Teacher's Guide

July 17, 1999 Update
Remember, the "Kids' Versions" are aimed at K-6.

Check out this date's update
The team generated the following reports: Try the following activities:
Monica - Death of a Zimbabwean Hero

Information on Joshua Nkomo and the Zimbabwean struggle for liberation. Refers to Nkomo's funeral, Robert Mugabe, ZANU, ZAPU, and "Chimurenga" (War for Liberation).

Have students write a speech for Joseph Nkomo as if it were written during the struggle.

OR, have them create a slogan for Joseph Nkomo. For example, Martin Luther King was famous for saying, "I have a dream!" What would be appropriate for Nkomo, and why?

OR, have your kids talk about how the freedom fighting of Joshua Nkomo in the 1950s and 1960s compared to a great freedom fighter of the same era from their society, for example Martin Luther King, Jr in the US. Talk about the similarities and differences in their countries, in their struggles, in their victories, and in their deaths. To take it further, have students write a made-up dialogue between the two.

Kevin - Girls Unite And Deal With Rape Before It Happens

Kevin joins a meeting of the Girl Child Network, a rapidly expanding group of young women who meet to discuss the issues they face on a regular basis, which includes the daunting burden of rape and sexually transmitted diseases (STDs).

Have your students check out the Making a Difference activity below!

Have students discuss the important questions the GCN youth discussed. It can get heavy and reveal some biases and mistruths held by students, but all the better to get them out and discuss them. While it's not an upbeat topic certainly, it's one the students find engaging, and staying informed and aware are two of the strongest weapons against violence like this. Be prepared for topics to come up that either you are not prepared to respond to or that might be somewhat insensitive. Reserve the right to change the topic and postpone discussion of a particular topic until later. Then make some calls yourself to get answers, and then get back to them later.

Abeja - Paradise Found... And Lost Again

Kid's version available

Abeja's visit to Vilankulo gives her first-hand exposure to people who live an idyllic lifestyle but who have also been touched by the forbidden fruit of capitalism.

Have your kids make a "Top Ten Things In My Life They Don't Have in Vlilankulo" list. Have them take a close look at their everyday lives and consider what all they have in terms of goods and services, i.e.; television, bicycle, Nintendo, movies etc. Then, have them discuss which ones they could live without... if they could! Have them weigh that against the nice things Abeja describes about the island. Which world would your students prefer?

OR: This one requires some discipline by your students, but can be fun. Have the class pick out one thing (decide collectively what that will be--television, computers, Nintendo, etc.) to cut out of their lives for one whole week. Have them record daily what they did instead. Who knows, it might open their eyes to reading a book, taking a walk, or just "thinking" and living the simple life! (or not...)

Shawn - A Taste of the Island Life

Kid's version available

Shawn's account of his stay in Vilankulo avoids focusing on the irony of poverty amid such a spectacular landscape. Instead, he touches on the marine life of a nearby island and the musical rhythms of the Vilankulo.

Ok, this one is great to use in conjunction with one that Kevin has written for the NEXT update... Have students draw a sketch of one of the scenes that Shawn describes. Have them make a list on the back of the key elements in the picture (the sun, the boat, a drum, etc.) Have them hold on to these, then have them check out the update to be posted on 7/21 and look at the art of the painter Kevin met. Then, have them use watercolors or crayons or chalk to create a drawing/painting in the SAME STYLE (which is inspired by Cezanne).

Team - Africa for Africans! The Long, Painful Death of Rhodesia and Birth of Zimbabwe

Discusses the history of the African Nationalist movement in its often bloody struggle to end white extremism and carve an independent nation for themselves. Takes a look at infighting as well.

What do students see as the main reasons the Africans were divided in their opposition to the white government? What were the consequences their division? If they got five minutes in an elevator with the two leaders of these groups, what would they say to them?

OR have students choose a conflict between two groups of people they are familiar with that are opposed to each other (2 gangs, 2 political parties, 2 religious groups, etc.). What could the two groups gain by working together? So why don't they?

Making A Difference - Shouting from the Mountain Tops to Raise Rape Awareness

How students can educate their communities about the issue of rape.

Have your students follow the Making a Difference suggestions, where they do reasearch and create a brochure, etc.

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