Ke Kulana He Mahu 3/3/3

Awaiting notes.

Homework 9

1. Bring things for field trip.

2. Finish individual projects.

Classwork 9

1. 3/3/3 Notes on Ke Kulana He Mahu video

2. 3/3/3 Notes on Tinfish 18.5

3. Help one another. Be kind.

4. Participate in the discussion.

Bellwork 8

Bell 8
(Black pen= all you; Red pen=I tell you)

Directions: DO NOT CHEAT. Seriously. I still see some of you cheating or letting others cheat. I give the answers at the end anyway. Just see what you know on your own. OKAY?

Blog on Pidgin
1. How did pidgin start?

2. Who speaks pidgin?

3. Are people who speak pidgin dumb? Why or why not?

4. Is it better to speak standard English or Hawaii Creole English / pidgin? Explain your answer. This is tricky.

Poetry
5. Which poet did you like better? Sage or Brandy? Explain your answer.

6. What is naʻau?

7. Who is a kanaka?

8. Why is contemporary poetry about Hawaiʻi important? Explain your answer.

Other
9. Who are aikane?

10. Are you comfortable watching a video about aikane and learning more about Hawaiian history that many people do not know about? Why or why not? Support your answer.

Ea Lyrics from Sudden Rush (Revised)

(chorus:) To all my people tell me what you want. Ea!
Hawaiians tell me what you need. Ea!
Trying to take what the kanaka maoli got. Ea!
Just to satisfy the government's greed. 'A'ole!
Hawaiians tell me what you want. Ea!
Kanaka maoli tell me what you need. Ea!
We must never forget what our kupuna taught.
Ea even if I have to bleed.

Don 1:
The educator, mana'o deeper than a crater.
You should've known by now that I'd be
Back sooner or later with even greater mana
you know they didn't wanna ever go
Down while they see us rising like an elevator.
But it's time for the indigenous up-rise
I see the fire burning in the children's eyes.
Another freeway another heiau dies.
It's time to make the government choke
on their lies. The term Hawaiian Homes is
A joke to me cuz every piece of land is
Hawaiian homes to me. But in order to be a
Resident your blood must be 50 percent
whoever thought of that law is an idiot to me
So we're living on the beach and they call us
squatters. Cuz we're living off our own
Land fishing from our own waters. I promise
our fight will never be over.
Just try and run us over with your damn bulldozer.
I rap for my people.
I cry for my people. I live for my people.
I die for my people. What you see is what
You get take me as I am.
And I 'ain't never had an uncle named Sam.
(chorus:)

Redeye: Yo they think it's a battle zone.
But they're damn sure right. Cuz it's yo
Also my home and I'm prepared to fight.
I'm reminiscing about the past and the
Present. Obviously the other color didn't listen.
So let me break it down like division And fractions.
It's time to take position and counter they're actions.
Cuz if they're Doing this then we be doing that.
But if they doing that then we be doing this.
Don't get my people pissed cuz it turns real radical.
'Ain't nothing like a rush
Rapping in front of the capitol. Supporting sovereignty
we're all the same kind. Ready or not.
Believe me they're gonna try and cross that line.
But it better not be Mine or in that fact of any kind. Ea!
I'm-a try and stand up for what's mine.
I write another rhyme or whatever it takes to accomplish
all these dreams that's was made Up in the mix. Ea.
(chorus:)

Dynomite: It's that Hawaiian lyricist, pissed off and serious.
Warriors! Stepping Through the mist tell me are you feeling this.
It's Dynomite and I'm ready to ride. Despise the crooked
man so I sever my ties. 'Ain't no strings attached hell no
I keep It mellow while you're trippin'. Pulling the strings
like you Gepetto. Mr. Sam you the
Man acting like you give a damn. I ignite and fight for my
homeland. Buwa-ah. I'm Pulling weight in my wa'a. Me
and Paka rockin' with this tune in my ka'a.
That Kanaka Clark Kent with styles that's bent.
Let me disperse this verse for Mr. President.
I represent. So tell me where the justice went.
Your lack of Compensation is insufficient.
Can't run from the past can't hide from the
truth and I Still 'ain't wearing no soldier boots.
(chorus:)

Final Test Study Sheet

Final Test Study Sheet

Know these terms and be able to describe as much as you can about each in relation to one another and Hawai'i

1. The Overthrow:

2. What do you know about sugar in Hawai'i:

3. Military in Hawai'i (why is the military here?)

4. Pearl Harbor (causes)

5. Racism. In Hawai'i?

6. How did the Hawaiians lose their land?

7. What is the sovereignty movement?

8. Name two contemporary Hawai'i poets. Describe the topics they write about.

9. Pidgin.

10. Aikane.

11. What is colonialism?

12. What is imperialism?

13. Also be able to answer general news questions about things you would learn from The Daily Show and The Colbert Report.

14. What are “truth-tellers” besides history books?

15. Be able to define everything that Sudden Rush sings about in EA.

16. Why do I call this class "Modern Hawaiian history," history with a small "h"?

What is pidgin or Hawaiian Creole English (HCE)?

Awaiting student responses.

Homework 8

Homework 8

(I'm giving less homework so you can work on your individual projects due FRIDAY by 6 PM.)

1a. Go to this website and explore. Spend at least 20 mins looking through the website.

1b. Who is Bumpy Kanahele? What does he mean to Waimanalo?

1c. What is sovereignty? Why should you care about it? (This will be on the final.)

2a. Write me an email about the mahu video we watched in class. What did you think about learning about aikane and mahu in Hawaiian culture?

Classwork 8 (Modified)

Modified

1. Classwork is based on your participation in class today.

Bellwork 7

Name: ___________________________ Date: ______________

Bell 7 (Black pen = your brain. Red pen = from Ms. Jill)

Directions: You may use the transcript from The Pinky Show. I will give you a revised transcript.

The Pinky Show
1. Is Hawaii an occupied nation? Why or why not. Give three reasons to support your answer.

NY Times Article
2. In the article, Hawaii Blues, the writer listed many reasons why residents in Hawaii should be “happy.” He was joking. Name three reasons why we should be stressed out.

Tim Wise Video (Review)
3. What is racism? How did it begin? Why did it begin?

Thoughts
4. Do we have too much homework? Why or why not? How do you suggest we do four nights of homework in one night? Create a valid argument with supporting details or you FAIL. J/K. But seriously, if you think we have too much you need to write a good argument or I won’t consider your thoughts.

Homework 7

1a. Read this blog post on pidgin.

1b. Why does the author of the blog (Susan Schultz) only speak pidgin in private?

1c. What do you think "code-switching" means? (Google it if you don't know.)

1d. What did you think of this blog post on pidgin?

2a. What are your thoughts about pidgin? Who do you know who speaks pidgin? Where do they live? Do you think pidgin is dying out? Why or why not? Support your answer.

3. What is racism? How did it start? Why did it start? Does it exist in Hawaii? Give an example.

4. Which poem did you relate to the most with today? Explain.

Classwork 7

Name: ______________________________ Date: _________

Classwork 7

Poem:

Poet:

Words you don’t understand:

What is the main idea of the poem?

Images?

Historical references?

What personal connections can you make to this poem?

Group Postings

Group 1

Key Points

Bombing of Pearl Harbor

• Surprise attack by Japanese bombers; Dec 7, 1941; Pearl Harbor, Hawaii
• Four hours after the attack, General Walter C. Short asked the Hawaiian governor Joseph Poindexter to declare marital law.
• Martial Law - the law temporarily imposed upon an area by state or national military forces when civil authority has broken down or during wartime military operations. Imposed military rule over a civilian population. Suspended the right of habeas corpus, or the written order that prevented unlawful arrest and detention.

Internment

• Japanese aliens and civilians alike were confined to Internment camps during the war.
• The government sought to destroy what little they could use as communication devices, as suspected to be helping the enemy.

Involvement and Effect of War

• Nisei - second generation Japanese
• Young nisei men joined into the military in order to prove their loyalty to Americans.
• Early 1942 about 150 Japanese-Americans joined the National Guard.
• Korematsu v. U.S. - Supreme Court; argument that Korematsu was a loyal citizen and the evacuation order had deprived him of his 5th amendment rights of liberty and prosperity without due processes of law.

Group 2

• technology- knowledge, skills, materials, and machinery
• Jones- costigan Act of 1934- passed by U.S., congress, classify HI as foreign producer
• Market- potential demand
• HI at disadvantage in mainland sugar market:

1) long, costly trip around cap Horn(panama canal) for raw sugar

2) expensive charge by American sugar refining co.

3) Claus spreckless, CA's sugar king discriminate against them in west coast market Annex cooperates

• stock- ownershare shares in cooperation
• pineapple become the second large industry in Hawaii
• unify policies an labor, legislation and scientific research

Group 3

KEY POINTS

-A lot of strikes were held in 1890 and 1925

-Most strikes were unsuccessful

1924 - High Wages Movement (labor group) and the Hawaiian Sugar Planters' Association (representing the planters) stated positions on wages, hours, and working conditions

- High Wages Movement declare a strike. Unsuccessful in 10 months.

Wagner Plan was created in 1935

-also known as the National Labor Restrictions Act

-gave workers the right of collective bargaining but was only to industrial workers not agricultural workers

1935 the Hawaii Employment Registrations Act also known as the Little Wagner

-gave the right to collective bargaining to agricultural workers

Group 4

Intro

• annexation was in 1898
  
• lost land through adverse possession
• homesteading:using public land for farms and homes
• 1920,U.S. congress passed the hawaiian homes commission act to provide hawaiians with land for farming and ranching
• hawaiian homes commission act was amended in 1923
• hawaiian home commission act still exists
• success and future of homesteading programs are still being debated

Rehabilitation

• hawaiian homes commission act designated 200,000 acres of land as hawaiian land
• land was given out by the hawaiian homes commission
• Prince Kuhios plan was to return to the land
• hawaiians could apply for 3 types of land(agricultural, residential, pastoral)
• Nanakuli was a homestead on Oahu

Kuhio

• would get help from the republican party
• oligarchy-gov. controlled by a small group of people
• Prince Kuhio was sort of like the voice of the hawaiian people
• republican party needed him to maintain political control of the territorial legislature

A Matter of Trust

• public trust-one set to benefit the public
• breach of trust-willfull contrary to the terms of the tryst
• hawaii sometimes used homestead land without paying for it
• 28,000 acres of land was returned to the department of hawaiian home lands in 1984
• DLNR was allowed to lease hawaiian land to non-hawaiians
• inventory of hawaiian homelands should total to 203,500

Hawaiian Homelands Use

• Hawaii 107,981
• Kauai 18,569
• Maui 28,995
• Molokai 25,401
• Oahu 6,651

Acquiring a Homestead in Hawaii

• 50% Hawaiian to get land
• show proof by parents and ancestors
• leased $1 in 99 years
• equity-financial interest in property
• $10 million set aside for down-payments
• 8,500 qualified for hawaiian land
• 28,000 people were on the waiting list

Group 5

-life on the plantation was difficult, the exposure of sun, excessive amount of work, get up early, lunas making them work faster and faster.

-children had education and had to walk two hours to get to school

-had to budget their spending money because all the things they buy come out of their husband's paycheck.

Education in hawaii:

-haole teachers (some) have respect for asian students

-language schools (most popular was Japanese)

-WWII marked the end for Japanese schools, Buddhist temples, and Shinto Shrines

English Standard Schools:

-the system separated children in school by their ability to read, write and speak english

-English schools did separation to protect English speakers from pidgin speakers

-discrimination on race in the language school, was sometimes separated according to what their ethnicity was

-WWII disrupted schooling at all levels in Hawaii

-Wilfred Tsukiyama was the first to win the scholarship started Prince Fushimi which he gave $200 for "money for sake and fish"

Group 6

Who came to Hawai'i? And why?

Immigration to Hawai'i by Major Ethinic Groups 1855-1930

	Most	Number	Least	Number	Total
Chinese	1880-1884	15,305	1860-1864	53	43,379
Japanese	1905-1909	47,440			86,712
Portuguese	1880-1884	8,872			16,318
Spanish	1910-1914	5,430			7,733
Korean	1905-1909	5,009			8,316
Filipino	1920-1924	31,849			103,795
Other	1910-1914	3,394			12,884
Total	1905-1909	59,098	1860-1864	53	376,652

section two main point...

What was plantation life like?

• there was filipino, japanese. porto rican, portugee, korean, kanaka, and chinese

• luna, book-keeper, sugar-boiler, store-keeper, time-keeper, chemist, clerk, machinist, boss, and boss'missus

• workers had to sleep at 8 PM and wake up at 5 AM

• agenda...

• breakfast (a cup of rice)
• work for 10 hours
• eat supper, take their baths, relaxe till bed...

Best Work Portfolio

Best Work Portfolio Requirements
300 points

All of this should be placed in ORDER in a small binder or folder, in which pages can be flipped.

1. Best 3 bellworks (You should have papers.)

2 Bibliography of sources used for your best project. (Print out)

3. Best project reflections and rubrics. (You should have papers.)

4. Outline of 10 things you learned with supporting details. (Type out)

5. A letter to me about your experiences in this class. (Type out)

6. MHh Pre-Test (Test we took on the first day. I will hand back to you.)

7. Post-Test (Graded. I will hand back to you.)

8. Analysis of what you learned (take it question by question).
You will compare your First Assessment Test with your Final exam.
Explain to me how you much more you know now than you did before.
(This must be typed out.)

Revised Grade Breakdown:

Individual Project-50 points
Group Project-50 points
(Children’s Project no longer due this quarter)
Bellwork (10 per semester)-100 points
Participation and Class work-200 points
GoogleDocs/Homework-200 points
Best Work Portfolio-300 points
Final Test* (Learning Stretch)-300 points
*Oral Option
Total Points-1200 points

Bellwork 6

Name: _________________ Date: _____________
Bell 6:
I want to know what you know. If you don’t know it, both of us have not done our job. I will always help you. Do not stress out about bellwork. I use bellwork to help me teach and to check what still needs to be clarified.

Directions: You will turn in this bellwork today. You cannot take it down to the computer lab. This bellwork is based on what you learned last week.

1. What is racism? (Think about what I drew on the board.) And how did it start in America? Draw a picture if necessary. Racism is not calling someone a bad name.

2. As the elite (rich) eleven men were talking about immigration to Hawaiʻi, how did they plan to use racism to make money in the sugar plantations (control the economy), control society and control government?

3. As Kaipo asked, how did maka'ainana Kanaka Maoli (Native Hawaiians who lived on the land, common people) lose their land according to the book? Remember the group presentations? You should write three main reasons. Don’t include the obvious ones such as the annexation and the overthrow.

4. Group 4 presented on the Kuleana Act: name two things that made it difficult for common Kanaka Maoli to own land? Remember the paper airplanes Thomas explained to us?

Homework 6

1. Pick a place in Waikiki that you have a story about. A place where you had something happen to you or where you remember something happening.

2. Write a short paragraph or story about it. Email me by midnight Monday night. Or turn it in with your bellwork in the morning if you don't have internet at home.

3. Draw a picture. Turn this in to me.

4. Get the video / print form signed by your parents. We will be publishing in online book and a real print book about Waikiki so this is important you get it done.

5. Read this article about Hawai'i in the NY Times. Be prepared to answer questions about this article and what we discuss in class for your bellwork 7 on Tuesday.

Classwork 6

1. Game plan for Tuesday. You will need to hand in a game plan for what you will be presenting on Tuesday. Remember your game should be fun and meaningful.
2. Key points of all your sections. Pick people from your group to turn in your key points. Make sure everyone contributes.
3. Email. You will need to type out the key points and email them to me by the end of the day on Monday. This means a two people from your group will need to go to the library while we are working in our groups to type out the key points and email me.
4. Cornell Notes. Turn in Cornell Notes on The Pinky Show: Hawaii vs. U.S. Imperialism. I will show this to you in class. Turn in after we are done watching the video.

How Did Hawaiians Lose Their Land?

Group 1
Main point of our section is how Liholiho (Kamehameha the 2nd) got rid of the kapu system and how his mother was trying all she can to make Liholiho remove the kapu system. Also it talks about when the missionaries came to Hawai'i.

Group 2

Group 3

Group 4

Group 5
The Loss of Land, Ceded Lands and Reparations

Taxes

- Taxes where put on lands. Hawaiians couldn't pay taxes so land was seized and sold to foreigners

Adverse Possession

- A process in which land that was left "unused" could be absorbed by others into their plantations/pasture lands

Kuleana Act

- Hawaiians were only entitled to land they actually cultivated

- Hawaiians lost access to lands used by everyone

- lands where animals where pastured was lost

-Hawaiians were given only a short window of time to apply for lands. Also they were expected to have their land cultivated by a certain time. This was unreasonable.

These were the key points that my group and I discussed in our game, Capture the Flag. These are the main reasons why the Hawaiians lose a majority of their land.

Group 6
for the first section's main points were...

* oligarchy: a government controlled by a small group of people; also, those making up this group.
* voting had requirements that prevented many Hawaiians from voting or running for office
* it was because they could not meet the requirements
* two years later after the annex in 1898 the organic act was passed
* the organic act made Hawaiians able to vote
* function as a constitution for Hawai'i until it became a state in 1959.

the second section's main points were...

* wanted to recapture control of politics and government in the islands
* they thought about bringing in white settlers, asking U.S. president to appoint a commission to govern Hawaii, extending the vote to the other ethnic groups, and bringing in black settlers from the mainland U.S.
* "If you can't beat 'em-join 'em" became the policy of the republican party
* they settled to find a Hawaiian candidate for delegate to congress who could bring in enough Hawaiian votes to defeat the Home Rule Party's candidate
* Prince Kuhio became republican candidate for delegate to U.S. congress in 1902
* Kalakaua became king and he named Jonah and his brothers prince.

Hawai'i is an occupied nation

For your final test, a lot of the information you need to know is here on The Pinky Show. We will watch this in class and I will give you a copy of the transcript of the show, but you should also watch it on your own if you really want to learn the basic outline of why Hawai'i is an occupied nation.

What is race?

What is race?

KL: Race is something that was used to influence poor whites so the elites could keep them from organizing and overthrowing them.

JI: Differences between groups based on skin color, which gives certain privileges / restrictions to one group over the other.

EK: Race is what elites created so they could keep their money. (Paraphrased)

Irony in the Civil War

What is ironic about slaves fighting for the South in the civil war?

JI: The elites were tricking people into thinking skin color is more important than economic freedom.

EK: People who were fighting in the Civil War from the South were often formerly poor, indentured servants. The elites told them that skin color was more important than economics. By keeping slavery, the blacks actually had the white former indentured servants' jobs because they were free labor. But the white former indentured servants were told that if the blacks were freed, that "black people will take your jobs."

KL: An elite group of people convinced indentured Eurpoeans that skin color matters so they would feel superior to blacks. The elites told the poor white people that if the colored people were free they would take their jobs. It's ironic because the black people had the white people's jobs!