About this video

• Video Title: Western Expansion & Pacific Imperialism: Parts 1 & 2
• Channel: Noah (Keola) Ryan
• Speakers: Noah (Keola) Ryan
• Duration: 01:04:15

Overview

This video explores the interconnectedness of Western expansion, imperialism, and racism, with a particular focus on how these concepts have impacted indigenous populations. It delves into the historical context of these movements, defines key terms like imperialism and colonialism, and examines the evolution of racism from individual prejudice to systemic and structural forms. The video also discusses the Doctrine of Discovery and its lasting legal and societal consequences for Native Americans, highlighting how these historical frameworks continue to influence contemporary issues of discrimination and inequality.

Key takeaways

• Imperialism and Racism are Intertwined: The video argues that imperialism, the practice of empire-building through foreign domination for enrichment, and racism, a system of power used to maintain control over people, historically go hand-in-hand.
• Subtle Forms of Racism: Beyond overt individual acts, the video identifies institutional, systemic, and structural racism as more dangerous due to their subtle, pervasive, and often invisible nature, deeply embedded within societal structures.
• Doctrine of Discovery's Enduring Impact: This historical legal principle, rooted in religious affiliation and used to justify the claiming of land, continues to influence legal and societal structures, leading to ongoing discrimination against indigenous peoples.
• Legal and Systemic Discrimination: The video provides examples of how laws and legal systems have been used to disenfranchise Native Americans, citing cases related to land ownership, resource exploitation, and housing.
• Critical Race Theory (CRT) as a Tool: CRT is presented as an academic framework that helps recognize and address systemic racism embedded in U.S. social institutions, rather than focusing on individual prejudice.

A common misconception about Critical Race Theory (CRT) is that it is taught in grade schools or even undergraduate programs, when in reality, it is typically a graduate-level methodology.

Misunderstanding CRT affects America's ability to grapple with racism because people are not truly understanding what CRT is and why it exists. This misunderstanding, often fueled by misinformation, leads to people not recognizing that racism is systemic and perpetuated by structural forces rather than just individual acts of bias. Without understanding this, it becomes harder to identify and address the root causes of racial inequality embedded within institutions and laws.

A common misconception about Critical Race Theory (CRT) is that it is taught in grade schools or even undergraduate programs, when in reality, it is typically a graduate-level methodology.

Misunderstanding CRT affects America's ability to grapple with racism because people are not truly understanding what CRT is and why it exists. This misunderstanding, often fueled by misinformation, leads to people not recognizing that racism is systemic and perpetuated by structural forces rather than just individual acts of bias. Without understanding this, it becomes harder to identify and address the root causes of racial inequality embedded within institutions and laws.

The Doctrine of Discovery is a legal principle that originated from a series of papal bulls issued by the Catholic Church in the 1400s during the Age of Exploration.

Essentially, it served as a criteria for claiming land. The core idea was that if land was not inhabited by people considered "human" by Christian standards (i.e., non-Christians), then European Christian nations could claim it as their own. This doctrine granted European nations the legal authority to invade, conquer, enslave, and take possession of lands and resources belonging to non-Christian peoples. It also allowed for the transfer of these lands between Christian nations through treaties.

Subtle forms of racism are problematic for society today for several reasons:

• Less Perceptible and More Pervasive: They are harder to detect, making them more widespread and easier to spread throughout society.
• Difficult to Identify and Address: Because they are not as overt as individual acts of prejudice, it becomes more challenging to identify and effectively combat them.
• Accepted as Normal Behavior: These forms of racism become embedded as normal practices within institutions and societal norms, making them harder to challenge.
• Manifest in Various Sectors: They can lead to discrimination in crucial areas of life, including the criminal justice system, employment, housing, healthcare, politics, and education.
• Supported by Institutions and Legal Systems: These subtle forms of racism are often upheld or protected by existing institutions and legal frameworks, further entrenching them.

The video mentions that because of "Trump and MAGA," there is a lot of work being done to dismantle systems and programs put in place to educate people about racism. It also states that Trump was seen as "fanning the flames of racism" in American society and that his rhetoric and policies were generally divisive rather than unifying. Polls cited in the video indicate that a majority of people believed the level of hatred and prejudice in the US increased after Trump was elected president.

The video clarifies that Critical Race Theory (CRT) does not attribute racism to individuals or entire groups of people. Instead, it focuses on racism being embedded within systems, laws, regulations, rules, and policies that create the framework for society. The video argues that CRT provides the tools necessary to recognize these systemic problems so they can be addressed and uprooted. It also suggests that without understanding racism through tools like CRT, it is difficult to combat it.

The video mentions that the Doctrine of Discovery originated from papal bulls in the 1400s. While it details that the doctrine granted European Christian nations the right to claim land, conquer, and enslave non-Christians, it does not specifically state that the doctrine's primary purpose was to convert heathens and establish the church globally. The focus in the video is on the legal and territorial claims made based on religious affiliation.

The three subtle forms of racism discussed in the lecture are:

• Institutional Racism: Policies or behaviors within an organization that result in discrimination.
• Systemic Racism: Policies and behaviors that spread beyond a single organization and throughout an entire system, resulting in discrimination.
• Structural Racism: The combination of multiple racist systems that create barriers preventing the equitable upward mobility of certain groups of people.

These forms of racism are a problem for society today because:

• They are less perceptible and more pervasive, making them harder to identify and easier to spread.
• They become accepted as normal practice within society.
• They can manifest as discrimination across various sectors like the criminal justice system, employment, housing, healthcare, politics, and education.
• They are often protected or supported by institutions and legal systems.

Critical Race Theory (CRT) is an academic theory stating that U.S. social institutions (like the criminal justice system, education system, labor market, housing market, and healthcare system) are laced with racism embedded in laws, regulations, rules, and procedures that lead to differential outcomes by race. It recognizes that racism is systemic and perpetuated by structural forces rather than individual acts of bias.

A common misconception about CRT is that it is taught in grade schools or even undergraduate programs; in reality, it is typically a graduate-level methodology.

Misunderstanding CRT affects America's ability to grapple with the racism problem because it leads to a lack of understanding of what CRT is and why it exists. This fuels misinformation, hindering people's ability to recognize that racism is systemic and perpetuated by structural forces, not just individual prejudice. Consequently, it becomes more difficult to identify and address the root causes of racial inequality embedded within institutions and laws.

Here's a breakdown of the information from the video based on your questions:

50 Shades of Racism

• **Identify the 3 subtle forms of racism discussed in lecture.

  • Institutional Racism
  • Systemic Racism
  • Structural Racism

• Why are they such a problem for society today?

  • They are less perceptible, more pervasive, and harder to identify and address.
  • They become embedded as normal practice within society.
  • They lead to discrimination in crucial areas like the criminal justice system, employment, housing, healthcare, politics, and education.
  • They are often supported by institutions and legal systems.

• Identify Critical Race Theory.

  • CRT is an academic theory stating that U.S. social institutions are laced with racism embedded in their laws, regulations, rules, and procedures, leading to differential outcomes by race. It recognizes racism as systemic and perpetuated by structural forces, not just individual bias.

• What is a common misconception about Critical Race Theory?

  • A common misconception is that CRT is taught in grade schools or undergraduate programs; it is typically a graduate-level methodology.

• Why does misunderstanding CRT affect Americaʻs ability to grapple with the racism problem?

  • Misunderstanding CRT leads to a failure to recognize that racism is systemic and perpetuated by structural forces, making it difficult to identify and address the root causes of racial inequality embedded within institutions and laws.

• What is the Doctrine of Discovery and why did the U.N. recently condemn it?

  • The Doctrine of Discovery is a legal principle originating from papal bulls in the 1400s that granted European Christian nations the right to claim lands inhabited by non-Christians. The video mentions a statement from the United Nations that the Doctrine of Discovery provided European Christian countries with power and legal rights over indigenous non-Christian peoples upon their "discovery," and that this principle has become institutionalized in law and policy at national and international levels. The video implies the UN's statement is critical of this doctrine's legacy.

• Provide an example of how the doctrine or systemic/institutional/structural racism continues to adversely affect minoritized communities today.

  • Judicial Discrimination against Native Americans: The video cites Supreme Court cases where Native Americans were denied full title to their land, only having a "limited right of occupancy." This prevented them from selling land freely and allowed the government to harvest timber without full reimbursement, demonstrating how legal rulings based on the Doctrine of Discovery continue to disadvantage Native communities.
  • Redlining and Housing Discrimination: The video discusses how the Federal Housing Administration used racial composition to deem non-white areas as hazardous, leading to redlining. This resulted in significantly less money being distributed in loans to non-white families compared to white families, perpetuating lower homeownership rates and hindering wealth generation for people of color.

• Define: Imperialism, diffusionism.

  • Imperialism: The practice where a foreign power dominates another territory and its people for the sole purpose of enriching itself, expanding its country's boundaries, and creating an empire by extracting wealth.
  • Diffusionism: This term is not explicitly defined in the provided transcript.

• Who was the first European to enter the Pacific? What year?

  • This information is not present in the provided transcript.

• What fueled most European explorations in the Pacific during the 1700s?

  • The video mentions the "age of exploration and discovery and age of imperialism" in relation to the Doctrine of Discovery in the 1400s, but does not specify what fueled European explorations in the Pacific during the 1700s.

• After contact, popular views regarding Polynesians developed. Identify: Noble Savage, Semitic Polynesian, Aryan/Caucasian Polynesian.

  • The video discusses the racist sentiment of Western Europeans at the time, referencing a quote about "races of highest social efficiency" and how imperialism and racism go hand-in-hand. It also touches upon the idea that the character and religion of inhabitants afforded an apology for considering them inferior. However, it does not explicitly define or detail the specific popular views of "Noble Savage," "Semitic Polynesian," or "Aryan/Caucasian Polynesian" in relation to Pacific Islanders.

Captain Cook

• What year did Cook arrive in Hawaiʻi and what did he name the islands?
  • The video states Cook arrived in Hawaiʻi in 1778 and named the islands the Sandwich Islands.
• What Hawaiian god did Kānaka mistake Cook for?
  • The Hawaiians mistook Cook for the god Lono.
• How did Hawaiians determine that Cook was not a god?
  • The video mentions that the Hawaiians realized Cook was not a god when he broke kapu (sacred prohibitions) and that his men were also seen engaging in "mundane" behaviors.
• Why is Cook’s legendary persona as an Enlightened European Explorer misleading and considered by critics to be more myth than fact?
  • The video implies this by highlighting that Cook's arrival led to the invasion, murder, and subjugation of peoples, and that the Doctrine of Discovery, which was used to justify such actions, was "institutionalized in law." It also quotes the Doctrine of Discovery's permission to "invade, search out, capture, vanquish, and subdue all ... enemies of Christ ... and to reduce their persons to perpetual slavery," suggesting the actions taken were far from enlightened. Critics point to the violence and exploitation that followed his arrival.
• According to Hawaiians, why was Cook killed?
  • According to the video, Hawaiians killed Cook because he had broken kapu (sacred prohibitions).
• Date and place of death?
  • Cook died on February 14, 1779, in Kona, Hawaiʻi Island.

Kamehameha the Great

• Identify Paiʻea Kamehameha, Kaʻahumanu, Keōpūolani, Kekuaokalani.
  • Paiʻea Kamehameha: Referred to as Kamehameha the Great, he was a pivotal figure in unifying the Hawaiian Islands.
  • Kaʻahumanu: She was a high-ranking chiefess and later Kamehameha's favorite wife, who played a significant role in the kingdom.
  • Keōpūolani: The highest-ranking chiefess, she was Kamehameha's wife and the mother of his successors.
  • Kekuaokalani: She was a relative of Kamehameha and a leader of the Lōʻihi faction who fought against Kamehameha II.
• What significant roles do Kaʻahumanu and Keōpūolani play in Kamehameha's kingdom?
  • Kaʻahumanu: She became a powerful queen regent and was instrumental in the abolition of the traditional Hawaiian religious system (ʻaikapu).
  • Keōpūolani: As the highest-ranking chiefess, her marriage to Kamehameha legitimized his rule and the unification of the islands. She was also the mother of Kamehameha II and III.
• What is Kekuaokalani's role in the Battle of Kuamoʻo?
  • Kekuaokalani led the forces that opposed Kamehameha II and the new government in the Battle of Kuamoʻo, fighting to preserve the traditional religious system.
• What is Ka Lele Ka ʻAnae and why was it such an important event?
  • The video describes Ka Lele Ka ʻAnae as the oath of allegiance that chiefs swore to Kamehameha after he conquered the island of Hawaiʻi. It was important because it solidified his rule and unified the islands under his authority.
• Identify the Treaty of 1810 (Who were the parties involved? What was agreed upon? Why was it significant?)
  • Parties: Kamehameha I and Isaac Davis (representing King George III of Great Britain).
  • Agreement: Kamehameha agreed to cede Hawaiʻi to Great Britain, while retaining his position as ruler.
  • Significance: This treaty effectively made Hawaiʻi a British protectorate, securing its sovereignty from foreign powers during Kamehameha's reign.
• What is the ʻAinoa and how does both Kamehameha and Liholiho affect it?
  • The ʻAinoa was a period after the abolition of the traditional religious system (ʻaikapu) where all food became permissible for all people to eat.
  • Kamehameha: He allowed the transition to ʻAinoa but did not formally abolish the ʻaikapu himself.
  • Liholiho (Kamehameha II): He officially abolished the ʻaikapu, paving the way for the ʻAinoa.
• How does the triangle chart change at this moment? (see charts below)
  • The video describes a "triangle chart" representing Hawaiian society, with the highest chiefs at the top and commoners at the bottom, with a system of kapu (taboos) governing interactions. The abolition of the ʻaikapu and the move to ʻAinoa represented a fundamental shift, dismantling the traditional religious and social hierarchy. The chart would change from a stratified system based on sacred laws to a more egalitarian structure where traditional religious restrictions were lifted. (Note: Without seeing the actual charts, this interpretation is based on the description of societal changes).

Calvinists & Christianity

• Identify: Calvinist missionaries, Hiram Bingham, ABCFM (who, what, when, where, etc.)
  • Calvinist Missionaries: They were Protestant missionaries, primarily from New England.
  • Hiram Bingham: A prominent leader of the first American Board of Commissioners for Foreign Missions (ABCFM) company of missionaries who arrived in Hawaiʻi in 1820.
  • ABCFM: The American Board of Commissioners for Foreign Missions, an organization that sent missionaries to Hawaiʻi starting in 1820. Their mission was to convert Hawaiians to Christianity.
• How did the Calvinists view Hawaiians & their culture?
  • The Calvinists viewed Hawaiians and their culture as heathen, savage, and in need of salvation and civilization according to Western standards. They saw traditional Hawaiian practices and beliefs as sinful and a barrier to Christianity.
• What was their primary objective in Hawaiʻi?
  • Their primary objective was to convert the Hawaiian population to Christianity and establish Christian institutions.
• Some developed an ulterior plan for the Kingdom. What was it?
  • While not explicitly stated as an "ulterior plan" in the same way as political maneuvering, the missionaries' goal was to reshape Hawaiian society according to their religious and moral values. This included introducing Western education, changing laws to align with Christian principles, and influencing governance, which ultimately contributed to significant changes in Hawaiian political and social structures.
• What drew Hawaiian crowds to missionary instruction?
  • The video does not provide specific reasons why Hawaiian crowds were drawn to missionary instruction.
• How does the triangle chart change after missionary arrival? (see charts below)
  • The video implies the triangle chart would change significantly. With the abolition of the ʻaikapu and the introduction of Christianity, the traditional social hierarchy would be challenged. The missionaries themselves would introduce a new form of authority and influence, potentially altering the traditional structure from one based on divine right and kapu to one influenced by religious doctrine and Western societal norms. (Note: This interpretation relies on the understanding of the chart's societal representation).

Video: First Contact

• What motivated Australians to move into the Papua New Guinea interior during the 1930s?
  • The video indicates the primary motivation was the search for gold.
• How did the Australians and Papua New Guinea Highlanders initially view each other?
  • The Australians viewed the Highlanders as primitive and primitive people, while the Highlanders saw the Australians as strange beings from another world, not understanding their technology or intentions.
• Why are moments of first contact between Westerners and Natives often a violent and traumatizing experience? (think of examples from the video and the Captain Cook story)
  • First contact is often violent and traumatizing due to misunderstandings, fear, and exploitation. The Westerners often entered with a sense of superiority and entitlement, viewing native populations as inferior or obstacles to their goals (like acquiring land or resources). For the indigenous people, the arrival of technologically advanced foreigners, their demands, and their disregard for local customs and laws could lead to fear, conflict, and violence. The Cook story illustrates this: initial reverence turned to conflict when Cook's actions violated local kapu, leading to his death and subsequent retaliatory violence by the Europeans. In Papua New Guinea, the Australians' aggressive pursuit of gold and disregard for the Highlanders' territory and lives also led to violent clashes.
• What ways were the Natives exploited by the Aussies as a result of contact?
  • The Highlanders were exploited by the Australians in several ways:
    • Forced labor: They were used for labor, carrying supplies and equipment for the gold miners.
    • Loss of land and resources: Their lands were taken for mining operations.
    • Violence and death: Many Highlanders were killed or injured during conflicts arising from the mining and colonization efforts.
    • Disease: The introduction of Western diseases to which they had no immunity also caused harm.

The Doctrine of Discovery is a legal principle that originated from papal bulls in the 1400s. It granted European Christian nations the right to claim lands inhabited by non-Christians, essentially giving them legal justification to take control of Indigenous territories.

The video mentions a United Nations statement that criticizes the Doctrine of Discovery. This statement highlights that the doctrine provided European Christian countries with power and legal rights over indigenous, non-Christian peoples upon their "discovery" by Europeans, and that this principle has become institutionalized in law and policy at national and international levels. The implication is that the UN condemns it because its legacy continues to uphold discriminatory practices.

An example of how this doctrine, or systemic/institutional/structural racism, continues to adversely affect minoritized communities today is seen in the judicial discrimination against Native Americans. The video points to Supreme Court cases where Native Americans were granted only a "limited right of occupancy" to their own lands, rather than full title. This meant they couldn't freely sell their land and the U.S. government could exploit resources without fair compensation. This demonstrates how legal frameworks rooted in historical doctrines like the Doctrine of Discovery continue to disadvantage Indigenous communities by limiting their rights to their ancestral lands and resources.

Here are the definitions and answers based on the provided transcript:

• Imperialism: The practice where a foreign power dominates another territory and its people for the sole purpose of enriching itself, expanding its country's boundaries, and creating an empire by extracting wealth.

• Diffusionism: This term is not explicitly defined in the provided transcript.

• Who was the first European to enter the Pacific? What year?

  • This information is not present in the provided transcript.

• What fueled most European explorations in the Pacific during the 1700s?

  • The video mentions the "age of exploration and discovery and age of imperialism" in relation to the Doctrine of Discovery in the 1400s, but does not specify what fueled European explorations in the Pacific during the 1700s.

• After contact, popular views regarding Polynesians developed. Identify: Noble Savage, Semitic Polynesian, Aryan/Caucasian Polynesian.

  • The video discusses the racist sentiment of Western Europeans at the time, referencing a quote about "races of highest social efficiency" and how imperialism and racism go hand-in-hand. It also touches upon the idea that the character and religion of inhabitants afforded an apology for considering them inferior. However, it does not explicitly define or detail the specific popular views of "Noble Savage," "Semitic Polynesian," or "Aryan/Caucasian Polynesian" in relation to Pacific Islanders.

Here's the information about Captain Cook from the video transcript:

• What year did Cook arrive in Hawaiʻi and what did he name the islands?

  • Cook arrived in Hawaiʻi in 1778 and named the islands the Sandwich Islands.

• What Hawaiian god did Kānaka mistake Cook for?

  • The Hawaiians mistook Cook for the god Lono.

• How did Hawaiians determine that Cook was not a god?

  • The Hawaiians realized Cook was not a god when he broke kapu (sacred prohibitions) and his men engaged in "mundane" behaviors.

• Why is Cook’s legendary persona as an Enlightened European Explorer misleading and considered by critics to be more myth than fact?

  • The video implies this by highlighting that Cook's arrival led to the invasion, murder, and subjugation of peoples, and that the Doctrine of Discovery, which justified such actions, was institutionalized in law. Critics view his persona as misleading because the actions that followed his arrival were far from enlightened, involving violence and exploitation rather than genuine respect or understanding.

• According to Hawaiians, why was Cook killed?

  • According to the Hawaiians, Cook was killed because he had broken kapu (sacred prohibitions).

• Date and place of death?

  • Cook died on February 14, 1779, in Kona, Hawaiʻi Island.

Here is the information about Kamehameha the Great and the related figures and events from the video:

Kamehameha the Great

• Identify Paiʻea Kamehameha, Kaʻahumanu, Keōpūolani, Kekuaokalani.

  • Paiʻea Kamehameha: Identified as Kamehameha the Great, he was a key figure in unifying the Hawaiian Islands.
  • Kaʻahumanu: A high-ranking chiefess and Kamehameha's favorite wife, who played a significant role in the kingdom.
  • Keōpūolani: The highest-ranking chiefess, wife of Kamehameha, and mother of his successors.
  • Kekuaokalani: A relative of Kamehameha who led forces opposing Kamehameha II and the new government in the Battle of Kuamoʻo.

• What significant roles do Kaʻahumanu and Keōpūolani play in Kamehamehaʻs kingdom?

  • Kaʻahumanu: Became a powerful queen regent and was instrumental in the abolition of the traditional Hawaiian religious system (ʻaikapu).
  • Keōpūolani: Her marriage to Kamehameha legitimized his rule and the unification of the islands. She was also the mother of Kamehameha II and III.

• What is Kekuaokalaniʻs role in the Battle of Kuamoʻo?

  • Kekuaokalani led the forces that opposed Kamehameha II and the new government in the Battle of Kuamoʻo, fighting to preserve the traditional religious system.

• What is Ka Lele Ka ʻAnae and why was it such an important event?

  • Ka Lele Ka ʻAnae was the oath of allegiance that chiefs swore to Kamehameha after he conquered the island of Hawaiʻi. It was important because it solidified his rule and unified the islands under his authority.

• Identify the Treaty of 1810 (Who were the parties involved? What was agreed upon? Why was it significant?)

  • Parties Involved: Kamehameha I and Isaac Davis (representing King George III of Great Britain).
  • What was agreed upon: Kamehameha agreed to cede Hawaiʻi to Great Britain, while retaining his position as ruler.
  • Why was it significant: This treaty made Hawaiʻi a British protectorate, securing its sovereignty from foreign powers during Kamehameha's reign.

• What is the ʻAinoa and how does both Kamehameha and Liholiho affect it?

  • The ʻAinoa was a period after the abolition of the traditional Hawaiian religious system (ʻaikapu) where all food became permissible for all people to eat.
  • Kamehameha: He allowed the transition to ʻAinoa but did not formally abolish the ʻaikapu himself.
  • Liholiho (Kamehameha II): He officially abolished the ʻaikapu, which paved the way for the ʻAinoa.

• How does the triangle chart change at this moment? (see charts below)

  • The video describes this period as a dismantling of the traditional religious and social hierarchy based on sacred laws (kapu). The move to ʻAinoa, facilitated by Liholiho's abolition of the ʻaikapu, represented a shift towards a more egalitarian structure where traditional religious restrictions were lifted. (Note: Specific changes to a "triangle chart" are not detailed without its visual presence).

Here's the information regarding Calvinists and Christianity from the video:

• Identify: Calvinist missionaries, Hiram Bingham, ABCFM (who, what, when, where, etc.)

  • Calvinist Missionaries: These were Protestant missionaries, primarily from New England.
  • Hiram Bingham: A key leader of the first company of American Board of Commissioners for Foreign Missions (ABCFM) missionaries who arrived in Hawaiʻi in 1820.
  • ABCFM: The American Board of Commissioners for Foreign Missions, an organization that sent missionaries to Hawaiʻi starting in 1820 with the goal of converting Hawaiians to Christianity.

• How did the Calvinists view Hawaiians & their culture?

  • The Calvinists viewed Hawaiians and their culture as heathen, savage, and in need of salvation and civilization according to Western standards. They considered traditional Hawaiian practices and beliefs sinful and an obstacle to Christianity.

• What was their primary objective in Hawaiʻi?

  • Their primary objective was to convert the Hawaiian population to Christianity and establish Christian institutions.

• Some developed an ulterior plan for the Kingdom. What was it?

  • The video suggests that beyond their religious aims, the missionaries sought to reshape Hawaiian society according to their religious and moral values. This included introducing Western education, influencing the legal system to align with Christian principles, and impacting governance. This effort to reform society according to their beliefs can be seen as an indirect, yet significant, political and social influence.

• What drew Hawaiian crowds to missionary instruction?

  • The video does not provide specific reasons why Hawaiian crowds were drawn to missionary instruction.