TEACHER’S GUIDE - Thirteen WNET New York · The education package, which includes this guide and...

A special presentation of NATURE and National Geographic Television

TEACHER’S GUIDE

NATURE is produced for PBS by Thirteen/WNET New York. AFRICA is made possible in part by Park Foundation. Major corporate support is provided by Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Additional support is provided by the Corporation for Public Broadcasting and by the nation's public television stations.

Dear Friends of NATURE:

Park Foundation is committed to supporting excellence in education and television. Weare also deeply concerned about the world we live in. It is for these reasons that we arepleased to sponsor NATURE, the public television series that shows the variety and dramaof life on Earth.

This season’s Guide accompanies the NATURE mini-series, AFRICA. It presents life onthis vast continent through the eyes of its people — from Nairobi, Kenya to the rainforestsof Cameroon; and from Zanzibar to the arid Sahara.

The programs of the mini-series, together with the lessons in this Guide, can increase yourstudents’ awareness of the great diversity of life in Africa and help them gain a betterunderstanding of how people there live today. The material can also help to heighten theirunderstanding of the continent’s diverse ecological regions and wildlife.

Please know we are grateful for your efforts.

TrusteesPark Foundation

Park Foundation Inc., P.O. Box 550, Ithaca, New York 14851

Canon U.S.A., Inc.One Canon Plaza

Lake Success, NY 11042-1113

Teachers Insurance and Annuity Association

College Retirement Equities Fund730 Third Avenue

New York, NY 10017-3206Dear Educator:

Once again TIAA-CREF is delighted to be a national sponsor of NATURE, and to help bring its award-winning educational programs and teaching materials to you and your students.

This Teacher’s Guide and accompanying National Geographic map give students and teachers the opportunity to use the NATURE mini-series, AFRICA, to further explore how Africa’s people are maintaining their traditions in the face of rapid environmental and economic change. We hope this educational package helps you and your class to appreciate the remarkably diverse geography of Africa and to better understand how people live there today.

For over eighty years, TIAA-CREF has recognized the crucial role of the teacher in our society. We are dedicated to providing pension, investment, and insurance products that help build financial security for those who choose careers in education and research.

TIAA-CREF salutes you and your colleagues for your commitment to educating our youth.

John H. BiggsChairman, President and CEO

Visit our Web site at www.tiaa-cref.org to learn more about how TIAA-CREF is ensuring the future for those who shape it, or call 1-800-223-1200 for further information.

William Clay Ford, Jr.Chairman of the Board

Ford Motor CompanyThe American Road

P.O. Box 1899Dearborn, Michigan 48121-1899 USADear Educator:

I am pleased that Ford Motor Company is bringing you this Teacher’s Guide for NATURE.Teaching young minds about the environment is a vitally important task. Making the world abetter place is an important part of Ford’s view of the world, and that includes educating thenext generation about society’s role in the global ecosystem.

This guide accompanies the eight-part NATURE mini-series, AFRICA. These programs explorethe lives of Africans — their economic struggles and triumphs, their cultural traditions, and theplaces they call home. The education package, which includes this guide and a NationalGeographic map of Africa, provides additional materials for teachers and students to use asthey learn more about the beauty and diversity of Africa.

The NATURE series, with its focus on wildlife and natural habitats and their preservation, is aninspiring and exciting way for children to encounter the environment in the classroom. We areproud to be associated with it.

On behalf of all of us at Ford Motor Company, I salute your work and hope you find theseNATURE materials a useful tool.

Sincerely,

William Clay Ford, Jr.

For information on vehicles Ford Motor Company has developed to make driving easier on the world around us, call 1-877-ALT-FUEL (1-877-258-3835, Monday-Friday,8:00 a.m. to 5:00 p.m. EST), or visit our Web site at www.ford.com

Dear Educator:

For the twelfth consecutive year Canon U.S.A., Inc. is pleased to be a sponsor of the NATURE series, and bring you this Teacher's Guide.

NATURE’s AFRICA series presents a compelling new look at the continent and its people. The Teacher’s Guide offers exciting lessons and projects for educators and students to use as they learn what Africa looks like in the 21st Century.

Canon is well known for developing advanced technologies and quality products. However,some of our most important accomplishments have little to do with our products. For example, we invest in America's “Future Generations” by supporting a wide variety of programs that reach today's children and protect tomorrow's environment.

Through Canon's Clean Earth Campaign, we help protect endangered species and their habitats in U.S. national parks and in nature preserves throughout the Americas. Additionally, our "Cartridge Return Program" keeps millions of used toner cartridges out of landfills, while our office equipment is designed to use less energy by exceeding the Environmental ProtectionAgency's ENERGY STAR guidelines. Also, Canon sponsors the “Canon Envirothon,” the largest high school curriculum and competition in North America that helps students develop an early sense of environmental responsibility.

We hope this Teacher’s Guide provides a valuable tool for teaching America’s “Future Generations” aboutthe natural world which sustains us all. We are honored to provide you with materials you may wish to usein preparing your students to better understand NATURE.

Sincerely,

Kinya Uchida, President & CEO Please visit our Web site at www.usa.canon.com Canon U.S.A., Inc.

National Geography and Social Studies Standards

This guide incorporates national educational standardsfor both geography and social studies in each lessonplan. While space does not permit describing thesestandards in detail, the teacher’s pages list the rele-vant standards for each program. For more informa-tion on the National Geography Standards for grades5-8 on the Web, go to www.ncge.org/publications/tutorial/standards/. To purchase Geography for Life:National Geography Standards 1994, please contactthe National Council for Geographic Education atwww.ncge.org or by calling 724-357-6290.

For more information on the ten strands of theNational Council for the Social Studies (NCSS)Standards, go to www.ncss.org/standards/2.1.html. Topurchase a copy of Expectations of Excellence:Curriculum Standards for Social Studies, please callNCSS Publications at 800-683-0812.

The Education Materials

This guide includes a Teacher’s Page and a StudentActivity Master for each program in AFRICA. TheTeacher’s Page features an Overview, Objectives, beforeand after Viewing Activities, Discussion Questions, andSuggested Resources.

The Student Activity Masters are to be duplicated anddistributed to students. They encourage family viewingand contain a number of creative activities. There isalso a separate Student Activity Master that includesvocabulary words for each program in the series.

While these materials encourage home viewing, youmay choose to focus on segments of a program inclass. If you use this approach, we recommend thatyou tape and preview the program to find segmentsthat relate to the discussion questions and studentworksheet

Africa can be seen as a mosaic — of cultures, of communities, and of ecological regions. Filmed in eleven countries, the NATURE mini-series AFRICA shows the resourcefulness of the continent’s

people and the distinctiveness of their land. AFRICA also includes scenes of wildlife in each featured region, from the crocodiles of the Borkul to the elephants of the Sahel.

The people whose stories are told in AFRICA live in cities, towns, and rural villages. The programs provide a glimpse into the way they maintain their traditions as they live with change. While residing in very different places andresponding to different challenges, many of them make difficult journeys and face critical tests (including rites of passage) before they reach their goals.

These educational materials are intended to give you and your students a better understanding of many aspects of life in Africa. We also hope that the series and teacher’s guide help to dispel some common stereotypes about life in Africa today.

INTRODUCTION

TABLE OF CONTENTS

Savanna Homecoming

2

Desert Odyssey

4

Voices of the Forest

6

Mountains of Faith

8

Love in the Sahel

10

Restless Waters

12

Leopards of Zanzibar

14

Southern Treasures

16

NATURE Schedule

Video Ordering Information

Back Cover

AFRICA on the Web

Look for more information about AFRICA on the Web atwww.pbs.org/Africa. The Web site also includes additionallesson plans.

wNetSchool, Thirteen/WNET New York’s practical and FREE Web service for educators, technology coordinators and parents, features lesson plans, online courses, and other resources. wNetSchool’s Web address is www.thirteen.org/teach.

Companion Book

Africa, by John Reader and with photos by Michael Lewis,has been published by Simon & Schuster. To order, call 1-888-647-6733 or visit www.nationalgeographic.com/books.Available wherever books are sold.

Available from National Geographic School PublishingCall 1-800-368-2728 for additional information.

P GeoKit: Ancient AfricaP National Geographic for Kids, September 2001 issue.

Includes several Africa-related articles, including“Elephant Talk,” a map of elephant habitats, and“Congo Trek,” an online activity.

P NGS MapPack transparencies: AfricaP NGS maps: “Africa Political/Physical Desk Map,”

and “Africa Political Wall Map”PNGS PicturePack transparency sets: Geography of Africa

and Ancient Civilizations: Ancient AfricaPNGS PictureShow CD-ROM: Ancient Civilizations: AfricaPNGS videos: Africa, Baka: People of the Forest, Heart

of Africa, Serengeti Diary.

Program SchedulingPrograms are scheduled to be broadcast on the datesindicated below. Broadcast dates, however, may varyslightly from area to area. Please check local listings forany scheduling changes.

Program Broadcast DatesAFRICA: Savanna Homecoming September 9, 2001 AFRICA: Desert Odyssey September 16, 2001AFRICA: Voices of the Forest September 23, 2001AFRICA: Mountains of Faith September 30, 2001AFRICA: Love in the Sahel October 7, 2001AFRICA: Restless Waters October 14, 2001AFRICA: Leopards of Zanzibar October 21, 2001AFRICA: Southern Treasures October 28, 2001

Videotaping RightsYou may assign programs to your students for viewingwhen they are first broadcast, or you have the right to tape the programs and play them for instructional purposes for one year after the original broadcast.

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PROGRAM

OVERVIEW

In “SavannaHomecoming,”two East African

women make emotionaljourneys to their home-towns. In the first story,Alice Wangui runs abeauty parlor inNairobi, the capital ofKenya. According toKikuyu tradition, Alicewants her baby to beborn in the place whereher ancestors wereborn. So, against herdoctor’s wishes, shetravels to Nyeri, Kenya.This journey involves athree-hour bus ride overbumpy roads.

Meanwhile, in Tanzania,Flora Salonik travels onfoot to Arusha, the citywhere she was born.Eleven years before,Flora married a mannamed Loshero andmoved to an isolatedhomestead. Floraenjoys the beauty andsimplicity of the land,but faces many chal-lenges — no telephones,mail service, or electric-ity. She looks after theirthree children, farm,and home while herhusband searches forfood with other hunter-gatherers. Flora’s visitto Arusha will help herdecide if she shouldmove back.

Savanna Homecoming

2

e1At-a-Glance Theme: People may move away from their hometowns for

personal, economic, or social reasons, but traditions and feelings can cause them to return.

Viewing Time: One hour (brief video segments may also be used)

Activity Time: Two-Three Class Periods

Broadcast date: September 9, 2001program

BEFORE VIEWING THE PROGRAM

Ask students to find Kenya and Tanzania on a map of Africa (you may use themap sent with this guide). Explain that the video they are about to watchmentions two African cities: Nairobi, Kenya, and Arusha, Tanzania. Tell stu-

dents that the population of each city is more than a million. Ask students to thinkof, or quickly research in an almanac, two U.S. cities that have more than a millionpeople, such as Chicago or Dallas. Then lead students in a short discussion aboutwhat they think might be some of the similarities and differences between theseU.S. cities and Nairobi and Arusha. Here are some questions you might ask:

fWhat kinds of businesses might you expect to find in Nairobi and Arusha?fWhat kinds of products do you think are produced in these cities?f How do you think the schools in Nairobi and Arusha are different than ours?

Write all ideas on the board. Then, after watching the program, return to thesehypotheses and analyze which are supported by evidence from the program andwhich are based on misinformation or stereotypes. You may wish to “turn thetables” by having students speculate on what types of stereotypes kids in Africamight have about life in American schools or cities.

Using the Student Activity MasterHand out photocopies of the student activity master on the opposite page, andpreview it with students. As they watch the program, ask them to pay specialattention to the similarities and differences between city life and country life inAfrica. In addition, ask them to look for similarities between African andAmerican cities. Have student volunteers read aloud the vocabulary words forthis program.

AFTER VIEWING THE PROGRAM

Encourage students to discuss the program and share their observations. The following questionsmay be used for discussion. If showing the

program in class, you may wish to pause it periodically to ask the following questions:

P1 Why is it very important to Alice to have her babyborn in her hometown of Nyeri, Kenya? (Alice is a Kikuyu,Kenya’s largest ethnic group. According to tradition,Kikuyu babies should be born in the same place as thebaby’s parents, grandparents, etc. Since Alice was born in Nyeri, she wants her children to be born there, too.)

P2 From Flora's point of view, what are some advantages of living in Kijungu, a small village in Tanzania? What are some disadvantages? (In Kijungu, Flora can enjoy peaceful, beautiful surroundings. Also, her children are able to learn survival skills,such as how to raise crops and collect honey. However, living in this small village can be frustrating and lonely. With no phone,electricity, or mail service, Flora has not been in contact with her city relatives for eleven years.)

P3 Why do the zebras and wildebeest in East Africa migrate thousands of miles each year? (The reason for this migration is the fluctuating wet and dry seasonal pattern of this region. During the dry season, the grasses die back. Therefore, herds must migrate north or south, depending on the time of year,to follow the rains that restore the grasses.)

BooksAyo ,Yvonne. Eyewitness: Africa.DK Publishing, 2000.

Musgrove, Margaret W. Ashanti to Zulu: African Traditions. DialBooks for Young Readers, 1992.

Riha, Susanne. Animal Journey:Life Cycles and Migrations.Blackbirch Marketing, 1999.

Web Sites

CIA World Fact Book — Kenyawww.odci.gov/cia/publications/factbook/geos/ke.html

Kenyaweb.comwww.kenyaweb.com/

Africa's Great Rift Valleywww.robinsonresearch.com/AFRICA/THE_LAND/Rift_Val.htm

Serengeti National Park (Tanzania)www.serengetipark.org/index_2.html

Africa Face to Facewww.gorp.com/gorp/location/africa/kenya/afrface.htm

SUGGESTED RESOURCES

OBJECTIVESStudents will:f learn about life in Kenya and Tanzania.f discuss the personal, economic, and cultural factors that influence a

person’s decision about where to live.f identify similarities and differences between African and American cities.

National Geography Standards, Grades 5-8:This program can help students understand:f the physical and human characteristics of places (Standard 4).f how culture and experience influence people’s perceptions of places

and regions (Standard 6).

NCSS Standardsf This program can help students compare similarities and differences in the

ways groups, societies, and cultures meet human needs and concerns (NCSS Middle Grade Curriculum Standard 1).

STUDENT

ACTIVITY

MASTERComplete both activities.

hDid you

know?Savannas

(grasslands) occupy

more than 2/5

of Africa.

To the Family… After you watch thisNATURE program, visit the library andlook for books about Kenya or Tanzania.Imagine that you are planning a vacationto one of these countries. Where wouldyou go? What kinds of preparationswould you need to make?

These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.

SAVANNA HOMECOMING

wCity Life

What are some of the similarities and differences between city life in Nairobi,Kenya, and Dallas, Texas? Using library

resources or the Web, find five similarities andfive differences between these two places, looking into the types of businesses, schools,and people in both places as a starting point.Then use the diagram on your left as a model for illustrating what they have in common.

Animals on the Move

Each year, when East Africa’s grassy plains dry out, more than two millionzebras and wildebeest migrate in search

of food. Their journey takes them on a tripthat covers almost 2,000 miles. These animalsface many challenges, including predators,starvation, and disease. Work with anotherstudent to research an animal that migratesacross the U.S. You may get some useful information in the Journey North Web site(www.learner.org/ jnorth/). Write and illustratea booklet or multimedia presentation thatshares your findings.

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OSTUDENT

ACTIVITY

MASTERA Thirteen NATURE program

Desert Odyssey e2At-a-Glance Theme: Traveling through the Sahara’s harsh climaterequires careful preparation, adequate resources, and navigational ingenuity.




PROGRAM

OVERVIEW

In the village of Timiain Niger, in westernAfrica, 9-year-old

Adam Illius embarks on hisfirst journey in the Sahara.With his father, a team ofmen, and over a hundredcamels, they trek fifteen hundred miles on foot through the desert. Theirdestination is Bilma, Niger,where they buy pillars of salt from local merchants,then resell them where saltis scarce. The Sahara, the

world’s largest desert, isalmost as large as the United States. It has thehighest recorded temperaturein the world: 136 degreesFahrenheit. Despite the harshheat, many specialized plantsand animals thrive there.

Before the caravan leaves, itsmembers pack food, water,and provisions to enablethem to survive for sixmonths in the desert. Adamfaces many dangers, includ-ing scorpions, snakes, heatstroke, and dehydration.Adam is one of the Tuaregpeople, famous desertnomads. Going on his firstcamel caravan is a rite ofpassage. Although camelcaravans have been a way oflife for more than a thousandyears, their fate is uncertain.In recent years, competingsalt traders have used largetrucks to get to the marketsfaster and more frequently.4


Ask a student volunteer to use an almanac, the Internet, or an encyclopedia to look up the area of the United States insquare miles (including all 50 states and Washington, D.C).

The answer is about 3.7 million square miles. Then ask students to use this information to predict the size of the Sahara in squaremiles. Write down all predictions on the board. Many students will be surprised to learn that the Sahara is almost the same size as the United States — the desert’s area is about 3.5 million squaremiles. Point out that, contrary to popular belief, the Sahara is only30% sand. The rest is rocky plateaus, mountains, oases, or areas of coarse gravel. Then ask students to discuss what they think the climate is like in the Sahara. Many will know that the climatethere is usually hot and dry. But point out that during the wintermonths, the Sahara can have freezing temperatures at night.

Using the Student Activity MasterHand out photocopies of the student activity master on the oppo-site page, and preview it with students. As they watch the pro-gram, ask them to pay special attention to the survival skills thatAdam learns on his first journey in the Sahara. This informationwill be useful later when creating a Sahara survival guide. In addi-tion, ask students to jot down some of the animals that haveadapted well to life in the desert.


Encourage students to discuss the program and share theirobservations. The following questions may be used for dis-cussion. If showing the program in class, you may wish to

pause it periodically to ask these questions.

P1 How do the Tuareg people find their way through thedesert, where much of the terrain looks the same? (To avoid get-ting lost, the nomads often use desert landmarks. They also usethe stars to help navigate. On a cloudy night, if they’re not care-ful, they can easily get lost. In addition, some of the main pathsin the desert are well worn, as they’ve been traveled for morethan a thousand years.)

P2 What are some of the desert survival skills that Adamlearns on this journey? (Adam learns how to ride and care forhis camel and how to respond if he should encounter any rivalnomads in the desert. He also learns how to light a fire and usethe stars to navigate. At the marketplace, he observes how theother men buy and sell salt.)

P3 If Adam or other Tuareg people visited your town or city,what do you think they’d find most surprising? (Open-endeddiscussion)

P4 Compare and contrast Adam’s rites of passage to those of a boy his age in the U.S. or in a country of your choice. (Open-ended discussion)

BooksMcEvedy, Colin. The PenguinAtlas of African History.Penguin USA, 1996.

Scoones, Simon. The Sahara andIts People. Thomson Learning,1995.

Shillington, Kevin. History ofAfrica. Palgrave, 1995.

Web Sites

CIA World Fact Book 2000—Nigerwww.odci.gov/cia/

publications factbook/geos/ng.html

Sahara (PBS)www.pbs.org/sahara/

Desert Biomembgnet.mobot.org/pfg/diverse/biomes/desert/index.htm

On the Line - The Saharawww.ontheline.org.uk/explore/nature/deserts/sahara.htm

Sahara Crossers Cornerwww.eden-foundation.org/sahara/index.html

SUGGESTED RESOURCES

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OBJECTIVESStudents will:f analyze the physical geography of the Sahara.f examine some survival strategies for the desert.

National Geography Standards, Grades 5-8:This program can help students understand:f the patterns and networks of economic

interdependence on Earth’s surface (Standard 11).f how physical systems affect human systems (Standard 15).

NCSS Standardsf This program can help students compare similarities and differences

in the ways groups, societies, and cultures meet human needs and concerns (NCSS Middle Grade Curriculum Standard 1).

Journey to North America’s Deserts

There are four deserts in North America:the Great Basin, the Mojave, theSonoran, and the Chihuahuan. Use an

encyclopedia, book, travel magazine, or Website to research one of these deserts. Thenillustrate a picture postcard that has a sceneof the desert you selected on one side. Onthe other side of the card, write a letterdescribing an imaginary visit. Pick a specificdate for your journey. What is the climatelike at that time of year? What animals andplants do you see?gwww.desertusa.com/du_mojave.htmlgwww.desertusa.com/du_sonoran.htmlgwww.desertusa.com/du_chihua.htmlgwww.desertusa.com/du_basin.html

Survival in the Sahara

On his first journey in the Sahara, 9-year-old Adam learns many important lessonsabout how to travel in this harsh cli-

mate. Write and illustrate a guidebook forwould-be desert travelers. Your book caninclude advice on: essential items to pack; howto organize a caravan; how not to get lost byusing landmarks, homemade maps, and thestars to navigate; a lists of dos and don’ts;what to do in a sand storm; how to avoidscorpion stings; and so on. As you watch theprogram, take notes for your guidebook. Youcan also find helpful information on these Websites:mwww.desertusa.com/Thingstodo/du_

safetytips.htmlmwww.desertusa.com/mag99/mar/stories/

desertsur.html

Crossword with Humps

Until the invention of cars and trucks,camels were essential companions fordesert expeditions. Their bodies are well

adapted to survival in the scorching heat. Ifthere’s a limited supply of water in the desert,a camel’s kidneys can slow down to limit theamount of water in its urine. And when there’swater available, a thirsty camel can store upto 30 gallons at a time. Work with anotherstudent to research some interesting factsabout camels. Then create a crossword puzzleto share what you’ve learned with others. Inaddition to encyclopedias and animal books,this Web site may give some interesting cameltrivia: www.arab.net/camels/


Complete the first activity and

one activity of your choice.

b

To the Family… After you watch this NATUREprogram, you may wish to use a map or globeto find the locations of the some of the world’slargest deserts, such as the Sahara, the Arabian, the Kalahari, and the Great Sandy.

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Did you know?

The world’s

longest river, the Nile,

is on the edge of the

world’s largest desert,

the Sahara.

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ACTIVITY


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Voices of the Forest

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e3At-a-Glance

Theme: Africa’s tropical rain forest has survived for thousands of years.If the trees continue to be chopped down for timber, can theancient, indigenous cultures in this area survive?




PROGRAM OVERVIEW

Central Africa’s tropicalrain forest overflowswith biodiversity, not

to mention rain. In Cameroon,it can rain as much as seveninches an hour! Although thisforest makes up less than 7%of Africa’s total land area, itstill covers an area roughly the size of Mexico.

For thousands of years, theBaka people have lived in thisrain forest. In the 1960s, theCameroonian government urged the Baka to move out of the forest to small villages.The Baka gained access to government-run schools, hospi-tals, and trading opportunities.But their relocation made it easier for logging companies to cut down the ancient trees.

Armand Bamisso has lived in the Baka village of Bosquet since it was formed in 1972. Hediscovers that loggers have cutdown a huge tree nearby. At atown meeting, the Baka decide to visit the local government toprotest the logger’s actions.

Ghana’s capital, Accra, is abustling city with more than 1.5million residents. Ghana used tobe covered mostly by tropical rain forest, but about 75% of theforests have been chopped downfor timber. This scarcity of woodmakes it difficult for a carpenternamed Annan to make a living.Annan designs exotic woodencoffins in unusual shapes such as airplanes or giant bananas.

OBJECTIVESStudents will:f examine how humans have changed the rain forests of Central Africa.f speculate on how to preserve the culture of the Baka, an indigenous

people of the African rain forest.f observe wildlife found in the tropical rain forest biome.

National Geography Standards, Grades 5-8:This program can help students understand:f how human actions modify the physical environment (Standard 14).f how physical systems affect human systems (Standard 15).

NCSS Standardsf This program can help students describe the effects of changing

technologies on the global community (NCSS Middle GradeCurriculum Standard 9).


Ask students to define what a rain forest is. Explain that in order foran area to be considered a rain forest, it must get more than 80inches of rain a year. (You may wish to find out the total rainfall in

your area for comparison. Look up your town or city on the Internet atwww.worldclimate.com.

Explain that the world’s tropical rain forests are found, as their name sug-gests, in “the tropics.” Ask students to use a world map or globe to locatethe equator, and the part of Africa that is in the tropics. Point out thatthe equator is an imaginary line around Earth that is an equal distancefrom the North and South Poles. Two imaginary lines — the Tropic ofCancer and the Tropic of Capricorn — indicate the area of Earth calledthe tropics. These lines mark the northernmost and southernmost placeson Earth where the sun ever shines directly overhead.

Using the Student Activity MasterHand out photocopies of the activity master on the opposite page, andpreview it with students. On the map on this page, have them usegeography resources to (a) identify the boundaries of Cameroon andGhana, the countries featured in this program, and (b) highlight thearea where Africa’s tropical rain forest is located. (For reference, seewww.rain-tree.com/graphics/africa.gif)

As they watch the program, ask them to look for examples of howthe Baka people’s way of life has changed over the last fifty years.


Encourage students to discuss the program and share their observations. The following questions may be used for discussion. If showing the program in class,

you may wish to pause it periodically to ask these questions.

P1 How has the Baka people’s way of life changed over the last fifty years? (For thousands of years, the Baka thrived inAfrica’s rain forests. In the 1960s, the Cameroonian governmentencouraged the Baka to move out of the forest to small villages.Baka gained access to government-run schools, hospitals, andtrading opportunities — but this relocation made it easier for logging companies to cut down the ancient trees.)

P2 How has logging changed Ghana? (International logging companies in search of ancient timber cut down most of Ghana’s rain forest. Although the sale of timber bought the Ghanaian government wealth, the loss of the rain forest jeopardized the country’s delicate ecosystems.)

P3 Why do you think Annan’s “fantasy coffins” are so populareven though they are very expensive? (Answers will vary.)

Books

Grupper, Jonathan. Destination:Rain Forest. National GeographicSociety, 1997.

Hathaway, Jim, et al. Cameroon inPictures (Visual Geography Series).Lerner Publications Company, 1999.

Oates, John F. Myth and Reality inthe Rain Forest: How ConservationStrategies Are Failing in WestAfrica. University of California Press,1999.

Sheehan, Sean. Cameroon(Cultures of the World). BenchmarkBooks, 2000.

Savage, Steven. Animals of theRain Forest. Raintree/Steck-Vaughn, 1999.

Web Sites

CIA World Fact Book 2000 –Cameroonwww.odci.gov/cia/publications/factbook/geos/cm.html

A Day in the Life of a BakaVillagewww.gn.apc.org/livingearth/rainforestdb/People/2.3/2.3.2.html

Congo Trek (NationalGeographic)www.nationalgeographic.com/congotrek/

Rainforest Action Networkwww.ran.org/

World Rainforest InformationPortalwww.rainforestweb.org/

SUGGESTED RESOURCES

Complete the chart and one

other activity of your choice.


To the Family… You are invited to watch NATURE. After you watch the program, investigate how the natural geography of your town or city has changed during the last100 years. Find an area that used to be forest that now hasbuildings. Sketch a picture of what this area looks like todayand what it probably looked like 100 years ago. Your localhistorical society may be able to provide resources.

Baka to the Future

in this program, Armand Bamisso discovers that a logger has cut downa huge, ancient tree near the village

of Bosquet. The Baka, who have lived inthis forest for thousands of years, believethat this area is rightfully theirs. The Bakafear that their way of life will be destroyedif the forests are depleted. At a town meet-ing, they decide to plead their case to thelocal Cameroonian government. With asmall group of students, organize a role-play debate that represents the followingdifferent points of view: the Baka people,the logging company, a Cameroon govern-ment leader, and an environmental activist.

Coffins “to Die for”

Acreative carpenter in Ghana namedAnnan makes “fantasy coffins” for a living. These wooden wonders come

in the shape of airplanes, luxury cars, giant snails, and more. During this program, he creates a giant banana coffin for the funeral of a Ghana priestess. Select a person from history, a beloved family member, or a friendwho has passed away. Then create a sketch for a special “fantasy coffin” that you think this person would have enjoyed and that would honor some aspect of his or her life.Then, write a short paragraph to accompanythe sketch, explaining why you selected this “fantasy coffin” for this person.

African Rain Forest Primates

As you watch this program, fill in this chart to compare some of the featured animals. Afterward, use libraryresources to complete the last column.

Species

Black and white colobusmonkey

Mona monkey

Lowland gorilla

Drill (West Africanbaboon)

Where do they live in therain forest?

What do they eat? Howmuch a day?

Endangered? If so, why?

lRain forests

cover only about 7%

of Earth's land surface,

yet nearly half of the

world’s plant and animal

species are believed to

live there. eeeeeeeeee

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ee

ee

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Did you know?

Mountains of Faith e4At-a-Glance Theme: Ethiopia’s remote mountains have nurtured many

religions and are also a haven for unique wildlife.Viewing Time: One hour (brief video

segments may also be used)



OBJECTIVESStudents will:f analyze how Ethiopia’s mountainous terrain has inspired religious

devotion in this area for many centuries.f observe some of Ethiopia’s unique animal species, such as the

gelada baboon.

National Geography Standards, Grades 5-8:This program can help students understand:f the characteristics, distributions, and complexity of Earth’s cultural

mosaics (Standard 10).

NCSS Standardsf This program can help students understand how the arts, traditions,

beliefs, and values contribute to the development and transmissionof culture (NCSS Middle Grade Curriculum Standard 1).

Books

Fanouris, Mellina. Meskel: AnEthiopian Family Saga, 1926-1981, Jacaranda Designs, 1995.

Web Sites

CIA World Fact Book 2000—Ethiopiawww.odci.gov/cia/publications/factbook/geos/et.html

Ethiopia on the Webwww.ethiopians.com

Threatened Species, Includingthe Ethiopian Wolfwww.wcmc.org.uk/species/data/species_sheets/

The Modern Rock HewnChurch, article about Abba Defararchives.geez.org/AddisTribune/Archives/1999/05/21-05-99/Church.htm

Mystery of the Lost Arkwww.supersonic.net/ark/page3.htm

Lalibela, Ethiopiawww.rjpreston.freeserve.co.uk/text_pages/ethiopia.htm

Lalibela Churcheswww.coba.panam.edu/faculty/drtee/ethiopia/africanjpegs/churchesLL.htm

SUGGESTED RESOURCES

PROGRAM OVERVIEW

ethiopia is isolated fromthe rest of Africa bymajestic mountains.

These mountains have provideda haven for some of the world’smajor religions, includingJudaism, Islam, and Christianity.Ethiopians are a deeply spiritualpeople. Many believe that theArk of the Covenant, containingthe original Ten Commandments,is hidden in this country.

In “Mountains of Faith,” 16-year-old Kibkab Wodemariam attendsa church school in Lalibela,Ethiopia. He hopes one day tobecome a priest. Kibkab’s teacher(who is also his father) willdecide if Kibkab is ready to par-ticipate in Timkat, an importantChristian ceremony that attractsthousands to Lalibela. In anotherstory, a Gurage teenager namedAtirsagne from a rural villagesupports his family by shiningshoes in Ethiopia’s capital, AddisAbaba. Atirsagne sends most ofhis money home so that his fathercan buy land. He returns home forMaskal, the Gurage’s most impor-tant holiday. Abba Defar, the sub-ject of the third story, is inspiredby recurring dreams filled withreligious symbolism. Defar devoteshis life to building churches, carv-ing them out of solid rock withsimple hand tools.

The isolation of Ethiopia’s moun-tains has fostered the evolution ofsome unique animal species, includ-ing the gelada baboon, lammergeiervultures, and Ethiopian wolves.


Give students a blank map of Africa, such as the online map found atgeography.about.com/science/geography/library/blank/blxafrica.htmHave students use other map resources to identify Ethiopia’s bound-

aries and draw them onto their blank map. Explain that the northeasternpart of Africa is nicknamed the Horn of Africa, because of its unusualshape. Explain that over 80% of Africa’s land above 9,500 feet is locatedin the Horn of Africa. You may wish to show students a topographicalmap of Ethiopia so that they can see how mountainous it is.

Using the Student Activity MasterHand out photocopies of the student activity master on the oppositepage, and preview it with students. As they watch the program, ask themto pay special attention to the three stories presented: (1) a young boyin Lalibela who is training to become a priest in the Ethiopian Orthodoxchurch, (2) a teenager who shines shoes in Ethiopia’s capital, AddisAbaba, to raise money for his family, who live in a rural village, and (3)a devout man who has devoted his life to building churches by carvingthem out of solid rock. Encourage students to use the chart on theworksheet as a model for organizing the information.


Encourage students to discuss the program and sharetheir observations. The following questions may beused for discussion. If showing the program in class,


P1 To prepare for priesthood, what are some tasks thatKibkab has to accomplish? (Kibkab has to learn the ancientlanguage of Ge’ez, which died as a spoken language about1,000 years ago. He also studies the scriptures and partici-pates in religious festivals such as Timkat.)

P2 What are some of the ways that the Gurage people usethe ensete plant? (Although the fruit of the ensete is not edi-ble, its roots are. Other parts of this banana-like plant areused for building materials, household implements, and evenfor medicine.)P3 Why is the Ethiopian wolf endangered? (The Ethiopianwolf eats a type of rodent found only in the Bale Mountains.Thousands of years ago, there were many more of theserodents. Gradually, as the grasslands dried up, their numberdecreased. As a result, fewer wolves can survive.)

P4 If Ethiopia were not surrounded by mountains, howmight this country be different? (Answers will vary)

8


Complete the chart and oneother activity of your choice.

To the Family… You are invited towatch NATURE. After this program,discuss as a family what questions you have about Ethiopia. Try toresearch the answers in the library.

tDid you know?

More than

80% of Africa’s land

above 9,500 feet is

located in the Horn of

Africa.

Carve It and They Will Come

amazingly, the stone churches in Lalibela, Ethiopia,were carved out of solid rock, many centuries beforepower tools were invented. To accomplish this

Herculean feat, the builders of these churches relied onsimple hand tools, their imaginations, and persistence.Using modeling clay, create a model of a place of worship.You can either mold a replica of an existing cathedral,church, or temple—or design an original structure. Nextto your project, include a printed card describing the nameof your building and how you designed it.

A Bunch of Baboons

this program showcases three species thatare native to Ethiopia: the gelada baboon,the lammergeier vulture, and the

Ethiopian wolf. Select one of these species andcreate a poster about it. On this poster, addannotations with interesting facts about thisanimal, as well as some questions that youmight ask if you were a biologist studying it inthe wild. As an alternative, you can create abrochure advocating the protection of the ani-mal you selected. Here are some Web sites tohelp you get started:

Gelada Baboongwww.sazoo-aq.org/gelada.html

Lammergeier Vulturegwww.pbs.org/edens/bhutan/a_lv.htm

Ethiopian Wolfwww.panda.org/resources/publications/gspecies/underthreat/page12.htm

Three Religious JourneysAs you watch, use a chart like this one to help you organize the information about the Ethiopians featured in this program.

How is his life influenced by Ethiopia’s mountainousterrain?

How does he earn a living?

What’s an important goal in his life?

NAME

KibkabWodemariam

Atirsagne

Abba Defar

MOUNTAINS OF FAITH

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1

Viewing Time: One hour (brief video segments may also OBJECTIVES

Students will:f compare the rites of passage in African and American cultures.f observe the unusual interaction between humans and crocodiles

in the village of Borkul.f discuss how cattle herders and farmers cooperate in the Sahel.

National Geography Standards, Grades 5-8:This program can help students understand:f the physical and human characteristics of places (Standard 4).f how culture and experience influence people’s perceptions of

places and regions (Standard 6).

NCSS Standardsf This program can help students understand how the arts, traditions,

beliefs, and values contribute to the development and transmission of culture (NCSS Middle Grade Curriculum Standard 1).

PROGRAM OVERVIEW

if the Sahara is like a sea ofrock and sand, then the Sahel,its southern edge, is like a

sprawling shoreline. In fact, the word“sahel” means “shore” in Arabic. TheSahel’s dry grasslands stretch for3,700 miles across Africa.

In Djafarabe in Mali, a 14-year-oldgirl named Aissa Bar awaits thereturn of Yoro Sisse, her 16-year-oldboyfriend. Yoro has been away foreight months with other herders,traveling thousands of miles acrossthe Sahel, transporting more than a hundred of his family’s cattle. He makes this arduous journey onfoot and faces many obstacles.Whether Yoro succeeds could affecthis marriage plans, since Aissa’sparents will select her husband. IfYoro fails to bring his herd home in peak condition, her parents are unlikely to consider him.

In Tireli, Atime Dogolo Saye is 29years old, but cannot considerhimself a man. This is because hehas not yet participated in aDama, a harvest celebration whena Dogon boy officially is usheredinto manhood. Atime pleads withhis grandfather to hold a Dama,but his grandfather is hesitant. Alocal fortune teller cautioned thegrandfather that if a Dama wereheld, the elderly man would die.

In the village of Borkul, humansand crocodiles have an unusualrelationship. About forty croco-diles live in this village, roamingfreely. A shaman regularly feedsand protects these toothy reptiles.

Love in the Sahel

10

e5At-a-Glance Theme: Survival in the Sahel requires cooperation,

persistence, and respect for ancient traditions.Viewing Time: One hour (brief video

segments may also be used) Activity Time: Two-Three

Class Periods

Broadcast date: October 7, 2001program


Many students will have heard of the Sahara, evenif they don’t know its location. But probably mostof them have not heard of the Sahel, the south-

ern edge of the Sahara. Use the enclosed map of Africato first show where the Sahara is, then point out theapproximate location of the Sahel. Explain that theword “Sahel” means “shore” in Arabic. This section ofAfrica gets its name from the idea that the Sahara islike a giant ocean of sea and rock. The part known asthe Sahel is the southern shore, or edge, of the desert.

Using the Student Activity MasterHand out photocopies of the student activity masteron the opposite page, and preview it with students.Define what a “rite of passage” is (a ritual associat-ed with a change of status for an individual) andhelp students brainstorm some examples of rites ofpassage in our culture, including graduating fromhigh school, getting a driver’s license, having a barmitzvah or bat mitzvah, or becoming confirmed. As students watch the program, ask them to payspecial attention to rites of passage that the peoplein this story hope to accomplish.


Encourage students to discuss the program and share theirobservations. The following questions may be used for dis-cussion. If showing the program in class, you may wish to

pause it periodically to ask these questions.

P1 What are some dangers that Yoro faces during his journey inthe Sahel? (Yoro and his cattle may encounter mosquitoes andticks that carry disease, hyenas that could kill the young calves,and dehydration due to a shortage of water.)

P2 Why are there no more than forty crocodiles in Borkul fromyear to year? (This program speculates that when the crocodile’snumbers grow too large for the local food and water, the reptileseat each other, thus re-establishing the natural equilibrium.)

P3 Why is Atime’s grandfather hesitant to have a Dama in hisvillage? Do you think his grandfather’s response is reasonable?Why or why not? (Atime’s grandfather is worried because the vil-lage fortune teller believes that the next Dama will herald thegrandfather’s death. Answers will vary.)

P4 What are some examples of cooperation among the diversegroups of people in West Africa? (When the Fulani men returnhome at the end of their migration, the local farmers allow thecattle to graze in exchange for free fertilization of the grass. Inaddition, the Fulani trade dairy products with other culturalgroups in exchange for other food and products.)

BooksHarner, Michael J. The Way of theShaman. Harper San Francisco, 1990.Kertscher, Kevin. Africa Solo: AJourney Across the Sahara, Sahel,and Congo. Steerforth Press, 1998.Rain, David. Eaters of the Dry Season:Circular Labor Migration in the WestAfrican Sahel. Westview Press, 2000.Some, Malidoma Patrice. Of Water andthe Spirit: Ritual, Magic, andInitiation in the Life of an AfricanShaman. Penguin USA, 1995.

Van Beek, Walter E. A., et al. Dogon:Africa’s People of the Cliffs. Harry N. Abrams, 2001.

Web Sites

Fulani Peoplelibrary.thinkquest.org/16645/the_people/ethnic_fulani.shtmlDjenna Mosque www.sacredsites.com/africa/djenne.htmlThe Dogon Peoplewww4.tpgi.com.au/users/dvarvel/

SUGGESTED RESOURCES

Ring Around the PlanetThe vast region between the Sahara and Africa’s savanna is known as the Sahel.Very little rain falls in this zone. The Sahel includes all or parts of the followingcountries: Senegal, Mauritania, Mali, Burkina Faso, Niger, Nigeria, and Sudan. Onthe map of Africa on this page, shade in these seven countries, using a world mapfor reference. Figure out the approximate latitudes of the northern and southernborders of the Sahel. Then, find two other parts of the world that have the same lat-itudes as the Sahel. Create a chart that compares a place in the Sahel with cities inthe other countries. Use library resources such as an almanac or Internet sites suchas www.worldclimate.com to help your research.

Celebrating Your “Rites of Passage”

in Dogon society in Africa, inorder for a

boy to be considereda man he must participate in a Damacelebration. In Fulani culture, teenage boysprove their staminaand ability to earn aliving by transportinglarge herds of cattle

thousands of miles. Many groupsof people have “rites of passage”to celebrate and acknowledge thetransition of one phase of life toanother. As young adults in theU.S. grow, rites of passageinclude graduation from school,getting a driver’s license, and soon. Here’s your artistic challenge.Create a mask, dance, or paintingthat commemorates a rite of passage in your life, or in the life of a close friend or familymember. Together with other students, present a showcase ofthese rites-of-passage creations.

I


Complete both activities.

To the Family… You are invited to watchNATURE. After you watch this program, review the various rites of passage presented,and discuss some rites of passage that are a part of living in the U.S.

SahelCountry/Place_______________

fill in

Country/City

_______________fill in

Country/City

_______________fill in

Highest RecordedTemperature

Lowest RecordedTemperature

Averate AnnualRainfall

3 animals that live inthis part of the worldh

Did you know?The kola nuts

that Fulani girls buy

for returning boys were once

traded as currency in Western

Africa. In the U.S., they are used

to make carbonated

soft drinks.

LOVE IN THE SAHEL

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Restless Waters e6At-a-Glance Theme: In Africa’s Great Lakes region, determination,flexibility, and resourcefulness play a vital role in

shaping the lives of its people.

Viewing Time: One hour [brief video segments may also be used]



PROGRAM

OVERVIEW

lake Victoria in easternAfrica has the secondlargest area of any fresh-

water lake in the world, exceededonly by Lake Superior in the U.S.Lake Victoria affects the weatherof the countries that surround it:Uganda, Kenya, and Tanzania.

Charles Tinkewimeru is a farmerwho grows acres of bananas, butfor the past several years he hasbuilt a fishing business on LakeVictoria. On the tiny island ofKiimi, Charles makes a good livingbut misses his family, 200 milesaway in Uganda. Lake Victoria’sfishing industry is now in troubledue to pollution, over-fishing andthe lingering effects of the intro-duction of the Nile perch, whichwiped out half of the lake’sindigenous species. Charles hearsthat tourists are interested in anew chimp sanctuary on one ofthe islands. He contemplates buy-ing a large boat to take tourists tothis sanctuary. Charles decides torisk his savings and buy the boat.

The Kilombero Valley in Tanzaniais only five hundred miles fromLake Victoria, but its climate iscompletely different. Here it iseither very wet or very dry.Simoney Ngatimwa and his wifegrow rice here. Figuring out whento plant the rice can be difficult.When the farming months are over,the valley attracts wealthy hunterswho come to shoot the native buffalo and lions.

OBJECTIVESStudents will:f Examine how Africa’s largest lake affects the

climate and commerce of neighboring countries.f Discuss how introduced species, such as the

Nile Perch in Lake Victoria, can sometimes have unintended consequences.

National Geography Standards, Grades 5-8:This program can help students understand:f how human actions modify the physical

environment (Standard 14).

NCSS Standardsf This program can help students describe the role

that supply and demand, prices, incentives, andprofits play in determining what is produced anddistributed in a competitive market system (NCSSMiddle Grade Curriculum Standard 7).

BooksAlden, Peter, et al. NationalAudubon Society Field Guide toAfrican Wildlife. Knopf, 1995.Bechky, Allen. Adventuring inEast Africa: The Sierra ClubTravel Guide to the Great Safarisof Kenya, Tanzania, Rwanda,Eastern Zaire, and Uganda.Sierra Club Books, 1990.Fitzpatrick, Mary. Lonely Planet /Tanzania, Zanzibar and Pemba.Lonely Planet, 1999.Zimmerman, Dale A., et al. Birds ofKenya and Northern Tanzania.Princeton University Press, 1999.

Web Sites

Lake Victoria (ThinkQuest)library.thinkquest.org/16645/the_land/lake_victoria.shtml

Great Lakes Region Fact Sheet(Africa) www.eia.doe.gov/emeu/cabs/eafrica.htmlKenya’s National Parks andReserves www.gorp.com/gorp/location/africa/kenya/parkindx.htmKenya – CIA World Fact Book2000 www.odci.gov/cia/publica-tions/factbook/geos/ke.htmlUganda – CIA World Fact Book2000 www.odci.gov/cia/publica-tions/factbook/geos/ug.html

SUGGESTED RESOURCES


Encourage students to discuss the program and sharetheir observations. The following questions may be usedfor discussion. If showing the program in class, you may

wish to pause it periodically to ask these questions.

P1 What qualities make Charles a good entrepreneur? (He isaware of his environment and its changes. In addition, he isalways looking for new opportunities, is willing to take risks,and is not easily discouraged. If Charles had quit after his firsthard years in the fishing business, he would never havereceived the lucrative fishing contract from the chicken-feedfactory.)

P2 Why was the Nile perch introduced to Lake Victoria in the 1950s? What was its effect? (In the 1950s the fish population in the lake was diminishing, so the British colonial government introduced a new, large fish, the Nileperch. Unfortunately, its appetite was large, too. Eventually,this fish wiped out half the native species in the lake! Todaythe Nile perch itself is in danger.)

P3 What strategy does Simoney (a rice farmer) use to deal with the unpredictability of the rain season? (He sows batches of seed at slightly different times. This way,whenever the rains arrive, some of the rice will survive.)

12


Ask students to find the Great Lakes on a map of theU.S. Then ask a volunteer to use the map to figure outwhich of the Great Lakes has the largest area [Lake

Superior]. This is the largest freshwater lake not only in theU.S. but in the world. Explain that the program they areabout to see is about the world’s second largest freshwaterlake — Lake Victoria in Eastern Africa. Have students locatethis lake on a map of Africa and name the countries that surround it. Point out that this lake is the main source of the Nile River.

Using the Student Activity MasterHand out photocopies of the student activity master on theopposite page, and preview it with students. As they watchthe program, ask students to pay special attention to theways in which Lake Victoria affects the economics of thecountries that surround it. Encourage students to look forways in which people need to be resourceful and flexible inorder to survive in the ever-changing environment.


Complete one of the following activities.

g

To the Family… You are invited to watch NATURE.In this program, several of the people take risks inhopes of providing for their family. After you watchthis show, discuss some of the risks and sacrificesthat parents, grandparents, and other relativesmade in order to take care of family members.

YYYYYYYYYYYYYYY

YYYYYYYYYYYYYYYYYYYYYYY

YYYYYYYYYYYYYYYYYYYYYYYY

YYYYYYYYYYYYYYY

Did you know?In 1858,

the English explorer John

Hanning Speke became the

first European to reach

Lake Victoria. He named

the lake in honor of

Queen Victoria.

The Largest Lakes

lake Victoria in eastern Africa is the sec-ond largest freshwater lake in the world.The only lake that has a larger area is

Lake Superior in the U.S. Lake Victoria belongsto the Great Lakes in Africa; Lake Superior ispart of a different set of Great Lakes in the U.S.Compare Lake Victoria to Lake Superior, andresearch information about exactly where theyare located (longitude and latitude), how bigthey are, their greatest depths, how they wereformed, their location, climates, wildlife, cur-rent threats, conservation efforts, etc. Create a large chart or illustration that presents whatyou’ve learned about these two massive lakes.

Sow What?

growing rice requires skill, patience, planning, and good luck. In this program, two rice farmers from

Tanzania, Simoney and Amanda Ngwatima,need to plant their rice at just the right time. If the rice is sown too early, a long dry seasoncan kill the crops. But if the rice is sown toolate, the seedlings will drown in the flood.Research how rice is sown, grown, weeded,and harvested, then create a presentation ofwhat steps are involved, possible pitfalls,strategies for keeping away animals, and soon. A great Web site for this activity is Ricewebat www.cgiar.org/irri/Riceweb/contents.htm.

New and Not Improved

in the 1950s, when Lake Victoria’s

fishing industry was declining, the British government introduced the Nileperch into the lake. This fish could growup to six feet long and weigh up to 200pounds. The good news was that this fish reproduced in large numbers in thelake. But no one anticipated that the Nileperch’s hearty appetite would wipe outabout half of the lake’s native fish species.This mass extinction wreaked havoc withthe lake’s ecosystem. Over the centuriesmany species have been imported into theU.S. Some, such as tomatoes, pigs, andhoneybees, are considered a success.Others, such as kudzu and gypsy moths,endangered other species. Research anintroduced species and create a posterthat explains why it was introduced,whether its efforts were successful, andwhy or why not. Here is a Web site thatmay be useful.

EPA: Introduced SpeciesOwww.epa.gov/maia/html/

intro-species.html

GGGGGGGGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGG

GGGGGGGGGGGGGG

TTT

TT

T

T

RESTLESS WATERS

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Leopards of Zanzibar e7At-a-Glance

Theme: The trade winds over the Indian Ocean have helped bring many cultural influences to Africa’s Swahili Coast.




PROGRAM OVERVIEW

The Swahili Coaststretches along easternAfrica from Somalia to

Mozambique. One of its mostfamous ports is Zanzibar, onthe island of the same name off the coast of Tanzania. For more than 2,000 years,Zanzibar was a key destinationfor trading ships sailing acrossthe Indian Ocean from placessuch as China and India.

In the village of Bwejuu onZanzibar, Issa Simai Issa worksas a fisherman. But he doesn’tuse a boat or even a net. Likemany men on the island, Issaswims along the coral reefs andcatches octopuses with his handsand simple tools. Exhausted ashe is by late afternoon, he findsthe energy to play his favoritesport— football. Introduced bythe British in the 1870s, football(called soccer in the U.S.) is oneof the many foreign imports tofind its way to this island. Issaplays for the Leopards, a localteam. The Leopards are invited to compete in a match in one ofTanzania’s capitals, Dar es Salaam (the other capital isDodoma). Although this city isonly 40 miles away, the rough seas between Zanzibar and Dar es Salaam make it a perilous trip.To get to the game, the Leopardsmust hire a dhow. Raising themoney for this trip is a challenge,too. Issa’s teammates get the cashby catching rare and elusive reeflobsters. They eventually play in anational stadium before 20,000cheering fans.


Have everyone—including yourself—take a deep breath and holdit for as long as possible. Use a stopwatch or second hand of aclock to keep track of the time elapsed. See who is able to hold

his or her breath the longest. Explain that in the video they are aboutto see, a free-diving fisherman who lives on Zanzibar, an island off theeast coast of Africa, can hold his breath for up to three minutes at atime. In order to catch octopuses, he swims underwater down todepths of 50 feet. Since these fishermen don’t use boats, they have totread water at the surface. This means they are often swimming forseven hours a day.

Explain that there are seasonal shifts in wind patterns over the IndianOcean. For thousands of years, these strong, predictable windsmade it possible for ships to sail across the Indian Ocean to tradespices, ivory, gold, and slaves. Explain that these winds have alsobrought many cultural influences to Zanzibar. Football, or soccer, isalso an import — in the 1870s, the British brought this game to theisland, and today it is wildly popular among the local fishermen.

Using the Student Activity MasterHand out photocopies of the student worksheet on the opposite page, and preview it with students. As they watch the program,ask them to pay special attention to the many obstacles that the fishermen of Zanzibar have to overcome in order to participate in a soccer game on the mainland of Tanzania.




P1. How did the Zanzibari Leopards raise the funds to hirea dhow to take them to Dar es Salaam? (They used octopus-es to help them catch lobsters, which hide in the coral reefs.Although the local people don’t eat lobsters, the tourists do,so the hotel restaurants pay well for them.)

P2. What are some dangers that free-divers face in thewaters off Zanzibar? (These daring fishermen might be bitten by dangerous creatures such as moray eels. Swimming at depths of 50 feet can also cause their ears to bleed from the water pressure.)

P3. How do you think partici-pating in the big soccer game inDar es Salaam will affect thelives of the fishermen onZanzibar? (Answers will vary.)

BooksElse, David. Zanzibar: The BradtTravel Guide, 4th edition. BradtPublications, 2000.Fitzpatrick, Mary. Tanzania:Zanzibar & Pemba. LonelyPlanet, 1999.Hunt, James C. Octopus andSquid. Monterey Bay AquariumFoundation, 1997.Ricci, Filippo Maria. AfricanFootball Yearbook 2000.Prosports, 2000.[NOTE: The above book is aboutprofessional soccer, called “foot-ball” in Africa.]

Web Sites

History of Zanzibarwww.allaboutzanzibar.com/indepth/history/id-01-01-01-01.htmZanzibarNet Historywww.zanzibar.net/history.htmlSwahili Languagewww.zanzibar.net/swahili.htmlDar es Salaam: City and PortGuidewww.dar-es-salaam.com Tanzania — CIA World FactBook 2000www.odci.gov/cia/publications/factbook/geos/tz.htmlThe People of Zanzibarwww.allaboutzanzibar.com/indepth/culture/1-people-population.htm

SUGGESTED RESOURCES

OBJECTIVESStudents will:f discuss how winds blowing off the Indian Ocean have influenced life on

the eastern coast of Africa.f observe how resourceful fishermen on the island of Zanzibar raise funds

to participate in a soccer match in Dar es Salaam.

National Geography Standards, Grades 5-8:This program can help students understand:f the physical processes that shape the patterns of Earth’s surface (Standard 7).

NCSS Standardsf This program can help students explain and illustrate how values and beliefs

influence different economic decisions (NCSS Middle Grade CurriculumStandard 7).

14

Complete one of the

following activities.


To the Family… You are invited to watch NATURE.After you watch this program, find some booksabout coral reefs found in North America andsome of the plants and animals that live in them.What are some of the reasons that the world’scoral reefs are in jeopardy?

Keeping Their Eyes on the Ball

many men on the island of Zanzibar are fishermen. But their real passion is soccer. The Zanzibari Leopards are a talented amateursoccer team. After they win the local league, they are invited to compete in a match in Dar es Salaam, Tanzania’s capital. Toparticipate in this game, the Leopards must triumph over a number of obstacles. As you watch this program, put a check mark

next to each challenge as they encounter it. Then write down what actions the men take to overcome the obstacles.

It Floats, It Grows,

It Makes Ice Cream

thousands of women on Zanzibar earn a livingby farming seaweed in the warm, shallowwaters off the island. Write and illustrate a

book that tells all about seaweed. What is it? Howmany different varieties of it are there? What aresome of its uses in other products? The followingWeb sites may help you in your research.Seaweedgwww.aqua.org/animals/species/pralgae.html

The Uses of Seaweed (in products)gseaweed.ucg.ie/SeaweedUsesGeneral/

SeaweedUses.html

Dar es Salaam vs. Dodoma

the capital city of Tanzania, Dar esSalaam, was founded as a trading post in 1862 by the

sultan of Zanzibar. In the mid-1970s, the country decided to build a new capital at Dodoma. Why wasthat location chosen? Whatobstacles have hindered thesuccessful movement of thecapital? After you’veanswered these questions,investigate what otherAfrican countries have relocated their capitals and why.

oDid you know?

The island of

Zanzibar is made of

coral. A colony of coral

the size of a soccer ball

can take more than 50

years to develop.

CHALLENGE: Win the local championship game on Zanzibar island

CHALLENGE: Raise money to hire adhow to take the team to the

Tanzania mainland

CHALLENGE: Learn to play soccer on a grass field

CHALLENGE: Catch the lobsters that hide in the coral

CHALLENGE: Midfielder Jamal is injured and taken off the field

CHALLENGE: Sell the lobsters to the local restaurants

LEOPARDS OF ZANZIBAR

OSTUDENT

ACTIVITY


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Southern Treasures e8At-a-Glance Theme: South Africa's natural resources have brought it great wealth

but at an enormous human cost. Today, many South Africansstrive to bring hope, equality, and prosperity to all.




PROGRAM OVERVIEW

south Africa’s ancient rocks contain an abundance of gold and

diamonds. This country’s riches,however, have not been sharedequally among its people. In themines, migrant workers engagein dangerous work for little pay.In the 1940s, the wealthy, white-controlled South Africangovernment began a segrega-tionist policy called apartheid. Eventhough black South Africans make up more than 75% of thenation’s population, apartheiddenied this majority the right tovote and treated them harshly.Due to worldwide pressures,apartheid fell in the early 1990s.Today, signs of hope can be foundin different parts of South Africa.

Each morning, Xoliswa Vandatravels more than two miles belowthe earth’s surface to work in agold mine. Xoliswa is the first black woman to get a blastingcertificate and hopes to become thefirst black woman mine manager. If she passes her exams,her dream may come true.

Other stories in “SouthernTreasures” include: (1) Entrepreneursattend an auction to purchase sixblack rhinos for their private gamereserve. (2) 82-year-old Feke Kuiperand her sisters make an emotionalreturn to the land where they grewup. (3) A group of South Africanwomen make their living by cuttingdown pine trees that are destroying


ask students to locate South Africa on a world map. Explain that thiscountry contains some of the oldest rocks on Earth — billions ofyears old. These ancient rocks contain large quantities of gold and

diamonds. Ask students: “Why do you think gold and diamond productsare so expensive?” Part of the answer is that they are rare. In addition,extracting these natural resources from the ground is a time-consumingjob that involves a large workforce. Remind students that the gold or diamond objects that are sold in jewelry stores have gone through anelaborate refinement process.

Explain that all the gold and diamonds have made South Africa thewealthiest country on the continent. But this wealth has hardly beenspread around evenly. Discuss what “apartheid” was and how SouthAfrica’s segregationist policies were changed in the early 1990s.

Using the Student Activity MasterPhotocopy and hand out the student activity master on the oppositepage, and preview it with students. Explain that this program will fea-ture a number of people who work in a variety of settings in SouthAfrica, such as gold mines and national parks. As they watch the pro-gram, ask students to pay special attention to challenges that SouthAfrica faces today. As they watch, have students think about whatchanges they would propose if they were political leaders there.

OBJECTIVESStudents will:f Discuss how South Africa’s natural resources have had an impact

on its economy and political policies.f Observe how gold is mined in South Africa.f Analyze the efforts conservationists are making to preserve South

Africa’s endangered plants and animals.

National Geography Standards, Grades 5-8:This program can help students understand:f the changes that occur in the meaning, use, distribution, and

importance of resources (Standard 16).

NCSS Standardsf This program can help students describe the ways family, gender,

ethnicity, nationality, and institutional affiliations contribute to personal identity (NCSS Middle Grade Curriculum Standard 4).




P1 The gold mining team lead by Putswa Tekane fills in the underground gaps created by blasting. Why is this jobimportant? (Gold mining in South Africa usually takes placemore than a mile below the surface. If the gaps in the rocksweren’t filled in after the blasting, then the weight abovethese spaces could collapse, probably killing the miners.)

P2 What inspired the formation of national parks in SouthAfrica? (Big game hunting killed off many of the wild animalsin Africa, and ended many of their migration routes. To protect the remaining creatures and restore the migrationroutes, the government formed national parks. There are currently 11 national parks in South Africa.)

P3 What problems are imported pine trees causing in SouthAfrica? (The trees are consuming the water supply of plantsin the Cape Floral Kingdom, endangering the rare flowers.)

BooksBarker, Brian Johnson, et al. TheNational Parks and Other WildPlaces of Southern Africa. NewHolland/Struik, 2000.Clark, Domini. South Africa: TheCulture. Crabtree Publications,1999.Meisel, Jacqueline Drobis. SouthAfrica: A Tapestry of Peoplesand Traditions. BenchmarkBooks, 1997.Watt, E. Melanie. Black Rhinos.Raintree/Steck Vaughn, 1998.Whiteside, Alan and Clem Sunter.AIDS: The Challenge for South

Africa. Human & Rousseau,2000.

Web Sites

Lonely Planet — South Africawww.lonelyplanet.com/destina-tions/africa/south_africa/Hopes on the Horizon — SouthAfricawww.pbs.org/hopes/southafrica/index.htmlOpening Access to Mining forWomen in South Africawww.bullion.org.za/bulza/speech/1999spee/women.htm

SUGGESTED RESOURCES

16


To the Family… You are invited to watch NATURE. In thisprogram, you’ll see how Xoliswa Vanda, a black femaleSouth African, works hard to overcome a number ofobstacles in order to achieve her career goals. You candiscuss what qualities make her an effective leader, andidentify some steps involved in pursuing the career goalsof family members.

Complete one of the following activities.

bDid you know?

The mines

near Johannesburg

have produced more

than half the gold

ever mined in the

world.

Going for the Gold…

and Diamonds

removing diamonds and gold fromSouth Africa’s ancient rocks isn’teasy. It requires careful planning,

a team of skilled miners, and powerfulexplosives. Imagine that you work ineither a diamond mine or gold mine inSouth Africa. Create a series of diaryentries that tell about your particularjob and the responsibilities of your co-workers. Describe the process involvedas well as your emotional response tothe challenges you face. To make yourimaginary diary as factual as possible,use an encyclopedia to research what’sinvolved in mining, the different kinds ofjobs, and so on. You may find these Websites helpful.

How Gold is Mined in South AfricaOwww.bullion.org.za/bulza/educatn/

howgold.htm

How Gold is Mined and ProcessedOwww.gold-jewelry-chains-bracelets.com/

howgoldproduced.asp

The Science Behind the Sparkle(Diamonds)Owww.pbs.org/wgbh/nova/diamond/

sparkle.html

Rappin’ about Rhinos

in this program, two South Africans and their American partners purchase six black rhinoceroses at an auction. These endangered animals will live on the new owner’s reserve, where they will be

protected from hunters and will hopefully attract tourists. There are fewerthan 3,000 black rhinos left in the world. Conservationists are trying toeducate others about these endangered animals. Using library resources,

create a list of 10 interesting facts about black rhinos. Then work with oneor two other students to write a song that incorporates the information yougathered. If you wish, perform this song for your class, using photos, illus-trations, or costumes to support the lyrics. These Web sites may be useful:

Black Rhinoceros/Animal BytesOwww.seaworld.org/animal_bytes/black_rhinocerosab.html

Black RhinocerosOwww.bagheera.com/inthewild/van_anim_rhino.htm

International Rhinoceros FoundationOwww.rhinos-irf.org/

Rhinoceros RevealedOanimal.discovery.com/features/

rhinoceros/rhinoceros. html

SOS Rhino / Facts and Resources Owww.sosrhino.org/facts/index.html

Rhinoceros (San Antonio Zoo)Owww.sazoo-aq.org/rhino.html

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A c k n o w l e d g e m e n t sThis guide was produced by Thirteen/WNET New York

Educational Publishing DepartmentEducational Resources Center

Publisher: Robert A. MillerEditor: David Reisman, Ed.D.Design: Trina SultanWriter: Jordan BrownCopy Editor: Sue Young WilsonPhoto research: Christina L. Draper, Jennifer Toro, Jesse Dillon

Consultants: Donna H. Grogan, Teacher-Grade 6, Neval H. Thomas Elementary School, District of Columbia Public Schools, Washington, D. C.

Jennifer Lawson, Producer/Consultant, Magic Box Mediaworks, Inc.

Stephen Mico, Editorial Director, National Geographic School Publishing

Martha B. Sharma, Geography Educator/Consultant, National Cathedral School, Washington, D.C.

Andrew M. L. Turay, Assistant Principal and Teacherof Social Studies, Morris High School, Bronx, NY

Special thanks to the National Geographic Society for providing the two-sided map featuring “Africa’s Natural Realms” and “Africa Today.”

FOR THE AFRICA SERIES

Executive Producers: Jennifer Lawson, Christine Weber, Fred KaufmanSeries Producer: Andrew JacksonExecutive in Charge: William Grant

AFRICA is a co-production of Thirteen/WNET New York’s NATURE series and National Geographic Television in association with Tigress Productions Limited and Magic Box Mediaworks, Inc.

This teacher’s guide was supported in part from a grant from the National Geographic Society Education Foundation.

NATURE is produced for PBS by Thirteen/WNET New York.

AFRICA is made possible in part by Park Foundation. Major corporate support is provided by Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.Additional support is provided by the Corporation for Public Broadcasting and by the nation's public television stations.

© 2001 by Educational Broadcasting Corporation All Rights Reserved

NATURE and the tree design is a registered service mark of Thirteen/WNET New York.

Unless otherwise noted, photos in this guide are stills from thePBS series AFRICA, courtesy of Thirteen/WNET New York’s

NATURE series and National Geographic Television

NATURE SCHEDULE, September-December, 2001

AFRICA: Savanna Homecoming September 9, 2001 AFRICA: Desert Odyssey September 16, 2001AFRICA: Voices of the Forest September 23, 2001AFRICA: Mountains of Faith September 30, 2001AFRICA: Love in the Sahel October 7, 2001AFRICA: Restless Waters October 14, 2001AFRICA: Leopards of Zanzibar October 21, 2001AFRICA: Southern Treasures October 28, 2001Cloud: Wild Stallion of the Rockies November 4, 2001Dogs: The Early Years November 11, 2001Animals Behaving Badly November 18, 2001Polar Bear Invasion November 25, 2001The Panda Baby December 2, 2001Baby Tales December 9, 2001Ravens (working title) December 16, 2001Extraordinary Birds December 23, 2001Showdown at Grizzly River December 30, 2001

VIDEO ORDERING INFORMATION

AFRICA is available from PBS Video by calling 1-800 PLAY PBS.

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Cover Photo: © Michael Lewis

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