Bring in a knowledgeable kupuna (elder) to share their life story. Discuss how roles, rights, and responsibilities look similar or different in Hawai‘i (or elsewhere) today. Understand the shared humanity regardless of age. Appreciate the wisdom and perspective of the kupuna. The joy of our kupuna can also be experienced by visiting them where they …
These are more powerful motivators as they make use of the brain’s natural opiates. Intrinsically motivating tasks are personally relevant and challenging. Minimize the emphasis on competitive grades and punitive measures by having youth think about what tasks and projects make them feel a sense of pride and care in both the process and outcome. …
To help youth better understand those who are disabled, it could be helpful to have them explore what it’s like to be “in their shoes”. For example, wearing earplugs to experience reduced hearing; learning about braille to experience reading without sight; having youth create art with only their mouths or feet. The idea is to …
A basic tool to think through consequences, “If this happens, then what do you think will happen next?” or “If we decided to do this, then what do you think might happen as a result?” Brainstorm a variety of outcomes and consider the gains and losses, bounty and sacrifice, of each outcome. Get youth to …
Provide opportunities through art, music or writing for youth to express their own identities, history, affiliations, values, intentions, and needs, etc. Explore different facets of ascribed or acquired identity: ethnicity, race, gender, religion, language, geography, sexual orientation, vocation, avocation, and so on. Find intersections and commonalities between various identities, and find hybrid identities that entwine …
More likely than not, when people are angry or upset, they are expressing their “position” or a hardline stance on something. It’s important to teach youth how to identify underlying needs and interests by asking open-ended questions to learn more. “Tell me more…,” “What would you like to see happen?,” “What do you need?” etc. …
Design a huaka‘i or fieldtrip for youth to help them better understand the history, culture, and land systems (ahupua‘a) of Hawai‘i. Your huaka‘i might focus on indigenous culture (i.e.: lo‘i, fishpond) or local culture (i.e.: plantation village, sugar mill). Think about (1) Arrangements – researching, making the reservations, cost, what to bring; (2) Logistics – …
After analyzing the information surrounding a problem or challenge, what is your reaction? Were the systems fair? Why or why not? Identify one or two youth to do video interviews with fellow children/students to learn their reactions. Compile them into one video piece. For young children, this can be facilitated by parents, caregivers or teachers …
Learn about Ho‘oponopono, the Hawaiian system for ‘setting it right,’ and restoring individual and community harmony and balance. It promotes acts of healing interpersonal conflicts and is relationship-centered and not agreement-centered. It often involves forgiveness. During Ho‘omalu, practitioners sit in solitude and gather strength prior to speaking one’s true feelings. With all family members working …
Each participant explores the same time or event in history from the perspective of a different person or group. Individuals then come together and share their perspectives in order to have a whole and multidimensional portrait of the historical period or event.