Mazie Hirono

Ms. HIRONO

Ms. HIRONO. Madam Speaker, I am pleased to yield as much time as she may consume to the gentlewoman from Nevada (Ms. Titus), the sponsor of this legislation.

Ms. HIRONO. I yield myself as much time as I may consume. Madam Speaker, I rise today in support of H.R. 2377, which is a bill that establishes a National Classified School Employees of the Year Award. Every day in schools across the country, there are people working hard to make sure our students have an opportunity to learn and succeed. Classified school employees are critical to this effort. They work as paraprofessionals: clerks, custodians, bus drivers, cooks, maintenance employees, nurses, security guards, and technicians. The work they do provides essential support to students and teachers, and for far too long, their contributions have gone unrecognized at a national level. H.R. 2377 will change this and create a National Classified School Employees of the Year Award. The award will honor and recognize excellence in the classified school worker field. Their services vary widely, from establishing and promoting a high-quality instructional environment as paraeducators and library aides to providing other essential services, such as transportation, skilled maintenance, food and support services, and health care. I'm sure we can all remember our favorite bus driver who provided our safe arrival to and from school. We can recall the nurse that perfectly bandaged our scraped knee, or we can reflect on a guidance counselor who helped us navigate our paths to college. No matter the profession, classified school employees work tirelessly to ensure the success of America's students and public schools. Their dedication ensures the safety and welfare of students while improving the educational atmosphere, helping students meet the highest educational standards. Today we recognize this work and thank them. I ask that you join us in support of this bill. I urge my colleagues to recognize the contributions of classified school employees by voting for H.R. 2377. I reserve the balance of my time.

Ms. HIRONO. Madam Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on H.R. 2377 into the Record.

Ms. HIRONO. Madam Speaker, I move to suspend the rules and pass the bill (H.R. 2377) to direct the Secretary of Education to establish and administer an awards program recognizing excellence exhibited by public school system employees providing services to students in pre- kindergarten through higher education.

Ms. HIRONO

Ms. HIRONO. Madam Speaker, on that I demand the yeas and nays.

Ms. HIRONO. Once again, I urge my colleagues to vote for H. Res. 1163, and I yield back the balance of my time.

Ms. HIRONO. I reserve the balance of my time.

Ms. HIRONO. I yield myself such time as I may consume. Madam Speaker, I rise today in support of H. Res. 1163, which recognizes Washington State University Honors College for 50 years of excellence. Established in 1960 in Pullman, Washington, Washington State University Honors College is an institution with an enriched curriculum, small classes, a talented and diverse student body with a wealth of abroad opportunities. The 4-year core curriculum is designed to develop each member of the school's academic community to reach his or her full potential, and to lead and serve their local, national, and global communities. The faculty, staff, and students of the Honors College create a community of learning that values creativity, high standards of scholarship, and achievement. It also fosters independent thinking and intellectual risk-taking, while valuing engagement and responsibility to community. Many of Washington State University's high-achieving students chose to attend the Honors College because of the school's small class sizes and the curriculum designed around real-life issues. They also seek out the extensive focus on written and oral presentations and the interactive structure of the college's program, which allows students to take ownership for their own learning. Members of the Honors College student body are also encouraged to spend a portion of their academic years studying abroad and to gain proficiency in a second language. During the school's 2008-2009 school year, 34 percent of the Honors College's students studied abroad. The schools entering class of fall 2008 had a remarkable 80 percent of their freshmen class study a language other than English during their first semester at college. Madam Speaker, once again, I congratulate Washington State University Honors College on 50 years of excellence in education and thank Representative McMorris Rodgers for bringing this resolution forward. I urge my colleagues to support this resolution, and I reserve the balance of my time.

Ms. HIRONO. Madam Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Resolution 1163 into the Record.

Ms. HIRONO. Madam Speaker, I move to suspend the rules and agree to the resolution (H. Res. 1163) recognizing Washington State University Honors College for 50 years of excellence.

Ms. HIRONO

Ms. HIRONO. Madam Speaker, on that I demand the yeas and nays.

Ms. HIRONO. Once again, I urge all my colleagues to agree to House Resolution 1170, and I yield back the balance of my time.

Ms. HIRONO. Madam Speaker, I yield myself such time as I may consume. I rise today to congratulate the winners of the Voice of Democracy national scholarship program. The Voice of Democracy scholarship program was originally created in 1947 and now is an audio essay contest for high school students in grades nine through twelve that annually provides more than $3 million in scholarships. The winners are high school students from different parts of the country who clearly articulated and creatively presented American democratic values in a national scholarship competition. The first-place winner receives a $30,000 scholarship that is paid directly to the recipient's American university, college, vocational, or technical school. Every year, thousands of students participate in the Voice of Democracy scholarship competition. With last year's theme, ``Does America still have Heroes?'' this competition makes democracy come alive and helps students connect their real-world experience to contemporary issues and events. This type of learning is important not only for academic purposes, but also for youth civic engagement. Students are able to express their democratic knowledge and responsibilities in a creative art form. Madam Speaker, I want to congratulate Madison Mullen, Anthony Zendejas IV, and Lena Savell for the first, second, and third place finishes, as well as all the rest of the winners. I hope all students think about the ideals of democracy and how they can contribute to our society. I thank Representative Hunter for bringing this resolution forward. I reserve the balance of my time.

Ms. HIRONO. Madam Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Resolution 1170 into the Record.

Ms. HIRONO. Madam Speaker, I move to suspend the rules and agree to the resolution (H. Res. 1170) congratulating the winners of the Voice of Democracy national scholarship program.

Ms. HIRONO

Ms. HIRONO. I join in urging all my colleagues to support this resolution. I yield back the balance of my time.

Ms. HIRONO. Madam Speaker, I yield myself such time as I may consume. I rise today in support of H. Res. 1145, which recognizes the 125th anniversary of the University of Arizona. The University of Arizona attained its charter on March 12, 1891, with the authorization of Arizona's 13th Territorial Assembly. The mission of this new university focused on building a better Arizona through access, quality, and self-discovery. The university's first day of classes commenced on October 1, 1891, with a small group of 32 students from the surrounding region. The school instantly became a symbol of pride for Tucson, Arizona. From these humble beginnings, the University of Arizona has grown into one of the most prominent universities in the country. The student body contains over 36,000 students, including almost 7,000 graduate students. Students are enrolled in 122 undergraduate degree programs, 217 graduate programs, and three professional schools. The University of Arizona has gained national accolades for its breakthroughs in science and technology. The university's scientific research and development program, ranked 15th in the Nation by the National Science Foundation, played a leading role in NASA's Phoenix Mars Mission, which led to greater understanding of the red planet. For all these accomplishments, the University of Arizona is also known for its athletic dominance. The 500 student athletes of the University of Arizona compete in over 19 Division I sports, winning 20 national championships, 37 Pacific Ten titles, including a men's national basketball championship in 1997, and eight softball national titles. This year, the University of Arizona will celebrate 125 years of providing excellence in education and athletics, cultivating young men and women to become stewards of their community and leaders of the Nation. Madam Speaker, once again I express my support of the University of Arizona, and wish it and its students future success in all their endeavors. And I thank Representative Giffords for bringing this bill forward. I urge my colleagues to join me in support of this resolution. I reserve the balance of my time.

Ms. HIRONO. Madam Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Resolution 1145 into the Record.

Ms. HIRONO. Madam Speaker, I move to suspend the rules and agree to the resolution (H. Res. 1145) recognizing the University of Arizona's 125 years of dedication to excellence in higher education, as amended.

Ms. HIRONO

Ms. HIRONO. Madam Speaker, in the 49 years since the Peace Corps was established, nearly 200,000 volunteers have contributed their time, energy, and skills to create opportunity, empower people, and encourage progress in the developing world. By facilitating an international dialogue between the people of the United States and others across the globe, Peace Corps volunteers have helped to increase cultural awareness, tolerance, and respect at home and abroad. The compassion and commitment of these volunteers have left significant and enduring impacts on individuals and communities throughout the world. I am honored to represent many Peace Corps alumni, and I would like to recognize ten current volunteers: Claire Albrecht in Zambia; Maridee Bonadea in Mali; Mitra Heffron in Paraguay; Hololapakaen Hoopai in Kyrgyzstan; Kacie Miura in China; Steven Miyakawa in Togo; Nicole Nakama in Botswana; Kathryne Ogin in Ukraine; Mai Shintani in China; and Theodore Varns in Guatemala. The selfless service and dedication of these individuals make them exemplary ambassadors of the Aloha spirit. Mahalo (thank you) to all Peace Corps volunteers, past and present, for your work in promoting peace and friendship throughout our world.

Mr. HIRONO

Mr. HIRONO. Mr. Speaker, I rise today to provide additional remarks on H.R. 2314, the Native Hawaiian Government Reorganization Act of 2009, a bill the House passed with a clear majority vote of 245-164 on February 23, 2010. At the end of the 18th century, King Kamehameha I united the separate island chiefdoms under one Hawaiian monarchy, which was recognized by the United States. This unified Native Hawaiian self-rule continued through most of the 19th century, with Native Hawaiians ``constitut[ing] the overwhelming majority of the political community that participated in decisionmaking in the Kingdom,'' (Jon M. Van Dyke, Population, Voting, and Citizenship in the Kingdom of Hawai'i, 28 U. Haw. L. Rev. 81, 81 (2005)), and came to an end only when, in 1893, commercial interests overthrew the Hawaiian monarchy with the support of the U.S. government. Even after the overthrow of the Hawaiian monarchy, Native Hawaiians have continued to maintain their separate identity as a single distinctly political community through cultural, social, and political institutions, and through efforts to develop programs to provide governmental services to native Hawaiians. For example, the Hawaiian Protective Association--a political organization with by-laws and a constitution that sought to maintain unity among Native Hawaiians, protect Native Hawaiian interests (including by lobbying the legislature), and promote the education, health, and economic development of Native Hawaiians--was ``organized [in 1914] . . . for the sole purpose of protecting the Hawaiian people and of conserving and promoting the best things of their tradition'' (Hearing on H.R. 13500 Before the Committee on Territories, 66th Cong., 3d Sess. 44 (Dec. 14, 1920) (Rev. Akaiko Akana)). To this end, the Association established twelve standing committees, published a newspaper, and also developed the framework that became the Hawaiian Homes Commission Act (HHCA) in 1921. In 1918, Prince Jonah Kuhio Kalanianaole, a U.S. delegate to Congress, founded the Hawaiian Civic Clubs, the goal of which was to perpetuate the language, history, traditions, music, dances and other cultural traditions of Hawaii. The clubs' first project was to secure enactment of HHCA and the clubs remain in existence today. Efforts to maintain a distinct political community have continued into the present day. Examples include the 1988 Native Hawaiian Sovereignty Conference; the Kau Inoa organization, which registers Native Hawaiians for a movement toward a Native Hawaiian governing entity; the efforts to protect the North Western Hawaiian Islands because of their cultural and traditional significance; the creation in the Hawaii State Constitution of the Office of Hawaiian Affairs, which serves as an entity to protect Native Hawaiian interests; and the development of traditional justice programs, including a traditional method of alternative dispute resolution, ``ho`oponopono,'' which has been endorsed by the Native Hawaiian Bar Association. Moreover, as the findings of H.R. 2314 explain, the Native Hawaiian people have actively maintained native traditions and customary usages throughout the Native Hawaiian community and the Federal and State courts have continuously recognized the right of the Native Hawaiian people to engage in certain customary practices and usages on public lands. For example, traditional Native Hawaiian fishing and water rights are protected by state law (Haw. Rev. Stat. Sec. 174C-101(c) & (d) (2008) (stating that certain traditional and customary water rights ``shall not be abridged or denied,'' or ``diminished or extinguished,'' by provision of the State Water Code)]; id. Sec. 187A-23 (1985) (providing for recognition of certain ``vested fishing rights'' linked to ``ancient regulations''). Hawaii courts have also recognized and upheld traditional gathering and access rights, (See, e.g., Public Access Shoreline Hawaii v. Hawaii County Planning Comm'n, 903 P.2d 1246 (Haw. 1995); State v. Hanapi, 970 P.2d 485 (Haw. 1998); Kalipi v. Hawaiian Trust Co., 656 P.2d 745 (Haw. 1982)). Further, Native Hawaiian traditional practices are often permitted on federal parks land (See, e.g., 16 U.S.C. Sec. 396d (KalokoHonokohau National Historical Park). These practices and legal protections further reinforce the Native Hawaiian community's continuing status as a distinctly native community. Congress has recognized the distinct status of the Native Hawaiians by ``extend[ing] services to [them]'' on the basis of that status, recognizing that they are ``the native people of a prior-sovereign nation with whom the United States has a special political and legal relationship.'' (See, e.g., Brief of United States at 4-5 & nn.2-4, Rice v. Cayetano, 528 U.S. 495 (2000) (noting that Congress has ``established special Native Hawaiian programs in the areas of health care, education, employment, and loans,'' ``has enacted statutes to preserve Native Hawaiian culture, language, and historical sites, and ``by classifying Native Hawaiians as `Native Americans' under numerous federal statutes, . . . has extended to Native Hawaiians many of `the same rights and privileges accorded to American Indian, Alaska Native, Eskimo, and Aleut communities' '' and collecting examples of these congressional acts)). Other specific examples of Congress' recognition of the distinct status of the Native Hawaiians include the Native American Language Act of 1990, which recognized and clarified the language rights of American Indians, Alaskan Natives, Native Hawaiians, and Pacific Islanders and explicitly allowed exceptions to teacher certification requirements for instruction in Native American languages; the Native Hawaiian Education Act of 1988 (Title IV of the Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988) which awarded $30 million annually in competitive education grants to programs benefitting native Hawaiian students; the Native Hawaiian Assessment Project of 1983; and special education programs specifically targeting Native Hawaiian students. As the 1993 Apology Resolution and other recent federal statutes extending educational and health benefits to Native Hawaiians make clear, Congress has found that: (1) Native Hawaiians are ``a distinct and unique indigenous people with a historical continuity to the original inhabitants of the Hawaiian archipelago,'' 42 U.S.C. 11701(1); 20 U.S.C. 7902(1); (2) Native Hawaiians exercised sovereignty over the Hawaiian Islands, 20 U.S.C. 80q-14(11); (3) the overthrow of the Kingdom of Hawaii was ``illegal'' and deprived Native Hawaiians of their right to ``self-determination,'' 107 Stat. 1513; (4) the government installed after the overthrow ceded 1.8 million acres of land to the United States ``without the consent of or compensation to the Native Hawaiian people of Hawaii or their sovereign government,'' id. at 1512; (5) ``the indigenous Hawaiian people never directly relinquished their claims to their inherent sovereignty as a people or over their national lands to the United States,'' ibid.; and (6) ``the Native Hawaiian people are determined to preserve, develop and transmit to future generations their ancestral territory, and their cultural identity in accordance with their own spiritual and traditional beliefs, customs, practices, language, and social institutions,'' id. at 1512-1513. Those findings demonstrate that indigenous Hawaiians, like numerous tribes in the continental United States, share historical and current bonds within their community. Also like tribes in the continental United States, Native Hawaiians, pursuant to Acts of Congress, have substantial lands set aside for their benefit: 200,000 acres of Homestead Act land on which there are thousands of leases to Native Hawaiians that furnish homes to tens of thousands of Hawaiians, and a 20 percent interest in the income generated by 1.2 million acres of public trust lands under the Admission Act. The fact that the indigenous Hawaiian community does not presently have a central operating tribal government recognized by the U.S. Department of the Interior does not remove that community from the scope of Congress's Indian affairs power. Initially, the Constitution does not limit Congress's Indian affairs power to groups with a particular government structure. ``[S]ome bands of Indians, for example, had little or no tribal organization, while others were highly organized.'' (Fishing Vessel Ass'n, 443 U.S. at 664). Nor does the Constitution limit Congress's power to groups that continue to exercise all aspects of sovereignty. European ``discovery'' and the establishment of the United States necessarily diminished certain aspects of Indian sovereignty (Johnson, 21 U.S. (8 Wheat.) at 574; Cherokee Nation, 30 U.S. (5 Pet.) at 45). Thus, under the Constitution, ``[f]ederal regulation of Indian tribes . . . is governance of once- sovereign political communities'' (Antelope, 430 U.S. at 646). Moreover, the United States' authority over Indian affairs does not emanate simply from the Commerce Clause's reference to ``Indian Tribes.'' Rather, the Constitution implicitly gives Congress power to manage Indian affairs more generally (Seber, 318 U.S. at 715; Sandoval, 231 U.S. at 45-46; Kagama, 118 U.S. at 383-384). That power does not disintegrate when an indigenous people loses its formal government structure. In the first place, the loss of a particular form of government is not tantamount to termination of all sovereignty or of the prospect that sovereignty might be given expression in the future through governmental or other structures. In the case of Native Hawaiians, a variety of Native Hawaiian organizations are active in a broad range of Native political, cultural, religious, legal, and land- related matters, and furnish vehicles for the expression of self- determination over important aspects of Hawaiian affairs, and thus confirms that Native Hawaiians constitute a present-day ``political'' community (Cf. 25 C.F.R. 83.7(c)). Further, the Supreme Court has made clear that a central operating tribal government is not a predicate for legislation on behalf of indigenous people. For example, in John, 437 U.S. at 634, the Court upheld the power of Congress to provide for a group of Mississippi Choctaw Indians that did not have a federally recognized tribal government. The United States had entered into a treaty under which the Choctaw Indians would leave Mississippi by 1833. In the 1890s, however, the United States became aware that a group of Choctaws had not left Mississippi. Even though the United States did not regard that remaining group as members of a federally recognized tribe, it began to provide services and land to individual Choctaws in Mississippi. In 1939, Congress declared that the lands that had been purchased for individual Choctaws would be held in trust for Choctaw Indians of one- half or more Indian blood, resident in Mississippi, and in 1944, Congress made those lands a reservation. Finally, in 1945, Mississippi Choctaws of one-half or more Indian blood adopted a constitution and bylaws, which were then approved by the appropriate federal officials. Against that background, Mississippi argued that Congress lacked constitutional authority to establish federal criminal jurisdiction in the Choctaw Reservation (John, 437 U.S. at 652). The U.S. Supreme Court rejected that argument, explaining: ``[I]n view of the elaborate history of relations between the Mississippi Choctaws and the United States, we do not agree that Congress and the Executive Branch have less power to deal with the affairs of the Mississippi Choctaws than with the affairs of other Indian groups. Neither the fact that the Choctaws in Mississippi are merely a remnant of a larger group of Indians, long ago removed from Mississippi, nor the fact that federal supervision over them has not been continuous, destroys the federal power to deal with them.'' I would like to take this opportunity to provide clarification on the legislative intent of H.R. 2314, particularly for Sections 2, 3, 4, 5, 7, 8, and 9. My remarks for Sections 3 and 9 are supplementary to the remarks previously made by Congressman Abercrombie.

Ms. HIRONO

Ms. HIRONO. Madam Speaker, I join with my colleagues in the House to express my deep sadness at the passing of one of the most extraordinary members to serve in the U.S. House of Representatives. Jack Murtha will be missed as a courageous statesman, a respected colleague, an effective legislator, a dedicated representative of his constituents in Pennsylvania, a true friend to those who wear the uniform of one of the U.S. Armed Services, a treasured friend, and most important as a beloved husband, father, and grandfather. Many of you served with Jack Murtha for decades; as a sophomore member of Congress, I only had the privilege of serving with Jack for a little over three years. Despite the fact that he was one of the most senior and powerful members of our body, Jack was interested in the needs of my district and helped me to secure funding to clean up sites in Hawaii impacted by Department of Defense activities. Congressman Murtha's decades of dedicated service in the U.S. Marine Corps and Reserve and his service in Vietnam gave him an appreciation of the sacrifices made by the men and women who serve in the Armed Forces. Nothing was more important to him than the wellbeing of service members and their families. And he and his beloved Joyce regularly went to visit the wounded at Walter Reed and other hospitals. Despite his years of service in the military and his long-time record as an advocate for the military, Jack did not hesitate to speak his conscience. Despite his initial support for the War in Iraq, he became disillusioned with the conduct of the war and called for the withdrawal of our troops. This took great courage and, in my view, speaks to the inherent honor of this fine man. It is still hard to believe that Jack is gone. He had such a dynamic presence that it feels as if he is still here with us--sitting in his corner holding court. In his book, From Vietnam to 9/11, Jack wrote, ``Ever since I was a young boy, I had two goals in life--I wanted to be a colonel in the Marine Corps and a member of Congress.'' He achieved those goals and so much more. I send my deepest sympathy to Jack's partner of 55 years, Joyce Murtha; to his daughter Donna; his sons Pat and John; and his grandchildren. I join all my colleagues in giving thanks for Jack's life of service and accomplishment. Mahalo nui loa, Jack.

Ms. HIRONO

Ms. HIRONO. In closing, it is well established that the United States Constitution grants Congress broad general powers to legislate and respect the native people, and these are powers that the U.S. Supreme Court has consistently described as ``plenary and exclusive.'' Congress's plenary authority over Indian affairs includes the power to authorize and prescribe the process by which Indian tribes and aboriginal people organize or reorganize for purposes of carrying out a government-to-government relationship with the United States. The State of Hawaii motto, which was also the motto of the Kingdom of Hawaii, is ``Ua mau ke ea o ka aina i ka pono,'' which translates to ``the life of the land is perpetuated in righteousness.'' Native Hawaiians, like American Indians and Alaska Natives, have an inherent sovereignty based on their status as indigenous, aboriginal people. I urge your support of H.R. 2314. Mahalo nui loa. Thank you.

Ms. HIRONO. Mr. Speaker, I rise today in strong support of H.R. 2314, the Native Hawaiian Government Reorganization Act, and I thank my good friend Congressman Young from Alaska for his remarks. Long denied the recognition and rights accorded to America's other indigenous people, this bill will finally enable Native Hawaiians to embark on their long-awaited process of achieving self-determination. I would like to thank Chairman Rahall for his leadership and general support of this important bill. And, of course, I want to recognize and thank my friend Congressman Abercrombie, the bill's chief sponsor, for his years of advocacy for this bill and for his dedicated service to our State and to our country. It is fitting that one of his last legislative actions before his departure from this body will be on the Native Hawaiian Government Reorganization Act, a bill that we both care deeply about. How we treat our native indigenous people reflects our values and who we are as a country. Clearly there is much in the history of our interactions with the native people of what is now the United States that makes us less than proud. The American Indians, Alaska Natives, and Native Hawaiians, all indigenous people, have suffered at the hands of our government. But one of the great attributes of America has always been the ability to look objectively at our history, learn from it, and, when possible, to make amends. H.R. 2314 has been more than 10 years in the making. It has been a deliberative and open legislative process. There have been 12 congressional hearings on this bill, five of which were held in Hawaii. It has been marked up by committees in both Chambers. The House has passed this bill twice, in 2000 and again in 2007. We have a bill now that is constitutional and one that the House should again pass. The goals and purposes of this bill are consistent with the history of the Native Hawaiian people and the record of the United States' involvement in Hawaii. The bill is also consistent with the over 160 existing Federal laws that promote the welfare of the Native Hawaiian people by, among other things, helping them to preserve their culture and return to their lands. Building on that history, H.R. 2314 will formalize the special political and legal relationship between the United States and the Native Hawaiians by providing a process through which the Native Hawaiian community can reorganize its governing entity within this relationship. The Kingdom of Hawaii was overthrown in 1893. Hawaii's last monarch, Queen Liliuokalani, was deposed by an armed group of businessmen and sugar planters, who were American by birth or heritage, with the critical support of the U.S. troops. The queen agreed to relinquish her thrown under protest to avoid bloodshed. She believed the United States, with which Hawaii had diplomatic relations, would do the right thing and restore her to the thrown. It's important to note that the sovereign nation of Hawaii had treaties with other nations besides the United States, including Great Britain, France, Germany, Italy, Japan, and Russia. As we now know, despite the objections of U.S. President Grover Cleveland, the injustice of the overthrow of an independent sovereign nation was allowed to stand and the Republic of Hawaii was established. In 1898, the United States annexed Hawaii. Prior to annexation, a petition drive organized by Native Hawaiians secured signatures of almost two-thirds of the Native Hawaiian population who opposed annexation. The total was 29,000 signatures out of an estimated Native Hawaiian population of 40,000. As a further historical note, the Native Hawaiian population prior to Western contact numbered between a conservative estimate of 300,000 to as many as 1 million Native Hawaiians. The siege of Native Hawaiian culture continued after annexation. The Republic of Hawaii prohibited the use of the Hawaiian language in schools. Everyday use of the Hawaiian language diminished greatly and was in danger of dying out. Hula dancing, which had been suppressed by the missionaries and then restored by King Kalakaua, who preceded Queen Liliuokalani, survived but did not flourish. Hawaiians were pressured to assimilate and much of their vibrant culture was lost or went underground. In 1903, Prince Jonah Kuhio Kalanianaole was elected to serve as Hawaii's delegate to Congress. And one of his most notable achievements was the passage of the Hawaiian Homes Commission Act of 1920, which set aside some 200,000 acres of land for Native Hawaiians. The reason for the legislation was the landless status of so many Native Hawaiians who were displaced by newcomers to the islands and who became the most disadvantaged population in their native land. Congress passed the Hawaiian Homes Commission Act, which is still in force, in recognition of its responsibility toward Native Hawaiians. As with other indigenous people, Native Hawaiian views on land tenure were different from that of the newcomers, resulting in loss of much of the land that had been traditionally occupied and cultivated by Native Hawaiians. They lost these lands to these newcomers. Hawaii became a State in 1959. Beginning in the late 1960s and early 1970s, a Native Hawaiian cultural rediscovery began in music, hula, language, and other aspects of the culture. This cultural renaissance was inspired by hula masters or kumu hula who helped bring back ancient and traditional hula, musicians and vocalists who brought back traditional music and sang in the Hawaiian language, and political leaders who sought to protect Hawaii's sacred places and natural beauty. This flourishing of Hawaiian culture was not met with fear in Hawaii but with joy and celebration and an increased connection with each other. People of all ethnicities in Hawaii respect and honor the Native Hawaiian culture. The idea of self-determination by Native Hawaiians is regarded by most of our residents as just because we understand Hawaii's history and the importance of our host culture.

Ms. HIRONO

Ms. HIRONO. Thank you very much. Madam Speaker, I rise today in support of the rule for H.R. 2314, the Native Hawaiian Government Reorganization Act. I appreciate the leadership of Chairwoman Slaughter, of Congressman Polis and of the work of the Rules Committee in crafting a fair rule. All amendments submitted to the Rules Committee were made in order, including two amendments from the minority. As coauthor of this bill, I am concerned about the impact and intent of the Hastings and Flake amendments. However, the openness and fairness of the rule is consistent with a bill that has been more than 10 years in the making. There have been 12 congressional hearings on this bill, five of which were held in Hawaii. It has been marked up by committees in both Chambers. The House passed the bill twice--first in 2000 and again in 2007. The rule also makes in order the Abercrombie substitute amendment, which reflects a compromise between the Hawaii Congressional Delegation, the State of Hawaii, the Obama administration, Indian Country, and the Native Hawaiian community. There have been many falsehoods and inaccurate statements made about this bill over the years. One of the many misrepresentations is that this bill is race-based legislation. Native Hawaiians are the native indigenous people of Hawaii. They were in Hawaii as long ago as 300 B.C., long before Captain Cook's so-called ``discovery'' of the Sandwich Isles, as he named this chain of islands. The U.S. Supreme Court has repeatedly held that legislation enacted to address the special needs and conditions of the native people of the United States does not constitute discrimination on the basis of race or ethnicity. The sovereign status of Indian tribes recognized by the Constitution was later extended to Alaska natives as indigenous people. On this same basis, Congress has enacted legislation for the aboriginal, indigenous people of Hawaii. The Constitution, including the Indian affairs powers, extends to the original and all subsequently acquired territory of the United States. For example, in the Louisiana Purchase Treaty of 1803, President Thomas Jefferson bound the United States to honor the treaties between Spain, which held Louisiana prior to France, and Indian tribes until such time as the United States entered into its own treaties with the tribes. In 1867, in the Treaty of Cession with Russia for what is now the State of Alaska, the United States agreed to pass laws for the benefit of Alaska natives just as it does for natives in the lower 48 States. The Supreme Court ruled in Sandoval v. United States that the Indian affairs power extends to all distinctly native communities within the borders of the United States. While Congress' authority is not without limit, it clearly can act on behalf of ``distinctly Indian''--which means ``native''--communities. Congress, so long as it is not arbitrary, may rationally act to benefit the native people. Native Hawaiians are distinctly native. They have their own sovereign nation. They have their own language, culture, religion, traditional economy. They are the aboriginal, indigenous people of Hawaii. I urge my colleagues to support the passage of this rule.