Name _______________________________ Date ___________

Indigenous Storytelling: An Opinion Writing Lesson

Instructions: Write your thoughts here as you discuss with the class.

What is your foodprint?

What does this ōlelo no‘eau (proverb) “I ka wā ma mua, ka wā ma hope. The future is found in the past” mean to you?

As a class, we will discuss Lilikalā Kame‘eleihiwa’s view of past and present: “It is as if the Hawaiian stands firmly in the present, with his back to the future, and his eyes fixed upon the past, seeing historical answers for present-day dilemmas. Such an orientation is to the Hawaiian an eminently practical one, for the future is unknown, whereas the past is rich in glory and knowledge” (Native Land and Foreign Desires, 22-23).

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Questions to consider:

• What are traditions from the past that could be innovative solutions for problems today?
• What traditional or cultural foods would you want to take into the future?
• How do traditional or cultural foods from our past affect our culture’s future?
• What are some “historical answers” for our “present-day” food sustainability dilemma?

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Inquire

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Reflect on the experience of calculating your foodprint, using the following questions to guide your response. The reflection should use full sentences and be 1-2 paragraphs in length.

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• What is your “foodprint”?
• What shapes and influences your diet? How does family, social media, personal preference, or culture influence what you eat?
• In the past, have you made changes to your diet? Why?
• What specific food choices really affected your foodprint score?
• What is one of the foods or dishes you eat most often, and what kind of foodprint do you think it has?

Write a Reflection: My Foodprint

Inquire

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Investigate

Instructions: Reflect on your familiarity with ‘ulu, or breadfruit. The reflection should use full sentences and be 1-2 paragraphs in length.

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• What is ‘ulu? What does ‘ulu look like?
• Do you eat ‘ulu? If so, how do you like it prepared? What does ‘ulu taste like?
• Do you grow ‘ulu? Where have you seen it grown?
• Do you cook ‘ulu? What dishes have you seen ‘ulu in?
• If you are not too familiar with ‘ulu, what knowledge do you have?

Write a Reflection: ‘Ulu

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Name _______________________________ Date ___________

Food Resiliency: Storytelling with ‘Ulu

Who is the audience?

Instructions: Read or watch your assigned article or video. Then, answer the following questions about your assigned link. Example:

CNN Breadfruit video

1. CNN audiences, or the viewing public.
2. The argument is that ‘ulu is making a comeback after it had fallen out of fashion due to plantation plants.
3. The tone is objective, as it is a reporter interviewing a director of the Breadfruit Institute and Patagonia Provisions.
4. ‘Ulu can feed communities while regenerating the land. The environmental benefits of ‘ulu inlcude providing a canopy and protecting the forest from soil erosion, providing food for other organisms, and providing farmers with cheaper tools. ‘Ulu is an acquired taste for people who aren’t used to it.

Group 1

Hawaiian ‘ulu mo’olelo, The ‘Ulu Tree

Group 2

Breadfruit Institute’s Intro Video to Breadfruit

Group 3

Smithsonian article “Is Breadfruit the Climate Change Proof Food of the Future?”

What is the main argument?

What is the tone (personal, scientific, objective, etc.)?

How is ‘ulu described? Use evidence from the resource.

Investigate

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Name _______________________________ Date ___________

Food Resiliency: Storytelling with ‘Ulu

Instructions: Create a compare and contrast chart with the information each group learned.

Investigate

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Name _______________________________ Date ___________

Inspire

Food Resiliency: Storytelling with ‘Ulu

Instructions: We will be discussing the following questions as a class. Take a few moments to discuss with a partner and jot down some notes.

• Where can we find ‘ulu to eat in today’s world?
• How does the ‘ōlelo no‘eau (proverb): “I ka wā ma mua, ka wā ma hope. The future is found in the past” apply to thinking about traditional food like kalo and ‘ulu?
• ‘Ulu is said to be making a comeback as it appears in more cookbook recipes and restaurants. Do you think that it is indeed making a comeback? Should it be making one?

Find a partner and exchange reflections. Peer review using this question sheet.

Star and fog:

• Star: find one place in the reflection that you consider an amazing thought.
• Fog: find one place in the reflection that you are foggy or unclear about.

What does the author’s foodprint and diet say about their relationship to climate change and the environment?

What is the author’s relationship to ‘ulu?

What suggestions would you make to strengthen this relationship?

What do you think ‘ulu could teach this author about the future?

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Name _______________________________ Date ___________

Food Resiliency: Storytelling with ‘Ulu

Instructions: Write an opinion article by revising your previous reflections and adding a discussion about ‘ulu’s climate change resiliency.

• Opinion article (300 words) must answer the question: How does ‘ulu make us more climate change resilient?
• The article should have an eye-catching title.
• The article should be written in first person.
• The article should include information from your personal foodprint calculation and reflections on diet, as well as quotes from one of our sources for how ‘ulu teaches us about the future.

Inspire

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