The Great Mahele

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23

24

25

26

27

28

Kam 2 Test

Creating A
Constitutional
Monarchy

Education in HI

British Takeover

Great Mahele

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30

31

Oni v. Meek
Day 1

Oni v. Meek Day 2

Education in HI

Great Desk
Redistribution

Kuleana Act

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Unit Review

7
Great Mahele Test

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TBA

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10
Data Tracking Kam 2
& Great Mahele

Name: _____________
This Packet Is Due February 7!

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Tuesday January 24

Creating A Constitutional Monarchy

It was during the reign of Kauikeaouli (Kamehameha III) that Hawaii moved from an absolute monarchy to a
constitutional monarchy.

While king, Kamehameha III was facing pressure from

other nations, kingdoms, and countries. In order to
protect Hawaii from other, more powerful, governments,
and in an attempt to protect the rights of the Hawaiian
people, Kamehameha III passed both the Declaration of
Rights in 1839 andtheConstitutionof1840.Thesearethe
documents that made the switch to a constitutional
monarchy legal.

Kamehameha III

The Declaration of Rights served to protect individual rights of both

the makaainana and alii, while the Constitution of 1840 set up
di erent branches of the government. It is very interesting to note
that Kamehameha III, in passing a Declaration of Rights and a
constitution, gave up a signi cant amount of his own power over the
Hawaiian Kingdom. Now, rather than ruling with absolute power,
Kamehameha III,chiefs,andevencommoncitizensa hadtofo owthe
same set of rules.

Declaration of Rights of 1839

Questions- Remember to answer in complete sentences!

1. What two important documents did Kamehameha III pass that helped create a constitutional monarchy?

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2. List three reasons why Kamehameha III created a constitutional monarchy.

1.______________________________________________________________________

2._____________________________________________________________________

3._____________________________________________________________________

3. What was the purpose of the Declaration of Rights?

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4. What was the purpose of the Constitution of 1840?

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5. List two ways that a constitutional monarchy is di erent from an absolute monarchy.

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Youre The Reporter

As a reporter, youre given a short news brie ng based on which you wi be participating in a
press conference with King Kamehameha III. Ask hard-hitting questions. For todays press
conference, you should focus on Kamehameha IIIs decision to move to a Constitutional
Monarchy. Be sure to focus on the reasons why Kamehameha III switched the government to a
Constitutional Monarchy.

News Brie ng:

It was during the reign of Kauikeaouli (Kamehameha III) that Hawaii moved from an absolute
monarchy to a constitutional monarchy.

While king, Kamehameha III was facingpressurefromothernations,kingdoms,andcountries.In

order to protect Hawaii from other, more powerful, governments, and in an attempt toprotect
the rights of the Hawaiian people, Kamehameha III passed boththeDeclarationofRightsin1839
and the Constitution of 1840. These are the documents that made theswitchtoaconstitutional
monarchy legal.

The Declaration of Rights served to protect individual rights of both the makaainana and alii,
while the Constitution of 1840 set up di erent branches of the government. It is very
interesting to note that Kamehameha III, in passing a Declaration of Rights and a constitution,
gave up a signi cant amount of his own power over the Hawaiian Kingdom. Now, rather than
ruling with absolute power, Kamehameha III, chiefs, and even common citizens a had to fo ow
the same set of rules.

Possible Questions: What questions wi you ask Kamehameha III?

1.

2.

3.

The newspaper youre working for wants a one paragraph article outlining the sequence of
events from the news brie ng that summarizes the events and outlines Kamehameha IIIs
reasoning for switching to a constitutional monarchy.

TITLE:_____________________________________________

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Thursday January 26

DO NOW: Has there ever been a time when you felt defeated? Describe the situation in at least 3
sentences. Be descriptive!

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British Take Over Hawaii

On February 10, 1843, LordGeorge Pauleton theRoyal NavywarshipHMSCarysfortentered

Honolulu HarboranddemandedthatKingKamehamehaIIIcedetheHawaiianIslandstotheBritish
Crown. Under the guns of the ship, Kamehameha stepped down under protest. Kamehameha III
surrendered to Paulet on February 25:

Where are you, chiefs, people, and commons from my ancestors, and people from
foreign lands?' Hear ye! I make known to you that I am in perplexity by reason of
di iculties into which I have been brought without cause, therefore I have givenawaythe
life of our land. Hear ye! but my rule over you, my people, and your privileges wi
continue, for I have hope that the life of the land wi be restored when my conduct is
justi ed.
Done at Honolulu, Oahu, this 25th day of February, 1843.
Kamehameha III. Kekauluohi.

Gerrit P. Judd,amissionarywhohadbecometheMinisterofFinance,secretlysentenvoystothe
United States, France and Britain, to protest Paulet's actions.
The protestwasforwardedtoRearAdmiralRichardDartonThomas,Paulet'scommandingo icer,
who arrived at Honolulu harbor on July 26, 1843 onHMSDublin. Thomas overruled Paulet's
actions, and on July 31, 1843, restored the Hawaiian government. In his restoration speech,
Kamehameha declared that"Ua mau ke eaokainaikapono",themottoofthefutureStateof
Hawaii translated as "The life of the land is perpetuated in righteousness."

1. How did George Paulet gain Hawaii for the British?

2. Summarize in one sentence Kamehameha IIIs reasoning for giving his kingdom to the
British.

3. How did Gerrit P. Judd respond?

British Takeover RAFT

Role: Rear Admiral Richard Darton Thomas

Audience: Lord George Paulet
Format: Letter
Topic: Angrily te Paulet that he was not authorized to take over the Hawaiian Islands. Te him
how this makes the British look to other nations, and be sure to issue him a punishment as we !

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Friday January 27

DO NOW: Did anyone actua y own land under the Ahupuaa System? Why or why not?

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The Great Mahele

(Division)

Before the coming of foreigners, landholding was managed under a systeminwhichthekingand

thehighchiefscontro edtheland,whichwasmanagedbythekonohiki.Inreturn,thepeoplegave
the chiefs part of what they produced.

Many Hawaiians thought the people were bettero withthissystem.Theythoughtthatthelands

belonged to the gods and that the chiefs knew best how to control its use. Butmostwesterners
did not understand the relationship Hawaiians had with the land. They thought the people should
have the right to own their own land and pass that land on to their children.

By the time Kamehameha III came to the throne, more and more foreigners were demanding
ownership of the land with a clear title. The king listened. Alandcommissionwasestablishedto
decide how land would be divided. Lets nd out how it was done.

Players:

The King

The Government

Chiefs & Konohiki

Native Hawaiians

Foreigners

Copy the notes that you nd at each station. After copying the set of notes, draw a picture
inside the slice depicting the information.
1. Land already granted to foreigners would be owned by foreigners
1. _________% of the remaining land went to the King and his royal family
2. _________% of the remaining land was divided between the chiefs
3. _________% of the remaining land was declared the government


Station #1

Crown Lands

Station#3 Government Land

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Station #2 Konohiki Lands

Station#4 Settled Foreigners

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Monday/Tuesday January 30-31

Oni v. Meek

The Changing Times:

In the second half of the 19th century, major decisions of the courts shaped and responded to
the rapid changes in society.

Economy:

New laws:

Background on the Case:

Hoaina:

Oni:

Meek:

Facts of the Case:

Decisions of the Court:

1.

2.

1. How did this decision change the lives of hoaina like Mr. Oni?

2. What other possible solutions might there have been to this problem?

3. Do you think the court made the right decision? Write a paragraph explaining your opinion.
You must use at least 2 quotes from the text to support your statement.

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Thursday February 2

The Great Desk Redistribution of 2017

Dear Students,

Recently, I decided that the current seating chart was

inadequate. I believed that we needed a system that was
fairer and more orderly. After consulting with trusted
advisors and re ecting on this classs reaction to the
changes, I may reconsider the redistribution. This survey
wi help me make my decision, so please be honest and
thorough.

Sincerely,

Directions: Mark whether you agree or disagree with the statement below. Then answer the question the fo ows
in two complete sentences. 1=Strongly Disagree
5=Strongly Agree

1a. Dividing the class into 3 regions for the teacher, students, and captains is fair.

1.
2.
3.
4.
5.

1b. Should the teacher receive a larger portion of the classroom because they are the head of the class?

2a. Taking away desks of students whose space is disorganized and dirty is too harsh.

1.
2.
3.
4.

2b. What should happen to students who do not take care of their desk?

5.

3a. Students were not prepared to show documentation of ownership of their desk.

1.
2.
3.
4.
5.

3b. Why were so many students i prepared to prove ownership of their desk? Where did they end up?

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The Great Desk Redistribution of 2017

(Letter to the Teacher)

Directions: Write a letter to the teacher convincing her to change the classroom back to the way it was. Use
your answerstothequestionsonthepreviouspagetoshapeyourargument. Besuretousesoundreasoningand
a convincing voice in making your argument.

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Sincerely,
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_______________________________

Friday February 3

Kuleana Act of 1850

One of the notable provisions of the Great Mahele was theKuleana Act (1850).

Under this provision, commoners were a owed to petition for title (ownership) to land thattheycultivatedand
lived on (kuleana). However, it also abolished the right to cultivate (farm) landonthelarger,commonlandsof
the ahupuaa. This land went to the chief, the crown, or the government.
Ownership of land was a previously unknown concept for thecommoners,andmanydidnotunderstandtheneed
to make a claim for land on which they already worked. Communication about the Kuleana Act depended upon
word-of-mouth or the ability to read the written word. Many Native Hawaiians were not literate enough to
become aware of these rules. Making a claim also required money for a pre-claim land survey. It was required
that two witnesses state the person had worked the land.
Lack of knowledge about the provisions in the law led to relatively few kuleana being claimed, about 18,000, 3
acre plots total. As a result, common native Hawaiians were often restricted to sma pieces of land, while
members of higher classes andaliiobtained rights to most of the land. Due to lagging e ect of western
diseases, and tax sales many commoners lost this property. Kuleana land not claimed was taken away from
those who lived there. Plots of land went onto the openmarketandweresoldtothosewhocoulda ordit.Those
who could a ord the land were often foreigners.

1. What were the general provisions (rules) put into place with the passing of the Kuleana Act of 1850?

2. What were Hawaiians required to prove to keep their kuleana?

3. Why did many Native Hawaiians ultimately lose their land after the passing of the Kuleana Act?

4. How did foreigners bene t from the Kuleana Act? How did this change the landscape of Hawaii forever?

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Multiple Perspectives

Directions: Respond to the reporters question as if you were the characters below. Be sure to be historica y accurate and
to consider their unique perspectives and experiences. Be creative!

Kuleana Act of 1850

Common Native Hawaiian

Kuleana Act of 1850

Foreign Farmer

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Monday February 6

Effects of Kamehameha 3 (Kauikeaouli)

*KEEP THIS READING*

Directions: Read the article carefu y. In this reading you wi nd the major e ects of
Kamehameha IIIs reign. Pick TWO colors of highlighter (or pen) and underline or highlight a
of the CAUSES in one color and the EFFECTS in another color. You wi them usetheseto in
two multi- ow maps.

OVERVIEW
Fo owing the death of Kamehameha II, Kauikeaouli became the king of Hawaii in 1825 at theage
of ten. He would eventua y rule Hawaii for 29 years and have a long-lasting legacy throughout
Hawaiian History. His major decisions are education, instituting a constitutional monarchy, and
the Great Mahele.

EDUCATION
After the missionaries educated him, Kauikeaouli took education very seriously. He believed
education wouldpreparehispeopleforthechangesthatwouldcome. By1830,schoolswerebuild
on every island to teachhispeoplehowtoreadandwriteinHawaiian.In1839,theRoyalSchoolin
Honolulu wasbuilttoeducatetheAliichildren.In1840,Hawaiisgovernmentprovidedfreepublic
education for its people and required that a children attend school

CONSTITUTIONAL MONARCHY
During the reign of Kamehameha III, foreigners began puttingalotofpressureontheking. To
help organize his kingdom and to make Hawaii similar (and hopefu y equal) to other powerful
countries, Kauikeaouli signed the Declaration of Rights in 1839 and the Constitution of 1840.
These documents protected the rights of themakaainanaaswe asthealiiandsetupdi erent
roles within the government. Since everyone, including the king and chiefs, had tofo owthese
rules, Hawaii changed from an absolute monarchy to a constitutional monarchy.

BRITISH TAKEOVER
One example of foreign pressure on Hawaii happened in 1843. After disappointing talks with
Kamehameha III, Captain George Paulet of the British Navy took over the Hawaiian Kingdom in
February 1843. He did this because he believed that Kauikeaouli was not protecting the rights
and property of the British businessmen on the islands. Six months later in July of 1843,
British Admiral Richard Thomas restored Hawaiis independence and gave the kingdom back to
Kauikeaouli.

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THE GREAT MAHELE

Another e ect of foreignpressurewastheMahele(LandDivision)of1848. Foreignbusinessmen
had been renting landfromthekingforyearsbutmostwantedtoOWNthelandforthemselves.
The idea of owning land was strange to the Hawaiians, who believe thattheaina(land)belonged
to the godsandthatpeopleonlytookcareoftheland. Afraidthatanothercountrymighttryto
take over Hawaii, Kauikeaouli divided the land in Hawaii anyway. After the land was divided, the
1848 Mahelemadeitpossiblefortheking,chiefs,makaainanaandforeignerstoownland. While
this law helped the foriegners of Hawaii, it basica y dispossessed the Hawaiians of their land.

CONCLUSION
During Kauikeaoulis29yearsasking,Hawaiisawmanychangesandexperiencedmanyproblems.
Foriegners gained more power in the government, tens of thousands of Hawaiians died of
diseases and there was a constant threat that another country could take over Hawaii. Towards
the end of his reign, Kauikeaouliconsideredjoining (orbeingannexed)toGreatBritainbecause
he wanted protection from that powerful country. However, KamehamehaIIIdiedin1854before
plans could be nalized.

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The Great Mahele Study Guide

1. What was The Great Mahele (de ne in your own words):________________________

____________________________________________________________

2. Fi in table about King Kamehameha IIIs Land division

Group
% of land received

3. Identify the fo owing terms or people:

a). Konohiki: ____________________________________________
b). Kuleana Act:__________________________________________

4. List three reasons why King Kamehameha III decided to enact the Great Mahele?
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5. King Kamehameha III is known for his role in Education in Hawaii. List two things he did to
improve education in Hawaii.
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6. In _____________ (year) Hawaii was taken over by _______________ (country)

because Captain ______________ of the British Navy thought that King Kamehameha III
was not protecting the rights and property of the British businessmen on the islands.

7. Under Kamehameha III, Hawaii changed from a ________________ monarchy to a

___________________ monarchy. List 3 reasons why Kamehameha III made this
change.________________________________________________________

8. List 3 e ects of the change from an absolute monarchy to a constitutional monarchy.

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____________________________________________________________

9. What group did the Great Mahele bene t the most? Explain. (King, konohiki, foreigners,
etc.)____________________________________________________

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