Ke Kaulike he Ha’awina Kīwila ~ Civics Hawaiian Style
Lesson #7: The Ethics and Practice of Sustainability in Hawai‘i
LESSON PURPOSE
This lesson is designed to help students become empowered to make a difference in their communities. The end goal is for groups to create a project of relevance and interest which addresses a current sustainability issue in Hawai‘i.
Students will learn about the bigger picture of sustainability in Hawai‘i by reviewing the work of the Hawai‘i 2050 Task Force, a group assigned by the legislature in 2005 to create a comprehensive plan to guide these islands into a sustainable future. This Task Force reflects the vision of Hawai‘i from the time of Kalakaua through today, which is stated in the State Motto:
"Ua mau ke ea o ka ‘āina i ka pono”
(Interpreted as “the life of the land is perpetuated in righteousness”)
The creation of the Hawai‘i 2050 Sustainability Plan comes as the State faces a growing number of pressing issues, including the steady deterioration of public infrastructure; lack of affordable housing; continued reliance on a service-based economy; vulnerability of Hawai‘i in a volatile global energy market; possible interruptions in travel and critical food supplies; threats to fragile island ecosystems; and ever increasing numbers of residents and visitors. These issues all raise questions about the long-term limits of growth in the State and motivate the need to begin planning and action to assure Hawai‘i's healthy future.
Many global concerns are relevant to local issues, such as the finite nature of diminishing natural resources including fresh potable water and clean air, or the dilemma of knowing that more than 90% of our food and bottled water is imported. The Hawai‘i 2050 Sustainability Plan outlines our collective need to ensure a direction toward re-instilling a pono local culture with practices firmly grounded in successful sustainability practices like the ahupua‘a, and grounded in a guiding principle like Lōkahi.
Included is a summary from the Hawai‘i 2050 Sustainability Report, which shares:
What does sustainability have to do with Hawai‘i and me?
Addressing and solving issues critical to Hawai‘i's way of life and natural resources requires coordinated community efforts to produce comprehensive, long-range planning policies and actions. Within that context, the mission of the Hawai‘i 2050 sustainability task force and the objectives of the Hawai‘i 2050 sustainability plan are intended to revitalize the State's long-term planning process to better guide the future development of Hawai‘i.
(Note: The recommendation for creation of a Sustainability Council had yet to be implemented at the time of publication, according to Lyla Berg, former Task Force member. Research does not surface any further use by the State of this work done by the Sustainability Task Force ( rg 6-10.)
LESSON OBJECTIVES
Students will:
- Be able to define sustainability, identify sustainable practices, and share a broadened knowledge of the vast issues relevant to self, community, and place.
- Demonstrate knowledge of language and text through grade appropriate readings and reflections of current sustainability issues.
- Analyze and share solutions to current issues regarding island sustainability through creative use of media and technology.
- Complete research and then develop a culminating project that connects past and present knowledge of the Ahupua’a and how it can address sustainability concerns in Hawai‘i today.
- Create a storyboard and video that represents their solutions to solving a sustainability issue.
- Show an understanding of the Hawai‘i Sustainability Act of 2050 in their storyboard depictions and video.
LESSON MATERIALS REQUIRED
- Class set of Hawai‘i 2050 Sustainability Plan readings and one overhead
- Construction paper for story board presentations or use of computers
- Class set of Styrophobia, Crystal Harvest, and Jones Act articles, as needed
(provided in lesson 2).
- Chart (teacher created) with guidelines for the Sustainability Group Project
- Readings (provided): Lōkahi and Ahupua’a
PRODUCTS
- Completed sustainability category chart.
- Presentation boards and video
- Journal entry of creative visions and solutions.
HAWAI`I DOE STANDARDS AND BENCHMARKS
Social Studies MHH Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
Benchmark SS.9MHH.1.1
Describe the multiple social, political, and economic causes and effects of change in modern Hawaii
SS.9MHH.5
No benchmark at this level
Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
SS.9MHH.8
No benchmark at this level
Science environmental Standard 5: INTERDEPENDENCE OF THE ENVIRONMENT AND HUMAN SOCIETIES—Understand the interdependence between environmental systems and human societies.
Language Arts Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes
Benchmark LA.11.1.1
Standard 3: Reading: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.
Benchmark LA.11.3.1
NATIVE HAWAIIAN GUIDELINES
‘Ike Honua (Sense of Place Pathway)
We envision generations who accept kuleana for ourhonua. Demonstrating a strong sense of place, including a commitment topreserve the delicate balance of life and protect it for generations tocome.
DOE GENERAL LEARNER OUTCOMES (GLO’s)
- The ability to be responsible for one’s own learning
- The understanding that it is essential for human beings to work together
- The ability to be involved in complex thinking and problem solving
- The ability to recognize and produce quality performance and quality products
- The ability to communicate effectively
- The ability to use a variety of technology effectively and ethically
ACTIVITIES/PROCEDURES
ACTIVITY #1: Sustainability Concerns Chart / NOTES & MATERIALS
- ▪ Write SUSTAINABILITY on the board and invite students to share what they already know about this topic - In pairs or small groups have teams list all kinds of sustainability issues they know about, and then select a few that are relevant to their lives. Discuss and chart their responses.
- ▪ Ask students to think about their knowledge of how the ancient Hawaiians sustained themselves without any imports. Discuss what they remember and know.
- ▪ Introduce that two ideas from Hawaiian history (ahupua’a and lōkahi) might be relevant today. Distribute the readings about Ahupua’a and Lokahi - half of the groups get one of each article. Ask them to read, discuss content and bottom questions, and be ready to share. Facilitate group discussion and review of these concepts.
- ▪ Hand out or show on an overhead) the Sustainability Concerns handout and ask students to think even deeper about sustainable issues. Discuss categories at the top and the three areas of sustainability noted (economic, social, environment.)
- ▪ In groups or pairs, have students categorize issues of sustainability into their appropriate corresponding category (or categories).
- ▪ Conduct a large group discussion about their findings (Can these three issues be separated?) Try to highlight issues that seem most relevant to the group at this time.
- ▪ Discuss that the project they are to do will address an issue they have passion about… Invite students to do their own research and talking about what might be most important to their family and community.
Crystal Harvest is a good example of the importance of food preservation for past generations.
THINGS TO REMEMBER: (What worked well; what needs to be changed):
______
ACTIVITY #2: Sustainability Culminating Project / NOTES and materials- ▪ Invite students to share about any groups or individuals they know who are effectively addressing a sustainability concern – who they are and what they do.
- ▪ Have students revisit or read Styrophobia, Chrystal Harvest, and Jones Act articles, if needed, to and discuss how each contributes to a form of sustainability.
- ▪ Discuss the Hawai‘i 2050 Sustainability Act and report by reading excerpts from the Plan Summary which includes an introduction, definition of sustainability, five goals, and priority actions by the year 2020. Also review the triple bottom approach as a main goal (see below).
- ▪ Introduce what students will do for their Sustainability Project.
- Discuss* Project Guidelines:
- (*Suggestion: Chart guidelines for further reference; consider it a living
- document and add information for students as needed.)
-Each group will choose one of the following five goals and create a media project around this topic (see below).
-The product can be in various formats: informative video expose, PSA (public service announcement) canvassing interview, slam poetry, play or skit, etc.)
-The purpose is to actually teach others about this concern.
- Research needs to be thorough and collaborative within the group.
- Share any other guidelines specific to your class.
- ▪ Distribute and discuss Indicators Pages for the 5 goals (see below) and help class members form teams based on student interest in these areas or goals:
GOAL 2. The Economy
GOAL 3. Environment & Natural Resources
GOAL 4. Community & Social Well-Being
Goal 5. Kanaka Maoli and Island Values
- ▪ After students discuss their indicators and brainstorm ways they might address these issues, help each group narrow down to one focus area or topic that can be researched and then shared to others in a creative format, using technology when possible; consider relevance to self, community, and place.
▪ Encourage or assign students to create a planning storyboard with details to help them develop their final project. It is recommended to have students present their storyboard and timeline for completion of each segment before actual filming or creation begins.
▪ Monitor progress of student groups by asking for updates and allowing some class time for groups to discuss what needs to be done; assign this research for homework when possible). Encourage students to reach out to other groups working on their same concern; provide names when possible or key words to search for organizations from the local, national, and global level.
- ▪ Plan time to share projects; capture presentations on video to share with the school community through a school website or local TV channel.
Encourage use of technology
(video or power point with graphics and sound can be effective tools to share a message.)
Reading – Activity # 1
LŌKAHI - SUSTAINING LIFE IN A BALANCED WAY
In traditional times, the Hawaiians were very connected to their environment because they needed to find everything for survival from the land and sea. They did not depend on imported goods or things being brought in from the outside world for their use. All that they needed, they found and made.
In the past, it was very important to care for the land, the ‘āina, which means “that which feeds”. A guiding principle for Hawaiian ancestors was Lōkahi, which literally means “unity, agreement, accord, unison, and harmony”. Some describe this unity with the following image called the Lōkahi Triangle:
Ke Akua
God(s)
Kanaka ‘Āina
Mankind Nature
“Hawaiians did not separate themselves from each other, from nature, or God(s). They realized and practiced an interconnectedness and interdependence. Lōkahi is thus a never-ending process of balancing and harmonizing oneself with others and with the physical and spiritual worlds.”
Ka Lama Kukui- Hawaiian Psychology: An Introduction
William C. Rezentes III, Ph.D. Lōkahi pg 24
Why might Lōkahi be important for people to understand today?
What might Lōkahi look like today?
Reading Activity # 2
Source: Hawaii 2050
AHUPUA‘A: A MODEL OF SUSTAINABILITY
In creating Hawai‘i 2050 Report, the Task Force recognized the uniqueness of Hawai‘i’s history, culture and heritage, and aspired to the promise set forth in the following Preamble of the Hawai‘i State Constitution:
“We, the people of Hawai‘i, grateful for Divine Guidance, and mindful of our
Hawaiian heritage, and uniqueness as an island State, dedicate our efforts
to fulfill the philosophy decreed by the Hawai‘i State motto, “Ua ma ke ea o
ka aina i ka pono.”
Hawai‘i is extremely rich in physical and geographic beauty, its cultural and ethnic diversity, and Hawaiian traditions that make this state uniquely special. The Task Force sought to ensure that the qualities and characteristics of Hawai‘i’s island life-style are preserved and perpetuated, and areembodied in Hawai‘i 2050.
Hence, the Task Force is committed to integrate the values and principles of the traditional Hawaiian concept of the “ahupua‘a”, the resource and behavioral management system which sustained for a historical Hawai‘i. The values of the ahupua‘a system ensured respect and preservation of all the natural resources from the mountains to the sea that made life sustainable.
Each moku or district is made up of ahupua’a, or smaller land divisions. Each ahupua‘a is like a slice of pie that begins at the top of the mountain and goes out into the ocean. In old Hawai‘i, people who lived in the mountains would share with those who lived near the ocean. A balanced land system kept the Hawaiian people alive.
Today in Hawai‘I, people still recognize ahupua‘a on all islands. For further information about how the royal lands were divided and learning more about the Great Mahele; one source about Hawai‘i’s land tenure history can be found at .
What do ahupua‘a look like today?
How might this system support modern Hawai‘i?
Student Handout Activity #1
SUSTAINABILITY CONCERNS
Endangered Species(land, air, sea) / Food
Sustainability / Global
Warming / Human Welfare
(safety issues, disease,
personal rights, etc.),
Invasive Species / Pollution
(air, land, ocean, H2O) / Recycling / Energy Consumption
Non-renewable vs. renewable
Fresh Water Resources / Land Usage / Cultural Preservation / Sustainable Energy Sources
(Bio-fuels, geothermal, hydroelectric, nuclear, wind, solar, tidal, wave).
.
Two page reading - Activity # 2
EXCERPTS FROM THE EXECUTIVE SUMMARY OF THE
HAWAI‘I 2050 SUSTAINABILITY PLAN
For a fuller picture and a copy of the complete plan, go to:
INTRODUCTION TO HAWAI‘I 2050 SUSTAINABILITY PLAN:
What do the people of Hawai‘i want for the future of our islands in the 21st century?
What is the community’s will for the future of our economy, society and environment?
What steps can we take now to achieve that preferred future for our children and their children?
In 2005, the Hawai‘i State Legislature sought answers about the long-term future of our state. In the past, state leaders and decision makers have been ably guided in these matters by the Hawai‘i State Plan. But with a new century comes a new generation, new opportunities and new challenges. A new plan is needed.
In response, the Legislature created the Hawai‘i 2050 Sustainability Task Force, a group of twenty-five citizens with a diverse range of experience in planning, community, business, the environment and government. They were charged with developing the Hawai‘i 2050 Sustainability Plan, the state’s first long-range plan in 30 years. In creating the plan, the Task Force placed the wisdom of our communities first. The Task Force initiated and implemented one of the most comprehensive and inclusive planning processes in our state’s history.” (Pg. 1)
“A two-year planning process engaged thousands of residents through multiple rounds of community meetings on every island, Internet outreach through a website and online surveys, and dozens of focus group meetings with stakeholders and experts. More than 10,500 participants provided input on the Hawai‘i 2050 plan.
Data was also collected through public opinion polls and the Hawai‘i 2050 Issue Book, which contains extensive research on many aspects of sustainability such as natural resource use, population, economic development, water and social issues.
The Task Force used its resources to gather the mana‘o of everyone with a stake and an interest in Hawai‘i and to include their voice in the conversation.
What did the Task Force find? What is Hawai‘i 2050?” (pg. 2)
The State’s first definition of sustainability:
A Hawai‘i that achieves the following:
- Respects the culture, character, beauty and history of our state’s island communities
- Strikes a balance among economic, social and community, and environmental priorities
- Meets the needs of the present without compromising the ability of future generations to meet their
own needs
This definition is the foundation of Hawai‘i 2050. It is the beginning of a shared vocabulary about sustainability and the future of our state. (pg. 3)
The five goals for Hawai‘i 2050:
The Hawai‘i 2050 goals are integrated philosophies that express the sustainable future of Hawai‘i. They reflect a deeply held sense of where Hawai‘i should be headed.
- Living sustainably is part of our daily practice in Hawai‘i.
- Our diversified and globally competitive economy enables us to meaningfully live, work and play
in Hawai‘i.
- Our natural resources are responsibly and respectfully used, replenished and preserved for future
generations.
- Our community is strong, healthy, vibrant and nurturing, providing safety nets for those in need.
- Our Kanaka Maoli and island cultures and values are thriving and perpetuated. (Page 4)
Priority actions: Intermediate steps for the year 2020
Once this planning and community engagement process was complete, the Task Force recognized that while the community respected the vision of 2050, residents also wanted a sense of urgency. People desire tangible targets and benchmarks. In response, the Task Force established priority actions for the year 2020 in these areas: