Africa
Teacher's Guide
 

July 21, 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 - Breaking the Silence:
5 Brigade Victims Compensated

Review of the violence committed by the 5 Brigade in the eight years after Independence.

One of the best ways to learn something is to in turn teach it. Have students pretend that they are responsible for explaining to younger kids what happened in Zimbabwe politics after the Africans took power from the whites. They can use several They need to keep explanations simple. Make sure they address these five questions, and have them add an illustration for each, to help the younger kids understand.

  • Why weren't all Africans united in fighting against the whites?
  • What did whites do after the Africans gained independence and how did this help Zimbabwe get along better than Zimbabwe?
  • What happened in Matebeleland?
  • Why would one group of Zimbabweans hurt another group?
  • What could be done to help these two groups better understand one another and not hurt each other? Is there anything that can be done?
Monica- Visit with a Freedom Fighter: Talking about the Past, Looking Towards the Future

Interview with the great-grandson of one of the early Zimbabwean chieftains, and a fighter in the struggle for Independence. Discussion about warfare in pre-independent Zimbabwe, current events and future developments.

See the suggestion for Monica's other dispatch.

Kevin - A Young Artist Searches For A Style of His Own

About a boy, Nathan Ticharwa from Buhera (in Mashonaland East), Zimbabwe, developing his artistic skills in painting, drawing and graphic design. Mentions his influences, desires and limitations including Paul Cezanne, Polytech College, National Gallery in Mbare, Harare, Zimbabwean painter Luis Mec, Cezanne and Van Gogh.

This is a great one to use in conjunction with Shawn's dispatch from the last update (from 7/17/99 - "A Taste of the Island Life"). 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.) Then, have them use watercolors or crayons or chalk to create a drawing/painting in the SAME STYLE as Nathan Ticharwa in this dispatch.
Abeja - Rebuilding Zimbabwe: Cooperation Makes Sense

Two team members and their culture shock upon reentering the modern city of Harare, Zimbabwe, economy, politics, Portuguese, national pride, Doris Lessing, South Africa, whites, war.

See the suggestion for Monica's first dispatch.

Shawn - Mystic Fortunes of Great Zimbabwe

A visit to the 13th century stone ruins of Great Zimbabwe. Describes the Great Enclosure, a visit to a medicine man and fortune teller, and Swahili people of Mozambique.

Shawn writes that he wonders what it must have been like to have been a Shona king at Great Zimbabwe. Have students use the following websites (and any others they can find on Great Zimbabwe) and write a brief description as if it were for a tourist brochure where the tourists can go back in time! As it describes what a tourist can see and do, it should include five key facts from what the students learn.
Making A Difference- Support rape victims in your community, and prevent it from happening in the future: Shouting from the Mountaintops 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 research and create a brochure, etc.

 
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