ASSIGNMENTS
Unit 1 - I KA WA KAHIKO - ORIGINS, MIGRATIONS, AND SETTLEMENT
"I ULU NO KA LALA I KE KUMU"
"THE BRANCHES GROW BECAUSE OF THE TRUNK"
"I ULU NO KA LALA I KE KUMU"
"THE BRANCHES GROW BECAUSE OF THE TRUNK"
OVERVIEW
After completing Unit 1 you will be able to:
After completing Unit 1 you will be able to:
- Identify and describe the different regions of the Pacific
- Identify and describe some of the different origin traditions of Oceanic peoples
- Identify two different Western theories of the origins of the Polynesian peoples
- Identify and describe the importance of the canoe and traditional voyaging.
- Identify the connections between origin traditions, identity and world-view
INTRODUCTION
Human kind has contemplated the origins and nature of life since achieving consciousness. In the quest for the secrets of life, different communities have created unique origin traditions. These origin traditions provide a foundation for philosophic, religious, and spiritual thought and shape the structure of each society. In the following unit we will look at different origin stories and examine how they affect the social structure of a people and influence their world-views and identities.
As we explore these traditions keep in mind the following questions:
TOPIC SUMMARY
Cosmogonies
An origin tradition of cosmological scale can be deemed a cosmogony. A cosmogony is defined as "the astrophysical study of the evolution of the universe."1 Cosmogonies often include histories or theories of the development of the Earth, human beings, animals, plants, and natural phenomena. They are frequently produced in narrative form and can be found at the center of most philosophical, religious and spiritual systems.
Migration Traditions
Migration traditions relate the coming of the first peoples to various islands in Oceania by way of long-distance voyaging. These traditions can be independent of or combined with cosmological traditions. Within these migration traditions ancient wayfinders traveled to distant lands for various reasons. Some may have sought new lands and resources; others perhaps fled disease, famine, war or overpopulation. Still others may have embarked on these voyages in the spirit of adventure and discovery. For whatever reason, brave seafarers crossed the ocean without the technological conveniences available today: no compass, sextant, or global positioning systems. Instead, they were guided by the knowledge of thousands of years of observation, experiment and experience.
Origins and Identity in the Contemporary Pacific
In the article, A New Oceania: Our Sea of Islands, Epeli Hau'ofa examines the impact of colonization on the identity and conceptions of the people and cultures of the Oceania. External perceptions of the island nations of the Pacific are largely pessimistic and disparaging. As a result of several centuries of imperialism and colonization, the native peoples of the Pacific have internalized this disparaging view. In an effort to counteract the effects of colonization, Hauʻofa proposes replacing the term Pacific Islands, which emphasizes the land area and ignores societal connections between island nations, with Oceania, which emphasizes inter-connectedness between island peoples.
Human kind has contemplated the origins and nature of life since achieving consciousness. In the quest for the secrets of life, different communities have created unique origin traditions. These origin traditions provide a foundation for philosophic, religious, and spiritual thought and shape the structure of each society. In the following unit we will look at different origin stories and examine how they affect the social structure of a people and influence their world-views and identities.
As we explore these traditions keep in mind the following questions:
- How do origin traditions...
- Shape our identities and self-perceptions?
- Mold a society's values and principles?
- Shape relationships between humans and the divine?
- Shape relationships between the environments?
- Shape relationships between other living things?
- How do origin traditions relate to our identities today?
- What are your origins?
- Where did you come from?
- How do your origins influence your identity?
TOPIC SUMMARY
Cosmogonies
An origin tradition of cosmological scale can be deemed a cosmogony. A cosmogony is defined as "the astrophysical study of the evolution of the universe."1 Cosmogonies often include histories or theories of the development of the Earth, human beings, animals, plants, and natural phenomena. They are frequently produced in narrative form and can be found at the center of most philosophical, religious and spiritual systems.
Migration Traditions
Migration traditions relate the coming of the first peoples to various islands in Oceania by way of long-distance voyaging. These traditions can be independent of or combined with cosmological traditions. Within these migration traditions ancient wayfinders traveled to distant lands for various reasons. Some may have sought new lands and resources; others perhaps fled disease, famine, war or overpopulation. Still others may have embarked on these voyages in the spirit of adventure and discovery. For whatever reason, brave seafarers crossed the ocean without the technological conveniences available today: no compass, sextant, or global positioning systems. Instead, they were guided by the knowledge of thousands of years of observation, experiment and experience.
Origins and Identity in the Contemporary Pacific
In the article, A New Oceania: Our Sea of Islands, Epeli Hau'ofa examines the impact of colonization on the identity and conceptions of the people and cultures of the Oceania. External perceptions of the island nations of the Pacific are largely pessimistic and disparaging. As a result of several centuries of imperialism and colonization, the native peoples of the Pacific have internalized this disparaging view. In an effort to counteract the effects of colonization, Hauʻofa proposes replacing the term Pacific Islands, which emphasizes the land area and ignores societal connections between island nations, with Oceania, which emphasizes inter-connectedness between island peoples.
UNIT 1 TASKS
- Classwork #1 - Introducing HISTORY OF H.K. and Unit 1.
- Introduction to HISTORY OF HAWAIIAN KINGDOM
- GO OVER SYLLABUS
- Assignment #1-1 - Cosmogonies
- READ - “Polynesian Oral Traditions”(part 1) by Taonui, pp. 8-16
- VIEW
- UNIT LESSON 1-1
- the powerpoint presentation – “Polynesian Oral Traditions (ppsx)”
- COMPLETE ASSIGNMENT #1-1(5 points)
- Read the article “Polynesian Oral Traditions” by Rawiri Taonui in your reader on page 8-16. Answer the following questions in your own words.
- 1. Creation traditions are the most sacred of all traditions because they explain:
- 2. What is a common Polynesian theme involving creation of the world?
- 3. Describe the 4 most common gods and their roles in different locations.
- 4. Identify and describe the two cultural hero's and their importance.
- 5. What is the general role of a “cultural hero?
- Assignment #1-2 - Origins and Exploration
- VIEW - UNIT LESSONS 1-2
- EXPLORE the the ORIGINS and CANOE sections on the “Never Lost” website
- Complete ASSIGNMENT #1-2 (20 points)
- Go to the website "Never Lost" and explore the ORIGINS section. Answer the following questions:
- Why did ancient Polynesians voyage over vast distances to explore the Pacific?
- When is it believed that Polynesia was first populated? By whom?
- How big is Polynesia?
- How are Hawaiian chants and poetry important to navigation?
- Explore the island and tell me about one of the locations.
- Assignment #1-3 - Geography of the Pacific
- VIEW
- UNIT LESSON 1-3
- THREE presentations of Geography of the Pacific and follow along with the map of the Pacific your map set called "Cultural Areas of the Pacific"
- Geography of the Pacific – Melanesia – Micronesia – Polynesia
- Complete ASSIGNMENT #1-3 (20 points)
- View the Unit Lesson "Geography of the Pacific"
- View the 3-part powerpoint presentation "Geography of the Pacific"
- Answer the following questions:
- 1. Name the three regions of the Pacific.
- 2. Where do the labels come from? What do the labels mean?
- 3. How is Polynesia different from Melanesia and Micronesia?
- 4. Identify and describe one island/island group from each region.
- VIEW
- Assignment #1-4 – Navigation, Migration and Voyaging
- EXPLORE the CANOE, NAVIGATION and VOYAGE sections on the website “Never Lost”
- Complete ASSIGNMENT #1-4 (13 points)
- QUESTIONS:
- What is the name of the canoe that launched the Polynesian voyaging revival in 1976? Where did it sail? Why?
- Why should we care about traditional canoe building?
- What some of the provisions (food, supplies, etc...) that we need to have on a voyage?
- Take the canoe tour and name and describe 3 parts of a canoe.
- Name one type of knot (Hawaiian and English name) and describe its use.
- What are the basic tools of a traditional navigator?
- In the PLANETARIUM, find the Hawaiian names for the following stars:
- Betelguese =
- Castor =
- Spica =
- Polaris =
- Rigel =
- What motivates modern navigators? (please indicate which navigator you are talking about)
- In the TALKING STORY section, watch 2 videos and write a small description about it.
- Assignment #1-5 – Migration Theories
- READ - “Polynesian Oral Traditions”(part 2) by Taonui, pp. 16-36
- VIEW
- UNIT LESSON 1-5
- Powerpoint presentation – “Western Migration Theories”
- Complete ASSIGNMENT #1-5 (20 points)
- Identify the two Western Theorist
- Describe their theories and evidences
- Identify traditional theories and describe its evidences
Unit 2 - NA OLELO PAKIPIKA - OCEANIC LANGUAGES
"I KA OLELO NO KE OLA, I KA OLELO NO KA MAKE"
"IN THE SPOKEN WORD THERE IS LIFE AND DEATH"
"I KA OLELO NO KE OLA, I KA OLELO NO KA MAKE"
"IN THE SPOKEN WORD THERE IS LIFE AND DEATH"
INTRODUCTION
For Hawaiian people and many other societies in Oceania, the spoken word is extremely important, as it is powerful. Words have the power to heal as well as harm and carelessness can result in detrimental effects. This idea is aptly demonstrated in the ʻōlelo noʻeau (proverb) above. Within the spoken word is power over life and death.
In this unit, we will explore some of the basic characteristics of the Hawaiian language and other Austronesian languages in Oceania and link this to the idea of language as a foundation of society. We will explore the role of language in the creation, maintenance and transmission of culture, history, tradition and identity. Additionally, we will continue to look at the relationship between language, colonialism and de-colonization.
As we explore these traditions keep in mind the following questions:
For Hawaiian people and many other societies in Oceania, the spoken word is extremely important, as it is powerful. Words have the power to heal as well as harm and carelessness can result in detrimental effects. This idea is aptly demonstrated in the ʻōlelo noʻeau (proverb) above. Within the spoken word is power over life and death.
In this unit, we will explore some of the basic characteristics of the Hawaiian language and other Austronesian languages in Oceania and link this to the idea of language as a foundation of society. We will explore the role of language in the creation, maintenance and transmission of culture, history, tradition and identity. Additionally, we will continue to look at the relationship between language, colonialism and de-colonization.
As we explore these traditions keep in mind the following questions:
- What role does language play in the creation, maintenance and transmission of culture, history, tradition and identity?
- What is the relationship between language and education?
- How does language shape our perceptions of reality and our ability to imagine other possibilities?
TOPIC SUMMARY
Austronesian Languages
The Austronesian family of languages is one of the largest and most wide-spread family of languages. It includes all of the languages spoken in the Pacific and as far west at Madagascar. The only two exceptions are the languages of New Guinea and Australia. In this unit we will look at Hawaiian as a member of the Austronesian family of languages.
The Hawaiian Language
The Hawaiian is most closely related to Marquesan and Tahitian. The language also has many regional variations within the Hawaiian Islands. The written Hawaiian language was created in the 19th century and the Hawaiian people embraced literacy. By the mid 19th century there were several Hawaiian newspapers that today are a great source of information about life in 19th century Hawaiʻi. These newspapers were also a means to preserve Hawaiian literature and traditions; many Hawaiian traditions published today were collected from newspaper series. In 1896, three years after the dethroning of Queen Liliʻuokalani, the language was banned in the school system and the number of speaker declined rapidly. In the late 20th century, the Hawaiian language was and instrumental part of the Hawaiian renaissance and the number of speakers, and publications grew. In this unit we will learn the current standardized Hawaiian alphabet, basic pronunciation, vocabulary and phrases. We will also discuss the revival of the Hawaiian language today.
Introduction of English
Throughout the 19th century, Hawaiian was the national language of the Kingdom. All business, government and education was conducted in the Hawaiian language. However, towards the end of the 19th century English established a foothold as a language of government and high-office. The banning of Hawaiian as a language of instruction in the school system is cited as the beginning of the decline of Hawaiian language.
Hawaiʻi Creole English
During Hawaiʻi's territorial years, Hawaiʻi pidgin arose between the various nationalities brought as contract laborers to work on sugar plantations. Also known as Hawaiʻi Creole English, this new language continues to be prominent in local communities.
Hawaiian Language Renaissance
Although the Hawaiian language came close to extinction by the mid-20th century, the "Hawaiian renaissance" of the 1970s and 80s revived interest among Hawaiians and non-Hawaiians alike. As a part of this renaissance, the Hawaiian language was once again recognized as an official language of Hawaiʻi and Hawaiian language immersion schools, which mirrored the Maori language immersion schools in Aotearoa called Kohanga Reo, were established.
Austronesian Languages
The Austronesian family of languages is one of the largest and most wide-spread family of languages. It includes all of the languages spoken in the Pacific and as far west at Madagascar. The only two exceptions are the languages of New Guinea and Australia. In this unit we will look at Hawaiian as a member of the Austronesian family of languages.
The Hawaiian Language
The Hawaiian is most closely related to Marquesan and Tahitian. The language also has many regional variations within the Hawaiian Islands. The written Hawaiian language was created in the 19th century and the Hawaiian people embraced literacy. By the mid 19th century there were several Hawaiian newspapers that today are a great source of information about life in 19th century Hawaiʻi. These newspapers were also a means to preserve Hawaiian literature and traditions; many Hawaiian traditions published today were collected from newspaper series. In 1896, three years after the dethroning of Queen Liliʻuokalani, the language was banned in the school system and the number of speaker declined rapidly. In the late 20th century, the Hawaiian language was and instrumental part of the Hawaiian renaissance and the number of speakers, and publications grew. In this unit we will learn the current standardized Hawaiian alphabet, basic pronunciation, vocabulary and phrases. We will also discuss the revival of the Hawaiian language today.
Introduction of English
Throughout the 19th century, Hawaiian was the national language of the Kingdom. All business, government and education was conducted in the Hawaiian language. However, towards the end of the 19th century English established a foothold as a language of government and high-office. The banning of Hawaiian as a language of instruction in the school system is cited as the beginning of the decline of Hawaiian language.
Hawaiʻi Creole English
During Hawaiʻi's territorial years, Hawaiʻi pidgin arose between the various nationalities brought as contract laborers to work on sugar plantations. Also known as Hawaiʻi Creole English, this new language continues to be prominent in local communities.
Hawaiian Language Renaissance
Although the Hawaiian language came close to extinction by the mid-20th century, the "Hawaiian renaissance" of the 1970s and 80s revived interest among Hawaiians and non-Hawaiians alike. As a part of this renaissance, the Hawaiian language was once again recognized as an official language of Hawaiʻi and Hawaiian language immersion schools, which mirrored the Maori language immersion schools in Aotearoa called Kohanga Reo, were established.
UNIT 2 TASKS
REVIEW lessons 2-1 and practice each of the following sections (take particular note of the classroom vocabulary and simple phrases):
- Assignment #2-1 - Introduction to Polynesian and Hawaiian Language
- READ: “The Hawaiian Language” and “The History of the Hawaiian Language” in the article called Native Hawaiian Culture by Larry Kimura; pp. 96-119.
- REVIEW lessons 2-1 and practice each of the sections:
- VIEW
- Ka Leo ʻŌiwi Episode 1 on ʻŌiwiTV
- ʻŌiwiTV is available online.
- To get to Ka Leo ʻŌiwi, episode 1, click on the link above or go directly to ʻŌiwi TV > MORE > KA LEO ʻŌIWI
- COMPLETE ASSIGNMENT 2-1.
- READ: “The Hawaiian Language” and “The History of the Hawaiian Language” in the article called Native Hawaiian Culture by Larry Kimura; pp. 96-119.
- Answer the following questions:
- Explain the following cultural concepts:
- Power of words
- Kaona
- Names and naming
- Describe the ʻōlelo noʻeau, "I ka ʻōlelo nō ke ola, i ka ʻōlelo nō ka make." How does this relate to the importance of language in the Hawaiian culture?
- Describe the origins of the written Hawaiian language.
- What impact did literacy have on the Hawaiian culture?
REVIEW lessons 2-1 and practice each of the following sections (take particular note of the classroom vocabulary and simple phrases):
- “The pīʻāpā - the Hawaiian alphabet”
- “Spelling in Hawaiian”
- “Use and pronunciation of diacritical marks”
- “Vowel Combinations”
- “Pronouncing the “W”
- “Practice - Hawaiian Island Names”
- “Classroom Vocabulary”
- “Simple Phrases”
- PART 2 - What is the name of the kumu in this program? View Kulāiwi Episode 1 onʻŌiwiTV or [http://www.oiwi.tv]. ʻŌiwiTV is available online or digital channel 326. Click on the MORE button on the bottom right of the screen, then click on the LEARN HAWAIIAN tab, scroll down to Kulāiwi Episode 1(instructions are identical for online as well as digital cable access).
- Answer the following questions:
- What is the pīʻāpā?
- What is an ʻokina?
- What is a kahakō?
- Describe the 3 variations of the word "kala."
- How do you say the following in Hawaiian?
- "good morning"
- "good afternoon"
- "good evening"
- Assignment #2-2 - The Rise of English
- READ: "The Rise of English" (pp. 119-124) in the article called Native Hawaiian Culture by Larry Kimura.
- VIEW: Lesson 2-2 - The Rise of English
- COMPLETE ASSIGNMENT 2-2.
- Answer the following questions:
- Describe the first permanent English speaking community in Hawaiʻi?
- What does the acronym ABCFM stand for? Who are they?
- Describe the impact of incorporating English-speakers in government service and in education
- What problems arose as the result of having a bi-lingual government?
- In 1896, the Hawaiian language was banned as a language of instructions in the schools in favor of English. Where has the Hawaiian language survived?
- Assignment #2-3 - The Role of Pidgin
- READ: "The Role of Pidgin" (pp. 124- 129) in the article called Native Hawaiian Culture by Larry Kimura.
- VIEW: Unit Lesson 2-3 - The Role of Pidgin and clip of "Pidgin: The Voice of Hawaiʻi"
- COMPLETE ASSIGNMENT 2-3.
- VIEW the clip of "Pidgin: The Voice of Hawaiʻi" and answer the questions below:
- Answer the following questions:
- What are the origins of Hawaiʻi Creole English - Where did it begin? How? How did it go from a Hawaiian pidgin to a creole English?
- The creation of Hawaiʻi Creole English coincided with the creation of a new identity, "local." What does the term "local" mean in Hawaiʻi?
- What role does Hawaiʻi Creole English play in Hawaiʻi today?
- What language does the word "kaukau" originally come from?
- Where do we get the creole word "manapua"?
- Assignment #2-4 - Language as the Foundation of Society
- READ: the excerpt from Decolonising the Mind, by Ngugi Wa Thiongo; pp. 166-181.
- VIEW: Unit Lesson 2-4
- COMPLETE Assignment #2-4
- Describe a “cultural bomb”: What does it attack first? What does it do? How does it work? What are the results?
- What would happen to students who were caught speaking Gīkūyū in the vicinity of school?
- Describe the effects of imposed languages on a colonial child.
- What part can language play in de-colonising (reversing colonisation of) the mind?
- This article is similar to an article you have already read. Identify the article and discuss how they relate to each other?
- Assignment #2-5 - Language Revival: A Case Study in Hawaiʻi
- VIEW
- Unit Lesson 2-5
- E Ola ka ʻŌlelo Hawaiʻi on ʻŌiwiTV
- COMPLETE Assignment #2-5
- Go to ʻŌiwi TV and watch the video, "E Ola ka ʻŌlelo Hawaiʻi". Click on the MORE button, the ʻŌLELO HAWAIʻI tab in the left-hand menu then on E OLA KA ʻŌLELO HAWAIʻI. The video is about 30 minutes long.What does “Pūnana Leo” mean and what are the origins of this term?
- What does "Punana Leo" mean and what are the origins of this term?
- When were the Pūnana Leo started in Hawaiʻi? Where? For what purpose?
- What problems did the founders of the immersion schools in Hawaiʻi face?
- How do students begin their day at a Pūnana Leo? What is the purpose of this practice?
- Besides language, how is the curriculum in the Pūnana Leo different from most mainstream American schools?
Unit 3 - HO'OMANA - NATIVE SPIRITUALITY
"E MALAMA I KA IKI KANAKA, I KA NU'A KANAKA. 'O KAKOU NO KEIA HO'AKUA."
"TAKE CARE OF THE INSIGNIFICANT AND GREAT MAN. THAT IS THE DUTY OF US GODS"
"E MALAMA I KA IKI KANAKA, I KA NU'A KANAKA. 'O KAKOU NO KEIA HO'AKUA."
"TAKE CARE OF THE INSIGNIFICANT AND GREAT MAN. THAT IS THE DUTY OF US GODS"
OVERVIEW
After completing Unit 3 you will be able to:
After completing Unit 3 you will be able to:
- Identify significant Hawaiian/Oceanic spiritual and philosophical concepts such as: mana, dualism, kapu, pono, etc.
- Identify major classes of deities in the Hawaiian pantheon, their functions and associations.
- Identify the basic structural segments of Hawaiian society, their functions, responsibilities and inter-relationships.
- Identify patterns of religious change in Oceania and their effects on contemporary Oceanic society
INTRODUCTION
The ʻōlelo noʻeau above is part of a chant done by Hiʻiakaikapoliopele2 to her family before she leaves the southern island of Hawaiʻi for Kauaʻi to fetch Lohiau, an aliʻi (chief) of Kauaʻi and Pele's lover.3 This simple phrase illustrates one of the responsibilities of nā akua (gods) towards kānaka (human beings) as has evolved over nearly 2000 years of Hawaiian history and philosophical thought. In unit 1, we pondered various origin traditions of the people of Oceania. In the following unit, we will explore the religious structures and philosophical concepts based on differing origin traditions of the major regions of Oceania.4
[1] Mary Kawena Pukuʻi. Ed. ʻŌlelo Noʻeau: Hawaiian Proferbs and Poetical Sayings (Honolulu: Bishop Museum Press, 2004) 42. See also, Nathaniel B. Emerson. Pele and Hiʻiaka: A Myth from Hawaiʻi (Revised Edition), Hilo: Edith Kanakaʻole Foundation, 2005. 20# 344.
[2] Hiʻiaka-in-the-bosom-of-Pele: referring to her birth as an egg and incubation
[3] Ibid.
[4] In this course, we have already discussed the deficiencies of the terms Melanesia, Micronesia and Polynesia in relation to the three major regions of Oceania. In the interest of consistency and general geographic reference, and while continuing to bear in mind the pitfalls of such categorizations, we will continue to utilize these terms to discuss some of the similarities and difference between the aforementioned regions.
The ʻōlelo noʻeau above is part of a chant done by Hiʻiakaikapoliopele2 to her family before she leaves the southern island of Hawaiʻi for Kauaʻi to fetch Lohiau, an aliʻi (chief) of Kauaʻi and Pele's lover.3 This simple phrase illustrates one of the responsibilities of nā akua (gods) towards kānaka (human beings) as has evolved over nearly 2000 years of Hawaiian history and philosophical thought. In unit 1, we pondered various origin traditions of the people of Oceania. In the following unit, we will explore the religious structures and philosophical concepts based on differing origin traditions of the major regions of Oceania.4
[1] Mary Kawena Pukuʻi. Ed. ʻŌlelo Noʻeau: Hawaiian Proferbs and Poetical Sayings (Honolulu: Bishop Museum Press, 2004) 42. See also, Nathaniel B. Emerson. Pele and Hiʻiaka: A Myth from Hawaiʻi (Revised Edition), Hilo: Edith Kanakaʻole Foundation, 2005. 20# 344.
[2] Hiʻiaka-in-the-bosom-of-Pele: referring to her birth as an egg and incubation
[3] Ibid.
[4] In this course, we have already discussed the deficiencies of the terms Melanesia, Micronesia and Polynesia in relation to the three major regions of Oceania. In the interest of consistency and general geographic reference, and while continuing to bear in mind the pitfalls of such categorizations, we will continue to utilize these terms to discuss some of the similarities and difference between the aforementioned regions.
TOPIC SUMMARY
Important Philosophical Concepts in Oceania
Ancestor Worship
Key to many traditional religions is a reverence for ancestors. In its many forms, it emphasizes the importance of knowing one's roots as well as history.
Dualism
Dualism is the idea that the universe is composed of complementary opposites that are mutually defined in relation to their partners. For example; night- day, up- down, north- south, life- death, male- female, etc.
Omnipresence
There is a very little separation between humans, gods and elements of the spirit world. Ancestors, deities, and other spiritual beings associated with natural phenomena are always everywhere and ever-present.
Mana
Mana is authority or spiritual power and is often connected to respect and prestige. In Melanesia, this is closely linked with the acquisition of wealth through reciprocal obligations. In Micronesia and Polynesia it is power bestowed directly or indirectly from a supernatural source.[5] All things have mana, which originates from the gods. Such divine power can manifest itself in a variety of ways: intangible personal magnetism or charisma as well as talent in a specialized profession.
Kapu
Kapu or tapu is a system of rules and regulations around a person place or thing that is sacred. Kapu/tapu also regulate and protect the flow of mana from gods to humans, human to humans and humans to gods. Included as kapu/tapu are rules of decorum and protocol that maintain societal structures
Ritual
Every aspect of life revolved around ritual. Significant events of human life, from birth to death, were commemorated with ritual and ceremony in various forms. The activities of daily life were initiated and performed according to the appropriate rituals to corresponding deities; as simple a a prayer or as complex as the Tongan ʻInasi ceremony.
Important Philosophical Concepts in Oceania
Ancestor Worship
Key to many traditional religions is a reverence for ancestors. In its many forms, it emphasizes the importance of knowing one's roots as well as history.
Dualism
Dualism is the idea that the universe is composed of complementary opposites that are mutually defined in relation to their partners. For example; night- day, up- down, north- south, life- death, male- female, etc.
Omnipresence
There is a very little separation between humans, gods and elements of the spirit world. Ancestors, deities, and other spiritual beings associated with natural phenomena are always everywhere and ever-present.
Mana
Mana is authority or spiritual power and is often connected to respect and prestige. In Melanesia, this is closely linked with the acquisition of wealth through reciprocal obligations. In Micronesia and Polynesia it is power bestowed directly or indirectly from a supernatural source.[5] All things have mana, which originates from the gods. Such divine power can manifest itself in a variety of ways: intangible personal magnetism or charisma as well as talent in a specialized profession.
Kapu
Kapu or tapu is a system of rules and regulations around a person place or thing that is sacred. Kapu/tapu also regulate and protect the flow of mana from gods to humans, human to humans and humans to gods. Included as kapu/tapu are rules of decorum and protocol that maintain societal structures
Ritual
Every aspect of life revolved around ritual. Significant events of human life, from birth to death, were commemorated with ritual and ceremony in various forms. The activities of daily life were initiated and performed according to the appropriate rituals to corresponding deities; as simple a a prayer or as complex as the Tongan ʻInasi ceremony.
UNIT 3 TASKS
- Assignment #3-1 - Introduction to Oceanic Philosophy
- READ: Introduction to Unit 3, pp. 167-171
- VIEW: Unit lessons 3-1; Powerpoint presentation called "Introduction to Oceanic Philosophy"
- COMPLETE ASSIGNMENT #3-1 (5 points)
- Complete the following:
- Define the following terms:
- Moʻokūʻauhau
- Kumulipo
- Wā
- Pō
- Ao
- Kinolau
- Describe ancestor worship in the context of Oceania.
- What is dualism?
- Describe omnipresence in the context of Oceania.
- What is mana?
- Describe Kapu/Tapu
- Describe the role of ritual
- Assignment #3-2 - Introduction to Hawaiian Philosophy
- READ: "Introduction to Hawaiian Philosophy" (Unit Lesson 3-2)
- VIEW: Unit lesson 3-2; Powerpoint presentations called "Basic Hawaiian Social Structures" and "Nā Kini Akua"
- COMPLETE ASSIGNMENT #3-2 (5 points)
- Read: "Introduction to Hawaiian Philosophy" (Unit Lesson 3-2)
- View the Powerpoint presentation called "Basic Hawaiian Philosophy" (pdf) and "Nā Kini Akua" (pdf)
- Complete the following:
- Explain the 2 aspects of Kapu and Noa
- Explain the 2 aspects of Pono and Hewa
- Explain the 3 categories of gods
- Assignment #3-3 - ʻAinoa, end of the Hawaiian kapu system
- READ: "Liholiho and the Overthrow of the ʻAikapu" by Kameʻeleihiwa, pp. 217-219 and "1819" by Kuykendall, pp. 220-227
- VIEW: Unit lesson 3-3; Powerpoint presentation called"ʻAinoa: The end of the kapu system in Hawaiʻi"
- COMPLETE ASSIGNMENT #3-3 (5 points)
- Identify the important event being described in the terms used by each author:
- When does each author say this event occured?
- Who are the key people involved? List in order of appearance; What factors influenced the decisions made by the key players?
- According to each author, what is the significance of this event?
- Do you think the author believes this event was a positive or negative event? (Why? and give examples)?
- Using these articles, create a timeline of events.
- Assignment #3-4 – Impact of Religious Change Today: A Case Study of Hawaiʻi's Mauna Kea
- VIEW:
- Unit lesson 3-4;
- Video "Mauna Kea: Temple Under Siege" on ʻŌiwi TV. Go to ʻŌiwi TV and click on MORE, then the HISTORY AND CULTURE tab, scroll to find "Mauna Kea: Temple Under Siege"
- COMPLETE ASSIGNMENT #3-4 (5 points)
- COMPLETE the following:
- After watching the video by Tagata Pasifika (TVNZ) (on Unit Lesson 3-4), discuss the panels answers to the question:
- Can Christianity and aboriginal beliefs be combined? Use examples from the video.
- According to the video: "Mauna Kea: Temple Under Seige" describe the following deities:
- Poliahu
- Lilinoe
- Waiau
- Kūkahauʻula
- Pele
- Explain the connection/conflict between Poliahu, Pele and the mountains Mauna Kea and Mauna Loa as discussed in the video: "Mauna Kea: Temple Under Siege."
- Explain the main issue/conflict discussed in the video between the humans as discussed in the video: "Mauna Kea: Temple Under Siege."
Unit 4 - NA MEA IKE HONUA - THE ENVIRONMENT
"HE ALI'I KA 'AINA, HE KAUWA KE KANAKA"
"THE LAND IS CHIEF, PEOPLE ITS SERVANT"
"HE ALI'I KA 'AINA, HE KAUWA KE KANAKA"
"THE LAND IS CHIEF, PEOPLE ITS SERVANT"
OVERVIEW
After completing Unit 4 students will:
After completing Unit 4 students will:
- Identify and describe basic concepts of Hawaiian resources management
- Identify the describe basic parts and mechanics of the Hawaiian ʻAuwai system
- Identify describe the kalo plant and its parts
- Identify and describe some natural resource challenges in Hawaiʻi today
INTRODUCTION
Pacific peoples delineated section of land and sea - both human reconfigured environments and those left relatively untouched - to serve the spirits, great deities and organize practically what naturally surrounds and protects us all. Land as ancestor reflects the view that land is revered above all else as in the ʻōlelo noʻeau above. If the environment that includes all elements necessary for life can be considered a gift to be cared for with all propriety, then spiritual and functional purposes relevant to daily life are very much one in the same .
Pacific peoples delineated section of land and sea - both human reconfigured environments and those left relatively untouched - to serve the spirits, great deities and organize practically what naturally surrounds and protects us all. Land as ancestor reflects the view that land is revered above all else as in the ʻōlelo noʻeau above. If the environment that includes all elements necessary for life can be considered a gift to be cared for with all propriety, then spiritual and functional purposes relevant to daily life are very much one in the same .
TOPIC SUMMARY
Wai (fresh water) is the most important natural resource. This element is especially vital in an island ecosystem; without water nothing grows - no plants, no animals, no humans. Wai is also intimately entwined with kai (ocean), when the streams are healthy, so to are the reefs and fishponds. It was extremely important to maintain both wai and kai to ensure a healthy eco-system and support a large human population.
In Hawaiʻi there were many rules and regulations surrounding the use and distribution of water. In this unit we will explore some of the ways Hawaiians maintained their natural resources, with special attention to wai and kai.
Our contemporary issue is the use and distribution of water today. The video, "Stolen Waters" looks at the issues surrounding water, or lack thereof, in Hawaiʻi.
Wai (fresh water) is the most important natural resource. This element is especially vital in an island ecosystem; without water nothing grows - no plants, no animals, no humans. Wai is also intimately entwined with kai (ocean), when the streams are healthy, so to are the reefs and fishponds. It was extremely important to maintain both wai and kai to ensure a healthy eco-system and support a large human population.
In Hawaiʻi there were many rules and regulations surrounding the use and distribution of water. In this unit we will explore some of the ways Hawaiians maintained their natural resources, with special attention to wai and kai.
Our contemporary issue is the use and distribution of water today. The video, "Stolen Waters" looks at the issues surrounding water, or lack thereof, in Hawaiʻi.
UNIT 4 TASKS
Assignment #4-1 - Introduction to Hawaiian Resource Management
Assignment #4-2 - Ka Wai: Fresh Water
Assignment #4-3 - Ke Kai: The Ocean
Assignment #4-4 - Where is the water?
Unit Discussion Question:
In this unit we looked at traditional systems of resource management, how can we incorporate traditional systems or philosophies to improve our sustainability in Hawaiʻi today?
Assignment #4-1 - Introduction to Hawaiian Resource Management
- READ:
- "Introduction to Unit 4 – Nā Mea ʻIke Honua: The Wisdom of the World," pp. 230-232.
- "Hawaiian Cultural and Natural Resource Management" by Davianna McGregor, 268-272.
- VIEW:
- Unit Lesson 4-1
- Presentation "Hawaiian Resource Systems" (part 1 and 2)
- COMPLETE ASSIGNMENT #4-1 (5 points)
- Complete ‘Auwai System Diagram (practice only)
- Define the following terms:
- aloha kai/ʻāina
- mālama ʻāina
- wahi pana
- In your own words and in complete sentences, what are the four basic principles of Hawaiian cultural resource management as discussed by McGregor?
- Describe the basic geology of the Hawaiian islands: Explain the connection between tradition and the Western hot-spot theory?
- Describe the 3 basic land divisions.
Assignment #4-2 - Ka Wai: Fresh Water
- VIEW:
- Unit Lesson 4-2
- Video: "Ka Wai: Source of Life" on ʻŌiwi TV (under the NA MAKA O KA AINA tab)
- Presentation "Kalo"
- EXPLORE
- The website "Loʻi Virtual Field trip"
- COMPLETE ASSIGNMENT #4-2 (5 points)
- Define the following terms:
- Ahupuaʻa
- Konohiki
- Wai
- Waiwai
- ʻAuwai
- Loʻi
- Kalo
- Kō
- How did konohiki determine how much water was awarded to individual farmers?
- What impact did commercial sugar cane have on native fresh waterspecies? On native farmers?
- According to Calvin hoe, why is it important to teach about loʻi to the younger generations?
- Describe man's relationship to land using examples from the story of Hāloa.
Assignment #4-3 - Ke Kai: The Ocean
- VIEW:
- Unit Lesson 4-3
- The video: "The Moʻolelo of Koʻieʻie Fishpond"
- EXPLORE: the website "Heʻeia Fishpond" (http://ksdl.ksbe.edu/heeia/index.html)
- Complete assignment 4-3
- What is the purpose of a loko iʻa?
- Where specifically is Heʻeia fishpond located? (refer to Unit Lesson 4-1 to review the terms below)
- mokupuni?
- moku?
- ahupuaʻa?
- Who is Meheanu?
- Identify 3 physical features of a loko iʻa, then describe how each feature works.
- Hawaiian term/English equivalent
- Which two islands did not have loko iʻa?
- What activities threaten fishponds that still exist today?
- Why did Hawaiians take the time to create fishponds, what was the advantage?
Assignment #4-4 - Where is the water?
- VIEW:
- Unit Lesson 4-4
- The video: "Stolen Waters" on ʻŌiwi TV
- COMPLETE ASSIGNMENT #4-4 (5 points)
- Answer the questions below:
- Explain the connection between wai and kai.
- Who is Kāne? What forms does he take? Why is this important?
- Explain the main conflict addressed in the video.
Unit Discussion Question:
In this unit we looked at traditional systems of resource management, how can we incorporate traditional systems or philosophies to improve our sustainability in Hawaiʻi today?
- Answer to the question above
- Reply to at least one of your classmates' posts
Unit 5 - HANA NO'EAU - ARTFUL EXCELLENCE
"'A'A KA HULA, WAIHO KA HILAHILA I KA HALE"
"WHEN ONE WANTS TO DANCE THE HULA, BASHFULNESS SHOULD BE LEFT AT HOME"
"'A'A KA HULA, WAIHO KA HILAHILA I KA HALE"
"WHEN ONE WANTS TO DANCE THE HULA, BASHFULNESS SHOULD BE LEFT AT HOME"
OVERVIEW
After completing Unit 5 you will be able to:
After completing Unit 5 you will be able to:
- Identify traditional Oceanic and Hawaiian art forms.
- Identify contemporary Oceanic and Hawaiian art forms.
- Complete your own contemporary art piece.
INTRODUCTION
All cultures and societies create art of many forms. The English word "art" is associated with and dominated by Euro-American definitions and rules. However, notions of what constitutes "art" are in fact specific to culture, and seldom translate well. For example, in the Western mainstream definition of art it should evoke an emotion or be aesthetically pleasing while applying particular tools, such as perspective and color personalities and pieces rarely have a utilitarian purpose. These same rules may not apply in other cultures. In Oceania and Hawaiʻi, "art" was often a combination of practicality and aesthetic value: a beautifully carved bowl or hand woven cloak. For this reason, the "arts" of Oceania and Hawaiʻi are often disqualified by Western museums or galleries and relegated to the lesser categories of "folk art" or "craft."
All cultures and societies create art of many forms. The English word "art" is associated with and dominated by Euro-American definitions and rules. However, notions of what constitutes "art" are in fact specific to culture, and seldom translate well. For example, in the Western mainstream definition of art it should evoke an emotion or be aesthetically pleasing while applying particular tools, such as perspective and color personalities and pieces rarely have a utilitarian purpose. These same rules may not apply in other cultures. In Oceania and Hawaiʻi, "art" was often a combination of practicality and aesthetic value: a beautifully carved bowl or hand woven cloak. For this reason, the "arts" of Oceania and Hawaiʻi are often disqualified by Western museums or galleries and relegated to the lesser categories of "folk art" or "craft."
TOPIC SUMMARY
In this unit we will think critically about the meaning of the word A-R-T as it relates to Native cultures in Oceania. We will look at examples of both traditional and contemporary arts from Oceania and Hawaiʻi and perhaps re-focus our cultural lens to better see the "art" around us.
In this unit we will think critically about the meaning of the word A-R-T as it relates to Native cultures in Oceania. We will look at examples of both traditional and contemporary arts from Oceania and Hawaiʻi and perhaps re-focus our cultural lens to better see the "art" around us.
UNIT 5 TASKS
- Assignment #5-1 - Hula
- PART 1:
- VIEW Unit Lesson 5-1 on the Merrie Monarch Hula Festival including the clips provided
- SEARCH You Tube for one kahiko performance and one ʻauana performance from the Merrie Monarch Hula Festival (may not be one of the examples on Unit Lesson 5-1
- ANSWER the following questions:
- What is the name of the hālau?
- What is the name of the mele in their presentation?
- Why did you choose this presentation?
- PART 2:
- VIEW
- Unit Lesson 5-1 on "Holo Mai Pele"
- The first 20 minutes of Holo Mai Pele
- READ
- "The History of Hula" from "Holo Mai Pele" website (linked to Unit Lesson 5-1)
- Complete ASSIGNMENT #5-1 (5 points)
- ANSWER the following:
- Define the following terms:
- Moʻolelo
- Kumu hula
- oli
- mele
- Where do hula movements come from? What inspired these movements?
- Assignment #5-2 - Music
- READ the article "Songs of Our Natural Selves: The Enduring Voice of Nature in Hawaiian Music” by Jonathan Kamakawiwoʻole Osorio, pp. 322-325
- VIEW Unit Lesson 5-2
- LISTEN to all the songs and view the lyrics
- Complete ASSIGNMENT #5-2 (5 points)
- Answer the following:
- What is the story behind the song, “Nānākuli Blues” (alternatively sung as Waimānalo Blues)?
- What is the story behind the song, “Me Kealoha Kuʻu Home o Kahaluʻu”?
- What is the story behind the song, “Hawaiian Soulʻ?
- Who is George Helm? What did he do?
- Osorio speaks about the “formal protocols” of modern Hawaiian music, what does he mean? What is the significance of these songs in relation to these “protocols”?
- Assignment #5-3 - Create your own art* (15 points)
- CREATE an original piece of art based on nature. This could be a drawing, painting, sculpture, poem, song, dance or any other medium.
- Scan or take a picture of your piece and show class.
- Include a paragraph about your piece and its inspiration from nature.
- Due by: _____________________
Unit 6 - MO'OLELO - HISTORY AND INTERPRETATIONS OF THE PAST
"UA MAU KE EA O KA AINA I KA PONO"
"THE LIFE OF THE LAND IS PERPETUATED IN RIGHTEOUSNESS"
"UA MAU KE EA O KA AINA I KA PONO"
"THE LIFE OF THE LAND IS PERPETUATED IN RIGHTEOUSNESS"
OVERVIEW
After completing Unit 6 you will be able to:
After completing Unit 6 you will be able to:
- Compare and contrast "first contact" experiences in the Pacific.
- Identify and explain key events in Pacific and Hawaiian history.
- Analyze examples of how Pacific nations cope with an influx of new ideas, concepts and pressures from Western/continental societies with special attention to Hawaiʻi.
INTRODUCTION
In the context of this course, the term "first contact" refers to the first time Europeans contacted the various Pacific island nations. Each island nation has experienced "first contact"; some experiences were negative, some positive, but all were filled with peril and misunderstandings and influenced subsequent national and international relationships.
The Hawaiian Islands entered Western history books in 1778 with the arrival of Captain James Cook off the coast of Kauaʻi. Despite diseases, death and international conflict, Hawaiʻi would become one of the most progressive island nations recognized internationally.
In the context of this course, the term "first contact" refers to the first time Europeans contacted the various Pacific island nations. Each island nation has experienced "first contact"; some experiences were negative, some positive, but all were filled with peril and misunderstandings and influenced subsequent national and international relationships.
The Hawaiian Islands entered Western history books in 1778 with the arrival of Captain James Cook off the coast of Kauaʻi. Despite diseases, death and international conflict, Hawaiʻi would become one of the most progressive island nations recognized internationally.
TOPIC SUMMARY
In this unit, we will explore the phenomena known as "first contact." What did the islanders think of these visitors? What did the Europeans think of the Islanders?
In the next section, we will look at the history of Hawai'i in the 18th , 19th and 20th centuries and how Hawai'i came to be controlled by the United States. The ʻōlelo no'eau for this unit is the current motto for the State of Hawai'i, and formerly the national motto for the Kingdom of the Hawaiian Islands. We will analyze the motto, its historical context and its significance today.
In this unit, we will explore the phenomena known as "first contact." What did the islanders think of these visitors? What did the Europeans think of the Islanders?
In the next section, we will look at the history of Hawai'i in the 18th , 19th and 20th centuries and how Hawai'i came to be controlled by the United States. The ʻōlelo no'eau for this unit is the current motto for the State of Hawai'i, and formerly the national motto for the Kingdom of the Hawaiian Islands. We will analyze the motto, its historical context and its significance today.
UNIT 6 TASKS
Unit Discussion Question: (due by: ______________________________________)
- Assignment #6-1 - Discovering Outsiders
- READ: Introduction to UNIT VI, pp. 356-358; "Two Worlds" by Anne Salmond, pp. 363-386
- VIEW:
- UNIT LESSON 6-1
- Including the Powerpoint presentation "Captain Cook in the Pacific: The Life and Death of Captain Cook"
- "First Contact" video
- COMPLETE ASSIGNMENT 6-1 (5 points)
- Using examples from the reading "Two Worlds" and the video "First Contact" answer the following questions:
- What were some of the Europeans’ initial impressions of Islanders and their ships? For example...
- How did the Europeans view the islanders?
- Did their perceptions change over time? How?
- What were some of the Islanders’ initial impressions of Europeans and their ships? For example...
- What did they think they were at first?
- How did they come to realize they were human?
- After viewing the powerpoint presentation "Captain James Cook in the Pacific: The Life and Death of Captian Cook" answer the following:
- Who was Captain James Cook?
- Describe "first contact" with Hawaaiʻi. For example...
- When did he arrive in Hawaiʻi?
- Where?
- What was his original mission?
- Describe the circumstances of his death; why and how did he die?
- Assignment #6-2 - History of the Kingdom of the Hawaiian Islands I
- READ: "A Synopsis of Traditional Hawaiian Culture - The Events Leading to the 1887 Bayonet Constitution and the Overthrow of the Hawaiian Government (0 A.D. to 1898)" by Lilikalā Kame'eleihiwa, pp. 387-397.
- VIEW:
- UNIT LESSON 6-2
- including the video "Naeʻole's Race to Save a King"
- the Power point presentation "A Brief History of the Kingdom of the Hawaiian Islands" (Parts 1, 1a, 1b, and 1c - Kamehameha I - Kamehameha V)
- COMPLETE ASSIGNMENT # (5 points)
- Describe the rise of Kamehameha I? Include information (dates, names, significance) about the following:
- Battle of Mokuʻohai
- Kiwalaʻō
- Keōua
- Kahekili
- Kalanikūpule
- Battle of Nuʻuanu Pali
- 1810
- What are the names of the monarchs behind the titles?
- Kamehameha II
- Kamehameha III
- Kamehameha IV
- Kamehameha V
- Identify and explain each of the following listed below including who was the monarch at the time and its significance in history:
- ʻAinoa
- First constitution of the Hawaiian Islands
- Recognition of Hawaiian independence by Britain and France
- The Māhele
- Founding of Queen's Hospital
- Lifting the ban on hula and traditional medicinal practices
- Assignment #6-3 - History of the Kingdom of the Hawaiian Islands II
- READ: "A Synopsis of Traditional Hawaiian Culture - The Events Leading to the 1887 Bayonet Constitution and the Overthrow of the Hawaiian Government (0 A.D. to 1898)" by Lilikalā Kameʻeleihiwa, pp. 387-397.
- VIEW the Powerpoint presentation "A Brief History of the Kingdom of the Hawaiian Islands" Part 2 (Split into 3 parts because of the size of the original file)
- History of the Kingdom of the Hawaiian Islands (Part 2)
- Part 2A - Lunalilo to Kalākaua
- Part 2B - Kalākaua continued
- Part 2C - Kalākaua to Liliʻuokalani
- COMPLETE ASSIGNMENT # (5 points)
- Identify and explain each of the following and their/its significance:
- 1st Election
- 2nd Election
- "Hoʻoulu Lāhui"
- Hala Nauā Society
- Pacific Confederation
- Treaty of Reciprocity
- "Bayonet" Constitution
- Committee of Safety
- Lorrin Thurston
- Assignment #6-4 - The 1893 Insurrection
- VIEW
- Unit Lesson 6-4
- Video "Act of War: The Overthrow of the Hawaiian Nation" on ʻŌiwi TV
- COMPLETE ASSIGNMENT # (5 points)
Unit Discussion Question: (due by: ______________________________________)
- In the video "Act of War," Dr. Haunani Trask says, "We are not Americans, we are not Americans, we are not Americans. We will die as Hawaiians, we will never be Americans." Given what we know about Hawaiʻi's history, what do you think she means by this?
- Share Answers/Response
- Reply to at least one of your classmates' posts
Unit 7 - IMUA E NA POKI'I - CONTEMPORARY ISSUES
"IMUA E NA POKI'I A INU I KA WAI 'AWA'AWA"
"FORWARD MY YOUNGER BROTHERS AND DRINK OF THE BITTER WATERS"
"IMUA E NA POKI'I A INU I KA WAI 'AWA'AWA"
"FORWARD MY YOUNGER BROTHERS AND DRINK OF THE BITTER WATERS"
OVERVIEW
After completing Unit 7 you will be able to:
After completing Unit 7 you will be able to:
- Identify and explain key events in 20th century Hawaiian history
- Identify and explain key issues in contemporary Hawaiʻi and their roots in Hawaiian and/or Pacific history
- Explore different perspectives of the future of Hawaiʻi
INTRODUCTION
The ʻōlelo noʻeau for this unit is “Imua e nā pōkiʻi a inu i ka wai ʻawaʻawa,” which translates as “forward my younger brothers and drink of the bitter water.” This is a quote from Kamehameha as he urged his troops into battle. It is a call for inspiration and courage in the face of adversity and great obstacles.
Hawaiʻi is a wonderful place, full of many different peoples who want the best for this place we call home. Throughout this semester, we have explored many different aspects of life in Hawaiʻi, both past and present. In this next unit we will shift our focus to the present and then look to the future. What does Hawaiʻi’s future look like? What obstacles will we face? How will we move forward?
The ʻōlelo noʻeau for this unit is “Imua e nā pōkiʻi a inu i ka wai ʻawaʻawa,” which translates as “forward my younger brothers and drink of the bitter water.” This is a quote from Kamehameha as he urged his troops into battle. It is a call for inspiration and courage in the face of adversity and great obstacles.
Hawaiʻi is a wonderful place, full of many different peoples who want the best for this place we call home. Throughout this semester, we have explored many different aspects of life in Hawaiʻi, both past and present. In this next unit we will shift our focus to the present and then look to the future. What does Hawaiʻi’s future look like? What obstacles will we face? How will we move forward?
TOPIC SUMMARY
In the previous unit, we looked at 18th and 19th century history of Hawaiʻi. In this unit we will continue forward in time through the 20th and into the 21st centuries. The first assignment looks at the circumstances that led to the American takeover of the islands in 1898 and its current status under American domestic law. The second assignment examines the late 20th century American reaction to the events of 1893. In the last week of the unit, we will explore the current status of the Hawaiian Islands, legally and politically, including American legislation.
In the previous unit, we looked at 18th and 19th century history of Hawaiʻi. In this unit we will continue forward in time through the 20th and into the 21st centuries. The first assignment looks at the circumstances that led to the American takeover of the islands in 1898 and its current status under American domestic law. The second assignment examines the late 20th century American reaction to the events of 1893. In the last week of the unit, we will explore the current status of the Hawaiian Islands, legally and politically, including American legislation.
UNIT 7 TASKS
- Assignment #7-1 - The Aftermath 1893-1993
- VIEW: Unit Lesson 7-1
- READ: “The Aftermath: 1893-1959,” pp.
- COMPLETE ASSIGNMENT #7-1 (5 points)
- Answer the following:
- What is the Blount Report?
- Why did the “provisional government” hastily declare themselves the “Republic of Hawaiʻi”?
- What happened in January 1895?
- Identify and explain the arguments surrounding annexing Hawaiʻi.
- What are “ceded lands”?
- What is the Hawaiian Homes Commission Act and why was it created?
- Why did sugar companies and their investors reverse their opinion about statehood?
- Assignment #7-2 - Public Law 103-150: The “Apology” Law
- VIEW: Unit Lesson 7-2
- READ: “Public Law 103-150” pp. 459-462
- COMPLETE ASSIGNMENT #7-2 (5 points)
- Answer the following:
- When did the U.S. first acknowledge the independence of the Kingdom of Hawaiʻi?
- Who conspired with the Committee of Safety? What was his primary goal?
- Whom did the Committee of Safety represent?
- When was the Newlands Resolution signed? By which U.S. President?
- What are “ceded lands”? How many acres are referred to as such?
- Identify at least 3 acknowledged wrongs committed by the U.S. or its agents
- Identify and describe at least one effect of those wrongs.
- To whom does the U.S. apologize?
- Who else is apologizing?
- What does the U.S. admit to suppressing in the resolution?
- Assignment #7-3 - Perspectives of the Hawaiian Nation
- VIEW:
- Unit Lesson 7-3
- Powerpoint presentation by Dr. Keanu Sai called “Hawaiʻi State History” and “United States’ Prolonged Occupation of Hawaiʻi” for additional information you may want to check out his website.
- COMPLETE ASSIGNMENT #7-3 (5 points)
- ANSWER the following:
- Using examples from the presentations listed above and any of the assigned readings...
- How did Hawaiʻi come under the control of the United States?
- What is the legal/political status of the Kingdom of the Hawaiian Islands?
- What is the current legal/political relationship with the United States?
- Assignment #7-4 - The “Akaka” Bill
- VIEW:
- Unit Lesson 7-4 including...
- "Akaka Bill Part 1 of 3"
- "Akaka Bill Part 2 of 3"
- "Akaka Bill Part 3 of 3"
- READ the article, "Hawaiian Issues"
- COMPLETE ASSIGNMENT #7-4 (5 points)
- Answer the following:
- Describe the origins of the "Akaka" Bill: What is it? Who proposed it? When? Why?
- Describe the main arguments for and against federal recognition and the bill
- What do Napua and Kanoa think about the federal recognition and the bill?
- What are your thoughts on federal recognition and the bill?