'Iolani School Archives: Considering 'Iolani History -- An Exhibition Experience

*Also see the Teaching and Primary Sources box in the Links tab of this guide.

My Life, My Island, My World Faculty!

Your course offers grades 7 and 8 students critical time to evaluate current events and social issues and reflect upon ways they may be meaningful contributors, as individuals, to their community. Currently, one of their communities in which they spend a majority of their time is our school. This exhibition experience will give students the opportunity to reflect upon the school's values throughout its history and how that connects to their own personal character and values.
Course Catalogue description:

MY LIFE, MY ISLAND, MY WORLD (Grades 7–8, one semester) begins with an investigation of some of the most pressing social issues, particularly in our island home of Hawai‘i. Students will address these dilemmas by asking critical questions, thinking beyond current models, recognizing connections, and working collaboratively to develop possible solutions. Students will explore their own value systems and ethical decision-making as the foundation for understanding what it truly means to be of service to their community. Prerequisites: None. May repeat for credit.

Grade: 7 - 8

Location: ʻIolani School Archives

Time allotted: 45 min

• Welcome & Introduction = 15 min
• School History & Values = 10 min
• Viewing of Exhibit = 10 min
• Questions & Closing = 10

Welcome & Introduction

• What is an archive?
  • types of materials
    • books / photographs / videos, etc
    • rare / unique vs. mass produced
  • organization - archive vs. library
    • creator vs subject
    • aggregate & context
  • focus / specialty
    • "Context Funnel" gif
• What is an archivist?
• Questions?

School History & Values

• King Kamehameha IV & Queen Emma
  • Servant-leaders
  • care for and empower the people of the Kingdom
  Church of England mission and schools; Queen's Hospital; ex: Col. Curtis Iaukea
• School Motto
  • What is the school motto?
  • to live the "One Team" way, we need to have certain values and personal character traits
    • Teamwork - what does it mean?
      willing to work together & help each other
    • Humility - what does it mean?
      willing to acknowledge the merit of others' ideas and feelings; needed in teamwork and to avoid being boastful
    • Perseverance - what does it mean?
      willing to work to reach a goal; hard work to get through homework and difficult classes; playing all-out in the big game; learning intricate notes on sheet music; and so many more examples.

Viewing of the ʻIolani History exhibit

• Instructions - In a moment you will be viewing the ʻIolani History exhibit; while you look, notice where you see teamwork, humility, and perseverance.
  We will regather so that you can share your observations with me and the rest of the class

Questions & Closing

• Where in the exhibit did you see examples of teamwork, humility, perseverance?
• teamwork - team photos; students holding banner encouraging teams; One Team, Bray, horseshoe, Hamada; championships
• humility - King & Queen; not being boastful in victory and other achievement
• perseverance - WWII; COVID; Keables' grading demanded perseverance
• Did you see any other values?
• Any questions?

If time allows

• Environemental and pest considerations
• Closed stacks and horseshoe viewing

Considering ‘Iolani History – An Exhibition Experience
Grades: 7 - 8

Learning Objectives:

1. Conceptualize
A. distinguish primary from secondary sources for a given research question. Demonstrate an understanding of the interrelatedness of primary and secondary sources for research.
B. Articulate what might serve as primary sources for a specific research project within the framework of an academic discipline or area of study.
C. Draw on primary sources to generate and refine research questions.
D. Understand that research is an iterative process and that as primary sources are found and analyzed the research question(s) may change.

2. Find and access
A. Identify the possible locations of primary sources.
D. Understand that historical records may never have existed, may not have survived, or may not be collected and/or publicly accessible. Existing records may have been shaped by the selectivity and mediation of individuals such as collectors, archivists, librarians, donors, and/or publishers, potentially limiting the sources available for research.

3. Read, Understand and Summarize
B. Identify and communicate information found in primary sources, including summarizing the content of the source and identifying and reporting key components such as how it was created, by whom, when, and what it is.

4. Interpret, Analyze and Evaluate
A. Assess the appropriateness of a primary source for meeting the goals of a specific research or creative project.
B. Critically evaluate the perspective of the creator(s) of a primary source, including tone, subjectivity, and biases, and consider how these relate to the original purpose(s) and audiences of the source.
C. Situate a primary source in context by applying knowledge about the time and culture in which it was created, the author or creator, its format, genre, publication history, or related materials in a collection.
F. Demonstrate historical empathy, curiosity about the past, and appreciation for historical sources and historical actors.