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Curriculum LESSON 2 THE PEOPLE OF

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0117 LHM – MADAGASCAR Lesson 2 – The People of Madagascar

Population On the map, Madagascar is very close to the eastern edge of . This closeness would lead people to conclude that the inhabitants of Madagascar are predominately African. This is not true. The native inhabitants of Madagascar are the Malagasy (pronounced mah-lah-GAH-shee), who originated in Malaysia and Indonesia and reached Madagascar about 1,500 years ago. The language, customs, and physical appearance of today’s Malagasy reflect their Asian ancestry. Nearly 22.5 million people live in modern Madagascar. The annual growth rate of three percent combined with an average life expectancy of only sixty- four years gives Madagascar a young population. About sixty percent of the are less than twenty-five years old. Thirty-five percent of the adult population is classified as illiterate. More than ninety-five percent of the population is of Malagasy origin. The other five percent is made up of French, Comorians, Indo-Pakistanis, and Chinese peoples.

The Malagasy are divided into 20 distinct ethnic groups, each of which occupies a certain area of the island. These groups originally started as loosely organized clans. Each clan remained apart from each other clan, marrying only within its clan. The clans developed into separate ethnic groups. Today there is an increased amount of intermarriage between the clans blurring the lines of distinction. All groups consider themselves as equally Malagasy.

The largest group is the Merina. Their name means “Elevated People.” They live in the central highlands and have the national capital in their territory. Many of the Merina have pale brown skin, delicatebone structure, and long straight hair. They have long dominated Malagasy politics and society. They are accomplished artists.

The next largest group are the Betsimisaraka. This group of people live in the lowlands and are farmers that grow commercial crops for export or for local consumption.

The Betsileo people live in the highland south of the Merina people. They are accomplished rice farmers and are mainly Christian.

The group of people are famed herdsmen whose zebu cattle are the largest and the best on the island. The Bara people are also herdsmen. They frequently move their herds to find suitable grazing land. The Bara are also know for their prowess in cattle rustling which they consider to be a legitimate expression of their tough existence.

Families Malagasy families tend to live close together often with several generations living in one house. Women marry in their teens and are responsible for child rearing, tending the garden or field, shopping, cleaning, and . Men have traditionally been the cattle herders or farmers, but today may hold office of factory jobs.

LHM – MADAGASCAR,LHM – CAMBODIA, LESSON LESSON 2 1 LHM – MADAGASCAR Lesson 2 – The People of Madagascar (continued)

Food Malagasy is very similar to Indonesian food. Rice – usually fried or steamed with chopped , bits of chicken or beef, and peppers and other – is the basis of every . Like the food of , Malagasy dishes are often ex- tremely hot and spicy seasoned with chilies, peppercorns, cloves, garlic, and coriander. Oranges, lemons, papayas, and bananas are enjoyed by the Malagasy.

Education All children between the ages of 6 and 11 are required to attend primary school. Education is free in Madagascar. Classes in the cities are held in school buildings, while in the country, classes are often held in churches or religious missions.

Salaries for teachers are paid by the state. Although children are required by law to attend at least five years of school, many do not. Some children leave school to work on their family’s farm, others do not wish to leave home and travel the great distance to school.

Only about 12 percent of the population go on to secondary school. This lack of education results in the country’s poor literacy rate. More Malagasy women are illiterate than men due to the view that boys should stay in school and get a job whereas girls are expected to just marry and have children. The prevailing attitude is still that education is really only needed for men.

Health Health conditions are generally very poor in Madagascar. There are few facilities outside of the cities due to a severe shortage of doctors. Madagascar’s biggest health problems are malaria and parasitic diseases such as schistosomiasis. Leprosy and tubercu- losis cause many deaths among the Malagasy. The government is committed to improved health care and improved educational programs for the people.

LHM – MADAGASCAR,LHM – CAMBODIA, LESSON LESSON 2 12 LHM – MADAGASCAR Lesson 2 – Lesson Plan – The People of Madagascar

PRE-K GOALS FOR THE LESSON PRE-K LESSON PLAN DETAILS PRE-K SUGGESTED MATERIALS

The students will learn about five groups of With the children gathered at the listening center, • Blackline Master 2-1 Malagasy (pronounced mah-lah-GAH-shee) near the Madagascar bulletin board (if such was • Scissors people, those groups being the Merina, the designed), or remaining in their seats, review Mada- Betsimisaraka, the Betsileo, the Antandray, gascar as the great red island of Africa. Use a child’s • Crayons or colored pencils and the Bara people. The students will be footprint of the island made last session or refer to the • Glue able to name rice and cattle as the two bulletin board, if available. • Popsicle sticks main industries of Madagascar. The students Show the Blackline Master 2-1 of five people. Explain will learn about the education system in the different ethnic groups of the people to the children. Madagascar. The students will cut out paper figurines to place on yesterday’s maps. 1. Merina – the largest group, name means “elevated people” – also “people of the highlands where the view is wide”, live in the central highlands, accom- plished artists. 2. Betsimisaraka (pronounced Bay-tsee-mee-shark) – name means “the many inseparables”, live in the lowlands, farmers 3. Betsileo – name means numberless invincible – live in the highland south of Merina, rice farmers, Christians 4. Antandray – name means “people of the thorny brambles”, live in the arid south, famed herdsmen who raise Zebu cattle – the best on the island 5. Bara (pronounced Bar) – live in the southern high- lands, herdsmen who move from place to place, wood sculptors, dancers, athletes Tell the children that rice is a major industry and is also an important source of food for the Malagasy people. Also tell the children that cattle raising is important. Tell the children that some children go to school for five or six years but many do not. Only one child is twelve attends secondary school. (Show your children this by having one child stand alone and eleven in a group.) Most of those children who continue their education are boys. Give the children an opportunity to color and cut out CLOSING PRAYER the set of people. These can be blued in appropriate areas on paper footprints from last session. If clay Dear Jesus, Thank You for the people in landform models were made, these may be glued Madagascar. Please, help us tell them onto toothpicks or halved Popsicle sticks and stood about You. Amen.. up on the maps by using clay and placing them in the appropriate locations.

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PRIMARY LESSON PLAN DETAILS PRIMARY PRIMARY GOALS FOR THE LESSON SUGGESTED MATERIALS The students will learn the origins of the Mala- Display the picture of . Ask if anyone would like a hamburger • Picture of food from a fast food gasy people. The students will learn about the for . Ask it they woke up and ever wondered what mother was restaurant lives of the Malagasy children. The students will cooking for . A Malagasy (mah-lah-GAH-shee) boy or girl • Light blue or blue construction have a “taste” of Madagascar. knows every morning what his mother is making for breakfast. RICE! paper They know what mother will make for lunch, too. RICE! And what do you think they will eat for dinner? RICE! The question is not, “Shall • Multi-colored strips or small we eat rice?” but, “What will we have in our rice?” Let’s find out more pieces of construction paper about the girls and boys who live in Madagascar. • Sosoa and Bananan Tell about the Malagasy origins using the facts about everyday life in recipes Madagascar. • Recipe ingredients (see recipe) • The birth of a Malagasy baby is very important because God has been generous to the family. The baby is given a Christian name and also a Malagasy name. • Malagasy children dress as you do. Many people also wear a lamba. This is a long piece of cloth made of silk or cotton and worn around the shoulders and sometimes over the head. • Everyone from six to 14 years of age is required to go to school. Chil- dren go to school from 7 to 11 and then from 3 to 5. They have a long noon hour because it is too hot to be in school. The teachers speak French and the schoolbooks are written in French. When children are thirteen, they learn English. They hope this will help them get better jobs when they are older. • Children learn playful language to help them with questions and answers. They do this with riddles. Here are two riddles. Can you solve them? • “What are five men with round hats?” – fingers • “What are white chicks filling a hole?” – teeth • Books are very expensive and there are very few libraries • City children have more opportunities than the rural children. For example, they play soccer. Rural children create their own games. They have tire races by pushing old tires with boards and race down the road. They play hopscotch by scratching eight squares in the dust, hopping and kicking a piece of wood to the next square. • TV is broadcast only six hours a day but not many people have TV sets. Children in the city go to a video café to watch their programs. In a little while we are going to taste some food that Malagasy boys and girls eat. First, we are going to make a special place mat on which to eat the Malagasy treat. “All who live under the sun are plaited together like one big map.” This island saying seems to identify the Malagasy people. Their ancestors arrived from many places, yet they are Malagasy. The multi-colored paper recognizes these special people. 1. Trace an adult footprint on the blue paper. 2. Have the children tear small pieces of many colors of construction paper. 3. Glue the colored paper on the footprint. see next page

LHM – MADAGASCAR, LESSON 2 4 Lesson 2 – Lesson Plan – The People of Madagascar (continued)

PRIMARY LESSON PLAN DETAILS CLOSING PRAYER

Two recipes from Madagascar: Dear Jesus, Thank You for the Sosoa (shuh-SHOO-uh) (A thin breakfast rice) opportunities we have to learn about the great world You Ingredients: Cooked Rice created. Please be with the Condensed milk or sugar and milk children in Madagascar. Pieces of sliced bananas or mashed bananas Use us to help them learn Mix ingredients. Serve warm. more about You. Amen.

Banana Fritters (These fritters are found at fast food stalls in Madagascar.) Ingredients: 3 large bananas (mashed or cut into pieces) Pancake ½ cup sugar (optional) 1 tsp. ground nutmeg (optional) Cooking oil Stir the bananas (and other ingredients) into a pancake batter. Heat the oil in a fry pan or on a griddle. Drop the mixture in small dollops into the oil, turn- ing to brown both sides. Drain on a paper towel and serve.

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INTERMEDIATE/UPPER INTERMEDIATE/UPPER INTERMEDIATE/UPPER GOALS FOR THE LESSON LESSON PLAN DETAILS SUGGESTED MATERIALS The students will be have Introduce your students to some traditional Malagasy . Pick sampled eaten by the and choose from the information below to make this experience as • Ingredients for recipes) Malagasy people. simple or complex as you wish. Several of the recipes require chop- ping and cubing fruits and vegetables, so put your students to work. Parent helpers or food items brought from home could simplify your preparations. As is done in most parts of Africa, traditional are served on a mat on the floor. There are no cocktails or hors d’oeuvres. All food is served at the same time and eaten with a large spoon (no knives or forks are used). Food is prepared simply and is flavorful, but not highly spiced. Fruits and vegetables are abundant in every meal. Rice is a staple and is served three times a day. Lasopy ( Soup) Simmer the following for one hour in a 4-quart pot: 3 pounds of veal bones 2 quarts water 2 Tbsp. salt Add the following and simmer for another hour or until vegetables are tender. 3 carrots, peeled and cut in three pieces 1 small turnip, peeled and cut into chunks 6-8 scallions, cut in large pieces 1 cup fresh or frozen string beans 1 cup tomatoes, cut in quarters ½ tsp. black pepper Remove the veal bones. Put the vegetables through a sieve or veg- etable mill to make a puree. Serve thick and hot into soup bowls with or without crackers. Varenga (Roasted Shredded Beef) In a 4-quart pan, combine: 1 quart water 2 Tbsp. salt 2 cloves garlic, minced finely 1 cup onion, sliced. Cover and bring to a boil, then simmer gently for 2 hours or until meat can be shredded with a fork. Add water if necessary to keep the meat at a simmering point. Shred the meat by cutting it into thin strips. The meat should come apart easily. Transfer the shredded meat and sauce to a greased 9 x 12-inch baking pan. Roast at 400 degrees for 30 minutes until it is nicely browned across the top. Garnish with 3 or 4 parsley sprigs. Serve with rice. see next page

LHM – MADAGASCAR, LESSON 2 6 Lesson 2 – Lesson Plan – The People of Madagascar (continued) INTERMEDIATE/UPPER LESSON PLAN DETAILS Vary Amin Anana (Rice and Vegetables) Salady Voankazo (Fruit Compote with Lichee Nuts) Saute ½ pound chuck cut in ½ inch cubes in 2 Tbsp. oil in a 4-quart Combine the following in a 2 quart bowl: sauce pan. Meat should be brown on all sides. Add 1 tomato cut in ½ 1 cup fresh pineapple, cut in ½ inch dice inch chunks. Cook with beef for 10 minutes. Add the following and 1 cup cantaloupe, cut in ½ inch dice sauté with the cover on, stirring occasionally until the vegetables are 1 cup oranges, peeled and very thinly sliced soft. ½ cup strawberries, sliced 1 bunch scallions, cut in 1 inch pieces Mix the fuits so that they are well blended. Pour ½ cup canned lichee ½ pound mustard greens, cut in small pieces nuts across the top of the fruit. ½ pound spinach, cut in small pieces In a sauce pan, combine: 1 bunch watercress, cut in small pieces ½ cup sugar Add 2 cups water (or enough to cover vegetables) ½ cup water 1 cup rice ¼ tsp salt 1 Tbsp salt 2 Tbsp lemon juice ½ tsp pepper Bring to a boil and boil hard for 1 minute. Add 2 Tbsp pure Cover tightly and simmer slowly until rice is thoroughly cooked and extract to the syrup. Pour the piping hot syrup over the fruit. Chill in all the liquid is absorbed. refrigerator for 1 hour. Sprinkle a few drops vanilla over the fruit as it is Lasary Vaotabia (Tomato and Scallion Salad) being served. Combine the following in a 1 quart bowl: Ranonapango (Burned-rice Beverage) 1 cup scallions, finely diced The cooks in Madagascar double the amount of rice that is needed for 2 cups tomatoes, finely diced the meal. When it is cooked, they remove most of the rice from the 2 Tbsp water earthenware pan. The remainder (a layer about ½ inch thick) is heated 1 tsp salt until it is burned and acquires its characteristic aroma. At that point Few drops of Tabasco sauce boiling water is poured over the rice to the top of the pan. It is cooled, Stir light and chill. strained, and chilled. This beverage is used in place of water on the island.

CLOSING PRAYER

Dear Father in Heaven, Thank You for the delicious foods You have created. Thank You for Madagascar. Please, help these people and continue to care for their needs.

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JUNIOR HIGH JUNIOR HIGH LESSON PLAN DETAILS JUNIOR HIGH GOALS FOR THE LESSON SUGGESTED MATERIALS The students will understand the importance As students enter, let each select a Skittle from the dish with instruc- • A dish of skittles or other and privilege of obtaining an education. The tions to keep it until later in the lesson. Greet them using the Malagasy colored candy in specified colors, students will be able to speak a few basic words greeting of Hello – Manao ahoana. See the Language Blackline Matser one for every student in your class in the . The students will be for help with pronunciation. – 50% of the total candy should able to define the differences between the eth- Ask what they think the people of Madagascar would be like, as islanders be red; 40% should be yellow; nic groups in Madagascar, and the implications living in that part of the world. Refer them to maps. If time permits, have 10% should be green these differences may have for the country. them get in partners and create a typical middle school Malagasy (pro- • Blackline Masters (ethnicity nounced mah-lah-GAH-shee) student based on what they know so far. cards and “Loving the Language Read them the background material regarding the ethnic groups of of Madagascar”) Madagascar. Ask them: • Outline map of Madagascar, “Do you find evidence that we also have clans here in the / created in the last lesson ?” “What are some of the advantages/disadvantages of marrying only within the clan?” “In what ways might we still discourage marrying (or dating) outside of our ‘clans’ here?” Distribute the four cards to four big groups of students. Have a spokesperson from each group come forward to show where they live on the map of Madagascar. Have them guess at the answers to questions like the following: To the Merina – “So you have long dominated the politics and ‘high society’ around the island. What do you think of these other clans?’ To the Betsimisaraka - “As a Christian, how do you feel about the Merina CLOSING PRAYER people, since they pretty much run the country and you don’t have a chance?” Dear Jesus, Thank You for the To the Betsileo – “As a Christian, how do you feel about the Merina wonderful country of Mada- people, since they pretty much run the country and you don’t have a gascar. Thank You for all the chance?” different and exotic plants and animals found there.. Please, To the Anatandroy and Bara people – “How do you justify all the cattle rustling that you do?” use us as witnesses for your church. Amen Explain that despite the differences of interests between the clans, they have a common language to unite them – both French and Malagasy. Take some time to practice some of the common Malagasy words, found in the “Loving the Language” Blackline Master. The students will use the Skittles to discover what their “destiny” is, based on the actual percentages of children able to be educated in Madagascar. Say, “If you have a red Skittle, you will not have gone to school at all, even though it is required by law. Up until recently, half the children in Madagascar didn’t even have that chance to get a formal education. What else do you think they would do all day if they weren’t going to school? You would be working in the fields or in the factories to keep your family with food on the table. If you have a yellow Skittle

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JUNIOR HIGH LESSON PLAN DETAILS CLOSING PRAYER

you get to go to school until the 6th grade, then you have to stop, regardless of your intelligence. How do you feel about that? Those Dear Father in Heaven, Thank of you who are holding a green Skittle will be able to go on to You for all the opportunities we secondary school (grades 7 – 12), maybe even one of the Lutheran have to learn about the world high schools. A few of you may go to the university if you’re very rich You created and You. Please or very intelligent.” Lead a discussion about the benefits of a formal help us to be witnesses to those education in terms of both your life presently, and your future life. who do not yet know about Your You’ll also want to explain that the students there go to school from amazing love. Amen. 7 – 10 and then again from 3 – 5. Ask why this might be the case (It gets blistering hot in the afternoons, and there is no air condition- ing) and whether they would like their school to have those kinds of hours. Discuss and show some of the foods that are typically Malagasy, as found in the Recipes section. Say “Unlike the United States/Canada, the people of this country primarily eat the products that are readily available to them, grown on their land. Why don’t we do this? What would our meals be like if we could only use the products that are produced in our state?” Help them understand the limitations of living on an island, coupled with poverty.

LHM – MADAGASCAR, LESSON 2 9 Lesson 2 Madagascar (PreK/K)

LHM – MADAGASCAR, LESSON 2—BLM 2-1 10 Lesson 2 Madagascar (Junior High)

LHM – MADAGASCAR, LESSON 2 — BLM 2-2 11 Lesson 2 Madagascar (Junior High)

LHM – MADAGASCAR, LESSON 2 — BLM 2-2 12 Lesson 2 Madagascar (Junior High)

LHM – MADAGASCAR, LESSON 2 — BLM 2-3 13