Geology and Natural History of Hawaii

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Sites to be visited include: GeologyGeology Volcanoes National Park on the Big Island andand NaturalNatural Haleakala National Park on Maui HistoryHistory ofof Na Pali Coast and Waimea Canyon On Kauai HawaiiHawaii Other sites visited include: snorkel trips to study the January Term 2012 coral reef and hikes in the Gustavus Adolphus College rain forest “Our classroom is Prerequisites: http://www.kanuculture.com/ the field” At least one of GEO 111, Instructor: James Welsh Office: NHS 124A “The k BIO 102, or GEG 105 ey to life Phone: x7335 is to live Email: [email protected] ALOHA every day.” Please note that the instructor of this course will not be on cam- pus this spring and can therefore only be contacted by email. Inside Hawaii Lodging will include vari- About the Course ous hostels along the The Hawaiian Islands are way geologically quite young, emerging from within the Fees will include most Pacific Ocean basin within meals the last few million years, and about as far away from continental landmasses as Course Requirement: possible. keeping a daily field notebook, compilation How did the islands de- To study these changes we of a species list, and a velop? Where did the life written final paper forms come from? Many of will visit the islands of Hawaii these life forms are unique to (Big Island), Mauiand Kauai, the islands. with a brief respite in Honolulu And ultimately where did the humans come from? (Oahu). We will look at both Islands afford an excellent terrestrial and marine environ- opportunity to study evolu- ments. tionary change in a micro- cosm. Here we use the term “evolution” in its broad- est context, that of change examiner.com through time. The Hawaiian Islands are especially good examples to study these kinds of changes on a vari- ety of scales: geological, biological, and human. paulsreef.blogspot.com .

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America Practices Its Imperial Power
Name: Date: Period: . Directions: Read the history of Hawaii’s annexation and the Queen’s letter to President McKinley before answering the critical thinking questions. America practices its Imperial Power Hawaii was first occupied by both the British and the French before signing a friendship treaty with the United States in 1849 that would protect the islands from European Imperialism. Throughout the 1800s many missionaries and businessmen travel to Hawaii. Protestant missionaries wished to convert the religion of locals and the businessmen are interested in establishing money making sugar plantations. Hawaii was a useful resource to the United States not only because of its rich land, but because of its location as well. The islands are located in a spot that U.S. leaders thought was ideal for a naval port. This base, Pearl Harbor, would give America presence in the Pacific Ocean and create a refueling port for ships in the middle of the ocean. When Queen Liliuokalani took the thrown in 1891 she wanted to limit the power that American business have in Hawaii. America also changed the trading laws, making it extremely expensive for the Hawaiian plantations to export their sugar product back to the mainland. In 1893 these plantation owners, led by Samuel Dole and with the support of the United States Marines revolt against the Queen and forced her into surrendering the thrown. With American businessmen in control, they set up their own government appointing Samuel Dole as governor. With plantation owners in control, it was in their best interest for their business trade to become a part of the United States and they requested to be annexed.
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Center for Hawaiian Sovereignty Studies 46-255 Kahuhipa St. Suite 1205 Kane'ohe, HI 96744 (808) 247-7942 Kenneth R
Center for Hawaiian Sovereignty Studies 46-255 Kahuhipa St. Suite 1205 Kane'ohe, HI 96744 (808) 247-7942 Kenneth R. Conklin, Ph.D. Executive Director e-mail [email protected] Unity, Equality, Aloha for all To: HOUSE COMMITTEE ON JUDICIARY For hearing Tuesday, March 19, 2019 Re: SB 1451, SD1, HD1 RELATING TO STATE HOLIDAYS. Recognizes La Ku‘oko‘a, Hawaiian Recognition Day, as an ofﬁcial state holiday. (SB1451 HD1) TESTIMONY IN OPPOSITION It is both funny and sad to see that so many legislators have signed their names in support of this bill, which is deceptively named and would be bad policy. Pandering to anti-American secessionists is a very bad idea. This bill is not about memorializing a success of diplomacy from 1843, it's about supporting a highly divisive cult of activists who want to enlist you as a partisan in an ideological civil war which threatens to rip the 50th star off our ﬂag. SB1451,SD1,HD1 La Ku'oko'a Page !1 of !7 HSE JUD 3/19/19 Maybe you'll step away from this bill when you see how your predecessors in the 2007 legislature were lied to and fooled by the same gang now pushing this bill, and then those legislators were justly ridiculed for their pandering. The following points are proved in detail later in this testimony. Please take the time to read the details. 1. The word "ku'oko'a" does NOT mean "recognition" -- it means "independence". Look it up in the dictionary. Also apply, to two other bills, this lesson on how easy it is to fool you legislators about the meaning of Hawaiian words -- I refer to SB195 and SB642, which would make it law that if a bill "was originally drafted in Hawaiian and the English version was translated based on the Hawaiian version, the Hawaiian version shall be held binding." 2.
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A Brief History of the Hawaiian People
0 A BRIEF HISTORY OP 'Ill& HAWAIIAN PEOPLE ff W. D. ALEXANDER PUBLISHED BY ORDER OF THE BOARD OF EDUCATION OF THE HAWAIIAN KINGDOM NEW YORK,: . CINCINNATI•:• CHICAGO AMERICAN BOOK C.OMPANY Digitized by Google ' .. HARVARD COLLEGELIBRAllY BEQUESTOF RCLANOBUr.ll,' , ,E DIXOII f,'.AY 19, 1936 0oPYBIGRT, 1891, BY AlilBIOAN BooK Co)[PA.NY. W. P. 2 1 Digit zed by Google \ PREFACE AT the request of the Board of Education, I have .fi. endeavored to write a simple and concise history of the Hawaiian people, which, it is hoped, may be useful to the teachers and higher classes in our schools. As there is, however, no book in existence that covers the whole ground, and as the earlier histories are entirely out of print, it has been deemed best to prepare not merely a school-book, but a history for the benefit of the general public. This book has been written in the intervals of a labo rious occupation, from the stand-point of a patriotic Hawaiian, for the young people of this country rather than for foreign readers. This fact will account for its local coloring, and for the prominence given to certain topics of local interest. Especial pains have been taken to supply the want of a correct account of the ancient civil polity and religion of the Hawaiian race. This history is not merely a compilation. It is based upon a careful study of the original authorities, the writer having had the use of the principal existing collections of Hawaiian manuscripts, and having examined the early archives of the government, as well as nearly all the existing materials in print.
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Center for Hawaiian Sovereignty Studies 46-255 Kahuhipa St. Suite 1205 Kane'ohe, HI 96744 (808) 247-7942 Kenneth R
Center for Hawaiian Sovereignty Studies 46-255 Kahuhipa St. Suite 1205 Kane'ohe, HI 96744 (808) 247-7942 Kenneth R. Conklin, Ph.D. Executive Director e-mail [email protected] Unity, Equality, Aloha for all To: HOUSE COMMITTEE ON EDUCATION For hearing Thursday, March 18, 2021 Re: HCR179, HR148 URGING THE SUPERINTENDENT OF EDUCATION TO REQUEST THE BOARD OF EDUCATION TO CHANGE THE NAME OF PRESIDENT WILLIAM MCKINLEY HIGH SCHOOL BACK TO THE SCHOOL'S PREVIOUS NAME OF HONOLULU HIGH SCHOOL AND TO REMOVE THE STATUE OF PRESIDENT MCKINLEY FROM THE SCHOOL PREMISES TESTIMONY IN OPPOSITION There is only one reason why some activists want to abolish "McKinley" from the name of the school and remove his statue from the campus. The reason is, they want to rip the 50th star off the American ﬂag and return Hawaii to its former status as an independent nation. And through this resolution they want to enlist you legislators as collaborators in their treasonous propaganda campaign. The strongest evidence that this is their motive is easy to see in the "whereas" clauses of this resolution and in documents provided by the NEA and the HSTA which are ﬁlled with historical falsehoods trashing the alleged U.S. "invasion" and "occupation" of Hawaii; alleged HCR179, HR148 Page !1 of !10 Conklin HSE EDN 031821 suppression of Hawaiian language and culture; and civics curriculum in the early Territorial period. Portraying Native Hawaiians as victims of colonial oppression and/or belligerent military occupation is designed to bolster demands to "give Hawaii back to the Hawaiians", thereby producing a race-supremacist government and turning the other 80% of Hawaii's people into second-class citizens.
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Holly Mathews, Director Department of Anthropology While the Hawaiian
Holly Mathews, Director Department of Anthropology While the Hawaiian Cultural Renaissance Movement has existed and thrived since the late 1960’s, there has been little recent investigation into how the movement has changed over time or its young adult participants. This study investigated young adults’ participation in the Hawaiian Cultural Renaissance Movement, gender differences within this involvement, conceptions of traditional Hawaiian culture and identity, and hopes for the future of the movement. The investigation aimed to cover the gap in research in young adults and gender within the Hawaiian Cultural Renaissance Movement, in order to inform members’ future practices. This study utilizes three different methodologies: a detailed literature/historical analysis, participant observation in the Hawaiian Islands, and fourteen semi-structured interviews with movement members. Twelve of the informants were between the ages of 21- 35 years old, whereas two informants were older in order to investigate generation differences. The findings indicated that education, perpetuation of knowledge, conservation and sustainability, language revitalization, and identity were at the center of the movement for participants. The data indicated that there were no real differences between the genders, but rather that the older participants were more political and specific in their involvement than the younger participants. Young Adult Perceptions and Participation in the Hawaiian Cultural Renaissance Movement A Thesis presented to the Faculty of the
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Cultural Tourism and Post-Colonialism in Hawaii Leigh Nicole Schuler University of Arkansas, Fayetteville
University of Arkansas, Fayetteville ScholarWorks@UARK Anthropology Undergraduate Honors Theses Anthropology 5-2015 Cultural Tourism and Post-Colonialism in Hawaii Leigh Nicole Schuler University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/anthuht Part of the Social and Cultural Anthropology Commons Recommended Citation Schuler, Leigh Nicole, "Cultural Tourism and Post-Colonialism in Hawaii" (2015). Anthropology Undergraduate Honors Theses. 2. http://scholarworks.uark.edu/anthuht/2 This Thesis is brought to you for free and open access by the Anthropology at ScholarWorks@UARK. It has been accepted for inclusion in Anthropology Undergraduate Honors Theses by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. Cultural Tourism and Post-Colonialism in Hawaii An Honors Thesis submitted in partial fulfillment of the requirements for Honors Studies in Anthropology By Nicole Schuler Spring 2015 Anthropology J. William Fulbright College of Arts and Sciences The University of Arkansas Acknowledgments I would like to graciously thank Dr. Kirstin Erickson for her encouragement, guidance, and friendship throughout this research. Dr. Erickson motivated me with constructive criticism and suggestions to make my work the best it could be. Under her tutelage, I feel I have matured as a writer and an anthropologist. Dr. Erickson was always available to me when I had questions. Without her help, I would not have received the Honors College Research Grant to travel to Hawaii to conduct my fieldwork. Dr. Erickson was always kind and understanding throughout the two years we have worked together on this research. She was always excited to hear the latest development in my work and supported me with each new challenge.
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The Color of Nationality: Continuities and Discontinuities of Citizenship in Hawaiʻi
The Color of Nationality: Continuities and Discontinuities of Citizenship in Hawaiʻi A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN POLITICAL SCIENCE DECEMBER 2014 By WILLY DANIEL KAIPO KAUAI Dissertation Committee: Neal Milner, Chairperson David Keanu Sai Deborah Halbert Charles Lawrence III Melody MacKenzie Puakea Nogelmeier Copyright ii iii Acknowledgements The year before I began my doctoral program there were less than fifty PhD holders in the world that were of aboriginal Hawaiian descent. At the time I didn’t realize the ramifications of such a grimacing statistic in part because I really didn’t understand what a PhD was. None of my family members held such a degree, and I didn’t know any PhD’s while I was growing up. The only doctors I knew were the ones that you go to when you were sick. I learned much later that the “Ph” in “PhD” referred to “philosophy,” which in Greek means “Love of Wisdom.” The Hawaiian equivalent of which, could be “aloha naʻauao.” While many of my family members were not PhD’s in the Greek sense, many of them were experts in the Hawaiian sense. I never had the opportunity to grow up next to a loko iʻa, or a lo’i, but I did grow up amidst paniolo, who knew as much about makai as they did mauka. Their deep knowledge and aloha for their wahi pana represented an unparalleled intellectual capacity for understanding the interdependency between land and life.
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Stopping the Wind-An Exploration of the Hawaiian Sovereignty Movmement
DePaul University Via Sapientiae College of Communication Master of Arts Theses College of Communication Spring 6-2010 Stopping the Wind-An Exploration of the Hawaiian Sovereignty Movmement Krystle R. Klein DePaul University Follow this and additional works at: https://via.library.depaul.edu/cmnt Part of the Communication Commons Recommended Citation Klein, Krystle R., "Stopping the Wind-An Exploration of the Hawaiian Sovereignty Movmement" (2010). College of Communication Master of Arts Theses. 7. https://via.library.depaul.edu/cmnt/7 This Thesis is brought to you for free and open access by the College of Communication at Via Sapientiae. It has been accepted for inclusion in College of Communication Master of Arts Theses by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. ‘Imi na’auao—to seek enlightenment, wisdom and education ‘Ike Pono—to know, see, feel, to understand, to comprehend, to recognize/righteous, appropriate, moral goodness, proper, fair Kuleana—privilege, responsibility, area of responsibility (the responsibility which accompanies our blessings) This project was a discovery of truth, and on a deeper level, the journey of ‘Imi na’auao. In discovering the truth of the islands, and hearing the stories from those who live it, ‘Ike Pono was achieved. As a person blessed and cursed with privilege, it is my duty to respond with Kuleana. The series of events that led to this final project are not riddled by mere coincidence. My experience while living on the island of O’ahu compelled me to look deeper into an otherwise untold story to many. The truth and allure of the islands drew me in.
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K a H O ' O L a W E : a L O H No State of H a W a Ii
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Historians of Traditional Hawai'i
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by eVols at University of Hawaii at Manoa T. S. Dye & Colleagues, Archaeologists, Inc. 735 Bishop St., Suite 315, Honolulu, Hawai‘i 96813 Historians of Traditional Hawai‘i: An Annotated Bibliography Krickette Murabayashi ¿omas S. Dye, PhD November 5, 2010 Contents 1 Introduction 2 2 Nineteenth-Century Native Scholars 2 2.1 Samuel Manaiakalani¯ Kamakau (1815–1876) . .2 2.2 Davida Malo (1795–1853) . .5 2.3 Ioane (John) Papa ‘¯I‘¯ı (1800–1870) . .7 2.4 Kepelino Kahoalii (c. 1830–1878) . .8 3 Foreign Transplants 9 3.1 Abraham Fornander (1812–1887) . .9 3.2 Nathaniel B. Emerson (1839–1915) . 11 3.3 Martha Warren Beckwith (1871–1959) . 13 3.4 M. Puakea Nogelmeier . 15 4 Foreign Scholars 16 4.1 Ralph S. Kuykendall (1885–1963) . 16 4.2 Gavan Daws (b. 1933) . 18 5 Twentieth-Century Native Scholars 19 5.1 Mary Kawena Pukui (1895–1986) . 19 5.2 George Hu‘eu Sanford Kanahele (1930–2000) . 22 5.3 Lilikala¯ Kame‘eleihiwa . 23 5.4 Other Important Renaissance Figures . 24 6 Archaeological and Anthropological Historians 25 7 Conclusion 25 Glossary 25 Hawaiian Terms 25 Bibliography 26 1 Introduction ¿is annotated bibliography presents a list of works by key historians who contributed to the preservation of traditional Hawaiian history. Some background on each individual is given to provide insight into what informed these historians and the perspectives that inevitably shaped their (re)tellings of history. Also, we describe the methods and motivations that went into collecting and producing these histories.
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Travel Leisure Company
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The United States Military and Its Controversial Use of Hawaiian Land
Bard College Bard Digital Commons Senior Projects Spring 2016 Bard Undergraduate Senior Projects Spring 2016 Aloha ʻĀina: The United States Military and Its Controversial Use of Hawaiian Land Kai Bernier-Chen Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2016 Part of the American Politics Commons, Environmental Policy Commons, and the Military and Veterans Studies Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Bernier-Chen, Kai, "Aloha ʻĀina: The United States Military and Its Controversial Use of Hawaiian Land" (2016). Senior Projects Spring 2016. 199. https://digitalcommons.bard.edu/senproj_s2016/199 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Aloha ʻĀina: The United States Military and Its Controversial Use of Hawaiian Land Senior Project submitted to The Division of Social Studies of Bard College by Kai Bernier-Chen Annandale-on-Hudson, New York May 2016 Mahalo nui loa to all who refuse to give up and continue to fight for the preservation of Hawai’i, its culture, and its land.
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