Douglas piece transforms 14K gold and precious gemstones into wearable three dimensional art. Asch/Grossbardt Collection The Asch/Grossbardt Company is world renowned as the premier manufacturer of fine inlaid gold jewelry. Body Jewelry Collection Island-casual fashion… Na Hoku body jewelry designs fit your lifestyle like the feeling of sand between your toes and the warmth of the sun and the waves. Made in Hawaii. Na Hoku Watches Time is like a dream...capture the moment with an exclusive Na Hoku timepiece. Quality and precision combined with classic and contemporary designs make the Na Hoku watches timepieces for the island lifestyle. Home | Collections | Jewelry Types | Na Hoku Story | Store Locations | Sitemap --| Resources

Maui Hawaii's Big Island

Hawaii's Official Tourism Site - Travel info for your Maui vacation Choose a Category Calendar of Events Accommodations Activities & Attractions Dining Golf Services & Information Shopping Transportation Travel Professionals Weddings & Honeymoons Free Visitors Guide Hawaii Travel Tips Sharing Aloha Choose an Island All Islands Kauai Oahu Molokai Lanai Maui Hawaii's Big Island Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 04 05 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 04 05 Help me find... Calendar of Events Accommodations Activities & Attractions Dining Golf Services & Information Shopping Transportation Travel Professionals Weddings & Honeymoons Free Visitors Guide Hawaii Travel Tips Sharing Aloha Alternate Search Ah, the magic of Maui… is it any wonder that the humpback whales choose Maui as part of their annual migratory route? With white sand beaches and crystal clear waters, Maui is ideal for sunbathing, snorkeling and snoozing! But once you’ve gotten enough sun, Maui’s also a great place for shopping and sightseeing. The old whaling town of Lahaina is home to many quaint shops and eclectic art galleries. On the opposite side of the island, the long road to Hana will lead you to the waterfall fed pools at Oheo Gulch, a perfect place to stretch your legs and take in the view. After touring the island, you may need to unwind in Wailea with a pampering spa treatment. It’s no wonder visitors return here year after year. > learn more about Maui M EETINGS & C ONVENTIONS | T RAVEL T RADE R ESOURCES | M EDIA C OMMUNICATIONS Corporate Information | Contact Us | Privacy Policy | Terms & Conditions | ©2005 Hawaii Visitors and Convention Bureau