Hawaiian Statehood

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Photography, Unspoiled north shore of Hawaii's Oahu Island, between 1980 and 200
Question

When and why did Hawaii become a state?

Answer

Hawaii—a U.S. territory since 1898—became the 50th state in August, 1959, following a referendum in Hawaii in which more than 93% of the voters approved the proposition that the territory should be admitted as a state.

There were many Hawaiian petitions for statehood during the first half of the 20th century.

The voters wished to participate directly in electing their own governor and to have a full voice in national debates and elections that affected their lives. The voters also felt that statehood was warranted because they had demonstrated their loyalty—no matter what their ethnic background—to the U.S. to the fullest extent during World War II.

In retrospect, perhaps, the genuinely interesting question about Hawaii’s becoming a state is why it took so long—60 years from the time that it became a U.S. possession. There were many Hawaiian petitions for statehood during the first half of the 20th century. These were denied or ignored. Some in the U.S. had been convinced, even at the time of Hawaii’s annexation, that Hawaii had no natural connection to the rest of the states. It was not contiguous territory, most obviously, but 2,000 miles from the coast.

In retrospect, perhaps, the genuinely interesting question about Hawaii’s becoming a state is why it took so long.

Hawaii’s annexation in 1898 had much to do with the power of American plantation owners on the islands and the protection of their financial interests—both in gaining exemption from import taxes for the sugar they shipped to the U.S. and in protecting their holdings from possible confiscation or nationalization under a revived Hawaiian monarchy. There was considerable sentiment in the U.S. that annexation would be an unjust, imperialistic, and therefore un-American, move (Hawaii had more than sugar; it was a potential harbor and coaling station for naval vessels and was historically pressured in the 18th and 19th centuries for concessions by countries including Great Britain, Japan, and Russia).

Nevertheless, at the time of annexation the monarchy itself had only been in existence for a century, and originally consolidated power brutally, with the help of European sailors and firepower. Even by the end of the 19th century, a significant portion of the Caucasian residents of Hawaii had been born and raised there and considered themselves natives. Complicating the question was a large population of immigrant Japanese, Chinese, and Portuguese, all of whom had been originally encouraged to come in order to supply agricultural labor to the islands.

At the time of the vote, 90% of the population of Hawaii consisted of U.S. citizens.

Part of the decades-long reluctance to change Hawaii’s status from territory to state derived, both in Hawaii and on the mainland, from uncertainty and fear about granting electoral power to one ethnic group or another. This was not just Caucasian vs. ethnically Polynesian. Some ethnically Polynesian Hawaiians opposed the change from territory to state because, while they had come to feel comfortably “American,” they feared that the Japanese population on Hawaii (perhaps as high as 30%) would, under a universal franchise authorized by statehood, organize and vote itself into power to the disadvantage of the Hawaiians of Polynesian descent.

At the time of the vote, 90% of the population of Hawaii consisted of U.S. citizens. Hawaii’s importance in World War II had secured its identity as fully American in the minds of both Hawaiians and mainlanders. In addition, persistent and effective lobbying of Congressional representatives during this initial period of the modern Civil Rights Movement convinced enough members of Congress that this was the right moment to accept Hawaiian statehood, no matter what its racial makeup was.

Hawaiians themselves had been awaiting this for years, so much so that the “49th State” Record Label had been selling popular Hawaiian music since shortly after the War. As it turned out, Alaska entered as a state at the very beginning of 1959, making it the 49th, and when Hawaii came in several months later, it became the 50th state of the Union.

For more information

An Act to Provide for the Admission of the State of Hawaii into the Union. Act of March 18, 1959, Pub L 86-3, §1, 73 Stat 4.

Daws, Gavin. Shoal of Time: A History of the Hawaiian Islands. Honolulu: University of Hawaii Press, 1968.

National Archives and Records Administration. “Hawaii Statehood, August 21, 1959.” Accessed November 13, 2012.

Kaloko-Honokohau National Historical Park

Description

Along the western coastline of the Island of Hawai'i lies the hot, rugged lava of Kaloko-Honokohau. Some people find it difficult to understand why the ancient Hawaiians chose to settle upon these stark lava fields. The reason was, perhaps, a spiritual one, for there was a spirit in Kaloko-Honokohau. The Hawaiians who first came to the area felt its presence in every rock and tree, in the gentle waters of shallow bays, and in the tradewinds that gently swept across the lava flow. Visitors to the park can see the ancient heiau (temple) that stands at the end of the beach, as it did in times when Hawaiian settlements thrived in the area, and the 'Aiopi'o Fishtrap, where reef fish were captured for food.

The site offers exhibits and tours.

Puukohola Heiau National Historic Site [HI]

Description

Built between 1790–91 by Kamehameha I, Pu'ukohola Heiau displays the skill of chiefs, men, women, and children under the astute leadership of Kamehameha I. With the assistance of two stranded European sailors, John Young and Isaac Davis, Kamehameha I extended his reign over all Hawaiian Islands. The remains of John Young’s homestead may be toured at the site.

The site offers tours, exhibits, educational programs, demonstrations, and occasional recreational and educational events.

USS Arizona National Memorial

Description

The USS Arizona Memorial is the final resting place for many of the battleship's 1,177 crew members who lost their lives on December 7, 1941. The Memorial commemorates the site where World War II began for the United States. Visitors experience history through the national memorial's program tour, museum, and wayside exhibits.

The memorial offers tours, exhibits, a film, and educational programs.

Kalaupapa National Historical Park [HI]

Description

The Kalaupapa National Historical Park is primarily focused on the forced isolation of all Hawaiian people suffering from leprosy. The park is restricted in access, and prospective visitors must apply for a permit with the Hawaiian State Department of Health. From the park website: "The park's mission is to provide a well-maintained community ensuring the present patient residents of the Kalaupapa Settlement may live out their lives there."

The park offers hiking and historical sites. An outside company run by a local resident, Damien Tours, arranges tours. The website offers in depth historical information regarding the park, as well as visitor information. In order to contact the park via email, use the "contact us" link located on the left side of the webpage.

Piecing Together Our History

Description

Director of the Center for Ethnicity and Race at Columbia University, Gary Okihiro, delivers the keynote speech for the opening ceremonies of Boston College's Asian-Pacific American Heritage Month. He discusses the difficulty of establishing an identity as an Asian-Pacific American and the history of Asian-Pacific Americans and Asian immigration to the U.S.

Film Review: Pearl Harbor and U-571

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Photographic negative, One Day After Pearl Harbor, Dec 1941, John Collier, LOC
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What constitutes the limits of dramatic license in fictional motion pictures set within the framework of a historical event? Filmmakers have regularly argued that the need for drama always outweighs the need for plausibility and historical accuracy. Audiences have generally bought the argument, as have the filmmakers themselves. Does it matter that Steven Spielberg portrays the Pentagon receiving word of the death of two Ryan brothers on Omaha Beach within two days of D-Day? Does it matter that a German fighter plane flew to the vicinity of Greenland as shown in U-571? Does it matter that Jimmy Doolittle and his raiders never flew in formation during the attack on Tokyo as shown in Pearl Harbor?

But does falsifying or fabricating events add to the drama, or is good drama incompatible with truth?

Who cares? After watching U-571, one person said, “If I want to see the truth, I will watch PBS.” But does falsifying or fabricating events add to the drama, or is good drama incompatible with truth? Clearly painting the name Enola Gay on the wrong side of the fuselage in The Beginning or the End (1947) and Above and Beyond (1952) adds nothing to the drama of Paul Tibbets's mission to drop an atomic bomb on Hiroshima. Does the mistake matter? On the other hand, portraying Tibbets as feeling guilty for carrying out his assignment, as Above and Beyond clearly does, falsifies history. Do the directors' justification that they could not show an American officer in 1952 willingly killing 80,000 people suffice?

Jonathan Mostow, director of U-571, claimed he was making a fictional story, not a documentary, about life aboard a submarine during the battle of the Atlantic and therefore he did not have to portray history accurately. Nevertheless, the British immediately took offense, claiming he was turning the Royal Navy's capture of an Enigma machine from a German submarine in 1941 into an American heist in 1942. Mostow denied he was doing this, pointing out that the British used a destroyer while he used a submarine. With U-571, the problems had less to do with history than with plausibility. The Germans did fly four-engine patrol planes over the North Atlantic but certainly not single-engine fighters. Whether an American submarine disguised as a German submarine might capture a U-boat might not be too farfetched, at least as portrayed in the movie. But having a second German submarine, in the dark of night, in a driving rainstorm recognize what was happening and figure out which one to torpedo stretches credibility beyond any realistic limits. Likewise, having the American boarding party know how immediately to start the disabled German submarine and get underway strains believability. Worse, submariners have attested to the virtual impossibility of one submarine torpedoing another submarine when both were submerged with the technology available early in the war.

U-571 remains probably the most exciting submarine movie ever made. Nevertheless, the factual and historical errors in the film prevented the director, Mostow, from fulfilling his goal of providing the contemporary generation with any real sense of life aboard a World War II submarine. His response to critics of the film: “Hey folks, it's only a movie.” In contrast, producer Jerry Bruckheimer and director Michael Bay tried to have it both ways with Pearl Harbor. On one hand, both men claimed they were making a fictional movie using the historical events only as the stage on which to create a love story. On the other hand, Bay predicted before the start of production, “You will see what happened at Pearl Harbor like you have never seen it in any other movie. Our goal is to stage the event with utmost realism.” He claimed that he wanted his Pearl Harbor movie to become one “by which all other films are measured,” dismissing Tora! Tora! Tora! (1970) as being “more of a documentary.”

To achieve these goals, Bay and Bruckheimer claimed to have read extensively in the histories about Pearl Harbor and to have interviewed many Pearl Harbor and Doolittle raid survivors. Noting that everyone had his or her own memories that did not always agree with others' on particular aspects of the Japanese attack, the filmmakers felt their re-creation was as valid as any of the recollections.

Pearl Harbor is a fictional tale crafted from a kaleidoscope of real life personal experiences of those living through this terrifying tragedy.” The operative word is “fictional.”

Of course, all memories are created equal, but some are more equal; where truth conflicted with drama, Bay and Bruckheimer chose to go with the drama, claiming they had captured the essence of what had happened on December 7. In fact, “essence” remains a very subjective term that can conceal a plethora of sins. One of the trailers for the film perhaps said it best: “Pearl Harbor is a fictional tale crafted from a kaleidoscope of real life personal experiences of those living through this terrifying tragedy.” The operative word is “fictional.” So little of what appears on the screen bears even a remote resemblance to actual events leading up to the attack on Pearl Harbor, the actual attack, or the aftermath, including the Doolittle raid, that audiences come away from the film with no real understanding of what happened and why. If the film's title had remained “Tennessee,” the original code name Disney gave the project to hide its actual subject, Bay and Bruckheimer, like Mostow, could have hidden behind the claim that they were only making a dramatic movie, not a documentary.

Historians have to be careful to criticize the elephants, not the ants, when discussing the dramatic license filmmakers take in their movies.

However, the title Pearl Harbor and Bay's predictions about what he intended to do strongly suggest the film is providing a reasonably accurate account of what happened on December 7. Historians have to be careful to criticize the elephants, not the ants, when discussing the dramatic license filmmakers take in their movies. But audiences have to know little or nothing about Pearl Harbor to recognize the errors or fabrications. In view of the recent attention given to President Franklin D. Roosevelt because of the dedication of his memorial, most people understand that he simply could not stand up unaided, as happens in the movie.

Likewise, since the movie portrays the growing tensions between Japan and the United States and relates at least superficially the plans for the attack on Pearl Harbor, audiences are going to wonder how one of the heroes could manage to get permission to fly his P-40 over Pearl Harbor at dusk. While Bay commented with pride about the film's signature shot of a bomb falling slowly downward toward the Arizona, people recognize the hokiness of the sequence even if they do not know that the battleship was hit after the Oklahoma, not before, as portrayed.

In fact, the reviewer has compiled a five-page list of “flaws” in Pearl Harbor. Do they matter? Only to the extent that truth itself matters. For most historians the liberties the filmmakers took with the facts render Pearl Harbor useless as a tool to teach students about the Japanese attack. From the Japanese perspective, however, the film has a significant upside. Most people went to see Pearl Harbor for the love story and the explosions and so left the theater without any significant antagonism toward those friendly people who brought the United States into World War II and later began making fine cars, cameras, television sets, and video recorders.

Bibliography

This review was first published in the Journal of American History, 88 (3) (2001): 1208–1209. Reprinted with permission from the Organization of American Historians (OAH).

For more information

To browse all of Teachinghistory.org's materials on Pearl Harbor, try our spotlight page: In Remembrance: Pearl Harbor. (Browse our full selection of spotlights on historic events and commemorations here.)

Resources for Asian Pacific American Heritage Month

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Every May, the U.S. observes Asian Pacific American Heritage Month. Americans whose families had roots in the nations of Asia and the Pacific Islands have experienced and shaped U.S. history in many ways. Teachinghistory.org's resources can help you explore these experiences with your students.

We've gathered together website reviews, lesson plans, quizzes, teaching strategies, primary sources, and more on our Asian Pacific American Heritage Month spotlight page. Available year-round and constantly expanding, this page, like our other spotlight pages, is a valuable resource you can turn to for materials and inspiration.

Here are some suggestions for other ways to inspire your teaching:

  • Follow links from the Library of Congress's Asian Pacific American Heritage Month gateway to exhibits and collections, audiovisual presentations, images, and teacher resources.
  • Locate historic sites related to Asian Pacific American history with the National Park Service's resource guide.
  • Uncover lesson plans, online exhibits, teacher guides, music, and more on the Smithsonian Institution's heritage month page.
  • Scan an overview of data on Asian Pacific Americans in the U.S., courtesy of the U.S. Census Bureau.
  • Retrace the journeys of early contact between the U.S., Asia, and the Pacific Islands with EDSITEment's lesson plans and suggested websites.
  • Confront hardships and mistrust that many Asian Americans faced in the U.S., with resources from the Gilder Lehrman Institute of American History, including a lesson plan on Chinese immigrants and teaching resources on the imprisonment of Japanese Americans during World War II.
  • Browse Asian Pacific American heritage booklists from Colorín Colorado.
  • Honor the service of Asian Pacific Americans in the U.S. military. Both the Navy and the Army maintain pages highlighting Asian Pacific American service.
  • Flip through the Smithsonian National Postal Museum's stamp album of stamps related to Asian Pacific American heritage.
  • Review past presidential proclamations for Asian Pacific American Heritage Month from the White House.
  • Read the stories of Asian Pacific Americans who immigrated to the U.S. and hear from Asian Pacific American authors on publisher Scholastic's Asian Pacific American Heritage Month hub.

Asian Pacific American Heritage Month 2011

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Photo, Princess of Hawaii Kaiulani, c.1893, E. Chickering, Library of Congress
Photo, Princess of Hawaii Kaiulani, c.1893, E. Chickering, Library of Congress
Photo, Princess of Hawaii Kaiulani, c.1893, E. Chickering, Library of Congress
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In 1992, Congress passed Public Law 102.42, permanently designating May as Asian Pacific American Month. Just as with other heritage months, May is barely enough time to scratch the surface of the many strands of history the month memorializes. In May 2009, Teachinghistory.org suggested some places to start digging. Continue to dig this year, with more suggestions.

Japanese Americans and World War II

Modern history textbooks now recognize the internment of Japanese Americans in prison camps during World War II, and its violation of the U.S. understanding of citizenship has increasingly become a core strand in narratives about the war. Digital archives offer rich collections of primary sources related to the internments. Many of these sources feature children, making them a natural choice for drawing students into the story of history. Others focus on law, press, and the choices adults made both during and after the internment years.

  • Students describe their own experiences of internment in the University of Arkansas's Land of (Un)Equal Opportunity. World War II-era high-school students' essays, poems, and other documents record the thoughts of modern students' historical peers.
  • Densho: The Japanese American Legacy Project's archives preserve more than 900 hours of oral history interviews on Japanese American experiences, as well as 10,830 photographs, documents, and newspapers. Browsing them by topic reveals sources on little-covered aspects of the World War II era, such as the experiences of Japanese Hawaiians.
Chinese Americans

Photo, Manpower. Boatyard workers, Jul. 1942, Howard R. Hollem, LoC The lives and experiences of all groups in the U.S. overlap and intertwine with each other, and no group's history exists in isolation. Japanese American history didn't begin and end with World War II, nor did it exist in a vacuum. Enter the keywords "registration certificate 1942" into the search box at the Columbia River Basin Ethnic History Archive for a primary source that captures the complicated nature of identity, perception, and categorization in U.S. history. Remember that Chinese and Japanese Americans are not the only groups represented by this artifact—consider what groups' views motivated the creation of this source.

Filipino Americans

Groups within the U.S. have often banded together based on shared identities to push for change. The Seattle Civil Rights & Labor History Project tells the story of Filipino Americans and unionism in the Seattle canning industry.

Korean Americans

World War II, the Korean War, and the whole span of U.S. international history and involvement (and lack of involvement) can shift when seen from different perspectives. The University of Southern California's Korean American Digital Archive includes photographs and documents related to international events—and to daily life.

Hawaiians

Photo, Princess of Hawaii Kaiulani, c.1893, E. Chickering, Library of CongressBoth a Pacific Island and a U.S. state, Hawaii has a unique position for Asian Pacific American Month. Many different cultures come together here, including Native Hawaiian, Filipino, Japanese, Korean, and Chinese, among others, and it is one of only four states where non-Hispanic whites do not form the majority. Sources on the history of many of these groups can be found in the digital archives of the University of Hawai'i at Manoa.

More Resources

These resources touch on only a scattering of the many Asian American and Pacific American groups represented in the history of the U.S.—and only a scattering of the resources available to teachers. Comment and tell us what you use to teach Asian Pacific American history this month—and the rest of the year. What books, lesson plans, films, primary sources, and other materials have their place in your classroom and curriculum?

What Happened to the Royal Family of Hawaii After the U.S. Took Over?

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Queen Liliuokalani
Question

What happened to the royal family of Hawaii after the U.S. took over?

Answer

Hawaii's monarchy was limited by the 1887 Constitution of the Kingdom of Hawaii, which King David Kalakaua (1836–1891) signed under threat of force, and which was therefore often known as the Bayonet Constitution. It established a constitutional monarchy much like Britain's, but also transferred power through a redefinition of the electoral franchise to an elite class of American, European, and native Hawaiian landowners.

When Kalakaua died in 1891, his sister Lili'uokalani (1838–1917) succeeded him on the throne. Soon she made plans to restore the monarchy's veto power and other features of the pre-1887 Constitution. A group of American and European residents, in opposition to the Queen, organized themselves and solicited protection from U.S. Marines and sailors, which U.S. Government Minister John Stevens provided. Queen Lili'uokalani was deposed on January 14, 1893, and a provisional government was formed.

On February 1, Stevens proclaimed Hawaii a protectorate of the United States. On July 4, 1894, the Republic of Hawaii was founded and Sanford Dole became its President. A brief effort at the beginning of 1895 to restore the monarchy and Lili'uokalani to the throne was thwarted. Arrested and convicted for playing a part in the failed effort, Lili'uokalani was confined to house arrest in Iolani Palace, where she spent much of her time writing songs. She abdicated her throne eight months later, in return for the commutation of the sentence of her fellow conspirators. Later, she would write that her signature on the abdication agreement, which she signed "Lili'uokalani Domonis" (she had married Robert Domonis), invalidated it because, as a monarch, she had never acted under that name, but only "Lili'uokalani." Be that as it may, the government pensioned her off and she retired to her palatial home, where she died, at age 79.

Hawaii was a united kingdom under a single monarch only for eighty years, from 1810, when Kamehameha I (1738–1819) brought all the islands under his control, to the time when the monarchy became defunct under Lili'uokalani. During that time, the rules of succession evolved, to include not only the members of the families of Kamehameha and Kalakaua, but also adopted sons and daughters (Lili'uokalani had three) and members of a noble class recognized by Kamehameha as eligible to be rulers. Because the kingdom ended more than a century ago and because all these families have continued to proliferate, there are currently a large number of people who might be considered as heirs or pretenders to the Hawaiian throne, were it ever to be revived.

Bibliography

William Adam Russ, The Hawaiian Revolution (1893–94) (Selinsgrove, Pa.: Susquehanna University Press, 1992).

Ralph S. Kuykendall, The Hawaiian Kingdom, 1874–1893 (Honolulu: University of Hawaii Press, 1967).

Gavan Daws, Shoal of Time: A History of the Hawaiian Islands (Honolulu: University of Hawaii Press, 1974).

Norris W. Potter et al, History of the Hawaiian Kingdom (Honolulu: Bess Press, 2003).

George S. Kanahele, Emma: Hawai'i's Remarkable Queen (Honolulu: The Queen Emma Foundation, 1999) Liliuokalani, Hawaii’s Story (Rutland, Vt.: Tuttle, 1964).