Africa
Teacher's Guide
 

August 4, 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:
Kavitha - Sunday in Bulawayo, Let's Head to the Market!

Kids' version available

Kavitha and Abeja stroll through the busy market place in Bulawayo and decide to buy traditional food stuffs in order to make a traditional Zimbabwean feast.

  1. For discussion: What foods are traditional to the cultures of your students? Are there foods that are used in a ceremonial or religious fashion? (Cakes, wine, turkey, chocolates, etc.)
  2. Follow-up: Have students write a brief "Visitor's Guide" for people from other cultures describing some important foods in the culture and how and how not to
  3. Younger students can draw pitures of their favorite foods, and write a word above them for when the food should be eaten.
Monica - Elephants, Elephants Everywhere! A Visit to Hwange National Park

Kids' version available

An adventure with the elephants at Hwange National Park. Refers to many kinds of African wildlife, Victoria Falls, and elephant culling.

This is pretty basic, but elementary kids in particular are sure to like it. Have them choose their favorite animal and do research on it - check that they don't all do piranhas, dinosaurs, and horses! Have them make a list of the ten most interesting things about the animal. Have them print a picture of the animal and do a brief presentation on the animal. See if they can do it with only a one-word reminder on their note paper for each one.

Kevin - 13 Guys and a Girl: Training to Become a Commodity

Kevin visits CHIYSAP, a trade school in Zimbabwe where students gain practical skills like dressmaking, welding, and auto repair. This specialized training will put these students in high demand once they complete their studies at CHIYSAP.

  1. Discussion: What jobs in the students' culture are gender stereotyped? Identify these professions. Do the students agree with this stereotyping? Why or why not?
  2. As an extension, students can either look in the library or on the web, or just in their own community to find examples of people who are breaking those stereotypes.
  3. Also fun is to have students list good qualities they think of asv "feminine" or "masculine." THEN have them each choose three traits they think they would like to have that are on the list for the opposite sex.
Making A Difference - Go and Score a Goal!

Find out what the four goals of the Students for Environmental Action at the University of Zimbabwe are and find out how those goals can inspire your students to make a difference for the environment. Also includes links to great environmental resources on the web.

Abeja encourages students to look for good environmental websites. Have your students find their favorites, then send the web addresses to Abeja so she can share them in the future.

Moncia - To Be, or Not to Be: The Question of Elephants at Hwange

This dispatch addresses elephant culling in Zimbabwe and the moral and economic problems associated with it.

Have students make a list of the pros and cons of elephant culling. Then have them each write one paragraph where the student states his or her own opinion.

Abeja- From 1st World to the 3rd: How Big Is Your Mess?

Abeja meets Samson Katikiti and finds out more about the environmental movement in Zimbabwe. She compares and contrasts America's version of environmentalism and Zimbabwe's.

  1. Divide the class into two groups. Have one class support a third world point of view and the other that of a 1st world developing entrepreneur. What kinds of arguments arise?
  2. What are the top three things your students identify as things people residing in the "1st World" should do to reduce waste and pollution?
 
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