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A special presentation of NATURE and National Geographic Television

TEACHER’S GUIDE

NATURE is produced for PBS by Thirteen/WNET New York. 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. Canon U.S.A., Inc. One Canon Plaza Dear Educator: Lake Success, NY 11042-1113

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. Dear Friends of NATURE: NATURE’s AFRICA series presents a compelling new look at the and its people. Park Foundation is committed to supporting excellence in education and television. We The Teacher’s Guide offers exciting lessons and projects for educators and students to use are also deeply concerned about the world we live in. It is for these reasons that we are as they learn what Africa looks like in the 21st Century. pleased to sponsor NATURE, the public television series that shows the variety and drama of life on . 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 This season’s Guide accompanies the NATURE mini-series, AFRICA. It presents life on example, we invest in America's “Future Generations” by supporting a wide variety of this vast continent through the eyes of its people — from Nairobi, Kenya to the rainforests programs that reach today's children and protect tomorrow's environment. of ; and from Zanzibar to the arid . 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 . Additionally, The programs of the mini-series, together with the lessons in this Guide, can increase your our "Cartridge Return Program" keeps millions of used toner cartridges out of landfills, while students’ awareness of the great diversity of life in Africa and help them gain a better our office equipment is designed to use less energy by exceeding the Environmental Protection understanding of how people there live today. The material can also help to heighten their Agency's ENERGY STAR guidelines. Also, Canon sponsors the “Canon Envirothon,” the understanding of the continent’s diverse ecological and wildlife. largest high school curriculum and competition in that helps students develop an early sense of environmental responsibility. Please know we are grateful for your efforts. We hope this Teacher’s Guide provides a valuable tool for teaching America’s “Future Generations” about Trustees the natural world which sustains us all. We are honored to provide you with materials you may wish to use Park Foundation in preparing your students to better understand NATURE. Sincerely, Park Foundation Inc., P.O. Box 550, Ithaca, New York 14851

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

William Clay Ford, Jr. Teachers Insurance and Chairman of the Board Annuity Association Ford Motor Company College Retirement Equities Fund The American Road 730 Third Avenue P.O. Box 1899 New York, NY 10017-3206 Dear Educator: Dearborn, Michigan 48121-1899 USA Dear Educator: I am pleased that Ford Motor Company is bringing you this Teacher’s Guide for NATURE. Once again TIAA-CREF is delighted to be a national sponsor of NATURE, and to help bring its Teaching young minds about the environment is a vitally important task. Making the world a award-winning educational programs and teaching materials to you and your students. better place is an important part of Ford’s view of the world, and that includes educating the next generation about society’s role in the global ecosystem. 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 This guide accompanies the eight-part NATURE mini-series, AFRICA. These programs explore are maintaining their traditions in the face of rapid environmental and economic change. We the lives of Africans — their economic struggles and triumphs, their cultural traditions, and the hope this educational package helps you and your class to appreciate the remarkably diverse places they call home. The education package, which includes this guide and a National of Africa and to better understand how people live there today. Geographic map of Africa, provides additional materials for teachers and students to use as they learn more about the beauty and diversity of Africa. 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 The NATURE series, with its focus on wildlife and natural habitats and their preservation, is an financial security for those who choose careers in education and research. inspiring and exciting way for children to encounter the environment in the classroom. We are proud to be associated with it. TIAA-CREF salutes you and your colleagues for your commitment to educating our youth. On behalf of all of us at Ford Motor Company, I salute your work and hope you find these NATURE materials a useful tool. Sincerely, John H. Biggs Chairman, President and CEO William Clay Ford, Jr. 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. 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 TABLE OF CONTENTS AFRICA on the Web Look for more information about AFRICA on the Web at Savanna Homecoming www.pbs.org/Africa. The Web site also includes additional lesson plans. INTRODUCTION 2 wNetSchool, Thirteen/WNET New York’s practical and oooooooooooooooo Odyssey FREE Web service for educators, technology coordinators T T 4 and parents, features lesson plans, online courses, and other resources. wNetSchool’s Web address is Voices of the Forest frica can be seen as a mosaic — of cultures, of communities, and www.thirteen.org/teach. of ecological regions. Filmed in eleven countries, the NATURE 6 Companion Book Amini-series AFRICA shows the resourcefulness of the continent’s Mountains of Faith people and the distinctiveness of their land. AFRICA also includes scenes Africa, by John Reader and with photos by Michael Lewis, of wildlife in each featured , from the of the Borkul to 8 has been published by Simon & Schuster. To order, call the of the . Love in the Sahel 1-888-647-6733 or visit www.nationalgeographic.com/books. Available wherever books are sold. The people whose stories are told in AFRICA live in cities, towns, and rural 10 Available from National Geographic villages. The programs provide a glimpse into the way they maintain their Restless Waters traditions as they live with change. While residing in very different places and School Publishing responding to different challenges, many of them make difficult journeys and 12 Call 1-800-368-2728 for additional information. face critical tests (including rites of passage) before they reach their goals. Leopards of Zanzibar P GeoKit: Ancient Africa These educational materials are intended to give you and your students a 14 P National Geographic for Kids, September 2001 issue. Includes several Africa-related articles, including better understanding of many aspects of life in Africa. We also hope that Southern Treasures the series and teacher’s guide help to dispel some common stereotypes “ Talk,” a map of elephant habitats, and about life in Africa today. 16 “Congo Trek,” an online activity. NATURE Schedule P NGS MapPack transparencies: Africa P NGS maps: “Africa Political/Physical Desk Map,” Video Ordering Information

oooooooooo and “Africa Political Wall Map” oooooooooo TooooooooooooooooT Back Cover P NGS PicturePack transparency sets: and Ancient : Ancient Africa P NGS PictureShow CD-ROM: Ancient Civilizations: Africa P NGS videos: Africa, Baka: People of the Forest, Heart of Africa, Serengeti Diary. Program Scheduling National Geography and Social Studies Standards The Education Materials Programs are scheduled to be broadcast on the dates This guide incorporates national educational standards indicated below. Broadcast dates, however, may vary This guide includes a Teacher’s Page and a Student slightly from area to area. Please check local listings for for both geography and social studies in each lesson Activity Master for each program in AFRICA. The any scheduling changes. plan. While space does not permit describing these Teacher’s Page features an Overview, Objectives, before standards in detail, the teacher’s pages list the rele- and after Viewing Activities, Discussion Questions, and Program Broadcast Dates vant standards for each program. For more informa- Suggested Resources. tion on the National Geography Standards for grades AFRICA: Savanna Homecoming September 9, 2001 5-8 on the Web, go to www.ncge.org/publications/ AFRICA: Desert Odyssey September 16, 2001 The Student Activity Masters are to be duplicated and AFRICA: Voices of the Forest September 23, 2001 tutorial/standards/. To purchase Geography for Life: distributed to students. They encourage family viewing National Geography Standards 1994, please contact AFRICA: Mountains of Faith September 30, 2001 and contain a number of creative activities. There is AFRICA: Love in the Sahel October 7, 2001 the National Council for Geographic Education at also a separate Student Activity Master that includes AFRICA: Restless Waters October 14, 2001 www.ncge.org or by calling 724-357-6290. vocabulary words for each program in the series. AFRICA: Leopards of Zanzibar October 21, 2001 AFRICA: Southern Treasures October 28, 2001 For more information on the ten strands of the While these materials encourage home viewing, you National Council for the Social Studies (NCSS) may choose to focus on segments of a program in Videotaping Rights www.ncss.org/standards/2.1.html Standards, go to . To class. If you use this approach, we recommend that You may assign programs to your students for viewing purchase a copy of Expectations of Excellence: you tape and preview the program to find segments when they are first broadcast, or you have the right Curriculum Standards for Social Studies, please call that relate to the discussion questions and student to tape the programs and play them for instructional NCSS Publications at 800-683-0812. worksheet purposes for one year after the original broadcast. Savanna Homecoming Broadcast date: Septemberprogram 9, 2001 1 At-a-Glance e Theme: People may move away from their hometowns for Viewing Time: One hour (brief video Activity Time: Two-Three PROGRAM personal, economic, or social reasons, but traditions segments may also Class Periods OVERVIEW and feelings can cause them to return. be used) Viewing n “Savanna OBJECTIVES AFTERTime: VIEWING THE PROGRAM Homecoming,” Students will: Itwo East African ncourage students to discuss the program and f learn about life in Kenya and Tanzania. women make emotional share their observations. The following questions f discuss the personal, economic, and cultural factors that influence a journeys to their home- Emay be used for discussion. If showing the person’s decision about where to live. towns. In the first story, program in class, you may wish to pause it periodically f identify similarities and differences between African and American cities. Alice Wangui runs a to ask the following questions: beauty parlor in National Geography Standards, Grades 5-8: P1 Why is it very important to Alice to have her baby Nairobi, the capital of This program can help students understand: born in her hometown of Nyeri, Kenya? (Alice is a Kikuyu, Kenya. According to f the physical and human characteristics of places (Standard 4). Kenya’s largest ethnic group. According to tradition, Kikuyu tradition, Alice f how culture and experience influence people’s perceptions of places Kikuyu babies should be born in the same place as the wants her baby to be and regions (Standard 6). baby’s parents, grandparents, etc. Since Alice was born born in the place where NCSS Standards in Nyeri, she wants her children to be born there, too.) her ancestors were f This program can help students compare similarities and differences in the born. So, against her P2 From Flora's point of view, what are some advantages of ways groups, societies, and cultures meet human needs and concerns (NCSS doctor’s wishes, she living in Kijungu, a small village in Tanzania? What are some Middle Grade Curriculum Standard 1). travels to Nyeri, Kenya. disadvantages? (In Kijungu, Flora can enjoy peaceful, beautiful This journey involves a surroundings. Also, her children are able to learn survival skills, three-hour bus ride over such as how to raise crops and collect honey. However, living bumpy roads. BEFORE VIEWING THE PROGRAM in this small village can be frustrating and lonely. With no phone, electricity, or mail service, Flora has not been in contact with her Meanwhile, in Tanzania, sk students to find Kenya and Tanzania on a map of Africa (you may use the city relatives for eleven years.) Flora Salonik travels on map sent with this guide). Explain that the video they are about to watch foot to Arusha, the city Amentions two African cities: Nairobi, Kenya, and Arusha, Tanzania. Tell stu- P3 Why do the and wildebeest in migrate where she was born. dents that the population of each city is more than a million. Ask students to think thousands of miles each year? (The reason for this migration is Eleven years before, of, or quickly research in an almanac, two U.S. cities that have more than a million the fluctuating wet and dry seasonal pattern of this region. Flora married a man people, such as Chicago or Dallas. Then lead students in a short discussion about During the dry season, the grasses die back. Therefore, herds named Loshero and what they think might be some of the similarities and differences between these must migrate north or south, depending on the time of year, moved to an isolated U.S. cities and Nairobi and Arusha. Here are some questions you might ask: to follow the rains that restore the grasses.) homestead. Flora f What kinds of businesses might you expect to find in Nairobi and Arusha? enjoys the beauty and f What kinds of products do you think are produced in these cities? simplicity of the land, f How do you think the schools in Nairobi and Arusha are different than ours? SUGGESTED RESOURCES but faces many chal- Books lenges — no telephones, Write all ideas on the board. Then, after watching the program, return to these Kenyaweb.com Ayo ,Yvonne. Eyewitness: Africa. www.kenyaweb.com/ mail service, or electric- hypotheses and analyze which are supported by evidence from the program and DK Publishing, 2000. ity. She looks after their which are based on misinformation or stereotypes. You may wish to “turn the Musgrove, Margaret W. Ashanti Africa's three children, farm, tables” by having students speculate on what types of stereotypes kids in Africa to Zulu: African Traditions. Dial www.robinsonresearch.com/ and home while her might have about life in American schools or cities. Books for Young Readers, 1992. AFRICA/THE_LAND/Rift_Val.htm husband searches for Using the Student Activity Master Riha, Susanne. Animal Journey: Serengeti National Park food with other hunter- Hand out photocopies of the student activity master on the opposite page, and Life Cycles and Migrations. (Tanzania) gatherers. Flora’s visit Blackbirch Marketing, 1999. preview it with students. As they watch the program, ask them to pay special www.serengetipark.org/index_2.html to Arusha will help her attention to the similarities and differences between city life and country life in Web Sites decide if she should Africa Face to Face Africa. In addition, ask them to look for similarities between African and CIA World Fact Book — Kenya www.gorp.com/gorp/location/ move back. American cities. Have student volunteers read aloud the vocabulary words for www.odci.gov/cia/ africa/kenya/afrface.htm publications/factbook/geos/ke.html 1 2 this program. To the Family… After you watch this NATURE program, visit the library and look for books about Kenya or Tanzania. SAVANNA HOMECOMING Imagine that you are planning a vacation to one of these countries. Where would STUDENT you go? What kinds of preparations STUDENT would you need to make? ACTIVITY Complete both activities. ACTIVITYMASTER A Thirteen NATURE program OMASTER

Gt tGGGGGGG H Dallas c H G HHH DIFFERENCES Nairobi c

G Nairobi & Dallas

DIFFERENCES G

SIMILARITIES 1

G

H G 1 H 1 ©Michael Lewis

G 5555 G

H 2 H

G

G G 2 City Life

H 2 hat are some of the similarities and

H G G 3 differences between city life in Nairobi, 3 WKenya, and Dallas, Texas? Using library

G G H resources or the Web, find five similarities and H fivew differences between these two places, maps provided by www.maps.com maps provided

G G looking into the types of businesses, schools,

H 4 H 3 4 and people in both places as a starting point.

G G Then use the diagram on your left as a model

G for illustrating what they have in common. H

G H

G 5 5 Animals on the Move

G

H ach year, when East Africa’s grassy

G H tGGGGG plains dry out, more than two million 4 G GG Ezebras and wildebeest migrate in search Gt

H of food. Their journey takes them on a trip H that covers almost 2,000 miles. These animals face many challenges, including predators,

H starvation, and disease. Work with another H 5 student to research an animal that migrates Did you across the U.S. You may get some useful

H information in the Journey North Web site H

Savannas HHHHH c (www.learner.org/ jnorth/). Write and illustrate know? c (grasslands) occupy a booklet or multimedia presentation that shares your findings. more than 2/5 55555 hof Africa. 5555 55555 These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Desert Odyssey Broadcast date: Septemberprogram 16, 2001 2 At-a-Glance e Theme: Traveling through the Sahara’s harsh climate Viewing Time: One hour (brief video Activity Time: Two-Three requires careful preparation, adequate resources, and segments may also Class Periods PROGRAM navigational ingenuity. be used) OVERVIEW n the village of OBJECTIVES AFTER VIEWING THE PROGRAM in , in western Students will: ncourage students to discuss the program and share their IAfrica, 9-year-old f ©Michael Lewis observations. The following questions may be used for dis- analyze the physical geography of the Sahara. Adam Illius embarks on his f examine some survival strategies for the desert. Ecussion. If showing the program in class, you may wish to first journey in the Sahara. pause it periodically to ask these questions. With his father, a team of National Geography Standards, Grades 5-8: P men, and over a hundred This program can help students understand: 1 How do the find their way through the f camels, they trek the patterns and networks of economic desert, where much of the terrain looks the same? (To avoid get- fifteen hundred miles on interdependence on Earth’s surface (Standard 11). ting lost, the nomads often use desert landmarks. They also use f foot through the desert. Their how physical systems affect human systems (Standard 15). the 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 paths destination is , Niger, NCSS Standards in the desert are well worn, as they’ve been traveled for more where they buy pillars of f This program can help students compare similarities and differences than a thousand years.) salt from local merchants, in the ways groups, societies, and cultures meet human needs and then resell them where salt concerns (NCSS Middle Grade Curriculum Standard 1). P2 What are some of the desert survival skills that Adam is scarce. The Sahara, the learns on this journey? (Adam learns how to ride and care for world’s largest desert, is his camel and how to respond if he should encounter any rival almost as large as the nomads in the desert. He also learns how to light a fire and use . It has the the stars to navigate. At the marketplace, he observes how the highest recorded temperature other men buy and sell salt.) in the world: 136 degrees BEFORE VIEWING THE PROGRAM P3 If Adam or other Tuareg people visited your town or city, Fahrenheit. Despite the harsh sk a student volunteer to use an almanac, the Internet, or what do you think they’d find most surprising? (Open-ended heat, many specialized plants an encyclopedia to look up the area of the United States in discussion) and animals thrive there. Asquare miles (including all 50 states and Washington, D.C). P Before the caravan leaves, its The answer is about 3.7 million square miles. Then ask students 4 Compare and contrast Adam’s rites of passage to those members pack food, water, to use this information to predict the size of the Sahara in square of a boy his age in the U.S. or in a country of your choice. and provisions to enable miles. Write down all predictions on the board. Many students (Open-ended discussion) them to survive for six will be surprised to learn that the Sahara is almost the same size months in the desert. Adam as the United States — the desert’s area is about 3.5 million square faces many dangers, includ- miles. Point out that, contrary to popular belief, the Sahara is only ing scorpions, snakes, heat 30% sand. The rest is rocky plateaus, mountains, oases, or areas SUGGESTED RESOURCES stroke, and dehydration. of coarse gravel. Then ask students to discuss what they think the climate is like in the Sahara. Many will know that the climate Books Adam is one of the Tuareg McEvedy, Colin. The Penguin publications factbook/geos/ng.html people, famous desert there is usually hot and dry. But point out that during the winter Atlas of African History. months, the Sahara can have freezing temperatures at night. Penguin USA, 1996. Sahara (PBS) nomads. Going on his first www.pbs.org/sahara/ camel caravan is a rite of Scoones, Simon. The Sahara and Using the Student Activity Master Desert Biome passage. Although camel Hand out photocopies of the student activity master on the oppo- Its People. Thomson Learning, 1995. mbgnet.mobot.org/pfg/ caravans have been a way of site page, and preview it with students. As they watch the pro- diverse/biomes/desert/index.htm life for more than a thousand gram, ask them to pay special attention to the survival skills that Shillington, Kevin. . Palgrave, 1995. On the Line - The Sahara years, their fate is uncertain. Adam learns on his first journey in the Sahara. This information www.ontheline.org.uk/ In recent years, competing will be useful later when creating a Sahara survival guide. In addi- Web Sites explore/nature//sahara.htm salt traders have used large tion, ask students to jot down some of the animals that have CIA World Fact Book 2000 — Sahara Crossers Corner trucks to get to the markets adapted well to life in the desert. Niger www.eden- 4faster and more frequently. www.odci.gov/cia/ foundation.org/sahara/index.html To the Family… After you watch this NATURE program, you may wish to use a map or globe DESERT ODYSSEY to find the locations of the some of the world’s largest deserts, such as the Sahara, the Arabian, the Kalahari, and the Great Sandy. STUDENT Complete the first activity and ACTIVITY MASTER one activity of your choice. A Thirteen NATURE program O YYYYYYYYYYYYYYY Survival in the Sahara n his first journey in the Sahara, 9-year- old Adam learns many important lessons Oabout how to travel in this harsh cli- mate. Write and illustrate a guidebook for would-be desert travelers. Your book can include advice on: essential items to pack; how to organize a caravan; how not to get lost by using landmarks, homemade maps, and the maps provided by www.maps.com maps provided stars to navigate; a lists of dos and don’ts; what to do in a sand storm; how to avoid scorpion stings; and so on. As you watch the program, take notes for your guidebook. You can also find helpful information on these Web sites: m www.desertusa.com/Thingstodo/du_ safetytips.html m www.desertusa.com/mag99/mar/stories/ desertsur.html YYYYYYYYYYYYYY Crossword with Humps Journey to North America’s Deserts ntil the invention of cars and trucks, here are four deserts in North America: camels were essential companions for the , the Mojave, the Udesert expeditions. Their bodies are well TSonoran, and the Chihuahuan. Use an adapted to survival in the scorching heat. If encyclopedia, book, travel magazine, or Web there’s a limited supply of water in the desert, site to research one of these deserts. Then a camel’s kidneys can slow down to limit the illustrate a picture postcard that has a scene amount of water in its urine. And when there’s of the desert you selected on one side. On Did you know? water available, a thirsty camel can store up the other side of the card, write a letter to 30 gallons at a time. Work with another describing an imaginary visit. Pick a specific The world’s student to research some interesting facts date for your journey. What is the climate longest river, the , about camels. Then create a crossword puzzle like at that time of year? What animals and is on the edge of the to share what you’ve learned with others. In plants do you see? addition to encyclopedias and animal books, gwww.desertusa.com/du_mojave.html world’s largest desert, this Web site may give some interesting camel gwww.desertusa.com/du_sonoran.html the Sahara. trivia: www.arab.net/camels/ gwww.desertusa.com/du_chihua.html gwww.desertusa.com/du_basin.html

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b YYYYYYYYYYYYY YYYYYYYYYYYYYYY YYYYYYYYYYYYYY

These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Voices of the Forest Broadcast date: Septemberprogram 23, 2001 3 At-a-Glance e Theme: Africa’s tropical rain forest has survived for thousands of years. Viewing Time: One hour (brief video Activity Time: Two-Three If the trees continue to be chopped down for timber, can the segments may also Class Periods PROGRAM ancient, indigenous cultures in this area survive? be used) OVERVIEW entral Africa’s tropical OBJECTIVES AFTER VIEWING THE PROGRAM rain forest overflows Students will: ncourage students to discuss the program and share Cwith biodiversity, not f examine how humans have changed the rain forests of Central Africa. their observations. The following questions may be to mention rain. In Cameroon, f Eused for discussion. If showing the program in class, speculate on how to preserve the culture of the Baka, an indigenous it can rain as much as seven people of the African rain forest. you may wish to pause it periodically to ask these questions. inches an hour! Although this f observe wildlife found in the tropical rain forest biome. forest makes up less than 7% P1 How has the Baka people’s way of life changed over the of Africa’s total land area, it National Geography Standards, Grades 5-8: last fifty years? (For thousands of years, the Baka thrived in still covers an area roughly This program can help students understand: Africa’s rain forests. In the 1960s, the Cameroonian government the size of Mexico. f how human actions modify the physical environment (Standard 14). encouraged the Baka to move out of the forest to small villages. f For thousands of years, the how physical systems affect human systems (Standard 15). Baka gained access to government-run schools, hospitals, and Baka people have lived in this NCSS Standards trading opportunities — but this relocation made it easier for rain forest. In the 1960s, the f This program can help students describe the effects of changing logging companies to cut down the ancient trees.) Cameroonian government technologies on the global community (NCSS Middle Grade P urged the Baka to move out Curriculum Standard 9). 2 How has logging changed Ghana? (International of the forest to small villages. logging companies in search of ancient timber cut down The Baka gained access to most of Ghana’s rain forest. Although the sale of timber government-run schools, hospi- bought the Ghanaian government wealth, the loss of the tals, and trading opportunities. BEFORE VIEWING THE PROGRAM rain forest jeopardized the country’s delicate ecosystems.) But their relocation made it sk students to define what a rain forest is. Explain that in order for easier for logging companies P3 Why do you think Annan’s “fantasy coffins” are so popular an area to be considered a rain forest, it must get more than 80 to cut down the ancient trees. even though they are very expensive? (Answers will vary.) Ainches of rain a year. (You may wish to find out the total rainfall in Armand Bamisso has lived in your area for comparison. Look up your town or city on the Internet at the Baka village of Bosquet www.worldclimate.com. since it was formed in 1972. He Explain that the world’s tropical rain forests are found, as their name sug- discovers that loggers have cut SUGGESTED RESOURCES gests, in “the tropics.” Ask students to use a world map or globe to locate down a huge tree nearby. At a Books Web Sites the equator, and the part of Africa that is in the tropics. Point out that town meeting, the Baka decide Grupper, Jonathan. Destination: CIA World Fact Book 2000 – the equator is an imaginary line around Earth that is an equal distance to visit the local government to Rain Forest. National Geographic Cameroon from the North and South Poles. Two imaginary lines — the Tropic of protest the logger’s actions. Society, 1997. www.odci.gov/cia/publications/ Cancer and the Tropic of Capricorn — indicate the area of Earth called factbook/geos/cm.html Ghana’s capital, Accra, is a Hathaway, Jim, et al. Cameroon in the tropics. These lines mark the northernmost and southernmost places Pictures (Visual Geography Series). A Day in the Life of a Baka bustling city with more than 1.5 on Earth where the sun ever shines directly overhead. Lerner Publications Company, 1999. Village million residents. Ghana used to www.gn.apc.org/livingearth/ Using the Student Activity Master be covered mostly by tropical Oates, John F. Myth and Reality in rainforestdb/People/2.3/2.3.2.html Hand out photocopies of the activity master on the opposite page, and the Rain Forest: How Conservation rain forest, but about 75% of the preview it with students. On the map on this page, have them use Strategies Are Failing in West Congo Trek (National forests have been chopped down Africa. University of California Press, Geographic) geography resources to (a) identify the boundaries of Cameroon and for timber. This scarcity of wood 1999. www.nationalgeographic. Ghana, the countries featured in this program, and (b) highlight the com/congotrek/ makes it difficult for a carpenter Sheehan, Sean. Cameroon area where Africa’s tropical rain forest is located. (For reference, see named Annan to make a living. (Cultures of the World). Benchmark Rainforest Action Network www.rain-tree.com/graphics/africa.gif) Annan designs exotic wooden Books, 2000. www.ran.org/ coffins in unusual shapes such As they watch the program, ask them to look for examples of how Savage, Steven. Animals of the World Rainforest Information as airplanes or giant bananas. the Baka people’s way of life has changed over the last fifty years. Rain Forest. Raintree/Steck- Portal Vaughn, 1999. www.rainforestweb.org/ 6 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 last VOICES OF THE FOREST 100 years. Find an area that used to be forest that now has buildings. Sketch a picture of what this area looks like today and what it probably looked like 100 years ago. Your local STUDENT historical society may be able to provide resources. ACTIVITY Complete the chart and one MASTER other activity of your choice. A Thirteen NATURE program O Baka to the Future Coffins “to Die for” n this program, Armand Bamisso creative carpenter in Ghana named discovers that a logger has cut down Annan makes “fantasy coffins” for a ia huge, ancient tree near the village Aliving. These wooden wonders come of Bosquet. The Baka, who have lived in in the shape of airplanes, luxury cars, giant this forest for thousands of years, believe snails, and more. During this program, he that this area is rightfully theirs. The Baka creates a giant banana coffin for the funeral fear that their way of life will be destroyed of a Ghana priestess. Select a person from if the forests are depleted. At a town meet- history, a beloved family member, or a friend ing, they decide to plead their case to the who has passed away. Then create a sketch local Cameroonian government. With a for a special “fantasy coffin” that you think small group of students, organize a role- this person would have enjoyed and that play debate that represents the following would honor some aspect of his or her life. different points of view: the Baka people, Then, write a short paragraph to accompany the logging company, a Cameroon govern- the sketch, explaining why you selected this

ment leader, and an environmental activist. “fantasy coffin” for this person. maps provided by www.maps.com by provided maps eeeeeeeeeeeeee African Rain Forest Primates

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

Species Where do they live in the What do they eat? How Endangered? If so, why?

rain forest? much a day? ee ee Black and white colobus monkey Did you know? Mona monkey Rain forests cover only about 7% Lowland gorilla of Earth's land surface, Drill (West African yet nearly half of the baboon)

world’s plant and animal eeee

species are believed to eeee ee llive there. eeeeeeeeeeee These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Mountains of Faith Broadcast date: Septemberprogram 30, 2001 4 At-a-Glance e Theme: Ethiopia’s remote mountains have nurtured many Viewing Time: One hour (brief video Activity Time: Two-Three religions and are also a haven for unique wildlife. segments may also Class Periods PROGRAM be used) OVERVIEW AFTER VIEWING THE PROGRAM thiopia is isolated from ncourage students to discuss the program and share the rest of Africa by their observations. The following questions may be emajestic mountains. OBJECTIVES Eused for discussion. If showing the program in class, These mountains have provided Students will: you may wish to pause it periodically to ask these questions. a haven for some of the world’s f analyze how Ethiopia’s mountainous terrain has inspired religious major religions, including P1 To prepare for priesthood, what are some tasks that devotion in this area for many centuries. Judaism, , and . Kibkab has to accomplish? (Kibkab has to learn the ancient f observe some of Ethiopia’s unique animal species, such as the Ethiopians are a deeply spiritual language of Ge’ez, which died as a spoken language about gelada baboon. people. Many believe that the 1,000 years ago. He also studies the scriptures and partici- Ark of the Covenant, containing National Geography Standards, Grades 5-8: pates in religious festivals such as Timkat.) the original Ten Commandments, This program can help students understand: P2 What are some of the ways that the Gurage people use f is hidden in this country. the characteristics, distributions, and complexity of Earth’s cultural the ensete plant? (Although the fruit of the ensete is not edi- In “Mountains of Faith,” 16-year- mosaics (Standard 10). ble, its roots are. Other parts of this banana-like plant are old Kibkab Wodemariam attends NCSS Standards used for building materials, household implements, and even a church school in Lalibela, f This program can help students understand how the arts, traditions, for medicine.) Ethiopia. He hopes one day to beliefs, and values contribute to the development and transmission P3 Why is the Ethiopian wolf endangered? (The Ethiopian become a priest. Kibkab’s teacher of culture (NCSS Middle Grade Curriculum Standard 1). wolf eats a type of rodent found only in the Bale Mountains. (who is also his father) will Thousands of years ago, there were many more of these decide if Kibkab is ready to par- rodents. Gradually, as the grasslands dried up, their number ticipate in Timkat, an important decreased. As a result, fewer wolves can survive.) Christian ceremony that attracts P4 If Ethiopia were not surrounded by mountains, how thousands to Lalibela. In another might this country be different? (Answers will vary) story, a Gurage teenager named Atirsagne from a rural village BEFORE VIEWING THE PROGRAM supports his family by shining ive students a blank map of Africa, such as the online map found at in Ethiopia’s capital, Addis geography.about.com/science/geography/library/blank/blxafrica.htm Ababa. Atirsagne sends most of GHave students use other map resources to identify Ethiopia’s bound- SUGGESTED RESOURCES his money home so that his father aries and draw them onto their blank map. Explain that the northeastern can buy land. He returns home for Books part of Africa is nicknamed the , because of its unusual The Modern Rock Hewn Maskal, the Gurage’s most impor- shape. Explain that over 80% of Africa’s land above 9,500 feet is located Fanouris, Mellina. Meskel: An Church, article about Abba Defar tant holiday. Abba Defar, the sub- Ethiopian Family Saga, 1926- archives.geez.org/Addis in the Horn of Africa. You may wish to show students a topographical 1981, Jacaranda Designs, 1995. ject of the third story, is inspired map of Ethiopia so that they can see how mountainous it is. Tribune/Archives/1999/05/ by recurring dreams filled with Web Sites 21-05-99/Church.htm Using the Student Activity Master religious symbolism. Defar devotes Mystery of the Lost Ark Hand out photocopies of the student activity master on the opposite CIA World Fact Book 2000 — his life to building churches, carv- Ethiopia www.supersonic.net/ark/ page, and preview it with students. As they watch the program, ask them page3.htm ing them out of solid rock with www.odci.gov/cia/publications/ to pay special attention to the three stories presented: (1) a young boy factbook/geos/et.html simple hand tools. Lalibela, Ethiopia in Lalibela who is training to become a priest in the Ethiopian Orthodox Ethiopia on the Web www.rjpreston.freeserve. The isolation of Ethiopia’s moun- church, (2) a teenager who shines shoes in Ethiopia’s capital, Addis www.ethiopians.com co.uk/text_pages/ethiopia.htm tains has fostered the evolution of Ababa, to raise money for his family, who live in a rural village, and (3) Lalibela Churches some unique animal species, includ- Threatened Species, Including a devout man who has devoted his life to building churches by carving the Ethiopian Wolf www.coba.panam.edu/faculty/ ing the gelada baboon, lammergeier them out of solid rock. Encourage students to use the chart on the www.wcmc.org.uk/species/data/ drtee/ethiopia/africanjpegs/ vultures, and Ethiopian wolves. worksheet as a model for organizing the information. species_sheets/ churchesLL.htm 8 To the Family… You are invited to watch NATURE. After this program, discuss as a family what questions MOUNTAINS OF FAITH you have about Ethiopia. Try to research the answers in the library. STUDENT Complete the chart and one ACTIVITY other activity of your choice. MASTER A Thirteen NATURE program O Carve It and They Will Come mazingly, the stone churches in Lalibela, Ethiopia, were carved out of solid rock, many centuries before apower tools were invented. To accomplish this Herculean feat, the builders of these churches relied on simple 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. Next to your project, include a printed card describing the name of your building and how you designed it.

Three Religious Journeys maps provided by www.maps.com maps provided As you watch, use a chart like this one to help you organize the information about the Ethiopians featured in this program. A Bunch of Baboons NAME How is his life What’s an How does he his program showcases three species that influenced by important earn a living? Ethiopia’s goal in his are native to Ethiopia: the gelada baboon, mountainous life? tthe lammergeier vulture, and the terrain? Ethiopian wolf. Select one of these species and Kibkab create a poster about it. On this poster, add Wodemariam annotations with interesting facts about this animal, as well as some questions that you might ask if you were a biologist studying it in the wild. As an alternative, you can create a brochure advocating the protection of the ani- Atirsagne mal you selected. Here are some Web sites to Did you know? help you get started: More than Gelada Baboon 80% of Africa’s land gwww.sazoo-aq.org/gelada.html above 9,500 feet is Abba Defar Lammergeier Vulture located in the Horn of gwww.pbs.org/edens/bhutan/a_lv.htm Africa. Ethiopian Wolf t www.panda.org/resources/publications/ gspecies/underthreat/page12.htm These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Love in the Sahel Broadcast date:program October 7, 2001 5 At-a-Glance e Theme: Survival in the Sahel requires cooperation, Viewing Time: One hour (brief video Activity Time: Two-Three persistence, and respect for ancient traditions. segments may also be used) Class Periods PROGRAM OVERVIEW f the Sahara is like a sea of Viewing Time: One hour (brief video rock and sand, then the Sahel, OBJECTIVES segmentsAFTER VIEWING may THEalso PROGRAM iits southern edge, is like a Students will: ncourage students to discuss the program and share their sprawling shoreline. In fact, the word f compare the rites of passage in African and American cultures. observations. The following questions may be used for dis- “sahel” means “shore” in . The f observe the unusual interaction between humans and crocodiles Ecussion. If showing the program in class, you may wish to Sahel’s dry grasslands stretch for in the village of Borkul. pause it periodically to ask these questions. 3,700 miles across Africa. f discuss how cattle herders and farmers cooperate in the Sahel. P1 What are some dangers that Yoro faces during his journey in In Djafarabe in Mali, a 14-year-old National Geography Standards, Grades 5-8: the Sahel? (Yoro and his cattle may encounter mosquitoes and girl named Aissa Bar awaits the This program can help students understand: ticks that carry disease, hyenas that could kill the young calves, return of Yoro Sisse, her 16-year-old f the physical and human characteristics of places (Standard 4). and dehydration due to a shortage of water.) boyfriend. Yoro has been away for f how culture and experience influence people’s perceptions of eight months with other herders, places and regions (Standard 6). P2 Why are there no more than forty crocodiles in Borkul from traveling thousands of miles across year to year? (This program speculates that when the ’s NCSS Standards the Sahel, transporting more than numbers grow too large for the local food and water, the reptiles f This program can help students understand how the arts, traditions, a hundred of his family’s cattle. eat each other, thus re-establishing the natural equilibrium.) beliefs, and values contribute to the development and transmission of He makes this arduous journey on culture (NCSS Middle Grade Curriculum Standard 1). P3 Why is Atime’s grandfather hesitant to have a Dama in his foot and faces many obstacles. village? Do you think his grandfather’s response is reasonable? Whether Yoro succeeds could affect Why or why not? (Atime’s grandfather is worried because the vil- his marriage plans, since Aissa’s lage fortune teller believes that the next Dama will herald the parents will select her husband. If grandfather’s death. Answers will vary.) Yoro fails to bring his herd home BEFORE VIEWING THE PROGRAM in peak condition, her parents P4 What are some examples of cooperation among the diverse are unlikely to consider him. any students will have heard of the Sahara, even groups of people in ? (When the Fulani men return if they don’t know its location. But probably most home at the end of their migration, the local farmers allow the In Tireli, Atime Dogolo Saye is 29 Mof them have not heard of the Sahel, the south- cattle to graze in exchange for free fertilization of the grass. In years old, but cannot consider ern edge of the Sahara. Use the enclosed map of Africa addition, the Fulani trade dairy products with other cultural himself a man. This is because he to first show where the Sahara is, then point out the groups in exchange for other food and products.) has not yet participated in a approximate location of the Sahel. Explain that the Dama, a harvest celebration when word “Sahel” means “shore” in Arabic. This section of a Dogon boy officially is ushered Africa gets its name from the idea that the Sahara is into manhood. Atime pleads with like a giant ocean of sea and rock. The part known as his grandfather to hold a Dama, the Sahel is the southern shore, or edge, of the desert. but his grandfather is hesitant. A SUGGESTED RESOURCES local fortune teller cautioned the Using the Student Activity Master Books grandfather that if a Dama were Hand out photocopies of the student activity master Harner, Michael J. The Way of the Van Beek, Walter E. A., et al. Dogon: held, the elderly man would die. on the opposite page, and preview it with students. Shaman. Harper San Francisco, 1990. Africa’s People of the Cliffs. Harry Define what a “rite of passage” is (a ritual associat- N. Abrams, 2001. In the village of Borkul, humans Kertscher, Kevin. Africa Solo: A ed with a change of status for an individual) and Journey Across the Sahara, Sahel, and crocodiles have an unusual Web Sites help students brainstorm some examples of rites of and Congo. Steerforth Press, 1998. relationship. About forty croco- Fulani People passage in our culture, including graduating from Rain, David. Eaters of the Dry Season: diles live in this village, roaming Circular Labor Migration in the West library.thinkquest.org/16645/the_ high school, getting a driver’s license, having a bar people/ethnic_fulani.shtml freely. A shaman regularly feeds African Sahel. Westview Press, 2000. mitzvah or bat mitzvah, or becoming confirmed. and protects these toothy Some, Malidoma Patrice. Of Water and Djenna Mosque As students watch the program, ask them to pay www.sacredsites.com/africa/djenne.html reptiles. the Spirit: Ritual, Magic, and special attention to rites of passage that the people Initiation in the Life of an African The Dogon People in this story hope to accomplish. Shaman. Penguin USA, 1995. www4.tpgi.com.au/users/dvarvel/ 101 To the Family… You are invited to watch NATURE. After you watch this program, review the various rites of passage presented, LOVE IN THE SAHEL and discuss some rites of passage that are a part of living in the U.S. STUDENT ACTIVITY Complete both activities. MASTER A Thirteen NATURE program O I

Celebrating Your “Rites of Passage” n Dogon society in Africa, in Ring Around the Planet iorder for a The vast region between the Sahara and Africa’s savanna is known as the Sahel. boy to be considered Very little rain falls in this zone. The Sahel includes all or parts of the following a man he must countries: Senegal, Mauritania, Mali, Burkina Faso, Niger, , and . On participate in a Dama the map of Africa on this page, shade in these seven countries, using a world map celebration. In Fulani for reference. Figure out the approximate latitudes of the northern and southern culture, teenage boys borders of the Sahel. Then, find two other parts of the world that have the same lat- prove their stamina itudes as the Sahel. Create a chart that compares a place in the Sahel with cities in and ability to earn a the other countries. Use library resources such as an almanac or Internet sites such living by transporting as www.worldclimate.com to help your research. map provided by www.maps.com large herds of cattle thousands of miles. Many groups of people have “rites of passage” Sahel Country/City Country/City to celebrate and acknowledge the Country/Place transition of one phase of life to ______another. As young adults in the fill in fill in fill in U.S. grow, rites of passage include graduation from school, Highest Recorded Did youThe kola know? nuts getting a driver’s license, and so Temperature on. Here’s your artistic challenge. that Fulani girls buy Lowest Recorded Create a mask, dance, or painting for returning boys were once Temperature that commemorates a rite of traded as currency in Western passage in your life, or in the Averate Annual Africa. In the U.S., they are used life of a close friend or family Rainfall to make carbonated member. Together with other 3 animals that live in hsoft drinks. students, present a showcase of this part of the world these rites-of-passage creations. These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Restless Waters Broadcast date:program October 14, 2001 6 At-a-Glance e Theme: In Africa’s Great Lakes region, determination, Viewing Time: One hour [brief video Activity Time: Two-Three flexibility, and resourcefulness play a vital role in segments may also Class Periods shaping the lives of its people. be used] PROGRAM OVERVIEW OBJECTIVES AFTER VIEWING THE PROGRAM ncourage students to discuss the program and share Students will: ake Victoria in eastern their observations. The following questions may be used f Examine how Africa’s largest lake affects the Africa has the second Efor discussion. If showing the program in class, you may llargest area of any fresh- climate and commerce of neighboring countries. wish to pause it periodically to ask these questions. water lake in the world, exceeded f Discuss how introduced species, such as the only by Lake Superior in the U.S. Nile Perch in Lake Victoria, can sometimes P1 What qualities make Charles a good entrepreneur? (He is Lake Victoria affects the weather have unintended consequences. aware of his environment and its changes. In addition, he is of the countries that surround it: always looking for new opportunities, is willing to take risks, National Geography Standards, Grades 5-8: Uganda, Kenya, and Tanzania. and is not easily discouraged. If Charles had quit after his first This program can help students understand: hard years in the fishing business, he would never have f how human actions modify the physical Charles Tinkewimeru is a farmer received the lucrative fishing contract from the chicken-feed environment (Standard 14). who grows acres of bananas, but factory.) for the past several years he has NCSS Standards built a fishing business on Lake P2 Why was the Nile perch introduced to Lake Victoria f This program can help students describe the role Victoria. On the tiny island of in the 1950s? What was its effect? (In the 1950s the fish that supply and demand, prices, incentives, and Kiimi, Charles makes a good living population in the lake was diminishing, so the British profits play in determining what is produced and but misses his family, 200 miles colonial government introduced a new, large fish, the Nile distributed in a competitive market system (NCSS away in Uganda. Lake Victoria’s perch. Unfortunately, its appetite was large, too. Eventually, Middle Grade Curriculum Standard 7). fishing industry is now in trouble this fish wiped out half the native species in the lake! Today due to , over-fishing and the Nile perch itself is in danger.) the lingering effects of the intro- P3 What strategy does Simoney (a rice farmer) use to duction of the Nile perch, which deal with the unpredictability of the rain season? (He wiped out half of the lake’s BEFORE VIEWING THE PROGRAM sows batches of seed at slightly different times. This way, indigenous species. Charles hears whenever the rains arrive, some of the rice will survive.) that tourists are interested in a sk students to find the Great Lakes on a map of the new chimp sanctuary on one of U.S. Then ask a volunteer to use the map to figure out the islands. He contemplates buy- Awhich of the Great Lakes has the largest area [Lake ing a large boat to take tourists to Superior]. This is the largest freshwater lake not only in the SUGGESTED RESOURCES this sanctuary. Charles decides to U.S. but in the world. Explain that the program they are Web Sites risk his savings and buy the boat. Books about to see is about the world’s second largest freshwater Lake Victoria (ThinkQuest) lake — Lake Victoria in Eastern Africa. Have students locate Alden, Peter, et al. National The Kilombero Valley in Tanzania Audubon Society Field Guide to library.thinkquest.org/16645/the_ is only five hundred miles from this lake on a map of Africa and name the countries that African Wildlife. Knopf, 1995. land/lake_victoria.shtml Lake Victoria, but its climate is surround it. Point out that this lake is the main source of Bechky, Allen. Adventuring in Great Lakes Region Fact Sheet completely different. Here it is the Nile River. East Africa: The Sierra Club (Africa) www.eia.doe.gov/emeu/ cabs/eafrica.html either very wet or very dry. Travel Guide to the Great Safaris Using the Student Activity Master of Kenya, Tanzania, , Kenya’s National Parks and Simoney Ngatimwa and his wife Hand out photocopies of the student activity master on the Eastern , and Uganda. Reserves www.gorp.com/gorp/ grow rice here. Figuring out when opposite page, and preview it with students. As they watch Sierra Club Books, 1990. location/africa/kenya/parkindx.htm to plant the rice can be difficult. the program, ask students to pay special attention to the Fitzpatrick, Mary. Lonely Planet / Kenya – CIA World Fact Book When the farming months are over, ways in which Lake Victoria affects the economics of the Tanzania, Zanzibar and Pemba. 2000 www.odci.gov/cia/publica- Lonely Planet, 1999. tions/factbook/geos/ke.html the valley attracts wealthy hunters countries that surround it. Encourage students to look for Uganda – CIA World Fact Book who come to shoot the native ways in which people need to be resourceful and flexible in Zimmerman, Dale A., et al. Birds of buffalo and . Kenya and Northern Tanzania. 2000 www.odci.gov/cia/publica- order to survive in the ever-changing environment. Princeton University Press, 1999. tions/factbook/geos/ug.html 12 To the Family… You are invited to watch NATURE. In this program, several of the people take risks in hopes of providing for their family. After you watch RESTLESS WATERS this show, discuss some of the risks and sacrifices that parents, grandparents, and other relatives made in order to take care of family members. STUDENT ACTIVITY Complete one of the following activities. MASTER A Thirteen NATURE program O

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The Largest Lakes TGGGGGGGGGGGGGG ake Victoria in eastern Africa is the sec- ond largest freshwater lake in the world. New and lThe only lake that has a larger area is Not Improved Lake Superior in the U.S. Lake Victoria belongs to the Great Lakes in Africa; Lake Superior is n the 1950s, part of a different set of Great Lakes in the U.S. when Lake Compare Lake Victoria to Lake Superior, and iVictoria’s research information about exactly where they fishing industry was declining, the are located (longitude and latitude), how big British government introduced the Nile they are, their greatest depths, how they were perch into the lake. This fish could grow formed, their location, climates, wildlife, cur- up to six feet long and weigh up to 200 rent threats, conservation efforts, etc. Create pounds. The good news was that this a large chart or illustration that presents what fish reproduced in large numbers in the you’ve learned about these two massive lakes. lake. But no one anticipated that the Nile GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGG perch’s hearty appetite would wipe out Sow What? about half of the lake’s native fish species. GGGGGGGGGGGGGGGG This mass extinction wreaked havoc with GGGGGGGGGG rowing rice requires skill, patience, the lake’s ecosystem. Over the centuries planning, and good luck. In this many species have been imported into the gprogram, two rice farmers from U.S. Some, such as tomatoes, pigs, and Tanzania, Simoney and Amanda Ngwatima, honeybees, are considered a success. need to plant their rice at just the right time. Others, such as kudzu and gypsy moths, If the rice is sown too early, a long dry season endangered other species. Research an can kill the crops. But if the rice is sown too introduced species and create a poster late, the seedlings will drown in the flood. that explains why it was introduced, Research how rice is sown, grown, weeded, whether its efforts were successful, and Did you know? and harvested, then create a presentation of why or why not. Here is a Web site that In 1858, what steps are involved, possible pitfalls, the English explorer John may be useful. strategies for keeping away animals, and so EPA: Introduced Species Hanning Speke became the on. A great Web site for this activity is Riceweb Owww.epa.gov/maia/html/ first European to reach at www.cgiar.org/irri/Riceweb/contents.htm. intro-species.html Lake Victoria. He named YYYYYYYYYYYYYYYYYYYYYYY GGGGGGGGGGGGGG the lake in honor of GGGGGGGGGGGGGG GGGGGGGGGGGGGG GGGGGGGGGGGGG

T TGGGGGGGGGGGGG TGGGGGGGGGGGGGG GGGT YYYYYYYYYYYYYYYYYYYYYYYY gQueen Victoria. YYYYYYYYYYYYYYY These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Leopards of Zanzibar Broadcast date: Octoberprogram 21, 2001 7 At-a-Glance e Theme: The trade winds over the have helped bring Viewing Time: One hour (brief video Activity Time: Two-Three many cultural influences to Africa’s . segments may also Class Periods PROGRAM be used) OVERVIEW he Swahili Coast OBJECTIVES stretches along eastern AFTER VIEWING THE PROGRAM TAfrica from Somalia to Students will: ncourage students to discuss the program and share Mozambique. One of its most f discuss how winds blowing off the Indian Ocean have influenced life on their observations. The following questions may be famous ports is Zanzibar, on the eastern coast of Africa. Eused for discussion. If showing the program in class, the island of the same name f observe how resourceful fishermen on the island of Zanzibar raise funds you may wish to pause it periodically to ask these questions. off the coast of Tanzania. to participate in a soccer match in Dar es Salaam. P For more than 2,000 years, National Geography Standards, Grades 5-8: 1. How did the Zanzibari Leopards raise the funds to hire a dhow to take them to Dar es Salaam? Zanzibar was a key destination This program can help students understand: (They used octopus- for trading ships sailing across f the physical processes that shape the patterns of Earth’s surface (Standard 7). es to help them catch lobsters, which hide in the coral reefs. the Indian Ocean from places Although the local people don’t eat lobsters, the tourists do, such as and . NCSS Standards so the hotel restaurants pay well for them.) f This program can help students explain and illustrate how values and beliefs In the village of Bwejuu on P2. What are some dangers that free-divers face in the influence different economic decisions (NCSS Middle Grade Curriculum Zanzibar, Issa Simai Issa works waters off Zanzibar? Standard 7). (These daring fishermen might be as a fisherman. But he doesn’t bitten by dangerous creatures such as moray eels. use a boat or even a net. Like Swimming at depths of 50 feet can also cause their many men on the island, Issa ears to bleed from the water pressure.) swims along the coral reefs and P catches octopuses with his hands 3. How do you think partici- and simple tools. Exhausted as BEFORE VIEWING THE PROGRAM pating in the big soccer game in Dar es Salaam will affect the he is by late afternoon, he finds ave everyone—including yourself—take a deep breath and hold the energy to play his favorite lives of the fishermen on it for as long as possible. Use a stopwatch or second hand of a Zanzibar? (Answers will vary.) sport — football. Introduced by Hclock to keep track of the time elapsed. See who is able to hold the British in the 1870s, football his or her breath the longest. Explain that in the video they are about (called soccer in the U.S.) is one to see, a free-diving fisherman who lives on Zanzibar, an island off the of the many foreign imports to east coast of Africa, can hold his breath for up to three minutes at a find its way to this island. Issa time. In order to catch octopuses, he swims underwater down to plays for the Leopards, a local depths of 50 feet. Since these fishermen don’t use boats, they have to Web Sites team. The Leopards are invited SUGGESTED RESOURCES tread water at the surface. This means they are often swimming for History of Zanzibar to compete in a match in one of seven hours a day. Books www.allaboutzanzibar.com/ Tanzania’s capitals, Dar es indepth/history/id-01-01-01-01.htm Salaam (the other capital is Explain that there are seasonal shifts in wind patterns over the Indian Else, David. Zanzibar: The Bradt Ocean. For thousands of years, these strong, predictable winds Travel Guide, 4th edition. Bradt ZanzibarNet History Dodoma). Although this city is Publications, 2000. www.zanzibar.net/history.html only 40 miles away, the rough made it possible for ships to sail across the Indian Ocean to trade Fitzpatrick, Mary. Tanzania: Swahili Language seas between Zanzibar and Dar spices, ivory, gold, and slaves. Explain that these winds have also www.zanzibar.net/swahili.html brought many cultural influences to Zanzibar. Football, or soccer, is Zanzibar & Pemba. Lonely es Salaam make it a perilous trip. Planet, 1999. Dar es Salaam: City and Port also an import — in the 1870s, the British brought this game to the To get to the game, the Leopards Hunt, James C. Octopus and Guide must hire a dhow. Raising the island, and today it is wildly popular among the local fishermen. Squid. Monterey Bay Aquarium www.dar-es-salaam.com money for this trip is a challenge, Using the Student Activity Master Foundation, 1997. Tanzania — CIA World Fact Hand out photocopies of the student worksheet on the opposite Ricci, Filippo Maria. African Book 2000 too. Issa’s teammates get the cash www.odci.gov/cia/publications/fac by catching rare and elusive reef page, and preview it with students. As they watch the program, Football Yearbook 2000. Prosports, 2000. tbook/geos/tz.html lobsters. They eventually play in a ask them to pay special attention to the many obstacles that the [NOTE: The above book is about The People of Zanzibar national stadium before 20,000 fishermen of Zanzibar have to overcome in order to participate in professional soccer, called “foot- www.allaboutzanzibar.com/indept ball” in Africa.] h/culture/1-people-population.htm 14cheering fans. a soccer game on the mainland of Tanzania. To the Family… You are invited to watch NATURE. After you watch this program, find some books about coral reefs found in North America and LEOPARDS OF ZANZIBAR some of the plants and animals that live in them. What are some of the reasons that the world’s coral reefs are in jeopardy? STUDENT ACTIVITY Complete one of the MASTER following activities. A Thirteen NATURE program O It Floats, It Grows, Dar es Salaam vs. Dodoma It Makes Ice Cream he capital city of Tanzania, Dar es Salaam, was founded as a housands of women on Zanzibar earn a living ttrading post in 1862 by the by farming seaweed in the warm, shallow sultan of Zanzibar. In the mid-1970s, twaters off the island. Write and illustrate a the country decided to build a new book that tells all about seaweed. What is it? How capital at Dodoma. Why was many different varieties of it are there? What are that location chosen? What some of its uses in other products? The following obstacles have hindered the Web sites may help you in your research. successful movement of the Seaweed capital? After you’ve gwww.aqua.org/animals/species/pralgae.html answered these questions, The Uses of Seaweed (in products) investigate what other maps provided by www.maps.com maps provided gseaweed.ucg.ie/SeaweedUsesGeneral/ African countries have SeaweedUses.html relocated their capitals and why. Keeping Their Eyes on the Ball any men on the island of Zanzibar are fishermen. But their real passion is soccer. The Zanzibari Leopards are a talented amateur soccer team. After they win the local league, they are invited to compete in a match in Dar es Salaam, Tanzania’s capital. To mparticipate 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.

CHALLENGE: Win the local CHALLENGE: Raise money to hire a CHALLENGE: Catch the lobsters championship game on Zanzibar island dhow to take the team to the that hide in the coral Tanzania mainland

Did you know? The island of CHALLENGE: Sell the lobsters to CHALLENGE: Learn to play soccer CHALLENGE: Midfielder Jamal is Zanzibar is made of the local restaurants on a grass field injured and taken off the field coral. A colony of coral the size of a soccer ball can take more than 50 oyears to develop. These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Southern Treasures Broadcast date:program October 28, 2001 8 At-a-Glance e Theme: South Africa's natural resources have brought it great wealth Viewing Time: One hour (brief video Activity Time: Two-Three but at an enormous human cost. Today, many South Africans segments may also Class Periods strive to bring hope, equality, and prosperity to all. be used) PROGRAM OVERVIEW OBJECTIVES AFTER VIEWING THE PROGRAM outh Africa’s ancient Students will: rocks contain an f Discuss how South Africa’s natural resources have had an impact ncourage students to discuss the program and share sabundance of gold and on its economy and political policies. their observations. The following questions may be . This country’s riches, f Observe how gold is mined in South Africa. Eused for discussion. If showing the program in class, however, have not been shared f Analyze the efforts conservationists are making to preserve South you may wish to pause it periodically to ask these questions. Africa’s endangered plants and animals. equally among its people. In the P1 The gold mining team lead by Putswa Tekane fills in mines, migrant workers engage National Geography Standards, Grades 5-8: the underground gaps created by blasting. Why is this job in dangerous work for little pay. This program can help students understand: important? (Gold mining in South Africa usually takes place In the 1940s, the wealthy, white- f the changes that occur in the meaning, use, distribution, and more than a mile below the surface. If the gaps in the rocks controlled South African importance of resources (Standard 16). weren’t filled in after the blasting, then the weight above government began a segrega- these spaces could collapse, probably killing the miners.) tionist NCSS Standards f policy called apartheid. Even This program can help students describe the ways family, gender, P2 What inspired the formation of national parks in South though black South Africans ethnicity, nationality, and institutional affiliations contribute to Africa? (Big game hunting killed off many of the wild animals make up more than 75% of the personal identity (NCSS Middle Grade Curriculum Standard 4). in Africa, and ended many of their migration routes. To nation’s population, apartheid protect the remaining creatures and restore the migration denied this majority the right to routes, the government formed national parks. There are vote and treated them harshly. currently 11 national parks in South Africa.) Due to worldwide pressures, P apartheid fell in the early 1990s. BEFORE VIEWING THE PROGRAM 3 What problems are imported pine trees causing in South Africa? (The trees are consuming the water supply of plants Today, signs of hope can be found sk students to locate South Africa on a world map. Explain that this in the Cape Floral Kingdom, endangering the rare flowers.) in different parts of South Africa. country contains some of the oldest rocks on Earth — billions of Each morning, Xoliswa Vanda ayears old. These ancient rocks contain large quantities of gold and travels more than two miles below diamonds. Ask students: “Why do you think gold and products the earth’s surface to work in a are so expensive?” Part of the answer is that they are rare. In addition, gold mine. Xoliswa is the first extracting these natural resources from the ground is a time-consuming black woman to get a blasting job that involves a large workforce. Remind students that the gold or SUGGESTED RESOURCES certificate and hopes to become the diamond objects that are sold in jewelry stores have gone through an Books first black woman mine elaborate refinement process. Barker, Brian Johnson, et al. The National Parks and Other Wild Africa. Human & Rousseau, manager. If she passes her exams, Explain that all the gold and diamonds have made South Africa the 2000. her dream may come true. Places of . New wealthiest country on the continent. But this wealth has hardly been Holland/Struik, 2000. Web Sites spread around evenly. Discuss what “apartheid” was and how South Other stories in “Southern Clark, Domini. South Africa: The Lonely Planet — South Africa Treasures” include: (1) Entrepreneurs Africa’s segregationist policies were changed in the early 1990s. Culture. Crabtree Publications, www.lonelyplanet.com/destina- 1999. attend an auction to purchase six Using the Student Activity Master tions/africa/south_africa/ black rhinos for their private game Photocopy and hand out the student activity master on the opposite Meisel, Jacqueline Drobis. South Hopes on the Horizon — South Africa: A Tapestry of Peoples reserve. (2) 82-year-old Feke Kuiper page, and preview it with students. Explain that this program will fea- Africa and Traditions. Benchmark www.pbs.org/hopes/southafrica/i and her sisters make an emotional ture a number of people who work in a variety of settings in South Books, 1997. ndex.html return to the land where they grew Africa, such as gold mines and national parks. As they watch the pro- Watt, E. Melanie. Black Rhinos. Opening Access to Mining for up. (3) A group of South African gram, ask students to pay special attention to challenges that South Raintree/Steck Vaughn, 1998. Women in South Africa women make their living by cutting Africa faces today. As they watch, have students think about what Whiteside, Alan and Clem Sunter. www.bullion.org.za/bulza/speech/ 1999spee/women.htm 16 down pine trees that are destroying changes they would propose if they were political leaders there. AIDS: The Challenge for South To the Family… You are invited to watch NATURE. In this program, you’ll see how Xoliswa Vanda, a black female South African, works hard to overcome a number of SOUTHERN TREASURES obstacles in order to achieve her career goals. You can discuss what qualities make her an effective leader, and identify some steps involved in pursuing the career goals STUDENT of family members. ACTIVITY MASTER Complete one of the following activities. A Thirteen NATURE program O Rappin’ about Rhinos n this program, two South Africans and their American partners purchase six black rhinoceroses at an auction. These endangered WMMMMMMMMMMW ianimals will live on the new owner’s reserve, where they will be protected from hunters and will hopefully attract tourists. There are fewer Going for the Gold… than 3,000 black rhinos left in the world. Conservationists are trying to educate others about these endangered animals. Using library resources, and Diamonds create a list of 10 interesting facts about black rhinos. Then work with one emoving diamonds and gold from or two other students to write a song that incorporates the information you South Africa’s ancient rocks isn’t gathered. If you wish, perform this song for your class, using photos, illus- reasy. It requires careful planning, trations, or costumes to support the lyrics. These Web sites may be useful: a team of skilled miners, and powerful Black Rhinoceros/Animal Bytes explosives. Imagine that you work in Owww.seaworld.org/animal_bytes/black_rhinocerosab.html either a diamond mine or gold mine in maps provided by www.maps.com provided maps Black Rhinoceros South Africa. Create a series of diary Owww.bagheera.com/inthewild/van_anim_rhino.htm entries that tell about your particular job and the responsibilities of your co- International Rhinoceros Foundation workers. Describe the process involved Owww.rhinos-irf.org/ as well as your emotional response to Rhinoceros Revealed the challenges you face. To make your Oanimal.discovery.com/features/ imaginary diary as factual as possible, rhinoceros/rhinoceros. html use an encyclopedia to research what’s SOS Rhino / Facts and Resources involved in mining, the different kinds of Owww.sosrhino.org/facts/index.html jobs, and so on. You may find these Web Rhinoceros (San Antonio Zoo) sites helpful. Owww.sazoo-aq.org/rhino.html How Gold is Mined in South Africa Owww.bullion.org.za/bulza/educatn/ howgold.htm

© Michael Lewis How Gold is Mined and Processed Did you know? Owww.gold-jewelry-chains-bracelets.com/ The mines howgoldproduced.asp near Johannesburg The Science Behind the Sparkle have produced more (Diamonds) than half the gold Owww.pbs.org/wgbh/nova/diamond/ ever mined in the sparkle.html

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

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6 South African government’s policy of strict racial segregation from 1948 LEOPARDS OF ZANZIBAR program 7 until 1991. LLLLLLL LL LLLLL 6 LLLLLLL commodity any goods that i i are bought, sold, or traded algae simple organisms that live in conservation the act of oceans, lakes, rivers, ponds, and moist protecting or caring for soil 6 natural resources or coral a limestone formation created in endangered species the sea by millions of tiny animals. endangered species a kind When these die, they leave limestone of animal or plant that is in “skeletons” that create coral reefs. 6666 danger of dying out forever (becoming extinct) dhow a ship with lateen sails used along the coasts of Arabia, India, and HIV the virus that can eastern Africa cause AIDS. Today, 1 in 5 South Africans is infected lagoon a shallow body of water, sepa- with HIV. rated from the open sea by a coral reef or a sandy ridge migrant worker a person who travels for temporary monsoon a seasonal wind that blows employment; typically such over the northern part of the Indian workers work long hours

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i iLLLLLLL Acknowledgements This guide was produced by Thirteen/WNET New York Educational Publishing Department Educational Resources Center Publisher: Robert A. Miller Editor: David Reisman, Ed.D. Design: Trina Sultan Writer: Jordan Brown Copy Editor: Sue Young Wilson Photo 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. NATURE SCHEDULE, September-December, 2001 Stephen Mico, Editorial Director, National Geographic School Publishing Martha B. Sharma, Geography Educator/Consultant, AFRICA: Savanna Homecoming September 9, 2001 National Cathedral School, Washington, D.C. AFRICA: Desert Odyssey September 16, 2001 Andrew M. L. Turay, Assistant Principal and Teacher AFRICA: Voices of the Forest September 23, 2001 of Social Studies, Morris High School, Bronx, NY AFRICA: Mountains of Faith September 30, 2001 Special thanks to the National Geographic Society AFRICA: Love in the Sahel October 7, 2001 for providing the two-sided map featuring “Africa’s Natural Realms” and “Africa Today.” AFRICA: Restless Waters October 14, 2001 AFRICA: Leopards of Zanzibar October 21, 2001 FOR THE AFRICA SERIES Executive Producers: Jennifer Lawson, AFRICA: Southern Treasures October 28, 2001 Christine Weber, Fred Kaufman Cloud: Wild Stallion of the Rockies November 4, 2001 Series Producer: Andrew Jackson Dogs: The Early Years November 11, 2001 Executive in Charge: William Grant Animals Behaving Badly November 18, 2001 AFRICA is a co-production of Thirteen/WNET New York’s NATURE series and National Geographic Invasion November 25, 2001 Television in association with Tigress Productions The Panda Baby December 2, 2001 Limited and Magic Box Mediaworks, Inc. Baby Tales December 9, 2001 This teacher’s guide was supported in part from a grant from the National Geographic Society Ravens (working title) December 16, 2001 Education Foundation. Extraordinary Birds December 23, 2001 NATURE is produced for PBS by Thirteen/WNET Showdown at Grizzly River December 30, 2001 New York. AFRICA is made possible in part by Park Foundation. Major corporate support is provided by Canon U.S.A., VIDEO ORDERING INFORMATION Inc., Ford Motor Company, and TIAA-CREF. Additional support is provided by the Corporation AFRICA is available from PBS Video by calling 1-800 PLAY PBS. for Public Broadcasting and by the nation's public television stations. © 2001 by Educational Broadcasting Corporation All Rights Reserved 450 West 33rd Street NATURE and the tree design is a registered New York, NY 10001-2605 service mark of Thirteen/WNET New York. www.thirteen.org Unless otherwise noted, photos in this guide are stills from the PBS series AFRICA, courtesy of Thirteen/WNET New York’s NATURE series and National Geographic Television Cover Photo: © Michael Lewis