Storytelling with Impact

Science Storytelling with TILclimate – Farm to table, with a side of fossil fuels

March 6, 2025/in Climate Change, Education, Environment, Science, Storytelling/by Mark Lovett

Climate change stories can be complex, especially when they’re full of technical descriptions and lists of numbers. But when these stories are linked to our daily lives we can understand the issue more clearly. So I had to laugh when listening to this episode of the TILclimate Podcast as I happen to be a fan of tortilla chips — artisan style, of course — and this story highlights how fossil fuels are part of the journey, from start to finish, of tortilla chips traveling from the farm to store.

While this narrative involves a specific food product, you can easily see how the process applies, with minor variations, to a host of other items that end up on our table. In this case, we have farm machinery, giant fans, trucks, fermenters, grinders, dryers, fryers, fertilizer, and even the plastic bag the chips come in.

Instead of people, the cast of characters includes objects, chemicals, processes, but we get a visual sense of how everything works as raw ingredients are grown, processed, packaged and delivered. Instead of a, “This is what climate change is doing to the planet” story, we have a, “Behind the scenes look at how the things we consume contribute to the problem of climate change” type of story.

There are no villains here, no finger pointing or blame, just a real life example of how a food manufacturing process works. And since there are many steps in the tortilla chip supply chain, finding a more sustainable solution involves solving a number of problems.

If you’re working on a personal story that’s founded in science, think about how your technology or research can be explained within the context of a story that your audience can relate to. And if you need help creating and presenting that story, reach out, I enjoy working with scientists who are making an impact!

Transcript

LHF: Hello, and welcome to Today I Learned: Climate from the Massachusetts Institute of Technology. I’m Laur Hesse Fisher.

If you’re like many of our listeners, you might be wondering: okay, so the CO₂ from burning fossil fuels is warming the planet, right? So why haven’t we just gotten rid of all these fossil fuels already?

Because we live in a world that’s currently dependent on fossil fuels, yet a lot of that dependence is invisible to us. So we collaborated with TABLE, an international coalition of universities that helps the public understand our food system. Their recent podcast miniseries is called Fuel to Fork, and it explores all the many ways that fossil fuels are involved in putting food on our plates.

And today, we’re going to get a glimpse into the hard work that is happening to eliminate pollution from the food system—and in doing so, explore the very real ways that our food now depends on fossil fuels.

Even to produce the simplest thing, like a tortilla chip.

JC: I love tortilla chips. In fact, I had some on the weekend, and they were very tasty.

LHF: That’s Jennifer Clapp.

JC: I’m a professor and Canada research chair in global food security and sustainability at the University of Waterloo in Canada. I’m also a member of IPES-Food, which is the international panel of experts on sustainable food systems.

LHF: She’s here to help us follow the journey of a tortilla chip from farm to grocery store, taking note of all the ways fossil fuels are used along the way. So let’s get started.

JP: Well, tortilla chips have relatively few ingredients. They’re made of corn, or in the rest of the world, it’s called maize.

LHF: Here in the U.S., we have over 90 million acres of cornfields. If that were a state, it would be the fifth largest, just barely behind Montana. And if you took a drive through this great state of corn, the first thing you might notice above the vast, waving expanses of green are the machines that tend the corn from planting to harvest.

JP: Farm machinery typically runs on Diesel fuel. And that’s the machinery used to plow the fields, drill the seeds, spread the fertilizer, spread the pesticides, spread the herbicides. Also for harvesting crops, big machinery is used, you know, combine harvesters and other kinds of machines that thresh the grain.

LHF: It’s probably no surprise that these great machines need fuel to run. But what about the quieter parts of a corn farm—like the barns?

JC: Corn has a lot of moisture in it. It’s a heavy crop, and to store it properly it needs to be dried. And farmers typically use giant fans in a barn to dry out the corn and typically heat those barns with propane fuel.

LHF: The two things we’ve mentioned so far—the farming machinery, and drying the crop—make up about half of the fossil energy use on a typical corn farm. There’s one last big chunk of emissions that we’re going to come back to a little bit later in this episode.

For now, though, we’re packing up our corn for sale.

JC: Commodities like corn do travel around a fair bit. If it’s trucked, it’s typically using diesel fuel. And also, if it’s shipped, it’s definitely using oil.

LHF: Those fossil fuels get our dried corn to a factory, where it will be turned into masa, the delicious dough that makes a tortilla.

JC: And what it involves is soaking and simmering, like cooking, these dried kernels of corn for up to 12 hours. And that process is called wet milling.

LHF: For our tortilla chips, this is almost the end of the line: the masa from the wet mill is ready to be shaped, baked and fried. Other corn products will keep passing through more screens and grinders and dryers and fermenters, on their way to becoming things like cornstarch, and corn syrup, and even the ethanol we add to gasoline.

There isn’t good recent data on this, but back in 2001 the US Energy Information Administration did a study of corn wet mills and found that they used 15% of all the energy in, not just corn, but the entire U.S. food industry.

JC: So that gives you a sense of just how energy consumptive it is.

LHF: When you hear about “ultra-processed” foods, this is what it means: the ingredients go through a whole bunch of machines to break them down to their proteins and fibers and oils and such. And it tends to use a lot of fossil fuels—and be less healthy for us, too.

With our tortilla chips, the last machine would be the fryer that makes them nice and crispy and snackable. But there’s one more step before they’re shipped to the grocery store, and that’s packaging.

JC: In my local community I can buy corn chips that come in a paper bag, which really makes me happy. But most corn chips that you’re going to find in a grocery store shelf are packaged in plastic.

LHF: And that plastic is made of—do you know? It’s oil!

Yeah, our food system doesn’t rely on fossil fuels just for energy. Tons of stuff—packaging, farm equipment—is also made of fossil fuels.

JC: You might have seen large sheets of plastic covering farm fields that sort of keep in moisture and keep temperatures warm in the soil, or covering a greenhouse, Herbicides, pesticides; they’re all fossil fuel sort of oil based chemicals. So when we think about fossil fuels on the farm, they’re just, they’re everywhere.

LHF: Remember earlier, when we found that the farming and drying machinery added up to about half of a farm’s fossil energy use? Well, most of the remaining half comes from just one of those fossil fuel-based chemicals alone.

JC: The fertilizer use is probably the biggest use of fossil energy when we’re talking about growing corn.

LHF: For as long as there’s been farming, people have been adding fertilizers like manure and wood ash to soil to revitalize it.

JC: These products really started to be used much more frequently after around the 1840s, when scientific developments led to an understanding about the importance of nitrogen, phosphorus, and potassium as key nutrients that plants need for better plant growth.

Phosphorus and potash are actually today typically mined from the earth and processed to make fertilizers.

LHF: But the third nutrient, nitrogen, is trickier: there’s no nitrogen rock that we can mine. On the other hand, there is one very abundant source of nitrogen very close to hand. It’s in the air we’re breathing. Earth’s atmosphere is almost 80% nitrogen gas.

JC: And scientists knew that nitrogen was in the air. They just didn’t know how to capture it and make it into a physical, usable form that could be applied to soil.

LHF: And then, in the early 1900s, two German chemists, Fritz Haber and Carl Bosch, figured it out. If you react nitrogen with hydrogen, they mix to make NH₃, also known as ammonia. And this became the main ingredient for modern fertilizers.

The catch is that the hydrogen comes from yet another fossil fuel: natural gas.

JC: So the Haber Bosch process really changed everything because people didn’t have to worry about where the nitrogen was going to come from to fertilize crops. And the use of synthetic nitrogen increased massively.And what that’s meant is that more crops can be grown. More land around the world can be cultivated for agriculture, because the nutrients can be continually replenished.

LHF: And on that land, humans are supplying a regular stream of nitrogen, provided mostly by natural gas. Where, unfortunately, it continues to impact the climate in yet another way.

JC: There’s been a tendency to over-apply fertilizer. Just as kind of like an insurance policy that farmers want to be sure that they’re putting enough on the field to ensure plant growth.

But not all nitrogen that’s put down in the field is taken up by the plant. And then soil microbes eat up the nitrogen, and it converts it into a gas called nitrous oxide, which is more damaging than carbon dioxide when we’re talking about climate change. And corn uses a lot of fertilizer, so it has a lot of nitrous oxide emissions.

LHF: Fertilizer is by far the biggest way that humans create nitrous oxide, this highly climate-warming gas. If you add both the manufacturing process and the nitrous oxide, fertilizer has the same impact on the climate as a major country—in fact, it contributes as much to climate change each year as Japan does, which is the world’s seventh-largest climate polluter.

JC: So all in all, the fertilizer industry is pretty significant.

LHF: Okay, so what do we do about all this? You might ask: is it even possible to have our tortilla chips without the climate pollution?

JC: Can I imagine a fossil fuel free bag of corn chips? I think, in this current world that we live in, that’s a bit hard to imagine, given all of the places in the whole production process that have relied on and continue to rely on fossil energy.

LHF: Let’s take farming machinery for a moment. You might say, well, couldn’t we just run these machines on electricity, like switching a gas-powered car for an electric car? And, yeah—we probably could.

JC: But it’s not straightforward. Because a tractor has to have a lot of horsepower, especially for plowing, especially for these sort of harvesting and threshing activities.

LHF: That means that an electric tractor would need to hold a lot of energy in its battery. For the heaviest equipment like combine harvesters, the industry is still waiting on more powerful motors and batteries to hit the market—and to be affordable.

But don’t throw up your hands. There is a lot we can do right now. Like in the drying barns, which can be heated electrically, and the wet mills that can switch to clean power sources. Or what about the problem of overapplying nitrogen? That’s no good for anybody who cares about our climate—but it’s also especially bad for the people buying all this fertilizer that just ends up being wasted.

JC: Because it’s a big cost for farmers. And the big companies are all investing in digital technology that can analyze the type of soil and its fertility, and then provide advice to farmers that says you should only put this much fertilizer in this part of your field. Maybe you want to use a little bit more in that part of your field.

LHF: There are also these things called “slow release” fertilizers, which are coated in a slow-dissolving plastic so all the nitrogen doesn’t get dumped on the field at once. Or, could we produce the nitrogen our corn needs without using natural gas? There are emerging processes that use clean electricity instead, or even engineered microbes in the soil. All of these ideas are being actively pursued right now—and also studied to see what kinds of unintended effects might arise if we start doing things like treating our soils with plastics, or using a lot of energy for AI-powered digital farming tools.

So today, we wanted to highlight the often hidden fossil fuel use in our food system—but we also wanted to highlight the often-invisible solutions that are happening. Because as more and more of us get activated and equipped to tackle this issue, researchers, innovators, investors, and folks working across the food system get creative, and solutions like these become possible.

JC: So it’s a big ask to say, okay, throw that model out the window and start from scratch with something else. But there are models of other things that can work, such as agroecology, which is using nature’s own processes to provide the fertilization of soils by growing different crops next to each other. It’s a big change. And so it’s not going to happen overnight.

But I always think about the fact that the way that we ended up with the agriculture we have today took about 200 years. Farmers did adopt synthetic fertilizers. They did adopt hybrid seeds. You know all of the aspects that we think of as conventional farming today were at one point new technologies. So we shouldn’t think necessarily that farmers are going to be resistant to change. But that change has to be tangible for them in terms of the benefits, and it has to be easy, and it has to be affordable.

LHF: And that’s harder than just saying, keep the fossil fuels in the ground. But in the end, this hard, steady work is what it’s going to take to have a clean economy that offers us a good living and the things that we need. And even the things that we like, like a bag of chips.

That is our show. But if you’re interested in learning more about fossil fuels in the food system, I invite you to check out the entire Fuel to Fork miniseries from TABLE, in collaboration with IPES-Food and the Global Alliance for the Future of Food. Just look up Fuel to Fork on Apple Podcasts, Spotify, or wherever you get your podcasts.

And hey, you can also look up TILclimate there and follow us—there are lots more episodes to brush up on your climate knowledge. Or get in touch and ask us your climate change questions! Email us at tilclimate@mit.edu, or leave us a voicemail at 617 253 3566.

TILclimate is the climate change podcast of the Massachusetts Institute of Technology. Aaron Krol is our Writer and Executive Producer. David Lishansky is our Audio Producer. Michelle Harris is our fact-checker. Grace Sawin is our Student Production Assistant. The music is by Blue Dot Sessions. And I’m your Host and Senior Editor, Laur Hesse Fisher.

A big thanks to Prof. Jennifer Clapp for speaking with us, and to you, our listeners. Keep up your climate curiosity.

And if you want to dive deeper into this topic:

Read more about Prof. Clapp.
For a deeper dive into where fossil fuels are used in the global food system, check out the Fuel to Fork podcast mini-series produced by TABLE, IPES-Food and the Global Alliance for the Future of Food.
For detailed data on the sources of greenhouse gas emissions in the global food system, see this scientific publication from the Food and Agriculture Organization of the United Nations. The data is also summarized in this report, and made available in an interactive tool where you can break down emissions by source, country, and type of greenhouse gas.
Learn more about how fertilizer is produced and why it contributes to climate change with this Explainer from the MIT Climate Portal.
This episode breaks down the use of fossil energy on a typical corn farm. You can find data on this question from the University of Minnesota and Iowa State University.
TILclimate has covered related topics in our episodes on farming a warmer planet and what I eat.
For an overview of climate change, check out our climate primer: Climate Science and Climate Risk (by Prof. Kerry Emanuel).
For more episodes of TILclimate by the MIT Climate Project, visit tilclimate.mit.edu.

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[Note: any comments inserted into this transcript represent the views of the author and are solely intended to help other storytellers create personal stories which are more impactful.]

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Justin Black: The Story Statistics Don’t Tell @ TEDxFolsom

August 10, 2024/in Education, Family, Personal Stories, Society, TEDx, Trauma/by Mark Lovett

The most impactful TEDx Talks are those which can alter our perspective on a subject of consequence. Sometimes that means clarifying the nature of a critical problem, or framing it in a way that adds relevance to our lives. Even though we were already aware of the situation, we now see it in a different light. In some instances, however, a speaker will introduce us to a topic we were not aware of before, or use a term that we’re unfamiliar with to describe an issue.

This was the case for me when Justin Black began describing his experience with inherited trauma. I’ve worked with a number of speakers whose childhood was affected by traumatic family situations, and our conversations included their relationship with family members, but I hadn’t thought of their experiences from a standpoint of inheritance. Justin’s talk at TEDxFolsom altered my perspective.

“And simply, what you can do, is be one caring adult. Not just working to help someone beat the odds, but change the odds for families and communities for generations and generations to come.”

Although the experiences of our youth impact us, often times negatively, we have the option of acting differently in adulthood, and thus, prevent the next generation from going down a similar path. But it requires awareness of these impacts, and a commitment to make conscious decisions that will create a better future, and as Justin demostrates, it’s possible.

As you watch his talk, take note of how Justin explains the issue in a number of ways: describing his experiences (both while growing up and later as an adult) meeting the woman who he would later marry and become parents with, and providing details on the ACES Assessment. At times his talk is painful, while at other times joyful. A key element that makes the narrative flow, is his use of humor.

There’s a transcript of his talk below, and I invite you to give it a read, as you’ll come to see how Justin structured his talk and transitioned from one story element to the next.

If you want to know more about the journey that Justin and Alexis have been on, as they help the world redefine what normal looks like I highly recommend reading their book, Redefining Normal.

Transcript

July 11, 2016, a day I would never forget, in the week that changed my life forever. I was a freshman at Western Michigan University, starting an orientation week at my scholarship program. And on the first day of orientation, I walked into a busy room filled with conversation. As a nervous freshman, I tried to find a table with the least amount of people, farthest in the back.

I came across a table with three students, and one student in particular, told me all about her summer of studying abroad in South Africa. I mean, from bungee jumping, shark cage diving, sky diving, even getting four tattoos while there. And then, it was my turn to tell her about my amazing summer, as a waiter at TGI Fridays.

But all in all, college for me was an opportunity to have a fresh start. Not a fresh start that showcased my authenticity, but pretty much the opposite. For me, I wanted to bury the memories of being the kid who didn’t have heat on Christmas morning. I wanted to bury the memories of being the kid who had his water cut off at various times of the year. And I wanted to bury the memories of being the kid who literally had to fight in school just to gain respect.

So college for me was an opportunity to hit the reset button and actually put on a mask. But Thursday, that Thursday, I felt exposed. Our first activity that Thursday consisted of two presenters passing out note cards to each student in our cohort. And with these note cards, they asked us to write something down that we had been through that no one would know by looking at us.

And not only that, pass those note cards to the front of the room to be read aloud anonymously. I mean, here I am, trying to run away from my past, and here it is right in front of me again. But the stories of triumph, the stories of overcoming that I heard from my fellow cohort members, it gave me a sense of truth and a spirit of authenticity.

And then it finally hit me. It finally hit me. I was reminded of why we were all together in that room, why each and every one of us sat in the seat that day. The truth was that this was a program for foster youth in higher education. Each and every one of us was working to defy the odds, to join a 3% of foster youth to graduate from college. Each and every one of us, as former foster youth, was working to overcome generational burdens, many of us generational traumas, from four to five generations maybe, that we didn’t choose, we didn’t want to accept, but it was put on us to overcome.

And it’s safe to say that after that activity, my conversations for the rest of the week were less casual and more authentic. So the girl with the tattoos and I, we went for a walk that evening around campus. We ended our night in the lawn of our dormitory, watching the moon peek above the buildings on campus. While laying in the grass, we started to share what led us to this point in life.

What had us join this program, and even telling stories of some of our traumatic experiences. As she began to share, I remember noticing which note card was hers. She looked down in the grass with her eyes filled with tears. And she began to share with me that both her mother and her grandmother were victims of suicide.

I grabbed her hand to affirm how she felt in that moment. Then I begin to share my story. That there were two generations of drug abuse on my mom’s side of the family, and three generations of domestic violence on my dad’s side of the family. And these, everyone, these are the examples of the invisible burdens that many of us are carrying around.

While you may not have gone through what I’ve experienced or gone through what she’s experienced, each and every one of us, each and every one of us have things in our past, a family history, and many of us have traumas that we are working to overcome. These are what I would like to call inherited traumas.

Inherited traumas being generational traumas that are normalized by the previous generation, maybe your parents, maybe your grandparents. Generational traumas normalized by the previous generation and passed down to you, maybe as a part of your identity, maybe even a part of a cultural standard, but ultimately normalized in your lifetime and passed down to you.

Now, four years from that moment of laying in the grass and the greatest year of all of our lives, it’s 2020, right? Hopefully not reminiscing about it, don’t think about it, it’s okay, it’s all right, I won’t take you back. But four years from that moment, I was blessed to have the girl that I met during the orientation week become my wife.

And while marriage has been amazing, it’s been such a blessing, we had to be intentional about our past, that our past doesn’t influence our future in a relationship that we have today. But the question I have for you all, the question I want you to think about as you leave here today, is how long will we allow inherited trauma to impact who we are today?

How long will we allow inherited trauma to impact the relationship that we form? And how long will we allow inherited trauma to impact the future of our families? Now, before we were married, while we were still dating, we took an exam called the ACES Assessment. By show of fans, how many of you have heard of the ACES Assessment? How many of you have taken the ACES Assessment? Quite a few people.

ACES stands for Adverse Childhood Experiences. It’s one of the greatest predictors of our future outcomes. It assesses child abuse and childhood experiences as a public health problem. Based on your social and economic status, of where you work, live, play, and learn, some of us may have experienced more ACEs, or traumatic experiences than others. The ACEs Assessment is on a scale of one to ten. With one being the least amount of traumatic experiences, and ten being the most amount of traumatic experiences.

While we knew we had some things in our past we needed to work out and deal with, we were completely unaware of the score we would receive. And for me, while I took the ACES exam, I remember going question after question, marking a yes, and then another yes, and then another yes. And then, as heartbreaking as it was, we received our score. I had a score of a nine, and my wife had a score of a ten. The two highest scores you can receive on the exam. I guess for me on the bright side, this is one of the exams in my life where I did have a high score, so I was pretty happy about that. I’m like, hey, let’s celebrate that, you know?

But honestly, what’s the story behind the numbers? You see, two-thirds of participants have at least one or more ACE on the assessment. While one in five participants score at least a three or higher on the assessment. But let’s take it a step further. Taking it a step further, we have the different categories of ACEs. These categories of ACEs consist of abuse, neglect, and household dysfunction. These are the categories in which the assessment is based off of.

But let’s take it a step further. A step further than the numbers, and a step further than the categories themselves. I would like to highlight the iceberg. We see the tip of the iceberg is what we would like to show to the outside world; our actions, our behaviors, and for me for a long time, my accomplishments. The things we would like to highlight or showcase to the outside world.

But what’s underneath the tip of the iceberg? What’s underneath the tip of the iceberg, a lot of times is our traumas, our ACEs, our family histories, and maybe for you it’s something that many of us, that we’ve written down in a note cart that people would know about us, and something we have yet to deal with. And if we haven’t dealt with what’s underneath the tip of the iceberg, if we haven’t dealt with that yet, and it goes unaddressed, and it goes unresolved, it can easily become a part of our inherited trauma.

And then it doesn’t just become an inheritance just to you, it becomes an inheritance also for your children as well. And speaking of children, my wife and I wanted to wait at least four to five years before having children once we were married. But 2022 came rolling around, and one day she told me that her body starts to feel a bit different, and many of you know exactly what that means. So we decided to take a pregnancy test, and we saw two red lines. Two red lines that changed our life forever.

After a few Google searches, not knowing exactly what that meant, shocked, confused, we took five more pregnancy tests. We had to be sure. But August 2022 came, and we had our baby girl. And while being a parent has been such an eye-opener, has been incredible, has been amazing, I still have this sense of fear in my heart that, what if my generational trauma, what if my inherited trauma, the things that have been normalized for me as a child -the abuse, the neglect, the household dysfunction – what if what’s been normalized to me, becomes normal to her? What if my inherited trauma becomes an inheritance to her?

You see, all of our children are looking at us to lead them, to guide them, and to create the example for them, and looking at us to create their normal. But what happens when generational trauma becomes our normal? You see, when generational trauma becomes normalized, it turns into violence ripping apart families and communities. When generational trauma becomes normalized, it turns into substance abuse tearing apart entire family’s neighborhoods. And when generational trauma is normalized, it leaves nine-year-old boys like me, joining nearly half a million kids, a part of the foster care system in America.

So what do we do? How do we redefine the normal? How do we redefine the normal for ourselves, for families, and communities, and those around us? You see, if you were to draw a circle of 0.6 mile radius around a child’s home, you will be able to predict their future outcomes. Based on your environment, their education, neighborhood, and most importantly, parental influence. Yes, I believe that parental influence is the game changer. Of how we love, lead, and guide the next generation can make a world of difference.

In fact, studies showed that kids who grew up in a two-parent household are 40% more likely to graduate from college. And that’s just one aspect of parental influence. But all of us in this room, we play different roles. Some of you may currently be parents. Others may be parents down the line. And many of us know someone who’s raising a child.

So what are some simple but impactful things that we can do to make a world of difference for the society around us? Number one, the number one thing I believe we can do, is have a vision for our relationship, a vision for our relationship that consists of challenging one another to be a better version of ourselves.

Maybe it looks like you taking the ACES Assessment before you join together in a relationship. Maybe that looks like you going home, digging through your drawers, finding a note card, and writing something down that you’ve been through that people wouldn’t know by looking at you. And asking yourself, have you dealt with what’s on that note card?

The number two thing I would say, the number two thing we can do to redefine a normal is invest in the future of our children. Invest in the future of our children. While financial investment is amazing, it’s important, it’s incredible, I love it. But even more important, and even more impactful is investing in our children. What it looks like, is making sure that they can grow up and be loving and caring parents themselves, making sure that they become loving and caring parents themselves. But also being aware that we need to raise our children, knowing that how we treat them today, would be the same way they treat others when they become an adult.

And last but not least, easily most importantly, as a wise and amazing man once said, is to love your neighbor as you love yourself. While many of us play different roles, not all of us will be parents, but we can be amazing tutors, we can be incredible mentors, and we can all be loving neighbors. And as stated by Josh Ship, “Every child is one caring adult away from being a success story.”

So how can you be that caring adult? How can you redefine a normal? You must become intentional with the relationships that you form. You must invest in the future of our children. And simply, what you can do, is be one caring adult. Not only just working to help someone beat the odds, but change the odds for families and communities for generations and generations to come.

Thank you.

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Hans and Ola Rosling: How not to be ignorant about the world @ TEDSalon Berlin

January 7, 2021/in Education, Humanity, Technology, TED, TED Talk/by Mark Lovett

I had the pleasure of attending a special TED event in 2014. TEDSalon Berlin was just a one day affair, yet it featured a number of compelling talks that served as examples of impactful stories on global issues. This post is an analysis of a talk given by Hans Rosling & Ola Rosling on how knowledge, or a lack of knowledge, shapes our view of the world. For a better future, we need to understand today.

Watch Hans and Ola Rosling’s TED Talk. The numbers that are being presented represent serious topics, yet the focus in not on digging into the trends, but to highlight how our perceptions about these trends are so often wrong. It’s a fun talk to watch, which doesn’t often happen with statistics, yet inspires us to use caution before jumping to conclusions.

Transcript

(my notes in red)

Hans Rosling: I’m going to ask you three multiple choice questions. Use this device. Use this device to answer. The first question is, how did the number of deaths per year from natural disaster, how did that change during the last century? Did it more than double, did it remain about the same in the world as a whole, or did it decrease to less than half? Please answer A, B or C. I see lots of answers. This is much faster than I do it at universities. They are so slow. They keep thinking, thinking, thinking. Oh, very, very good.

Quite different from the reserved style of most TED speakers, Hans brings the energy level up immediately with the tone, volume, and passion in his voice. The digital interaction with the audience also differentiates this talk from a simple narration and makes the audience a character within the narration.

And we go to the next question. So how long did women 30 years old in the world go to school: seven years, five years or three years? A, B or C? Please answer.

And we go to the next question. In the last 20 years, how did the percentage of people in the world who live in extreme poverty change? Extreme poverty — not having enough food for the day. Did it almost double, did it remain more or less the same, or did it halve? A, B or C?

Now, answers. You see, deaths from natural disasters in the world, you can see it from this graph here, from 1900 to 2000. In 1900, there was about half a million people who died every year from natural disasters: floods, earthquakes, volcanic eruption, whatever, droughts. And then, how did that change?

Gapminder asked the public in Sweden. This is how they answered. The Swedish public answered like this: Fifty percent thought it had doubled, 38 percent said it’s more or less the same, 12 said it had halved.

This is the best data from the disaster researchers, and it goes up and down, and it goes to the Second World War, and after that it starts to fall and it keeps falling and it’s down to much less than half. The world has been much, much more capable as the decades go by to protect people from this, you know. So only 12 percent of the Swedes know this.

Hans uses a chart to map the answers for the first question based on a research study, then displays the actual answer as a line which proceeds across the chart along the time axis. It’s a powerful way to overlay a statistical answer in conjunction with a prediction of the answer.

So I went to the zoo and I asked the chimps. The chimps don’t watch the evening news, so the chimps, they choose by random, so the Swedes answer worse than random. Now how did you do? That’s you. You were beaten by the chimps. But it was close. You were three times better than the Swedes, but that’s not enough. You shouldn’t compare yourself to Swedes. You must have higher ambitions in the world.

Adding humor to a statistical story block isn’t the easiest thing to do, but Hans is a natural comedian alongside his talent at following the science. Can you insert a lighthearted comedic moment while sharing data? Some topics don’t lend themselves to humor, so be mindful.

Let’s look at the next answer here: women in school. Here, you can see men went eight years. How long did women go to school? Well, we asked the Swedes like this, and that gives you a hint, doesn’t it? The right answer is probably the one the fewest Swedes picked, isn’t it? Let’s see, let’s see. Here we come. Yes, yes, yes, women have almost caught up. This is the U.S. public. And this is you. Here you come. Ooh. Well, congratulations, you’re twice as good as the Swedes, but you don’t need me —

So how come? I think it’s like this, that everyone is aware that there are countries and there are areas where girls have great difficulties. They are stopped when they go to school, and it’s disgusting. But in the majority of the world, where most people in the world live, most countries, girls today go to school as long as boys, more or less. That doesn’t mean that gender equity is achieved, not at all. They still are confined to terrible, terrible limitations, but schooling is there in the world today. Now, we miss the majority. When you answer, you answer according to the worst places, and there you are right, but you miss the majority.

Beyond the numbers themselves, and how different groups faired when predicting, Hans offers an insight as to why so many people got the answer wrong. We tend to be more aware of where problems exist, not successes. He doesn’t mention it, but in my experience that’s because the news focuses on problems over successes. I’d like to see that topic analyzed in parallel, but that would make for a much longer talk.

What about poverty? Well, it’s very clear that poverty here was almost halved, and in U.S., when we asked the public, only five percent got it right. And you? Ah, you almost made it to the chimps. That little, just a few of you! There must be preconceived ideas, you know. And many in the rich countries, they think that oh, we can never end extreme poverty. Of course they think so, because they don’t even know what has happened. The first thing to think about the future is to know about the present.

This last line is a fundamental perspective that Hans is bringing into this talk – that we need to know about the present and understand what is really going on now in order to consider what the future might look like.

These questions were a few of the first ones in the pilot phase of the Ignorance Project in Gapminder Foundation that we run, and it was started, this project, last year by my boss, and also my son, Ola Rosling. He’s cofounder and director, and he wanted, Ola told me we have to be more systematic when we fight devastating ignorance. So already the pilots reveal this, that so many in the public score worse than random, so we have to think about preconceived ideas, and one of the main preconceived ideas is about world income distribution.

Look here. This is how it was in 1975. It’s the number of people on each income, from one dollar a day. See, there was one hump here, around one dollar a day, and then there was one hump here somewhere between 10 and 100 dollars. The world was two groups. It was a camel world, like a camel with two humps, the poor ones and the rich ones, and there were fewer in between.

Continuing with his fun approach to numbers, Hans uses a prop to not only point at the graph behind him, but to elicit a laugh from the audience. Props are an old trick, but you don’t see them so often anymore, so it’s a refreshing change.

But look how this has changed: As I go forward, what has changed, the world population has grown, and the humps start to merge. The lower humps merged with the upper hump, and the camel dies and we have a dromedary world with one hump only. The percent in poverty has decreased. Still it’s appalling that so many remain in extreme poverty. We still have this group, almost a billion, over there, but that can be ended now.

The challenge we have now is to get away from that, understand where the majority is, and that is very clearly shown in this question. We asked, what is the percentage of the world’s one-year-old children who have got those basic vaccines against measles and other things that we have had for many years: 20, 50 or 80 percent?

Now, this is what the U.S. public and the Swedish answered. Look at the Swedish result: you know what the right answer is. Who the heck is a professor of global health in that country? Well, it’s me. It’s me. It’s very difficult, this. It’s very difficult.

However, Ola’s approach to really measure what we know made headlines, and CNN published these results on their web and they had the questions there, millions answered, and I think there were about 2,000 comments, and this was one of the comments. “I bet no member of the media passed the test,” he said.

So Ola told me, “Take these devices. You are invited to media conferences. Give it to them and measure what the media know.” And ladies and gentlemen, for the first time, the informal results from a conference with U.S. media. And then, lately, from the European Union media. You see, the problem is not that people don’t read and listen to the media. The problem is that the media doesn’t know themselves. What shall we do about this, Ola? Do we have any ideas?

Ola Rosling: Yes, I have an idea, but first, I’m so sorry that you were beaten by the chimps. Fortunately, I will be able to comfort you by showing why it was not your fault, actually. Then, I will equip you with some tricks for beating the chimps in the future. That’s basically what I will do.

But first, let’s look at why are we so ignorant, and it all starts in this place. It’s Hudiksvall. It’s a city in northern Sweden. It’s a neighborhood where I grew up, and it’s a neighborhood with a large problem. Actually, it has exactly the same problem which existed in all the neighborhoods where you grew up as well. It was not representative. Okay? It gave me a very biased view of how life is on this planet. So this is the first piece of the ignorance puzzle. We have a personal bias.

The talk pivots in two respects at this point. Hans give the floor to his son, Ola, and it shifts from demonstrating that the public and media has a lack of awareness when it comes to important statistics, to explaining why that is and what can be done about it.

It’s pretty much at the half way mark, which is common in a problem / solution style talk. It’s important that your audience have a solid understanding of your topic before you present your idea for creating better outcomes in the future.

We have all different experiences from communities and people we meet, and on top of this, we start school, and we add the next problem. Well, I like schools, but teachers tend to teach outdated worldviews, because they learned something when they went to school, and now they describe this world to the students without any bad intentions, and those books, of course, that are printed are outdated in a world that changes. And there is really no practice to keep the teaching material up to date. So that’s what we are focusing on. So we have these outdated facts added on top of our personal bias.

What happens next is news, okay? An excellent journalist knows how to pick the story that will make headlines, and people will read it because it’s sensational. Unusual events are more interesting, no? And they are exaggerated, and especially things we’re afraid of. A shark attack on a Swedish person will get headlines for weeks in Sweden. So these three skewed sources of information were really hard to get away from.

Having presented the reasons for our general lack of knowledge, Ola uses a slide to help focus the audience’s mind on those three topics – Personal bias, Outdated facts, and News bias. The subject is far more complex than this, but for a talk under 20 minutes, it’s important to direct your narrative to the most important ideas. See if you can do that in three or less.

They kind of bombard us and equip our mind with a lot of strange ideas, and on top of it we put the very thing that makes us humans, our human intuition. It was good in evolution. It helped us generalize and jump to conclusions very, very fast. It helped us exaggerate what we were afraid of, and we seek causality where there is none, and we then get an illusion of confidence where we believe that we are the best car drivers, above the average. Everybody answered that question, “Yeah, I drive cars better.”

Okay, this was good evolutionarily, but now when it comes to the worldview, it is the exact reason why it’s upside down. The trends that are increasing are instead falling, and the other way around, and in this case, the chimps use our intuition against us, and it becomes our weakness instead of our strength. It was supposed to be our strength, wasn’t it?

So how do we solve such problems? First, we need to measure it, and then we need to cure it. So by measuring it we can understand what is the pattern of ignorance. We started the pilot last year, and now we’re pretty sure that we will encounter a lot of ignorance across the whole world, and the idea is really to scale it up to all domains or dimensions of global development, such as climate, endangered species, human rights, gender equality, energy, finance.

All different sectors have facts, and there are organizations trying to spread awareness about these facts. So I’ve started actually contacting some of them, like WWF and Amnesty International and UNICEF, and asking them, what are your favorite facts which you think the public doesn’t know?

Okay, I gather those facts. Imagine a long list with, say, 250 facts. And then we poll the public and see where they score worst. So we get a shorter list with the terrible results, like some few examples from Hans, and we have no problem finding these kinds of terrible results. Okay, this little shortlist, what are we going to do with it?

Well, we turn it into a knowledge certificate, a global knowledge certificate, which you can use, if you’re a large organization, a school, a university, or maybe a news agency, to certify yourself as globally knowledgeable. Basically meaning, we don’t hire people who score like chimpanzees. Of course you shouldn’t. So maybe 10 years from now, if this project succeeds, you will be sitting in an interview having to fill out this crazy global knowledge.

Part one of the solution is to create a knowledge certificate…

So now we come to the practical tricks. How are you going to succeed? There is, of course, one way, which is to sit down late nights and learn all the facts by heart by reading all these reports. That will never happen, actually. Not even Hans thinks that’s going to happen. People don’t have that time. People like shortcuts, and here are the shortcuts. We need to turn our intuition into strength again. We need to be able to generalize. So now I’m going to show you some tricks where the misconceptions are turned around into rules of thumb.

Part two of the solution is how to achieve that knowledge…

Let’s start with the first misconception. This is very widespread. Everything is getting worse. You heard it. You thought it yourself. The other way to think is, most things improve. So you’re sitting with a question in front of you and you’re unsure. You should guess “improve.” Okay? Don’t go for the worse. That will help you score better on our tests. That was the first one.

There are rich and poor and the gap is increasing. It’s a terrible inequality. Yeah, it’s an unequal world, but when you look at the data, it’s one hump. Okay? If you feel unsure, go for “the most people are in the middle.” That’s going to help you get the answer right.

Now, the next preconceived idea is first countries and people need to be very, very rich to get the social development like girls in school and be ready for natural disasters. No, no, no. That’s wrong. Look: that huge hump in the middle already have girls in school. So if you are unsure, go for the “the majority already have this,” like electricity and girls in school, these kinds of things. They’re only rules of thumb, so of course they don’t apply to everything, but this is how you can generalize.

Let’s look at the last one. If something, yes, this is a good one, sharks are dangerous. No — well, yes, but they are not so important in the global statistics, that is what I’m saying. I actually, I’m very afraid of sharks. So as soon as I see a question about things I’m afraid of, which might be earthquakes, other religions, maybe I’m afraid of terrorists or sharks, anything that makes me feel, assume you’re going to exaggerate the problem. That’s a rule of thumb. Of course there are dangerous things that are also great. Sharks kill very, very few. That’s how you should think.

With these four rules of thumb, you could probably answer better than the chimps, because the chimps cannot do this. They cannot generalize these kinds of rules. And hopefully we can turn your world around and we’re going to beat the chimps. Okay? That’s a systematic approach.

Ola provides four methods of improving your odds when it comes to guessing trend lines, but are you convinced they will work? I’m not speculating either way. I’m simply asking the question because if you’re creating a problem / solution, idea-driven narrative, what will matter most is whether the audience buys into your idea.

Now the question, is this important? Yeah, it’s important to understand poverty, extreme poverty and how to fight it, and how to bring girls in school. When we realize that actually it’s succeeding, we can understand it. But is it important for everyone else who cares about the rich end of this scale? I would say yes, extremely important, for the same reason. If you have a fact-based worldview of today, you might have a chance to understand what’s coming next in the future.

We’re going back to these two humps in 1975. That’s when I was born, and I selected the West. That’s the current EU countries and North America. Let’s now see how the rest and the West compares in terms of how rich you are. These are the people who can afford to fly abroad with an airplane for a vacation. In 1975, only 30 percent of them lived outside EU and North America. But this has changed, okay?

So first, let’s look at the change up till today, 2014. Today it’s 50/50. The Western domination is over, as of today. That’s nice. So what’s going to happen next? Do you see the big hump? Did you see how it moved? I did a little experiment. I went to the IMF, International Monetary Fund, website. They have a forecast for the next five years of GDP per capita. So I can use that to go five years into the future, assuming the income inequality of each country is the same.

I did that, but I went even further. I used those five years for the next 20 years with the same speed, just as an experiment what might actually happen. Let’s move into the future. In 2020, it’s 57 percent in the rest. In 2025, 63 percent. 2030, 68.

And in 2035, the West is outnumbered in the rich consumer market. These are just projections of GDP per capita into the future. Seventy-three percent of the rich consumers are going to live outside North America and Europe. So yes, I think it’s a good idea for a company to use this certificate to make sure to make fact-based decisions in the future.

It gets a bit heavy with the rapid fire numbers towards the end, and while I come away with the impression that, once again, my assumptions were wrong, I’m not sure that I come away with the feeling that the certificate is a good idea. That’s largely due to the fact that the certificate itself was not fully explained.

One of the challenges that you’ll deal with in presenting an idea with impact is getting the audience to understand both the problem and solution in a short period of time. In this case, my view is that accomplishing that task would need twice the amount of time.

This is where rehearsing in front of other people becomes extremely valuable. Without telling your audience what your talk is about, just present it, then ask them what they thought the talk was about and ask for their opinion as to whether your talk shifted their perception. If people are unclear at the end, another editing cycle is called for.

18:39
Thank you very much.

[Note: all comments inserted into this transcript are my opinions, not those of the speaker, the TED organization, nor anyone else on the planet. In my view, each story is unique, as is every interpretation of that story. The sole purpose of these analytical posts is to inspire a storyteller to become a storylistener, and in doing so, make their stories more impactful.]

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Aleeza Kazmi at The Moth from The Beacon School in New York City

December 14, 2020/in Discrimination, Education, Identity, The Moth/by Mark Lovett

The Moth has been hosting storytelling events for 20+ years, and the thousands of storytellers who have graced their stages are proof that every story is unique, and that the best stories come from our personal experiences.

I’ve always felt that storytelling should be a required course in high school, as it’s fundamental to how we formulate our thoughts and how we’ll express ourselves throughout our lives. I was delighted to discover this story by Aleeza Kazmi when she was still a student. (she’s a professional storyteller now)

Children of color often deal with issues related to identity when they’re growing up, and in this story, Aleeza recalls such an incident from when she was just six years old. Beyond her particular circumstances, it’s a narrative which speaks to the courage we sometimes need in order to express the fact that we are proud of who we are.

Transcript

So I’m six years old and I’m in the first grade and I’m sitting at a table with my three best friends and we’re all really similar. We all wear the same clothes from the children’s place that our mom’s by us, and we play on the monkey bars during recess and we play house underneath the playground at St. Catherine’s Park, which was behind our elementary school. All of our names start with A, there is Anna, Amanda, Ashia, and Aleeza. We’re working on self portraits, and this is sort of an icebreaker project of the first grade. My teacher, Ms. Harrington, presented it as a way to get to know each other’s faces. These were gonna be hung up on the wall, and I was really excited because we were on our third day of self portraits and we were going to color them in finally.

I was super excited about this because my mom had bought me a coloring book over the summer and I learned how to color inside the lines. I learned all these, yeah, really excited about that, and I learned all these really cool techniques for how to draw properly. I was basically young Picasso and I was ready to show off my skills to my friends. I knew this was an extremely special project because Ms. Harrington had brought out oil pastels. Every table got one box, and every box had one of each color. I love oil pastels because I used there really soft, and so I used to take them and pinch them between my fingers and feel them melt into my skin almost. Because there’s one of each color in every box you had to be patient and wait for your color to not be used, and the color I wanted was being used.

I was ready to color in my face, and all of my friends had colored in their face peach, and since we were all the same girl, I figured I would use peach as well. So finally, peach was available, and I color in my face and I’m going slowly and I’m watching the oil pastel melt into the paper and I color inside the lines. It’s beautiful, and I look down and this self portrait, this girl I had just drawn, is exactly how I see myself. It’s like I’m looking into a mirror, and I’m proud, and I feel Ms. Harrington, my teacher, looking over my shoulder, and I get really excited because Ms. Harrington loved it when people drew well. And I was like, she’s gonna say to me that she’s gonna hang it above her desk, so that when people came in, they knew that I drew this amazing portrait.

I was getting ready for her to compliment me, and instead she looks down and she says, “Aleeza, that’s not your color.” And I’m confused by this cuz I don’t understand how colors can belong to people. So I start panicking and I’m like, Was I not supposed to use oil pastels? You know, did I do something wrong? What did I do wrong? I couldn’t figure it out, and I couldn’t find a way to ask her.

She didn’t explain further, she just grabbed the oil pastel box and started looking through it. Didn’t find the color she was looking for. So she went to the crayon bin. Now, every elementary school had this infamous crayon bin where little bits and pieces of broken of crayon that were unwrapped and disgusting and mixed together over years and years and years and never went away.

And I never used crayons. I always used markers or color pencils or something. But Ms. Harrington went to the crayon bin, and she’s rummaging through it, and she pulls out this crayon, and it’s this nub of a brown crayon that’s unwrapped and gross. Ms. Jill Harrington hands it to me and she says, “Lisa, this is your color.”

I still don’t understand it because how can colors belong to people? But I can’t figure out a way to ask her, and so I take it and she tells me to color in my face, and so I do. But crayon and oil pastel don’t mix together and they’re not friends and they don’t wanna be on the same page together. So I’m pushing in this crayon and I’m going in all different directions and trying to make it mix with the peach, but it’s not doing it.

I’m coloring outside of the lines now and I’ve colored into my eye and my lips and now’s red on my chin. I’m panting, and Anna, Ashia and Amanda are all staring at me and I’m embarrassed. When I’m done, I look down and I’m this grotesque monster that can’t decide if it wants to be peach or brown. I wanna scream at Ms. Jill Harrington, “Please do not hang this up, I’ll do it again. I’ll do it your way this time.”

But she grabs my self portrait before I’m able to say anything, and she puts it into the pile with all of my even tone, beautiful peach friends, and it’s hung up on the wall. I go home that night and I ask my mom, “Why am I not allowed to be peach?” And she explains it to me as well as a mother can to a six year old who’s going through an identity crisis.

You know, I’m not peach and your dad isn’t peach. She does her best, but I still don’t understand it, and I don’t wanna ask her cuz I don’t wanna sound stupid, cuz everyone else seems to understand this concept of color, but I cannot wrap my head around it. So I put this idea on a shelf and I don’t think about it again until the sixth grade when I’m in a new school, and we’re all asking each other questions like, “Where did you go to elementary school and what’s your favorite book?” Just trying to get to know each other a little bit, and this one boy comes up to me and he asks me, “What race are you?” Which might be a complex question. Some people, they can’t look at me and know what race I am.

I didn’t know what race I was because I never really thought about it, so I’m trying to look for an answer. I think back to this Jill Harrington and that brown nubby crayon, and I tell him, “I’m brown.” And he looks at me, and he’s so confused, and he says, “What do you mean you’re brown? Brown isn’t a race.”

I find the words finally and they come up, and this little six year old me inside is screaming, and then now I’m screaming and I’m saying, “Who are you to tell me what I am? If I say I’m brown, then I’m brown and deal with it.”

So this boy never spoke to me again, which is fine, because I finally found the words and was able to stand up for myself.

Watch Aleeza’s video, make some notes about what impressed you, then read the manuscript and watch again. You’ll see and hear it differently the 2nd time around. You will also notice a bit of editing. To avoid the talk from reading as a run-on sentence, the word ‘and’ was removed in several places.

[Note: all comments are my opinions, not those of the speaker, or The Moth, or anyone else on the planet. In my view, every story is unique, as is every interpretation of that story. The sole purpose of these posts is to inspire storytellers to become better storylisteners and to think about how their stories can become more impactful.]

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contact me to discuss your storytelling goals!

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Sam Kass: Want kids to learn well? Feed them well @ TED Talks Live

November 21, 2020/in Education, Health, TED, TED Talk/by Mark Lovett

TED Talks Live were held at The Town Hall Theater in NYC, in November of 2015. I had the pleasure of attending all six nights to hear speakers present impactful Ideas Worth Spreading. This post is an analysis of a talk by Sam Kass about the connection between proper nutrition and success in childhood education.

Watch Sam’s TED Talk. The issues related to proper nutrition and the quality of a child’s education are complex, but Sam provides us with an example of one such solution that has seen positive results. But this talk is also about the choices that storytellers must make in regards to focus and impact.

Transcript

(my notes in red)

I am a chef and a food policy guy, but I come from a whole family of teachers. My sister is a special ed teacher in Chicago. My father just retired after 25 years teaching fifth grade. My aunt and uncle were professors. My cousins all teach. Everybody in my family, basically, teaches except for me.

They taught me that the only way to get the right answers is to ask the right questions. So what are the right questions when it comes to improving the educational outcomes for our children? There’s obviously many important questions, but I think the following is a good place to start: What do we think the connection is between a child’s growing mind and their growing body? What can we expect our kids to learn if their diets are full of sugar and empty of nutrients? What can they possibly learn if their bodies are literally going hungry? And with all the resources that we are pouring into schools, we should stop and ask ourselves: Are we really setting our kids up for success?

We know about chefs, and teachers, but the phrase ‘food policy guy’ is a bit unusual, and that has the audience wondering where his story will take them. Leveraging what he learned from the teachers in his family, Sam asks a series of questions which outline his narrative. Beyond serving as a precursor for his story, the technique of opening a story with questions can also engage the audience and get their cognitive wheels turning.

Now, a few years ago, I was a judge on a cooking competition called “Chopped.” Four chefs compete with mystery ingredients to see who can cook the best dishes. Except for this episode — it was a very special one. Instead of four overzealous chefs trying to break into the limelight — something that I would know nothing about — (Laughter) these chefs were school chefs; you know, the women that you used to call “lunch ladies,” but the ones I insist we call “school chefs.” Now, these women — God bless these women — they spend their day cooking for thousands of kids, breakfast and lunch, with only $2.68 per lunch, with only about a dollar of that actually going to the food. In this episode, the main-course mystery ingredient was quinoa. Now, I know it’s been a long time since most of you have had a school lunch, and we’ve made a lot of progress on nutrition, but quinoa still is not a staple in most school cafeterias.

Many people will have seen Sam on television, but for those that have not, his quick mention of that fact tells us that he’s not just a chef (he told us that in his opening line) but a chef who is good enough to be a judge for a cooking competition. Often times you can provide a single sentence that says a lot about who you are in connection to the story you’re telling.

So this was a challenge. But the dish that I will never forget was cooked by a woman named Cheryl Barbara. Cheryl was the nutrition director at High School in the Community in Connecticut. She cooked this delicious pasta. It was amazing. It was a pappardelle with Italian sausage, kale, Parmesan cheese. It was delicious, like, restaurant-quality good, except — she basically just threw the quinoa, pretty much uncooked, into the dish. It was a strange choice, and it was super crunchy. So I took on the TV accusatory judge thing that you’re supposed to do, and I asked her why she did that.

Cheryl responded, “Well, first, I don’t know what quinoa is.” (Laughter) “But I do know that it’s a Monday, and that in my school, at High School in the Community, I always cook pasta.”

See, Cheryl explained that for many of her kids, there were no meals on the weekends. No meals on Saturday. No meals on Sunday, either. So Cheryl cooked pasta because she wanted to make sure she cooked something she knew her children would eat. Something that would stick to their ribs, she said. Something that would fill them up. Cheryl talked about how, by the time Monday came, her kids’ hunger pangs were so intense that they couldn’t even begin to think about learning. Food was the only thing on their mind. The only thing. And unfortunately, the stats — they tell the same story.

This story block is about someone other than Sam. In this case, it’s someone that he has met and interacted with, so he could tell it from personal experience, but we are basically in the shoes of this other person. Think about the people you have met that could be part of your narrative. Capture those as current or future story blocks. Some speakers have dozens of such stories to draw on.

So, let’s put this into the context of a child. And we’re going to focus on the most important meal of the day, breakfast. Meet Allison. She’s 12 years old, she’s smart as a whip and she wants to be a physicist when she grows up. If Allison goes to a school that serves a nutritious breakfast to all of their kids, here’s what’s going to follow. Her chances of getting a nutritious meal, one with fruit and milk, one lower in sugar and salt, dramatically increase. Allison will have a lower rate of obesity than the average kid. She’ll have to visit the nurse less. She’ll have lower levels of anxiety and depression. She’ll have better behavior. She’ll have better attendance, and she’ll show up on time more often. Why? Well, because there’s a good meal waiting for her at school. Overall, Allison is in much better health than the average school kid.

So what about that kid who doesn’t have a nutritious breakfast waiting for him? Well, meet Tommy. He’s also 12. He’s a wonderful kid. He wants to be a doctor. By the time Tommy is in kindergarten, he’s already underperforming in math. By the time he’s in third grade, he’s got lower math and reading scores. By the time he’s 11, it’s more likely that Tommy will have to have repeated a grade. Research shows that kids who do not have consistent nourishment, particularly at breakfast, have poor cognitive function overall.

Here we have two more stories of other people – both designed to illustrate the connection between educational success and healthy nutrition – with one having a positive outcome, while the other outcome is negative. The use of contrasting stories is a common technique, used to show what happens when one path is taken over the other.

Sometimes these paths are imposed – in this case we’re dealing with children who don’t really have a choice – but in other situations the path is chosen – an adult who chooses to eat too much, or drink too much, or smoke cigarettes. In either case, the audience knows which is the better path, but they also know there are challenges to taking that path. This dilemma sets up the next phase of the story.

So how widespread is this problem? Well, unfortunately, it’s pervasive. Let me give you two stats that seem like they’re on opposite ends of the issue, but are actually two sides of the same coin. On the one hand, one in six Americans are food insecure, including 16 million children — almost 20 percent — are food insecure. In this city alone, in New York City, 474,000 kids under the age of 18 face hunger every year. It’s crazy.

On the other hand, diet and nutrition is the number one cause of preventable death and disease in this country, by far. And fully a third of the kids that we’ve been talking about tonight are on track to have diabetes in their lifetime.

Now, what’s hard to put together but is true is that, many times, these are the same children. So they fill up on the unhealthy and cheap calories that surround them in their communities and that their families can afford. But then by the end of the month, food stamps run out or hours get cut at work, and they don’t have the money to cover the basic cost of food.

Sam offers a statistical story block to demonstrate the magnitude of the problem. It’s very shocking to hear that nearly a half million kids in New York City face hunger every year. Are there statistics that can help support your narrative, that can highlight the importance of your message? You can use static numbers, or present a trend line if the numbers are going up or down.

But I would also like to mention Sam’s use of the phrase ‘diet and nutrition is the number one cause of preventable death and disease in this country, by far’. I found it equally shocking, yet it didn’t ring true for me. I’m not saying it was a false statement, but it seemed to be such a serious claim that it needed an explanation. What are the categories of ‘preventable death and disease’ that he’s talking about? What are the relevant statistics?

The point is, when you’re making a serious claim – about anything – consider whether you need to explain it further, or provide statistics, or quote the source of your claim.

But we should be able to solve this problem, right? We know what the answers are. As part of my work at the White House, we instituted a program that for all schools that had 40 percent more low-income kids, we could serve breakfast and lunch to every kid in that school. For free.

This program has been incredibly successful, because it helped us overcome a very difficult barrier when it came to getting kids a nutritious breakfast. And that was the barrier of stigma. See, schools serve breakfast before school, and it was only available for the poor kids. So everybody knew who was poor and who needed government help.

Now, all kids, no matter how much or how little their parents make, have a lot of pride. So what happened? Well, the schools that have implemented this program saw an increase in math and reading scores by 17.5 percent. 17.5 percent. And research shows that when kids have a consistent, nutritious breakfast, their chances of graduating increase by 20 percent. 20 percent. When we give our kids the nourishment they need, we give them the chance to thrive, both in the classroom and beyond.

The story now pivots from problem to solution, and we get one more slice of information about Sam – that he was working on this project at the White House. If he was to expand this story from its short 12 minute format to keynote length, these few words could become a significant story block of its own. The beauty of story blocks is how they can be expanded or contracted based on the time allowed.

Now, you don’t have to trust me on this, but you should talk to Donna Martin. I love Donna Martin. Donna Martin is the school nutrition director at Burke County in Waynesboro, Georgia. Burke County is one of the poorest districts in the fifth-poorest state in the country, and about 100 percent of Donna’s students live at or below the poverty line. A few years ago, Donna decided to get out ahead of the new standards that were coming, and overhaul her nutrition standards. She improved and added fruit and vegetables and whole grains. She served breakfast in the classroom to all of her kids. And she implemented a dinner program. Why? Well, many of her kids didn’t have dinner when they went home.

So how did they respond? Well, the kids, they loved the food. They loved the better nutrition, and they loved not being hungry. But Donna’s biggest supporter came from an unexpected place. His name was Eric Parker, and he was the head football coach for the Burke County Bears. Now, Coach Parker had coached mediocre teams for years. The Bears often ended in the middle of the pack — a big disappointment in one of the most passionate football states in the Union. But the year Donna changed the menus, the Bears not only won their division, they went on to win the state championship, beating the Peach County Trojans 28-14.

And Coach Parker, he credited that championship to Donna Martin.

This is a fun story block about how the football team improved their performance after the food program was improved, but it feels off topic to me and takes away from what I feel is the more important story of the link between nutrition and education. It’s a stylistic choice, of course, but when you want your story to have the most impact possible, carefully consider what content you will include, and what content to leave out. Especially when you have a very limited time to tell it. Some points that work in a long talk can be cut in a shorter talk.

When we give our kids the basic nourishment, they’re going to thrive. And it’s not just up to the Cheryl Barbaras and the Donna Martins of the world. It’s on all of us. And feeding our kids the basic nutrition is just the starting point. What I’ve laid out is really a model for so many of the most pressing issues that we face.

If we focus on the simple goal of properly nourishing ourselves, we could see a world that is more stable and secure; we could dramatically improve our economic productivity; we could transform our health care and we could go a long way in ensuring that the Earth can provide for generations to come. Food is that place where our collective efforts can have the greatest impact.

I think we would all agree with Sam that proper nutrition is linked to a wide range of global issues, but it’s unusual to begin on one topic – education – then expand it – athletics – and expand it further still – economics and health care. On the one hand, it speaks to how important the topic of nutrition is, but on the other hand, it strays from the opening topic. In the end, such decisions are up to the storyteller. I would simply suggest that you never stray from the intent of maximizing impact.

So we have to ask ourselves: What is the right question? What would happen if we fed ourselves more nutritious, more sustainably grown food? What would be the impact? Cheryl Barbara, Donna Martin, Coach Parker and the Burke County Bears — I think they know the answer.

Thank you guys so very much.

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