First, from day 1 to day 30, I rate myself a 4.5 for the improvement of the quality of work about history that I have produced. At the beginning of this course, I was confused and had a difficult time comprehending what we were learning about because history is not my strongest subject. However, as the days went by, I gained a better understanding of history by triangulating sources and connecting different concepts. On the other hand, I did not produce my best work on a few assignments. Secondly, from day 1 to day 30, I rate myself a 5 for improvement of the quality of digital applications. I had no prior knowledge in Adobe Illustrator and only used Adobe Photoshop in elementary. Therefore, my skills have improved tremendously as I have learned new and helpful techniques in these applications. Third, from day 1 to day 30, I rate myself a 5 for the improvement of the independence and self-organization I have exhibited. In the first few weeks of school, I depended on my group and classmates with collaborative assignments. However, as the course progressed, and we transitioned from synchronous to asynchronous, I became independent, learned not to rely so heavily on others, and managed my time much easier. Furthermore, I found most of the work we interesting and valuable because many of these concepts we new to me, and I had no previous knowledge in World History. For example, I found learning about revolutions interesting because of current events and recent uprisings. On the other hand, I was not interested in some of the work, nonetheless, it added to my knowledge base. Also, making better connections between historical and current events can prove to be helpful in my future for multiple reasons. One reason is that I can use history to find solutions to modern problems. Another reason is that it allows me to understand why we are facing certain issues, and what role historical events have played in these issues. Additionally, the Kahiau project has definitely been a valuable learning experience. I have learned more about project management through collaboration and communication with group members. I have applied digital and critical thinking in various blog posts and research posts. I have even improved on making connections between historical events and current issues, as seen in Black Lives Matter and the French Revolution, global climate change and industrialization, and more. Lastly, as a young kānaka with potential for leadership in Modern Hawaiʻi, I learned that I am a leader in my society. As a student, I aim to be a leader in the classroom by taking on leadership roles in group projects, collaborative work, and academically-rigorous discussions. As a family member, I have become a leader for my younger cousins, nieces, and nephews by caring for them and striving to be a role model. As a community member, I promote unity and equality with everyone I meet and interact with. Through this, I have also learned that I aspire to be a leader in various ways, but I do not want to seem oppressive and controlling. Therefore, I often hold back my full potential and abilities. But in the future, I see myself as a determined, dedicated, open, and fair leader. These traits align closely with my core values, and I work to exhibit these traits in everything I do. However, in order to lead in some capacity, there are a few essential skills. Collaboration, communication, and cooperation are three important skills that would allow me to establish relationships and address problems. Critical thinking, decisiveness, and problem-solving are also important because they would assist in decision-making and maintaining order. Brownstein, A. by R. (n.d.). The BLM protests preview the politics of a diversifying America. Retrieved from CNN website: https://www.cnn.com/2020/06/23/politics/black-lives-matter-support-impact/index.html
Guest Contributor. (2018, January 24). Reasons why every business needs a good leadership | Your Training Edge ®. Retrieved from Yourtrainingedge.com website: https://www.yourtrainingedge.com/reasons-why-every-business-needs-a-good-leadership/ PBS. (n.d.). Wonders of Mexico | Episode 2 | Mountain Worlds. Retrieved June 26, 2020, from Wonders of Mexico | Episode 2 | Mountain Worlds website: https://www.pbs.org/wonders-mexico/episodes/episode-2/ The Editors of Encyclopedia Britannica. (n.d.). Mount Aconcagua | Location, Map, Elevation, & Facts. Retrieved from Encyclopedia Britannica website: https://www.britannica.com/place/Mount-Aconcagua Guida, H. (2019, October 14). The Rise of Indigenous People’s Day. Retrieved June 26, 2020, from LATV website: https://latv.com/the-rise-of-indigenous-peoples-day/ Trover. (n.d.). Boruca, Costa Rica, Puntarenas Province, Costa Rica — by Greg Jackson. Retrieved June 26, 2020, from Trover website: https://www.trover.com/d/290CI-boruca-costa-rica-puntarenas-province-costa-rica Kelleher, K. (2018, July 4). Panama Monkeys Have Begun Using Rocks as Tools, Beginning Their Own Stone Age. Retrieved from Fortune website: https://fortune.com/2018/07/03/monkeys-panama-use-rocks-as-tools-stone-age/ Spotting Jaguars in South America | Southern Explorations. (n.d.). Retrieved June 27, 2020, from www.southernexplorations.com website: https://www.southernexplorations.com/how-spot-jaguar Rigg, S. (2020). How to visit Chichén Itzá - Horizon Guides. Retrieved June 27, 2020, from Horizonguides.com website: https://horizonguides.com/mexico/visiting-chich%C3%A9n-itz%C3%A1
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Given that we are approaching Lā Hoʻihoʻi Ea, we need to learn to balance the need to compete in Western/European sense for resources of land, home, and career with our Native values and identities, to protect the future of our Lāhui. We can accomplish this through unity and equality. Modern challenges and struggles we face are unlike any other. On many occasions, they have turned society against each other, inciting dangerous conflicts. Tensions across the world continue to escalate because of the impact of these global issues. However, through unity and equality, we can address these problems on a multilateral scale. As a united front, our Native people, in particular, have the power to become a formidable force. People of color and ethnic minorities, like Native Hawaiians, have experienced first-hand the devastating effects of modernization. By using our struggles to uplift and empower other marginalized communities, we can collectively collaborate, cooperate, and communicate. Some people have already begun to adopt unity as a tool, as displayed in Protect Mauna Kea, the Protect Kahoʻolawe ʻOhana, and many more. Secondly, we need to promote equality. Unity is merely a group of people without equality. Unity establishes alliances, while equality creates connections. In our modern-day society, we continue to face inequality, class stratification, and social dichotomies, even if our political leaders are too ignorant to recognize it. Therefore, we need to combat these injustices through equality. Equality promotes a fair society, where rights and opportunities are respected. A great example of the integration of unity and equality can be seen in the Black Lives Matter movement, a fight for freedom, liberation, and justice. Not only can unity and equality create balance, but they can also protect us in this modern globalized world. Additionally, I can use the gift and privilege of my education at Kamehameha to ensure that the native identities of our Lāhui and other people of color remain steadfast in the 21st-century through leadership and action. As Kamehameha students, we are taught to be leaders in our communities. We are provided with opportunities to engage with community members, and address problems our people are facing. We are also taught to recognize and be aware of the situations in our environment and society. Through my education and privilege, I can become a leader for our Lāhui and future generations of Native Hawaiians. Our people, and other colored populations, need to take a stand against the oppression we are experiencing in our modernized world. Therefore, I will be able to lead our people in these modern revolutions and inspire other young Hawaiians to use their voices. Secondly, I can use my privilege and education to take action. In order for change to occur, we need to create it. By taking action in my community, I will be able to incite and encourage beneficial change. Whether this is through Kapua Aloha and peaceful protests or civil disobedience, the actions I take have the power and ability to impact many others. Akana, H. (2020, July 08). Facing the Impacts of Empirical Globalization in the 21st Century. Lecture presented at Kamehameha Kapālama Summer School 2020. Retrieved July 08, 2020, from https://docs.google.com/presentation/d/160gaH0AUNcrgJu_XvLCEzv9KhxuSInRdilPk94292Ng/edit#slide=id.p
Black Lives Matter. (2019). About. Retrieved from Black Lives Matter website: https://blacklivesmatter.com/about/ Kealoha, D. (2020). Google Docs - create and edit documents online, for free. Retrieved July 9, 2020, from accounts.google.com website: https://docs.google.com/document/d/1luTkAYoTftM7SsQNqF4S7ujLm0cm98fDjsCBUoPbG_o/edit La Hoihoi Ea. (n.d.). HISTORY – La Hoihoi Ea. Retrieved July 9, 2020, from La Hoihoi Ea website: http://lahoihoiea.org/history/ Protect Kahoʻolawe ʻOhana. (n.d.). Protect Kaho‘olawe ‘Ohana. Retrieved July 9, 2020, from Protect Kaho‘olawe ‘Ohana website: http://www.protectkahoolaweohana.org/index.html Protect Mauna Kea. (2019). Protocols for Kapu Aloha | protect-mauna-kea. Retrieved from protect-mauna-kea website: https://www.protectmaunakea.net/protocols-for-kapu-aloha Kapālama Kamehameha Schools. (n.d.). Kapālama. Retrieved July 9, 2020, from www.ksbe.edu website: https://www.ksbe.edu/education/kapalama/ Staff, H. N. N. (2019). TMT protesters brace for possibility of more law enforcement action. Retrieved July 9, 2020, from https://www.hawaiinewsnow.com website: https://www.hawaiinewsnow.com/2019/07/17/new-victory-protesters-police-back-away-mauna-kea-second-straight-day/ Although America is one of the most modernized and advanced empires, it does portray many similarities to its predecessors, such as Britain, Rome, and more. First, the rise of empires in history is very similar to the rise of the American Empire. Like the British and the Romans, America originated at the expense of others. Many believe that the Spanish-American war incited the birth of the American Empire. This was a conflict between the United States and the Spanish Empire, resulting in new American territories throughout the Pacific and Latin America, and the United States rising as a dominant global power. Secondly, Britain, Rome, and America all used harsh expansion strategies. American forces turned towards global conquest for geographical and economic benefits. However, many native people were brutally affected and killed during the process. Additionally, even nowadays, America compares to these empires. One example of this is seen in their management of resources. Like Britain and Rome, America delegates certain political leaders the responsibility of overseeing and controlling natural resources. This is displayed in multiple departments and branches of government, including the Department of Agriculture and the Department of Commerce, which divide into smaller managing bodies. Another example is seen in America’s dealing with native people. Like Britain, the United States has created policies and laws that continue to discriminate against native populations. This is seen in the Dawes Act of 1887, which forced Native Americans out of their homes and into Indian reservations, which still exist today. Similar policies meant to “protect” natives have also impacted Native Alaskans and Native Hawaiians. A third example can be seen in modern imperial and colonial tactics. More recently, we have seen the impacts of imperialism in America through police brutality against people of color, techniques that have been used by almost every empire. Colored populations face a higher risk of being killed, arrested, or beaten by police, even if unarmed. This is because of strict police force and imperialist strategies adopted by America’s police departments. For these reasons, America compares to many of the empires that shaped history. Furthermore, America’s occupation of Hawaiʻi worsens my Kahiau project issue of global climate change in our modern society through industrialization. After colonizing Hawaiʻi and overthrowing the Hawaiian monarchy, America began to transform our islands with the introduction of new economic industries. However, this perpetuated climate change in Hawaiʻi. Energy industries established by the United States are the primary sources of carbon dioxide (CO2) emissions in Hawaiʻi’s atmosphere. This is because these industries combust fossil fuels such as coal and steam, which both create energy and emit CO2. Also, the tourism industry created by the US is a contributing factor to climate change in Hawaiʻi. The American people destroyed our land and prostituted the Hawaiian culture for the benefit and interests of tourists. As a result of this, tourism has become Hawaiʻi’s largest industry, with our islands being subjected to exotic vacations from people around the world. However, tourism plays a major role in climate change. Transportation is Hawaiʻi’s second leading source of CO2 emissions. But, researchers have recently found that the vast majority of transportation-related emissions come from the tourism industry. Therefore, our biggest economic industry has also become a threat to our environment. Akana, H. (2020, July 07). Nuts & Bolts of the Cold War Expanded V2020. Lecture presented at Kamehameha Kapālama Summer School 2020. Retrieved July 07, 2020, from https://drive.google.com/file/d/1kh6JL73CztAYCi4e0pc8AFVuKr3URrXi/view
CNN. (n.d.). The rise and fall of the Berlin Wall - CNN Video. Retrieved July 7, 2020, from www.cnn.com website: https://www.cnn.com/videos/world/2014/11/07/pkg-shubert-history-of-berlin-wall.cnn CrashCourse. (2013a). The Cold War: Crash Course US History #37. Retrieved from https://www.youtube.com/watch?v=9C72ISMF_D0 CrashCourse. (2013b). The Cold War in Asia: Crash Course US History #38 [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=Y2IcmLkuhG0 NTFHRamage. (2015). YouTube. Retrieved from www.youtube.com website: https://www.youtube.com/watch?v=2oYIk7ae8hI PragerU. (2014). YouTube. Retrieved July 7, 2020, from www.youtube.com website: https://www.youtube.com/watch?v=7hqYGHZCJwk TED-Ed. (2016). The history of the Cuban Missile Crisis - Matthew A. Jordan [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=bwWW3sbk4EU WorldOfRock4U. (2015). YouTube. Retrieved July 7, 2020, from www.youtube.com website: https://www.youtube.com/watch?v=PEmt2CmmWl0 CrashCourse. (2013). American Imperialism: Crash Course US History #28. Retrieved from https://www.youtube.com/watch?v=QfsfoFqsFk4 Friedman, G. (2015). Coming to Terms With the American Empire. Retrieved July 8, 2020, from Stratfor website: https://worldview.stratfor.com/article/coming-terms-american-empire#:~:text=The%20United%20States%20became%20an History.com Editors. (2018, August 21). Spanish-American War. Retrieved from HISTORY website: https://www.history.com/topics/early-20th-century-us/spanish-american-war The Editors of Encyclopedia Britannica. (2018a). British Empire | Origins, Countries, History, & Facts. In Encyclopædia Britannica. Retrieved from https://www.britannica.com/place/British-Empire The Editors of Encyclopedia Britannica. (2018b). Roman Empire | ancient state [27 bc-476 ad]. In Encyclopædia Britannica. Retrieved from https://www.britannica.com/place/Roman-Empire Boxer, A. (2009). Native Americans and the Federal Government | History Today. Retrieved from www.historytoday.com website: https://www.historytoday.com/archive/native-americans-and-federal-government#:~:text=Between%201887%20and%201933%2C%20US Department of Hawaiian Home Lands. (n.d.). Homestead Associations. Retrieved July 8, 2020, from dhhl.hawaii.gov website: https://dhhl.hawaii.gov/homestead-associations/ Mapping Police Violence. (2008). Mapping Police Violence. Retrieved from Mapping Police Violence website: https://mappingpoliceviolence.org/ Our Documents - Dawes Act (1887). (2019). Retrieved from Ourdocuments.gov website: https://www.ourdocuments.gov/doc.php?flash=false&doc=50 USA Gov. (2018). Branches of the U.S. Government | USAGov. Retrieved from Usa.gov website: https://www.usa.gov/branches-of-government Boxer, A. (2009). Native Americans and the Federal Government | History Today. Retrieved from www.historytoday.com website: https://www.historytoday.com/archive/native-americans-and-federal-government#:~:text=Between%201887%20and%201933%2C%20US Department of Hawaiian Home Lands. (n.d.). Homestead Associations. Retrieved July 8, 2020, from dhhl.hawaii.gov website: https://dhhl.hawaii.gov/homestead-associations/ Hawaii - Economy | Britannica. (2019). In Encyclopædia Britannica. Retrieved from https://www.britannica.com/place/Hawaii-state/Economy Hawaii State Department of Health. (2019). Hawaii Greenhouse Gas Emissions Report for 2016 Final Report. Retrieved from https://health.hawaii.gov/cab/files/2019/12/2016-Inventory_Final-Report_December2019-1.pdf Mapping Police Violence. (2008). Mapping Police Violence. Retrieved from Mapping Police Violence website: https://mappingpoliceviolence.org/ Our Documents - Dawes Act (1887). (2019). Retrieved from Ourdocuments.gov website: https://www.ourdocuments.gov/doc.php?flash=false&doc=50 State of Hawaii. (n.d.). Greenhouse Gas Emissions. Retrieved from dashboard.hawaii.gov website: https://dashboard.hawaii.gov/stat/goals/5xhf-begg/fgyu-2f7k/y5ya-s7nf Taufaasau, M. (2019). American Imperialism with Hawaii. Retrieved from ArcGIS StoryMaps website: https://storymaps.arcgis.com/stories/de6b1a09b13a44eba9d087fd04559096 Trask, H.-K. (2018). Tourism and The prostitution Of Hawaiian Culture. Retrieved from Culturalsurvival.org website: https://www.culturalsurvival.org/publications/cultural-survival-quarterly/tourism-and-prostitution-hawaiian-culture United Nations World Tourism Organization. (n.d.). Climate Change | UNWTO. Retrieved July 8, 2020, from www.unwto.org website: https://www.unwto.org/sustainable-development/climate-change#:~:text=article%20on%20linkedin- USA Gov. (2018). Branches of the U.S. Government | USAGov. Retrieved from Usa.gov website: https://www.usa.gov/branches-of-government Bohrdt, A. (2015, August 10). What if...? Screen Sharing in the Spanish-American War. Retrieved from Mikogo website: https://www.mikogo.com/2015/08/10/screen-sharing-spanish-american-war/ Translate Media. (n.d.). Energy Translation | Oil & Gas Industry Translation. Retrieved July 9, 2020, from TranslateMedia website: https://www.translatemedia.com/us/translation-service/energy-industry-translation/ If Germany was not sanctioned so harshly, there would not have been as many economic, geographical, and political impacts. First, Germany’s economy would not have suffered so harshly. Although Germany was hurting, economically, prior to the Treaty of Versailles, the Allied Powers aggravated their economic issues. Along with being forced to accept responsibility for causing the Great War, Britain, France, and America required Germany to pay $32 billion worth of fees. However, the Germans did not have this money. Therefore, they paid for it in resources such as coal, steel, and crops, impacting their economy heavily. On the other hand, if they were not obligated to do this, Germany may have been twice as successful, even after losing World War I. Secondly, Germany may have also been able to expand and conquer more land. The treaty had forced the nation to abolish its airforce and reduce its armies. This made Germany militarily vulnerable, forcing them to settle with the land they had previously colonized. But, they may have been able to conquer more land if they had the military power to do so. Lastly, Hitler may not have been a political figure, let alone a German Chancellor if Germany was not sanctioned so harshly. The main causes of Hitler’s rise as a leader were because of the issues Germany was facing politically and economically due to the treaty. Hitler was directly against the Treaty of Versailles and, therefore, disobeyed its terms. This incited his popularity and allowed him to become the Chancellor of Germany. However, if these conflicts did not occur, Hitler would not have gained so much fame from the German people. Instead, he would most likely have continued to fight in the German army as a soldier because of his hardcore patriotism, fascism, and national pride. Furthermore, the results of WWI and the Treaty of Versailles connect to our Kahiau project issue of global climate change because of the class stratification established. Climate change is a global issue happening in almost every region of the world. Therefore, it requires the attention and unity of everyone, regardless of where you are from. However, the class stratification and social hierarchies built as a result of the treaty are affecting our ability to amalgamate and address this issue. The treaty provided the Allied Powers with a sense of superiority by allowing them to become a dominating global force. It not only allowed them to control global geography and world conquest, but it also allowed them to manage global economies, as seen in both Germany and Japan. This inequality allowed the Allies to establish themselves in the top tier and class of the social pyramid. Meanwhile, other nations were portrayed as inferior to them. Due to this, segregation and conflicts were spurred between groups of people, many of which continue to exist today. Therefore, it is also preventing us from collaborating and communicating on the climate change crisis. Akana, H. (2020, July 01). InterWar Years: In Between WWI & WW2. Lecture presented at Kamehameha Kapālama Summer School. Retrieved July 01, 2020, from https://drive.google.com/file/d/13wU5AgIxysOjp-bTBVYWcm7agTz6vDBH/view
WatchMojo.com. (2010a). World War I - Treaty of Versailles. Retrieved from https://www.youtube.com/watch?v=gKzZ1OwPXgk WatchMojo.com. (2010b). WWI - The Aftermath. Retrieved from https://www.youtube.com/watch?v=Hl5OqQVaD9Y Axelrod, J. (2019). NPR Choice page. Retrieved from Npr.org website: https://www.npr.org/sections/codeswitch/2019/08/11/742293305/a-century-later-the-treaty-of-versailles-and-its-rejection-of-racial-equality BBC. (n.d.). WW1: Can the Treaty of Versailles help us tackle climate change? Retrieved July 2, 2020, from BBC Teach website: https://www.bbc.co.uk/teach/can-the-treaty-of-versailles-help-us-tackle-climate-change/z7twbdm History.com Editors. (2018, September 4). Apartheid. Retrieved from HISTORY website: https://www.history.com/topics/africa/apartheid Uneven Earth. (n.d.). Hierarchy, climate change and the state of nature – Uneven Earth. Retrieved from Uneven Earth website: http://unevenearth.org/2018/04/hierarchy-climate-change-and-the-state-of-nature/ Parliament UK. (1919). Treaty of Versailles. Retrieved from UK Parliament website: https://www.parliament.uk/about/living-heritage/transformingsociety/private-lives/yourcountry/collections/paris-1919-vers/tre-of-vers/ Zax, T. (2019, September 29). Revisiting Hitler, in a New Authoritarian Age. The New York Times. Retrieved from https://www.nytimes.com/2019/09/29/books/hitler-biographies-longerich-simms.html The Malthusian Flux Theory connects to the current Black Lives Matter movement through this central idea of poverty and degradation. This modern revolution is about demanding justice and equality for people of color, while also eradicating white supremacy and police brutality. White supremacy, and what some refer to as white privilege, is associated with the Malthusian Flux through the inaccessibility of resources. The theory states that the limited availability of resources will result in poverty, and this has proven to be very true. African Americans, in particular, have the highest poverty rate among racial and ethnic groups, making up one-fourth of the nation’s poverty population. In 2018 alone, the total number of Blacks and African Americans facing poverty in America totaled over nine million. This is because people of color, many of whom are participating in the Black Lives Matter protests, have less access to essential resources than those who are White because of racial inequality. African Americans also have a lower wealth production rate and more commonly rely on the income of multiple family members to support a single household, compared to Whites. This is proof that as overpopulation continues to occur, people are competing for resources, and inequality is becoming more prevalent, especially in Black communities. Therefore, this also shows that white supremacy is directly connected to the Malthusian Flux Theory. The Malthusian Flux, Colonization, Imperialism, and World War collectively relate to my Kahiau project issue of global climate change both here in Hawaiʻi and across the globe. The Malthusian Flux Theory connects to climate change through natural disasters. This theory talks about how overpopulation can be controlled with global disasters that impact populations and the availability of resources for people within them. Climate change is related to this because it creates many disasters that directly affect people and their access to these essential resources. These include droughts and famines that result in both poverty and death. Additionally, colonization and imperialism connect to climate change because they globalized the issue, therefore, globalizing the effects of it as well. In the 19th century, European colonizers and imperialists conquered lands owned by people of color (POC) to secure resources for industrialization. With these resources, they expanded empires, built colonies, and established industries. However, this perpetuated climate change because these industries both produced CO2 and utilized fossil fuels that release CO2. As Europeans became dominant, they built more industries across the globe. However, this also meant more CO2 entering Earth’s atmosphere, accelerating climate change. Lastly, World War relates to climate change because many militaries also created industries that produced CO2. But, the most significant effect of war is regarding nationalism. Wars throughout history introduced this mindset of nationalism, which still exists today. However, this is stopping people from addressing climate change. Nationalists focus on their own interests, therefore, they do not support the “one planet” concept. But, climate change is a global issue, therefore, it requires collaboration and multilateralism, which nationalists refuse to give, perpetuating the problem. Akana, H. (2020, June 27). Imperialism, Modern Warfare & Identity Crisis. Lecture presented at Kamehameha Kapālama Summer School. Retrieved June 27, 2020, from https://drive.google.com/file/d/1kn7DaWeO8KI2kblnAQXYfbFRYyLCUg0B/view
Akana, H. (2020, June 30). The First Big Fight: How, When, Why, Then, What? Lecture presented at Kamehameha Kapālama Summer School. Retrieved June 30, 2020, from https://drive.google.com/file/d/16wi9aEf8zOQzD9eoq-4sbn5HRW4h7xDr/view. Assari, S. (2017). Unequal Gain of Equal Resources across Racial Groups. International Journal of Health Policy and Management, 7(1), 1–9. https://doi.org/10.15171/ijhpm.2017.90 Black Lives Matter. (2019). About. Retrieved from Black Lives Matter website: https://blacklivesmatter.com/about/ Conversi, D. (2020). The Ultimate Challenge: Nationalism and Climate Change. Nationalities Papers, 1–12. https://doi.org/10.1017/nps.2020.18 CrashCourse. (2012). Archdukes, Cynicism, and World War I: Crash Course World History #36. Retrieved from https://www.youtube.com/watch?v=_XPZQ0LAlR4 CrashCourse. (2014). HOW World War I Started: Crash Course World History 209. Retrieved from https://www.youtube.com/watch?v=Cd2ch4XV84s Derviş, K. (2020, January 9). When climate activism and nationalism collide. Retrieved June 30, 2020, from Brookings website: https://www.brookings.edu/opinions/when-climate-activism-and-nationalism-collide/ HISTORY. (2014a). Bet You Didn’t Know: World War I | History [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=2mjqi-QyO1E HISTORY. (2014b). Legacy of World War I | History. Retrieved from https://www.youtube.com/watch?v=jO-QWFwosk8 HISTORY. (2014c). Nationalism and WWI | History [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=GzCe4qg8K0E HISTORY. (2014d). Tech Developments of World War I | History. Retrieved from https://www.youtube.com/watch?v=k7v3cq1ZJjM Hussain, M. (2019, September 15). War on the World: Industrialized Militaries Are a Bigger Part of the Climate Emergency Than You Know. Retrieved from The Intercept website: https://theintercept.com/2019/09/15/climate-change-us-military-war/ National Centers for Environmental Information. (n.d.). DROUGHT: Monitoring Economic, Environmental, and Social Impacts | National Centers for Environmental Information (NCEI) formerly known as National Climatic Data Center (NCDC). Retrieved from www.ncdc.noaa.gov website: https://www.ncdc.noaa.gov/news/drought-monitoring-economic-environmental-and-social-impacts#:~:text=Drought%20can%20also%20affect%20people Physicians for Social Responsibility. (n.d.). Climate Change and Famine. Sauter, M. B. (2018, October 10). Faces of poverty: What racial, social groups are more likely to experience it? Retrieved from USA TODAY website: https://www.usatoday.com/story/money/economy/2018/10/10/faces-poverty-social-racial-factors/37977173/ Selin, N. (n.d.). Britannica School. Retrieved from school.eb.com website: https://school.eb.com/levels/high/article/carbon-sequestration/474250 The State of Working America. (2010). Poverty | State of Working America. Retrieved from Stateofworkingamerica.org website: http://www.stateofworkingamerica.org/index.html%3Fp=4193.html Union of Concerned Scientists. (2014, April 10). Drought and Climate Change | Union of Concerned Scientists. Retrieved from www.ucsusa.org website: https://www.ucsusa.org/resources/drought-and-climate-change#:~:text=Global%20climate%20change%20affects%20a American Geosciences Institute. (2015, February 13). Can droughts be predicted? Retrieved from American Geosciences Institute website: https://www.americangeosciences.org/critical-issues/faq/can-droughts-be-predicted Moore, A., Attorney, C. A., & Documentary, E. N. P. ’Freeway C. in T. S. (2017, December 17). Newsweek is Dead Wrong on Black Poverty. Retrieved July 9, 2020, from HuffPost website: https://www.huffpost.com/entry/newsweek-is-dead-wrong-on-black-poverty_b_5a36f332e4b0e1b4472ae7b0 The leader example of Gandhi and how he handled the onslaught of colonization and imperialism to win back India connects to the Black Lives Matter movement through peaceful resistance in order to end the discrimination against people of color. Gandhi used peaceful resistance to spread the idea of “de-occupation”, cultural pride, and economic freedom. He noticed that people of color, more specifically Indians, in South Africa were being discriminated against by the British government and police. British forces marginalized the colored population by gaining geographical, political, and economic control. Therefore, Gandhi led multiple protests and strikes, demanding civil rights and equality for everyone, including Indians. However, in some cases, he was brutally beaten and even arrested for simply standing in civil disobedience. Similarly, the recent uproar of Black Lives Matter protests has implemented this same concept of peaceful resistance. Many people have noticed a rise in police brutality recently, especially with access to technology. Police officers across the country, who are predominantly white, have caused the deaths of many innocent people of color, including children. As a result, not only Americans but people across the world have been holding large peaceful protests, advocating for police reform. But like Gandhi, many of these protestors are being battered and pepper-sprayed by police for simply fighting for justice. Furthermore, the Gandhi approach is even seen in Hawaiʻi’s modern-day society. What Gandhi referred to as peaceful resistance, Native Hawaiians refer to as a kapu aloha. Kapu aloha is the concept of acting with love, respect, awareness, honor, and humility. More recently, Hawaiians have applied kapu aloha on Mauna a Wākea, or more commonly known as Mauna Kea. The California Institute of Technology, University of California, National Institutes of Natural Sciences of Japan, National Astronomical Observatories of the Chinese Academy of Sciences, Department of Science and Technology of India, and National Research Council (Canada) collectively make up the TMT International Observatory (TIO). This partnership is trying to build the Thirty Meter Telescope (TMT), a class of large and advanced telescopes whose purpose is to look deeper into space, on Mauna Kea. However, many Hawaiians do not want it built in Hawaiʻi as it is both a threat to the Hawaiian culture and Hawaiʻi’s environment. Therefore, they have blocked access to the summit, held numerous protests, and spoken with government officials to halt the immediate construction of the TMT, all while demonstrating kapu aloha and civil disobedience. Akana, H. (2020, June 18). Gandhi - Discussion & Viewing Guide. Lecture presented at
Kamehameha Kapālama Summer School 2020. Retrieved June 25, 2020, from https://drive.google.com/file/d/1AvCBVZ2XgvziWt6dY7u4QkERLwVlBeeH/view Kealoha, D. (2020, June 18). Google Docs - create and edit documents online, for free. Retrieved June 25, 2020, from accounts.google.com website: https://docs.google.com/document/d/1vH62ojfFHNTnNEBbo7XDHZy3_924KWm0OfW205ZKCjM/edit Kim, C. (2020, May 31). Images of police using violence against peaceful protesters are going viral. Retrieved June 25, 2020, from Vox website: https://www.vox.com/2020/5/31/21275994/police-violence-peaceful-protesters-images Peeples, L. (2020). What the data say about police brutality and racial bias — and which reforms might work. Nature. https://doi.org/10.1038/d41586-020-01846-z Protect Mauna Kea. (n.d.). Protect Mauna Kea. Retrieved June 25, 2020, from protect-mauna-kea website: https://www.protectmaunakea.net/ Shah, K. (2020, June 11). Mothers of black Americans killed by police speak out: ‘Nothing’s changed.’ The Guardian. Retrieved from https://www.theguardian.com/us-news/2020/jun/11/mothers-black-children-killed-by-police-speak-out Slolan, S., Pritchard, J., & Foreman, T. (2020, June 7). Massive, Largely Peaceful, Protests Against Police Brutality Continue Across the Nation. Retrieved June 25, 2020, from Time website: https://time.com/5849649/george-floyd-memorial-protests-police-brutality/ TMT International Observatory. (2009). TMT International Observatory. Retrieved from TIO website: https://www.tmt.org/page/about Touré, & Touré. (2017, December 7). A Year Inside the Black Lives Matter Movement. Retrieved from Rolling Stone website: https://www.rollingstone.com/politics/politics-news/a-year-inside-the-black-lives-matter-movement-204982/ George, T. (2019). Now we know Mahatma Gandhi was a fraud. Retrieved July 10, 2020, from The New Indian Express website: https://www.newindianexpress.com/opinions/columns/t-j-s-george/2019/oct/06/now-we-know-mahatma-gandhi-was-a-fraud-2043765.html Hurley, B. T., & July 16, 2015. (2015, July 16). Mauna Kea protesters file complaint over access. Retrieved July 10, 2020, from Honolulu Star-Advertiser website: https://www.staradvertiser.com/2015/07/16/hawaii-news/mauna-kea-protesters-file-complaint-over-access/ The Guns, Germs, & Steel presentation connects with factors that are working together to create the issue of climate change that correlates with the UN Development Goal of climate action through a chain reaction. The rise of empires due to access to guns, germs, and steel allowed for the spread of global climate change. Steel allowed empires to build guns. With the introduction of guns, people gained an advantage on the battlefield and were able to conquer new land easier. Germs also assisted with conquering land as many diseases brought by colonizers resulted in the depletion of the native populations. These included smallpox, malaria, fevers, and more. This spread and transfer of diseases allowed for colonizers to move in and build their civilizations. As these empires continued to build, explore, and expand in different parts of the world, they continued to become more advanced and innovative over time. This eventually led to industrialization and the creation of industries, factories, and machines during the Industrial Revolution. With so many empires dominating the world, industries also began to appear around the world as well. However, because these industries produced greenhouse gases, global climate change began to occur across the world as well. This resulted in the climate change crisis that we are now facing and trying to address today. Additionally, climate change presents itself in almost all places around the world as a result of the rise and domination of empires (with access to guns, germs, and steel). However, some places are experiencing different effects of climate change compared to others. For example, the Philippines has been facing violent tropical storms and typhoons, while Canada has been facing warmer waters and ocean acidification. Another example is that Mexico is facing food and water shortages, while Germany is facing extreme heat and powerful storms. Different areas are experiencing different effects because, although climate change was driven by CO2 emissions of the Industrial Revolution, different places were affected at different times. Tropical oceans and Arctic regions began warming first, while the southern hemisphere began warming much later. This inconsistency is seen across the world, but what does remain consistent is the need to combat climate change. Some organizations are even taking a global approach to this situation, by addressing issues in multiple countries. This is seen in the Climate Reality Project and the millions of people they have gathered to fight climate change. Akana, H. (2020, June 17). Guns Germs and Steel Notes & Reflection. Lecture presented at
Kamehameha Kapālama Summer School 2020. Retrieved June 24, 2020, from https://docs.google.com/document/d/1Qjn5B1rLfbfVNieNOt2gY2o1ujdRTtn7_G5qbXcnPDs/edit McGregor, H., Gergis, J., Abram, N., & Phipps, S. (2016, August 24). The Industrial Revolution kick-started global warming much earlier than we realised. Retrieved June 25, 2020, from The Conversation website: https://theconversation.com/the-industrial-revolution-kick-started-global-warming-much-earlier-than-we-realised-64301#:~:text=In%20the%20early%20days%20of The Climate Reality Project. (2018). How Climate Change Is Impacting Different Places Around the World. Retrieved from Climate Reality website: https://www.climaterealityproject.org/blog/how-climate-change-impacting-different-places-around-world Golembo, M. (2018, July 12). What is a typhoon: Everything you need to know. Retrieved from ABC News website: https://abcnews.go.com/US/typhoon-/story?id=56540857 Gunderman, R. (2019). How Smallpox Helped Spain Conquer the Aztecs | RealClearScience. Retrieved July 10, 2020, from www.realclearscience.com website: https://www.realclearscience.com/articles/2019/02/20/how_smallpox_helped_spain_conquer_the_aztecs_110893.html The Agricultural Revolution and Scientific Revolution did not directly create or intensify climate change, but it more so allowed us to understand it. The Agricultural Revolution connects to my Kahiau Project issue by observing the changes in our environment. The issue my group is studying and trying to address is global climate change. During the Agricultural Revolution, we see that Earth’s climate was even changing in the past. This is seen in the Pleistocene Ice Age and the Goldilocks Conditions. During this time people discovered the ability of the world to become both cooler and warmer. In addition, the discoveries made by many Enlightenment theorists during the Scientific Revolution has had an impact on this issue by what they have discovered about science and the structure of the universe. Climate change is a result of greenhouse gasses entering Earth’s atmosphere, absorbing heat from Earth’s surface, and then returning that heat back. However, the only reason that we know so much information about climate change and the effect that it has on our environment is because of the discoveries and collective learning of these theorists. For example, we have learned about Earth’s atmosphere from discoveries on the structure of the universe made by Galileo and Copernicus. Over time, scientists have used discoveries similar to this to understand how Earth’s temperature is becoming warmer. If it were not for these discoveries, we would have no knowledge of climate change and how much of an impact it could have on us, economically, and our environment if it is not addressed. Furthermore, climate change presents itself in many ways in our modern society. Across the globe, glaciers are melting, sea levels are rising, natural habitats are experiencing new adaptations, wildfires have become more frequent, droughts are increasing, and tropical storms are intensifying. Also, in Hawaiʻi alone, we have experienced coral bleaching, freshwater depletion, pressure on native plants and animals, and threats to our food supply, public health, and buildings. But through the collective knowledge gained from the Agricultural and Scientific Revolutions, many people are addressing this issue and the UN development goal of climate action. For example, some organizations are trying to learn more about the issue so they know how to better prepare for the effects to come. In Hawaiʻi, scientists at the Mauna Loa Observatory have been measuring the CO2 levels in Earth's atmosphere since 1960, researching climate change in relation to human activity. Also, groups such as the Nature Conservancy have already begun taking action. They have been focussing on natural solutions to combat climate change. This includes planting native trees, restoring wetlands, and strengthening coral reefs. Through these actions, they hope to counteract climate change and provide other natural benefits to our environment at the same time. CrashCourse. (2012). The Agricultural Revolution: Crash Course World History #1. Retrieved from https://www.youtube.com/watch?v=Yocja_N5s1I
CrashCourse. (2019). Scientific Revolution: Crash Course European History #12. Retrieved from https://www.youtube.com/watch?v=w70BkCqgyyI Mann, M. E. (n.d.). Britannica School. Retrieved from school.eb.com website: https://school.eb.com/levels/high/article/greenhouse-gas/473968 Jackson, R. (2018, November 28). Global Climate Change: Effects. Retrieved from Climate Change: Vital Signs of the Planet website: https://climate.nasa.gov/effects/ Kaulukukui, J. (n.d.). Natural Climate Solutions Op Ed. Retrieved June 24, 2020, from The Nature Conservancy website: https://www.nature.org/en-us/about-us/where-we-work/united-states/hawaii/stories-in-hawaii/natural-climate-solutions-op-ed/ Shaftel, H. (2018, June 7). The scientific method and climate change: How scientists know – Climate Change: Vital Signs of the Planet. Retrieved from Climate Change: Vital Signs of the Planet website: https://climate.nasa.gov/news/2743/the-scientific-method-and-climate-change-how-scientists-know/ U.S. Global Change Research Program. (2014). National Climate Assessment. Retrieved from National Climate Assessment website: https://nca2014.globalchange.gov/highlights/regions/hawaii Finnerty, R. (2019). Marine Scientists Track Coral Bleaching in Real Time. Retrieved July 10, 2020, from www.hawaiipublicradio.org website: https://www.hawaiipublicradio.org/post/marine-scientists-track-coral-bleaching-real-time Riffin. (2017). WFS Facts : The Pleistocene Epoch,Last Ice Age - WFS. Retrieved July 10, 2020, from World Fossil Society website: https://worldfossilsociety.org/2017/07/wfs-facts-pleistocene-epochlast-ice-age/ |