People for Primates - into Action

Guidelines and Techniques for Public Education on behalf of South Asian Primates

Zoo Outreach Organisation PSG South Asian Primate Network People for Primates - into Action Educational Guidelines and Techniques on behalf of South Asian Primates

This manual is indebted to the Teachers for Tigers Manual produced by Wildlife Conservation Society, Bronx, New York, USA and to Status of South Asian Primates (Molur, 2003), Primates in Peril, Primarily Primates and Guidelines produced by Zoo Outreach Organisation, Coimbatore, India for the ideas and information in this booklet.

Compiled by Payal B. Molur for Zoo Outreach Organisation and PSG South Asian Primate Network

Sponsored by Margot Marsh Biodiversity Foundation / Primate Action Fund/ Conservation International U.S. Fish and Wildlife Service, Great Ape Conservation Fund

Published by Zoo Outreach Organisation, Coimbatore, India PSG South Asian Primate Network February 2005 PRIMATES IN PERIL:

EDUCATION GUIDELINES AND TECHNIQUES ABOUT THIS MANUAL

There are many tools and techniques that can be used to teach the average person of any age group and literacy level about wildlife. Using the broad base of the Teacher for Tigers manual and Zoo Outreach Organisation primate packets and guidelines, adaptations can easily be made to teach about primates or any other animal. In this manual you will find various components that need photocopying or simple props such as paper and pens. The objective of making the activities simple with minimal requirements serves perticularly well in rural or low funded areas. You can make use of the primate CAMP report to add data to your activities. Each chapter is marked with a key depicting which age group or audience type it is most suited to.

UNDERSTANDING THE KEY: THE RIGHT ACTIVITY FOR THE RIGHT GROUP

At the corner of each chapter/activity will be a key marked. The key indicates the age level or kind of audience an activity is for. Please note that the key is just an indicator - in osme cases you may find the chapter relevant for your audience even though it is not indicated in the key. There are some activities that you can modify easily to suit the needs of your project and audience. Some chapters and activities may have more than one key.

ALL - All audiences with minor adjustments LL - Low Literacy LYG - Literate younger group (below 10) LOG - Literate older group (11-18) LA - Literate adults/teachers NC - Nature Club (this group could be coming to you periodically) CR - A classroom setting CV - A stand up casual visiting group (such as in a Zoo) CONTENTS

Introduction Unit 1: Planning “People for Primates”

1 Grants: Components and opportunities, P. 1 2 Elements of developing a program, Pp. 2-3 3 Creating Material: In tandem with a schools, P. 4 4 Primate Educational Resources from Z.O.O., Pp. 5-6

Unit 2: Primarily Primates

5 Evaluation Materials, Pp. 7-10 6 Taxonomically yours, Pp. 11-15 7 Primate distribution (in South Asia), Pp. 16-17 8 We are Primates too: Country Cousins poster, Pp. 18-19 9 Life of a primate – Mini Dramas, Pp. 20-21 10 Primate Behaviour: Ethogram: observation Chart, P. 22

Unit 3: Global perspectives : Awareness and Action

11 Primates in Our culture, Pp. 23-25 12 Conservation biology: The work of saving a species, Pp. 26-27 13 Threats: Role playing: Allocation of Land, Pp. 28-31

Unit 4: Keeping it all Together

14 Primate Survey, Pp. 32-33 15 International Conference: Primate conservation Strategies, P. 34 16 Resolutions & Actions: personal commitments, Pp. 35-36

Masks / Finger puppets

Appendices i. Primate related games ii. List of Worlds Zoos displaying South Asian Primates INTRODUCTION

All the research, field studies, workshops, talking, resolving, legislation, and other activi- ties by both governmental and non-governmental organisations will not have the impact required on wildlife unless we find a way to get the general public on board. It is known by most of us now that public education is a crucial component of conserva- tion. What may not be known is that public education that makes a positive difference in how people feel and therefore act is very, very difficult.

The conservation community produces all manner of posters, stickers, banners, brochures and other handouts enjoining people to “save wildlife”, but how many people do you imagine get converted by a piece of paper ? There are no studies to prove it but our estimate is “very few”. People normally don’t change merely by looking at a sign or pasting a sticker. Some dramatic television programmes might produce an impact but paper alone is not so effective. Studies show that in a zoo, visitors spend an average of 7-12 seconds reading a signboard. Printed matter alone is not effective. The animals themselves and other people are effective.

That is why Zoo Outreach Organisation began making educational materials which require activity and human interaction some years ago, and have continued developing this theme ever since with ideas and assistance from educators, books, staff and friends from all over the world.

One of our more recent mentors has been the Wildlife Conservation Society, WCS, with its excellent Manual and training workshops entitled “Teachers for Tigers”. Many of the concepts in this booklet has been taken from the “Teachers for Tigers” Manual and Workshops, with the data on primates coming from the Status of South Asian Primates (2003). It is being used for the first time along with a Teachers for Tigers Workshop to which we invited primate biologists who want to learn more about how to work with the public. We felt that adapting the concepts from tiger facts to primate facts might be onerous for busy primate field researchers, so this booklet is to give them a “kick-start”.

Everything in the Teachers for Tigers Manual could be adapted in some way for use with any species or habitat, and that is our reason, in Zoo Outreach Organisation, for promot- ing the workshops. ZOO does not normally work with tigers or other “charismatic megavertebrates” because they (tigers, elephants, rhinos, etc.) have enough friends already. But the teaching tools developed in the T4T Manual were irresistable, particu- larly in a part of the world where much of formal education consists of “rote learning”, memorisation, ... dog work !

It is easy to hand out a poster or a packet -- you can hand out hundreds at an event or gathering in an hour, or post them to a mailing list. But what happens to this material ? Often at zoos, we find it in the trash bin ... people take a look and drop it. If it is an expensive colour poster, it may end up on someone’s wall ... but how much does it affect those who look at it. On the other hand, it is not easy to get a group of folks together and organise a programme of activities which will bring about a happy emotional experi- ence and imbue participants with a sense of both imminent danger and hope of recovery. That is, however, what is required if you want people to change.

That is what takes place at a Teachers for Tigers Workshop. Participants are taken through a variety of exercises which are both fun and intellectually challenging. The full impact of the plight of tigers is brought home to them, but in a way that engenders inter- est, hope, determination and responsibility. That is what we want to achieve when educat- ing the public about any species or habitat in trouble. We want them first to be stimu- lated, and to know the facts, and then to act. Some of the activities in this book were generated for use in areas where the residents may not even read and write. Others are fit for a variety of educated people from any- where and for any age group. The teachers we have trained in these techniques seemed to enjoy the dramas, games and writing exercises as much as their students for whom they are meant, so we are sure there is something for any audience in this booklet.

For primate researchers -- our target audience in this particular training manual -- we hope they will be able to use some of the activities with villagers, tribes, and rural school- children whom they come across in the field. It is this target group, this level of individual that is so difficult for city-bred educators and conservationists to reach. This group lives closer to the animals; some of their actions may impact directly on threatened spe- cies.

We welcome comments, compliments, criticism and contributions from all who use this manual. If it reaches people who have not taken the T4T or other training, they should try what is here and write to us if they feel the need for help. Any of you should write to us. Tell us what worked (compliments) and what didn’t work (criticism) and what YOU thought up yourself and did that worked (contributions).

Good luck.

Sally Walker Zoo Outreach Organisation

Note on primate packets :

Zoo Outreach Organisation has produced two educational packets for a younger and older age group. Both have been included with this Manual. These packets are produced in some quantity and are available free of cost to a wide range of educators.

For primate researchers who want large quantities for public education, it will not be possible for us to fill all your needs due to the demand from others. What we would like is to offer you sufficient material for one or two workshops or events to get you started, and then for you to produce your own version of the material, ideally in a local language.

We understand that many research granting agencies now require an education component for research grants. It is one of the reasons we developed this Manual. If you find any of our materials useful you can apply for funds to purchase them at cost after an initial free supply, OR, much better, to bring out your own version and in a language that we would be unlikely to provide. If you need permission to copy our art work or material you will get it on request provided you credit Zoo Outreach Organisation for what you use. If you need a letter of recom- mendation to your donor agency after the training or some interaction with us, we can supply that also. ZOO UNIT I Planning “People for Primates”

Grants: Components and opportunities

Probably all researchers have more knowledge of traditional sources of funds for field studies and conservation work than we do. We suggest a practically untapped resource in South Asia, which are western zoological parks and animal welfare organisations. Some specifically primate welfare organisations are well known, such as IPPL but a number of other western animal welfare organisations will consider grant proposals which promote public education or research which improves living conditions for primates. Studies of free-ranging city monkeys with an educational component are much required. Field studies are more difficult to get funded by animal welfare but conservation education proposals, as long as there is a welfare component, have a reasonable chance.

For conservation grants, zoological parks are a good source. It takes some work to find out which ones would be interested but a good place to start is the internet, finding zoos that exhibit a number of primates from your region or country. For your convenience we have assembled a list of zoos which exhibit any South Asian primate. See the Appendix of this Manual.

Today, zoos routinely invest in field conservation. It is the most favoured project for zoos. Zoos will invest in field studies, habitat improvement, public education, assistance for park rangers, equipment, even purchasing swatches of land to link up fragments and provide corridors for disparate populations of conspecifics.

Naturally most zoos will prioritise threatened species for funding. Zoos will also appreciate an educational component to any project. The amounts zoos give varies a great deal from $500 - 20,000 or more. It is important to build up a relationship with an institution in order for them to know and trust you, so don’t mind starting small.

Start by looking at the list of zoos in the back of this Manual to see if any exhibit the species of your interest. You can also try a web search for zoo websites -- there are several lists of zoo websites. Also, you can write to Zoo Outreach Organisation with your specific grant requirement and we will try to point you to a zoo or welfare organisation that may be interested.

1 2. ELEMENTS OF DEVELOPING A PROGRAMME adapted from the ZOO ED Book, Sally Walker, Zoo Outreach Organisation, 1998

Developing a programme or unified group activity is what this Manual is all about. It is normally difficult to get people together and pull off a function as an individual so it is recommended that you try to find collaborators, partners and sponsors. Even so, if you can give the event a “spin” or attractive reason for taking place, your partners will be more enthusiastic and generous with their time and resources.

The following outline suggests ways of using species and events as “spin”, marketing tools, or engaging reasons around which to focus your educational activities. These elements were originally developed for zoo educators but have been modified to include would-be educators in other settings, such as a remote village, a rural school, village panchayat meeting, etc.

1. Functions Functions may include — lectures, parades, parties, ceremonies, press conferences, discussion groups, contests, competitions, special tours, slide shows, meetings, picnics, campfire gatherings, melas, camps (such as medical or dental camps where kids might come along and have time on their hands), political rallies, school assemblies, church or temple gatherings, community hall meetings, etc.

2. Materials Posters, newsletters, brochures, packets, handouts, paper hats, bracelets, stickers, stamps, rubber stamps, t-shirts, calendars, postal cards, carry-bags, orgami, plain paper for drawing, folding, etc. Any of these items will be far more useful if you explain their meaning and have your audience participat in an activity in which they are featured.

3. Partners / collaborators / sponsors Collaborate on programmes with other organizations such as zoos, other NGOs, Rotary Club, nature clubs, conservation organizations, climbing and adventure clubs, churches, schools, businesses, panchyats, headmen, village chief, missionaries, doctors, veterinarians, selected commercial sponsors, etc.

“Spin” : Developing a programme around a species or events

Education programmes using a species as a theme, or an event as a reason, can be long- term, short-term or periodical. For example, an Indian Sangai (Manipur Brow-antlered deer) education programme was a long-term programme, involving research and surveys as well as educational activities to a great variety of target groups over six years. A tiger- cub naming ceremony held by the Friends of Mysore Zoo was a “one off” or short term event of one afternoon. The birthday of a popular animal could be held yearly. World Environment Day is held every year, as is Wildlife Week and other periodic “designated” celebratory “days”.

Needless to say, long-term programmes, in which you make periodic visits to the same area and meet at least some of the same people, normally will have a greater impact impact than short-term “one-offs”. In such cases you can vary your activities but don’t be afraid to repeat things. People don’t remember everything from a teaching programme and even if they do, repetition can deepen their understanding.

The following are some ideas for using Species and Events to create a focus or “spin” which will make the programme more attractive and memorable. 2 Species Conducting programmes around species enables you to highlight a particular taxa or taxon group and make it “personal” to your audience. Generally the public doesn’t know much about individual species and subspecies. Learning about their behaviour, biology and particularly their problems and status can be stimulating, and everyone enjoys knowing things that others don’t know ! Make your target audience feel their specialness in knowing more than their friends and family about some of the animals in their own area !

Threatened species, particular 1. A threatened species in the nearby forest or village area, in your city zoo, in your state. 2. A threatened species even in adjacent states. 3. A threatened species as a global symbol, such as the Giant Panda, Logo of WWF.

Threatened species, general 1. A group of threatened animals which can highlight the destruction of a particular habitat or biome 2. The concept of threatened species/”vanishing species” 3. A whole Taxon group - Some taxon groups are neglected and can be highlighted as a whole, with individual species as components. Bats, rodents, insectivores, invertebrates, amphibians are some examples.

Engaging/attractive species — or — the very opposite 1. An “attractive” animal that is not necessarily in trouble but can serve as a focal point to attract public attention. 2. An “attractive” young animal that has a birthday, is being “named”, (such as at a zoo) or which has been recently sighted in a village that can serve as a focal point. 3. An unattractive or unpopular animal with a negative image but has a story to tell itself can be played upon to make a point on an environmental issue, such as vultures.

Official / commercial animals 1. An official, state or national animal 2. An animal that is the symbol or logo of a well-known industry of company (that might fund some programme).

Events Selecting an event is important in order to get the best support from your collaborators. Find out which potential collaborators appreciate the various events. Some collaborators want only national events or even just local. Others like to celebrate wide ranging world events such as World Environment Day, Earth Day, etc. Also sponsors paying for a programme will appreciate being linked with an appropriate and meaningful event.

Events can be global , national, state, local, in-house : 1. World events such as World Environment Day, World Forestry Day, etc. 2. National, state or local events (these do not necessarily even have to be connected with wildlife to be “stages” where a wildlife or environment programme could be given), for example, Republic Day in India doesn’t have anything to do with wildlife as such, yet is traditionally a free day for children at the zoo. 3. Local events — can mean your city or your own zoo. Zoo Week, Clean-up Day in your community, Health day, etc. Villages also have special events connected with their local government. 4. In-house events — Zoo special events such as animal birthdays, zoo centinary, or national and international scientific meetings. These can be adapted to any institution such as a school, civic organisation, etc.

3 3. CREATING MATERIAL : IN TANDEM WITH THE SCHOOLS

The ‘Teachers for Tigers manual can be adapted to suit almost any program. R. Marimuthu, Zoo Outreach Organization, has analysed the syllabus of Tamilnadu schools and linked the T4T Manual with the government school curriculum as reflected in textbooks. He has, in this manner, demonstrated the utility of the manual in everyday teaching .

A case study from his work: STANDARD VIII Key to Teachers for Tigers Manual: STANDARD I Key to Teachers from Tigers Diversity of living organisms: Pages 1-3 Manual: Scientific Naming (Binomial Nomenclature): Pet Animals Page-26 Mr. Carolus Linnaeus -Tiger time line from Domestic Animals: Cows, cats, dogs, manual. (Page-88). Wild Animals: Tiger, Lion, and Elephant (Tiger colouring Book Page 211) System of classification: (Species, Genus, Domestic Animals Use: Family, Order, Class, Phylum, Kingdom)-Tiger Wild Animals use: What is Tiger’s Reproduction, Inheritance and Evolution: role? Page 61 Domestic animals home: e.g.: Horse- stable, Dog-kennel Mammals: Territoriality (page 83-84) , Wild Animals home or habitat: Monkey- Communication (page 85-86), Courtship Trees, Lion-Den as well teaches the (Page 28-29), And Parental Care (page 32-33) Tigers different habitats. Eg: activities from manual. Temperate or Tropical forest or wetland etc., (Major Habitats of Asia Organisms and Environment: Page 64-76 Map from the manual Page 49-54) Conservation of natural resources, Animals in the Environment (Page-61) Environment and Forests, Soil erosion and conservation, Zoo Gardens, national parks What are the animals are found in the and sanctuaries and Wildlife Conservation. Environment: When teacher explain all the animals they can give emphasis Tiger conservation in India-Project Tiger on “Tiger” in wild animals. Tiger in our Reserves Page: 146-148 culture, Tiger Mythology (Page 96-97). Global problems and Solutions (page 174- 175) International Tiger Conservation Conference-Tiger Conservation Strategies STANDARD IV pages 194-196. Key to Teachers from Tigers Manual: Note : The examples in this case study are PROTECTING AND PRESERVING from school books from Tamil Nadu. Every ANIMALS: Page-27 state has its own curriculum and will have to link the appropriate items from textbooks to Why wildlife is decreasing-problems- the Manual. solutions-sanctuaries-national parks The Manual is very useful as it allows teachers Tiger conservation: India –Project Tiger to find examples for teaching broad concepts Reserves (page 146-148) Global prob- mentioned in the textbooks, such as lems & solutions- (page 174) From “protecting and preserving animals”, etc. Manual. 4 4. PRIMATE EDUCATIONAL RESOURCES

There are several resources one can tap for educational material. Some of them are : 1. The internet (contact xxxxxxxxxxxxxxxxxx 2. Centre for Environmental Education (contact address ?) 3. Zoo Outreach Organisation -- see address in the front of this book. 4. Libraries

Zoo Outreach Organisation offers a set of materials which includes an organiser kit and a quantity of packets.

An organiser kit contains items which the organiser of a programme can use to conduct activities explained in the manual : Masks of primates, their threats and conservation Masks of primates, a Zoo patrol, a zoo keeper, forester, poacher, a house wife and a kid. You can use these masks to conduct skits/dramas. Flash cards 4 flash cards, which will have the picture of a primate species (Langur, Loris, Gibbon and Macaque on one side and information about the species on the other side. You can hold up the flash cards and read out the information written on the back to children during education programmes. (WHERE ARE THESE FLASH CARDS ?) XXL t-shirt An XXL t-shirt is to fit in as many children as you can most comfortably. This game is to show how many monkeys can you fit into a tree/forest. (DO WE HAVE THESE LEFT ?) Guidelines book A small book on how to conduct an education programme on primates . Much of this book is for laypersons, not researchers, to help them prepare lectures. Games and some other parts of the guildelines have been included later in this manual. We have included some of the teaching material, not because you don’t know these things, but to help you remember that laypersons need a very simple approach.

Packets for kids of age group 10-14 contain: Mask - A mask of one of the primate species. You can conduct games based on the masks. Refere Guidelines Book. Rakhi - A rakhi with a picture of a Lion-tailed Macaque or Langur. You can conduct a rakhi tying ceremony in a group function, asking the participants to tie the rakhi on their neighbor’s wrist as their commitment to conservation. Booklet - A small colour booklet on information of primates with activities . The other section of the booklet contains information on the IUCN Red List Categories in a simplified manner and with graphics for children to understand. Bookmark - A cute loris picture Bike Sticker - Small strips of stickers on primates (one-liners) to stick on cycles, bikes

5 or evey on cupboards and tables Placard - A placard picturing the four types of South Asian primates. Kids can hold the placard up and pose for photographs, conduct a parade, demonstration or march in support of South Asian primates. Timetable - A Timetable for children to use and also learn about primates Certificate - A certificate of participation

Packets of kids of age group 6-9 contain Mask, Rakhi, Bike sticker, certificate - as in the other packet Folder - basic information on four types of primates designed for reaching little kids Finger Puppet - A tiny puppet of primate faces which kids can put around their finger to conduct skits, dramas and just play. You can provide them small stories for dramas. Hanger - Picture of a Hoolock Gibbon hanging from a branch. Kids can use these to put up in their rooms or use them as doorhangers. Packet cover - An attractively designed cover with a picture of a loris holding on to a branch.

6 UNIT II KEY: ALL* Primarily Primates

5. EVALUATIONS

Assessment Strategies (Teachers for Tigers Manual) pages 6-25 can be remodeled for primate education.

Concept maps: How it works: Concept maps are a form of assessment designed to test knowledge before and after a unit of study or educational program. They can be done quickly and within a short period of time. The concept map shows the knowledge base of the audience quantitatively as well as qualitatively. It depicts perceptions of a subject and all other ideas associated with it. Use a familiar simple example to demonstrate how to make a concept map - a topic like food or school.

A sample concept map is shown for schools Classrooms Library Canteen Science Block Hari Buildings Subject Sunil friends Teachers Sports School Hockey Games Languages Geography Subjects Cricket Maths

Basket ball Dance Science

Pre-unit Concept Map: long tails Primates dangerous - attack humans climb trees

Monkey

live in city and forest

Religion types of monkeys Monkey God

Gorilla

Hanuman Chimpanzee langur 7 At the end of the education program someone might fill a concept map that looks like this. Their knowledge and ideas about primates should have increased manifold.

8 ATTITUDINAL S URVEY S TATEMENTS: KEY: ALL* This method of evaluation is simple, fun and can be used for most audiences - young, literate, illiterate or an older audience. This activity should be conducted at the beginning of the education program and repeated at the end to gauge the reaction and attitude. For an illiterate audience or small children you can read out the questions and they can circle the smiley face depending on how they feel. Some people may not understand the word primate at this stage, you can use a word that is more familiar, such as monkey. 1) You can learn about monkeys today? How does that make you feel?

2) Imagine two monkey babies playing... how does that make you feel?

3) Out of the 44 kinds of South Asian primates, 31 are in danger (of extinction) How does that make you feel?

4) When you see performing monkeys with man (Madaris) how do you feel?

5) How do you feel about feeding monkeys near temples as tribute to Hanuman?

9 6) The Indian government protects monkeys(primates) with laws (Wildlife Protection Act) … How does that make you feel?

7) Many monkeys are living in our cities … How does that make you feel?

8) Many foresters and field researchers are working hard to try and save monkeys and their habitats. How does that make you feel?

9) Sometimes monkeys are killed for use in traditional medicines and as bush meat within and outside India.

10) We help monkeys by educating people like you about their problems.

11) How does it make you feel to think that you can help monkeys and make sure they survive in the wild?

10 6. TAXONOMICALLY YOURS KEY: LL, LOG, NC, CR, CV, LA

Introduction : This chapter is an attempt to simplify taxonomy for your audience. You can photocopy and use the species cut out cards provided for the activity.

What is Taxonomy?

You can explain that - Life on earth exists in many forms……animals and plants. The earth itself is so huge that the number of animals found in different regions and different climates of the earth is bound to be large. Most of our knowledge of the animal kingdom comes through books, photographs and of course the television. But to give you this information, an enormous amount of study and research is done. To help study and recognise different kinds of animals - Zoologists (scientists who study animals) and Taxonomists (People who study taxonomy) put living things into groups and give them scientific names.

To study and name these many animals would be an impossible task if we did not give them names. (example of mother not naming her children). To make things easier, the animals with similar characteristics were put into one group. And then scientists found that even within a group there were different kinds (species and subspecies)…

Doesn’t sound easy does it - sometimes the differences in the animals are so slight that it takes a long time for people to come to an agreement as to which species it belongs to.

In South Asia there are now 44 known primate species. Till recently, it was believed that there were just 1 species of Common Langur, now scientists know there are 2 species, and that there are 21 kinds (species and subspecies) of Langurs in South Asia. Infact in 2004 wildlife scientists thought there were 43 kinds of primates till a new discovery of a macaque in 2004 in Arunachal Pradesh proved that there is still so much we don’t know.

Who’s who in the Primate world

Primates are both human and non-human. Monkeys are called ‘non-human’ primates by scientists. Both human and non-human primates share many similar characteristics. Maybe that is why non-human primates are such popular animals. They are among the most common of wildlife seen both in forested areas as well as in and around cities.

The primates of South Asia all fit under four groups: Macaques, Langurs, Gibbons(ape) and Loris. Each species is classified into different groups based on various morphological (looks, colour, bodyshape, tail length etc) and behavioral patterns.

11 KEY: ALL* Primate Taxonomy activity Sheet

Divide the students into groups and then distribute the cut out cards on the following page. Read out or write on a board the different charateristics needed to distinguish between primates as given in the chart below. Ask them to sort out the primates into one of the four categories on the board. Explain that they must use one or more of the crite- ria stated.

Langurs Macaques

We live in groups with one adult We are strong male and several females Some of us are stocky We love to eat fruits, flowers and We have special pouchs in our leaves cheeks to store food In India we are worshiped as the we live in large troops incarnation of Lord hanuman One of us has a mane like a lion We live in trees in tropical for- Most of us are dirunal which means ests, plantations, near villages, in we are active during the day towns and in temples Some of have short tails We have long tails

Gibbons Loris

We belong to the family We are small primates Hylobatidae We have large eyes We do not have tails We are nocturnal which means we Our heads our small and round sleep during the day but eat and play We swing from tree to tree - an in the day action called Brachiation our tail is short (or vestigal) we have long arms almost double We move slowly through forests of the size of our legs We love to eat insects, lizards and We can walk on two legs like birds eggs! Humans

* If your audience is illeterate you can read aloud the various characteristics for them to match the pictures. 12 Sorting out species – Cut out Cards

1 5

6 2

3 7

4 8 13 Species Cards KEY:

GOLDEN LANGUR ENDANGERED BONNET MACAQUE LEAST C ONCERN Trachypithecus geei Macaca radiata

Special notes:At one time scientists thought Special notes: This species is endemic to there was just one species - now they have India - found no where else in the World! found that there are 21 kinds (species and subspecies) of langurs in South Asia. This one Habitat:It is found in all forest types in is found in India and Bhutan only. southern India including forest scrub, evergreen forests, agricultural land and Habitat: A upper and middle level of canopy urban areas. dweller it loves tropical evergreen and moist Threats: deciduous sal dominated forests. • Loss of fruiting trees • Hunting for their meat Threats: There is a local trade in live animals • Pet trade for pets and road shows. • Plantations in forests

PIGTAILED MACAQUE ENDANGERED IN HOOLOCK G IBBON ENDANGERED IN Macaca leonina SOUTH A SIA Bunopithecus hoolock hoolock SOUTH A SIA

Special notes: This animal is known by many Special notes: one of its kind- the only ape names depending on the local language. Gahari found in South Asia! It swings from tree to tree nejia bandar (Assamese); Baraholeji with its long arms in a motion called Brachiation. banar(Bengali); Chhotoleji Banar (Bengladesh); It is also called Ulluk (Bengali), Hulu Hulaing Kangh (Naga); Zawangmuat (Mizo) and Sungur (Khasi) and Holou bandar (Assamese). puchero bandar (Nepalese). Habitat: In South Asia, it is found in northeast- Habitat: In South Asia it is found in Bangladesh ern India and Bangladesh. But it is also found and India (It is also found in other countries globally in Myanmar. It needs tropical semi-ever such as Myanmar, Thailand, Yunnan, China, green and tropical moist deciduous forests to Cambodia, Laos and Vietnam) survive. Threats: Logging, fisheries, roads, dams, Threats: Jhumming, logging, human settlements, powerlines, forest fragmentation, hunting for hunting for sport and food, traditional medicinal food, medicinal usage and sport. Local trading in usage, roads, dams, power lines and unplanned meat and live animals as pets and for zoos. tourism all threaten this animals survival.

NILGIRI LANGUR VULNERABLE LIONTAILED MACAQUE ENDANGERED Semnopethicus johnii johnii Macaca silenus

Special notes: At one time scientists thought Special notes: It is endemic to India - found there was just one species - now they have found no where else in the world! It is called that there are 21 kinds (species and subspecies) Singalika in Kannada and Singavaal Kurangu of langurs in South Asia. This is endemic to India in Tamil. - found no where else in the world!

Habitat:This one is found only in the Shola Habitat: It is only found in the wet ever- forests of the Western Ghats. This is a tropical green forests of Southern India. They live in wet evergreen forest, semi-evergreen and teak the upper canopy and eat insects and fruits. plantation dweller. Threats: Roads, dams, powerlines, defores- Threats: Human settlements, hunting, road kills, tation, plantations, pet trade, and killed for deliberate fires, habitat loss. use in medicines and for food in some places.

14 Species Cards

RHESUS MACAQUE LEAST C ONCERN HANUMAN LANGUR NEAR THREATENED Macaca mulatta Semnopethicus entellus

Special Notes: Called by many names such as Special Notes: At one time scientists Lal Bandar in hindi (red monkey), Kothi in thought there was just one species - now Telegu, Banar in Bengali and Rato bandar in they have found that there are 21 kinds Nepali. (species and subspecies) of langurs in South Asia. It is an introduced species in Habitat: It is widely distributed animal, found Bangladesh. in temperate coniferous, moist deciduous forests, mangroves, near human habitation, temples, and Habitat: It is found in India and in agricultural lands. In South Asia it is found in Bangladesh in a single location: Khulna. It is Bangladesh, India, Nepal and Pakistan. a top canopy dweller in tropical dry and moist deciduos forests and scrub woodlands. Threats: Human-animal conflicts, poisoning in Himachal Pradesh, human settlements in Terai Threats: Agriculture Nepal, trade for road shows, as pets, in north- Habitat Loss eastern India monkey brain is a delicacy, in Man- animal conflict perticularly in Bhamragarh in Maharashtra tribals eat the Bangladesh. macaques, decimating the population.

SLENDER L ORIS NEAR THREATENED WESTERN HIMALAYAN LANGUR CRITICALLY Loris lydekkerianus lydekkerianus Semnopethicus entellus ajax ENDANGERED Special notes:There are six types (subspe- Special Notes:At one time scientists thought cies) of Slender Loris in South Asia - Grey there was just one species - now they have Slender Loris (4 types in Sri Lanka and 2 in found that there are 21 kinds (species and southern India) and 1 type of Slow Loris - subspecies) of langurs in South Asia. This one Bengal Slow Loris (found in northeastern is found in just two places, one in Nepal and India and Bangladesh). This one is called the one in India Malabar slender loris and is found only in India Habitat: It enjoys the top canopy of the forest, also lives near human settlements and Habitat: They are found in dry deciduous in cropland. It is found in a very restricted forests and scrub jungles of . They live on area in India in J&K and in the central trees and are nocturnal. This one is found in province in Nepal. the Western Ghats of South India. Threats Threats: Agriculture and development is Hunted for their eyes to use as medicine. fragmenting this animal’s habitat and since it They are sold as pets is found in such a restricted locality this Killed by hunters simply because they are could be disastrous for the animal. considered bad luck.

Use these Species cards for different activities throughout the manual - or make up your own. You can add to these species cards by compiling data from the primate C.A.M.P Report.

15 7. PRIMATE DISTRIBUTION (IN SOUTH ASIA) KEY: LOG, NC, LA, CR

This chapter deals with primate distribution. Explain to your audience what you mean by South Asia and how it was once called the Indian Subcontinent and consists of 7 countries: Bangladesh, Nepal, India, Srilanka, Pakistan, Bhutan and Maldives. Tell your participants to join the dots on the map - colour it in and find the species of primates given with the help of the species cards. Attached is a A3 size map of South Asia that can be photocopied and distributed.

Activity See if you can find identify the primates shown after joining the dots and colouring in the locations on the map of South Asia given to you. Use your species cards to get a better picture.

Have your students colour in the distribution and at the end the students map can look like this.

Rhesus Macaque

Hoolock Gibbon

Bonnet Macaque

16 Use A3 size MAP which needs to be pulled out from the centre page.

17 8. WE ARE PRIMATES TOO: COUNTRY COUSINS POSTER

Once the children understand how primates differ in pattern, shape, size, colour and many other adaptations that distinguish each species we take a look at another pri- mate - Humans!

Allow the children to spend a few minutes watching a primate if possible... monkeys are always fun for kids as they are active, playful and upto mischief. have the childern observe every move the primate makes, the way it walks, runs, jumps eats, grooms.... tell them to concentrate on the various parts of the monkey and see if they find anything special between them and us?

„ Most primates walk on flat feet, not on their toes like elephants or cats.

„ The big toe and thumb is usually separate to aid in grasping or balancing

„ Primates have nails as opposed to claws

„ A large brain with a roundish head

„ The eyes are set in front rather than sideways allowing for binocular vision

In the chart try and fill in the blank spaces and see in how many ways we match monkeys and apes. This chart can be photocopied and given to each student or put up as a poster.

KEY: ALL Finger challenge

As you have seen primates share several common adaptations and characteristics. Lets take just one example - that of the opposable thumb. Primate hands (human and monkey) have nails, pads, fintertips, and thumbs that are opposable or opposite the other fingers to allow gripping. We humans have completely opposable thumbs. Here is an experiment to show the dexterity and suppleness of the hand with an opposable thumb.

Using sticky tape ask the students to immobilise their thumbs and try and do simple tasks such as tie a show lace or comb their hair.

18 KEY: LOG, LA, NC, CR

19 KEY: LOG, LA, NC, CR, CV 9. LIFE OF A PRIMATE: MINI DRAMAS

Teaching using the tool of acting gives the child a clearer picture of a primate and its life and it is also a fun interactive way of imbibing knowledge. Masks are provided at the end of the manual that can be photocopied and cut out for masks or stuck on sticks to make puppets.

You can finish or modify these dramas as per your observations of primates. You can get your students to give their ideas - this could serve as another method of evaluating attitude and knowledge of your audience.

Drama 1 Family Structure 1 A group of monkeys are sitting in the trees. They are grooming one another, Some are sleeping, a few juvenile monkeys are playing. 2 A relatively newborn baby monkey holding on to its mother watches the scene.. A female monkey approaches the mother and sits besides her. 3 She takes the baby from the mother and gently holds it. 4 Another female monkey sits next to them and also plays with the baby FINISH THE STORY WITH YOUR OWN DRAMATIC OR SENTIMENTAL ENDING!

Drama 2 Threats: Loss of Habitat 1. The sun rises to reveal a new day in the jungle… A huge tree stands out amongst others in the forest. 2. A group of Gibbons enter – brachiating (swinging their arms as they navigate the trees) in search for food and shelter from the harsh sun. 3. Soon the animals settle down. They are grooming one another, Some are sleeping, a few juvenile monkeys are playing. 4. A bird chirps and crickets buzz in the undergrowth. 5. Suddenly the quiet of the jungle is shattered by the sound of humans– the birds squawk in fright and fly off, the crickets go silent and the gibbons run away. 6. The men have chainsaws/axes and soon the sound is deafening as they cut down trees and the trees crash to the ground. 7. The men finish the work and leave. 8. There is silence and then the birds come back and find no place to perch. The monkeys come in slowly – with the trees gone they have no place to rest and no food. FINISH THE STORY WITH YOUR OWN DRAMATIC OR SENTIMENTAL ENDING! 20 Drama 3 City Monkey

1 The sun rises to reveal a new day in the city… 2 A few monkeys including a mother monkey and her baby enter a kitchen window 3 The baby plays on the floor while the mother jumps onto the table. 4 The monkeys explore the kitchen 5 One grabs a bunch of bananas on the table but drops the bowl creating a clatter. 6 A lady enters the room and screams, startling the mother and her baby. 7 The woman is standing between the female monkey and the baby so the mother snarls 8 The woman is frightened and calls the local Municipal department 9 The municipal catches some of the monkeys amidst a lot of commotion 10 The mother and baby are seperated in the struggle WHAT HAPPENS NEXT ? FINISH THE STORY.

Acting always gets the participants into the spirit of the workshop!

21 KEY: LOG, CR, NC, LA 10. PRIMATE BEHAVIOUR: ETHOGRAM: OBSERVATION CHART

Another activity that can be used to teach Primate behaviour is that of observa- tion. Take your audience to a place where they can observe primates, your study site, a zoo, a forested area, a park in the city frequented by monkeys or a rescue centre. Photocopy the observation chart as it is or provide them with one of your own. The animals I observed were

I saw them at (location)

There were many animals.

MY OBSERVATION CHART

Sl No Animal Time Behaviour Notes

Here are some possible actions that you will see primates do:

GROOM SLEEP PLAY WALK

LEAP FIGHT FEED SUCKLE

Also make note of the facial expressions as primates are very expressive using their ears and mouth to indicate their feelings.

22 KEY: ALL* Unit III Global perspectives – Awareness and Action

11. PRIMATES IN OUR CULTURE

This section deals with getting your audience to explore the different attitudes and cultural perspectives that people have about primates. It demonstrates how a person reacts based on his/her attitude of the primate. You can begin by asking whether anyone worships Hanuman the Monkey God.. why they do so? what is the legend be- hind it?

You can ask if any of your participants give offerings to monkeys. Generate a discus- sion on feeding of temple monkeys as a ritual. Explain how this is not good for mon- keys because it mistakenly teaches them to approach human beings for food or search for food in human dwellings. Then people complain and call the forest department or the zoo. Some times people even harm these monkeys. Both adults as well as children need to be educated not to encourage stray monkeys.

* Ask your paricipants to think of different places where monkeys have been used - and what that depiction could mean: For example in advertising, in logos, in music, in movies, in art and in stories.

Ask your audience to make a list of stories that they know which have monkeys as key characters. In stories such as the Jataka tales they are often depicted as intelligent pranksters or greedy theives and in some Panchatantra stories as foolish. From Aseops fables to the Hitopdesh fables monkeys are found every where.

Activity KEY: LOG, CR, LA,NC

In the following pages you will find two fables that deal with monkeys. You can divide your group into two and have each group read the story and then ask then to describe the monkeys character, and answer the questions given below. Add your own questions or include a local story to make this activity more interesting.

Questions:

At the end of the story was the monkey in your story intelligent? brave? stupid? good? evil? greedy? simple? friendly?

Can this story affect the attitude of people towards monkeys?

Do you think the eprson wo wrote this story liked/disliked monkeys? Explain why

Do you think any of the qualities the story attributes the monkey are real or made up?

23 The monkey and the crocodile

A Monkey lived in a great tree on a river bank. In the river there were many Crocodiles. A Crocodile watched the Monkeys for a long time, and one day she said to her son: “My son, get one of those Monkeys for me. I want the heart of a Monkey to eat.”

“How am I to catch a Monkey?” And the little Crocodile thought and thought. At last he said to himself: “I know what I’ll do. I’ll get that Monkey that lives in a big tree on the river bank. He wishes to go across the river to the island where the fruit is so ripe.”

So the Crocodile swam to the tree where the Monkey lived. But he was a stupid Crocodile. “Oh, Monkey,” he called, “come with me over to the island where the fruit is so ripe.”

“How can I go with you?” asked the Monkey. “I do not swim.” “No—but I do. I will take you over on my back,” said the Crocodile. The Monkey was greedy, and wanted the ripe fruit, so he jumped down on the Crocodile’s back. “Off we go!” said the Crocodile. “This is a fine ride you are giving me!” said the Monkey. “Do you think so? Well, how do you like this?” asked the Crocodile, diving.

“Oh, don’t!” cried the Monkey, as he went under the water. He was afraid to let go, and he did not know what to do under the water. When the Crocodile came up, the Monkey sputtered and choked. “Why did you take me under water, Crocodile?” he asked. “I am going to kill you by keeping you under water,” answered the Crocodile. “My mother wants Monkey-heart to eat, and I’m going to take yours to her.”“I wish you had told me you wanted my heart,” said the Monkey, “then I might have brought it with me.”

“How queer!” said the stupid Crocodile. “Do you mean to say that you left your heart back there in the tree?” “That is what I mean,” said the Monkey. “If you want my heart, we must go back to the tree and get it.

picture of croc?

24 “I’ll take you straight back to your tree. Get your heart and bring it to me at once. Then we’ll see about going to the island for the fruit.” “Very well,” said the Monkey. But no sooner had he jumped onto the bank of the river than—whisk! up he ran into the tree. From the topmost branches he called down to the Crocodile in the water below: “My heart is way up here! If you want it, come for it, come for it!”

When the Crocodile saw the trick the Monkey had played on him, he said: “Monkey, you have great cunning. You know no fear. I’ll let you alone after this.” “Thank you, Crocodile, but I shall be on the watch for you just the same,” said the Monkey.

Jataka Tales - The Lost Gram

Once a king and his army had encamped outside a city near a river. A monkey watched them from a tree. He had been hungry the whole day and now saw an opportunity to get some food. He watched the men closely. A little later the men roasted gram for the horses. The monkey was getting hungrier by the minute as the smell wafted up to him. The men decided to leave the gram in the bowls and to give it to the horses only once it had cooled. The monkey saw his chance and as the men turned, the monkey swung down from the tree. He scooped a handful of gram and crammed it into his mouth… it was delicious.

Though his hunger was satisfied, his greed was not. I must take as much as I can he thought to himself. He stuffed his mouth again with food and grabbed as much as his paws could hold. He then scrambled back up the tree but as he reached the top branch one small grain slipped from his grasp. Oh no, the single grain has gone – I must get it back, thought the monkey. Without thinking he released his hold on the rest of the gram and jumped down the tree after the single grain. But the grain fell into the river. The monkey couldn’t find it anywhere – and then he realized what he had done. Thus the foolish monkey in his greed over one grain lost all he had.

25 KEY: LOG, LA, NC, CR 12. CONSERVATION BIOLOGY: THE WORK OF SAVING A SPECIES:

Now that your participants/students know the basics of primates and how research- ers are studying them it is time for them to understand the threats that primates face.

You can explain to them that there are 44 different species and subspecies of Pri- mates which occur in South Asia. Out these 31 species are threatened! That means nearly 72% of all Primates in South Asia are battling for survival.

But how do we know that? Many people are working hard to save primates across the world. One of the methods is that of making a Conservation and Assessment Management Plan (CAMP).

Fifty primate scientists and field biologists gathered in Coimbatore, Tamil Nadu at the State Forest Service College on 5-9 March 2002 for a Conservation Assessment and Management Plan (C.A.M.P.) Workshop for Primates of South Asia to contribute information about primates from different localities throughout South Asia.

The field biologists who attended the workshop provided tonnes of information about all 44 South Asian species into a Taxon data sheet and the information was compiled into a Report. This method was developed by the Species Survival Commission of the World Conservation Union (IUCN) and it is called the Red List Criteria and Catego- ries.

The World Conservation Union publishes a Red List of Threatened Species every two years which covers the whole world. Some of South Asia’s threatened primates that you read about in this manual may soon not be seen in the forests!

What is the importance of the CAMP process?

The last Primate C.A.M.P. Workshop was attended by primate specialists from 6 countries, e.g. Bangladesh, India, Nepal, Sri Lanka, UK and USA. Dr. Ardith Eudey the Vice-Chair for Asia of the SSC IUCN Primate Specialist Group and Dr. Douglas Brandon-Jones a well known specialist in South Asian Primate taxonomy were among those present. All these countries greatly benefit from the knowledge gained at the workshop.

The Government, non-government institutions and individuals can use the CAMP work- shop data generated to plan research, management, conservation and education for the next few years for primates in their countries and specialized areas.

This is an activity to explain the method biologists use to assess and rank the level of threat each species and subspecies face. Ask your audience to refer to the primate booklet to better understand the meaning of each category in the red listing criteria.

26 Threats

The dangers that animals and plants face in their habitat are known as threats. Threats can be dangerous enough to wipe out a whole population of monkeys over a period of time. The common threats monkeys face are loss or destruction of habitat due to natural calamities (storms, floods, wildfires, landslides etc.) or man’s activities (cutting down trees, fire, hunting, trade, building roads, dams, powerlines in forests and pollution).

Tell your audience that everyone must work togetehr to minimise these threats for the monkeys and all other species so that they don’t become extinct. The IUCN Red List Categories

Wild animals and plants are suffering because of growing human population. Wildlife under threat would be classified as Critically Endangered, Endangered and Vulnerable by following a set of simple logical steps. There are other categories under which wildlife can be classified, for example some species could be “Extinct” or “Not Threatened” or “Data Deficient”. The flowchart below shows how the steps mentioned above work. Refer to the guidelines booklet to further explain the meaning of each criteria.

KEY: LOG, LA, NC, CR Activity Divide your students into groups. Explain the CAMP process and the importance of it for wildlife. Show them the criteria chart - write it or display it on a board if possible. Distribute all the species cards to each group and ask them to put them into groups based on the status. Ask each group to give their suggestions for con- servation of the animal based on its status and threats given - the other groups can refute or challenge the conservation strategy and give their own arguments. You can also ask your participants to list all the threats and see which ones are common and think of solutions to solve these threats.

*For those interested or for more advanced teaching you can showthem an actual Taxon data sheet (8 pages long) and explain how intensive and thorough the CAMP process has to be to give accurate and indepth information. 27 KEY: LOG, LA, NC, CR 13. THREATS: ROLE PLAYING: ALLOCATION OF LAND

One of the biggest threats that primates face is that of Habitat destruction. Forests are being cut down at an alarming rate and the primates have no place to go but the city. This activity introduces the children to a threat through role playing.

Cut out each role cards and distribute one to each group. Explain to your audience that each card describes the characteristics of a group of people. The cards provide suggestions and the line of thought, based on the characters they are playing. Remind the students that they are thinking for the best of their group not for their own individual opinions. (In other words if they are acting the part of a timber company then they must think like a timber company even if personally they do not like cutting trees.) The Tussle at Bandar-ki-goan

Background information: Bandar-ki-goan is a small town, with a population of about 25,000 people. One of the last remaining forest patches of 1500 acres for the lion-tailed macaque in the west- ern ghats lies in Bandar-ki-goan.

A tea estate the “Chai estate”, is divided by about 750 acres of the forest . The chai estate dealing with tea generates nearly half the towns income by providing stable employment. The owners have put forth a proposal to the local judge saying that they would like to buy out the land as it is coming in the way of their production line.

The local timber mafia who also want a stake by cutting down the forest trees and selling them at a handsome price are urging the tea estate owners on and adding tehir own arguements to the case.

A few widllife biologists who have been studying the Lion-tailed macaque for years put up a protest and are called to the court for the hearing.

A group of tribals are also contesting the proposal they feel that if the forest is to go to anybody they should get it as they have been living there for centuries and the land is therefore their birthright.

Map of Bandar-ki-goan

Photocopy and distribute the role cards and then have each group present their case after 20 minutes - at the end the judges will decide the fate of the land. 28 Chai Estate Owners

You own 300 acres of land. you have been growing tea for years now on 220 acres and you provide employment for more than half the towns people. But you have 80 acres of land across a patch of evergreen forest that you cannot cut down.

It is difficult, time and money consuming to send people around this 750 acre patch of forest to cultivate the remain- ing 80 acres. You are willing to be very generous and buy the land for far more than it is worth.

With the additional land you could provide the whole town with employment and your personal worth will be in crores. The forest land that does not lie in your path will be left un- touched for the animals.

Wood Land Company

The Woodland company is the largest in the wood busi- ness, with offices in all the Indian metros you supply wood to several states in the US and Europe. The trees avail- able in the 750 acres of forest land would fetch you a neat sum in foreign trade.

The demand for class wood for class furniture and housing is on the rise. To capitalise on the mar- ket you need to acquire the land fast. Tree can grow back - you offer to plant one tree for every five that you cut down anywhere in the vicinity.

29 The Field biologists

You have been studying the highly endangered Lion-tailed Macaque for years now. It is endemic to India - found no where else in the world. The population has already been put under a lot of stress due to fragmentation, hunting for sup- posed medicinal value, for the pet trade and inbreeding.

Cutting of the forest will affect the last 9 families that are left in this area. Being fruit and insect eaters loss of habita would cause them to starve, and fragmen- tation would incresae inbreeding and dis- ease. After all 750 acres of land is no small area.

The land should not be touched.

The Wildlife Conservationists

The forests are the last remaining primary forests of the area. Some of the trees are hundreds of years old.

The 750 acres is the core area of the forest and is home to over 300 species - amphibians, birds, small mammals, deer, leopards and thousands of insects and spiders lives are at stake. A part of the forest is rich in medicinal plants.

Without the forest the water catchemnt area of the town will also be affected and the air will be polluted without the trees - it is the green lung of the town.

30 The Villagers

The village elders are furious. The land belonged to there forefathers. If the ‘chai estate’ wanted to buy it then they should talk to the villagers and pay them the money.

The villagers also use the forest for firewood and me- dicinal plants. They demand compensation from the tim- ber company if the forest is to be demolished and com- pensation from the forest officials if the forest is to become protected land barring their entry for firewood, medicinal plants for themselves and fodder for their livestock.

The Judges

You have a difficult task ahead of you. You must listen carefully to all the arguements and make your decision. You may be bribed, blackmailed or come under attack from lobbyists.

You can question the various groups on the rationale be- hind their arguments or have them come up with rebut- tals, but at the end the decision is yours. Who gets the land? And at what price? After all 750 acres of land is as large as 750 football fields!!

31 KEY: ALL* Unit IV Keeping it all Together

14. PRIMATE SURVEY

Ask your participants to fill out the following questionnaire. You can ask them to take copies of the questionnaire back home and get their family and friends to fill it out as well... if they are a group that are unlikely to come back to your class provide an address where they can post the completed survey back to you. This survey has a dual purpose. It can be used to get information from the villagers/ urban dwellers, at the same time provide your research with more data from the area.

Note: Whatever you need to know from the locals/villagers/urban people this is a good technique. Modify or add to the questions to suit your needs and your study. If your audience is illiterate read out the questions to them QUESTIONNAIRE

1.Where do the monkeys near you live? In the city or in the forest?

2.How often do you see monkeys?

3.Do you feed monkeys as a tribute to Hanuman?

4.Do monkeys raid your home for food?

5.Should people give monkeys food?

6.Do you know what monkeys eat in the wild?

7.Have you ever been bitten/attacked by a monkey?

32 8.Do you know anyone who has been attacked by a monkey?

9.Do you think powerlines could affect monkeys?

10.Do Monkeys raid your crops? if yes, what do you do about it?

11.Do you see monkeys on the road? Haev you ever seen drivers speeding up or going faster when they see monkeys?

12.Do you keep monkeys as pets? (or a question about Madaris)

13.Is it important to have trees for monkeys?

14.Have you ever used medicines with monkey parts in it? if yes, for what and which medicince?

15.Do you think people who kill monkeys for food and medicinal use are aware that some primates are endangered because of this prac- tise?

33 KEY: LOG, LA, NC, CR 15. INTERNATIONAL CONFERENCE: PRIMATE CONSERVATION STRATEGIES

Tell the groups that their job is to consider which of the seven actions listed are most important to conservation in their country. Each group has 100 points and must assign its points between the seven actions. It is important to explain that one group may decide that all the points are equally important and therefore assign an equal number to all the categories.

Stress that the goal is to consider actions in accord with the information given in the species cards. You can explain how even in real life such conferences are held and this is how decisions are made to save a species.

After they have assigned points, have each group make a presentation in which it explains how its points were allocated. Make a chart on the board or on a paper of each groups points for each question. At the end tally the points and discuss whether it is a true represenation of priorities that are needed for primate protection and conservation.

1. Conduct studies to monitor the size and range of different species of primates and study the threats that affect each species: Study how primates use their habitat Evaluate threats to primates and develop possible solutions.

2. Create new laws and policies to protect primates Give primates more importance in the WPA Increase the penalties againt poachers and hunters Consider alternatve methods of Relook at translocations of primates based on scientific grounds

3. Reduce human impact on primate habitats Consider relocating people and livestock to remove them from critical monkey habitats. Do this in consultation with the affected people and provide compensation. Stop building of roads and dams, and mining in critical primate habitats. Prevent harvesting of commercial timber and non-commercial firewood in primate habitats.

4. Create new laws and policies to reduce and control the primate pet trade and pri- mate use in medical research. Ban the sale, possession and use of primate parts and products. Increase penalities against people who trade in primates.

5. Implement and enforce laws restricting logging and deforestation Create special police units, including undercover agents, to enforce trade laws. Enlist the support of high-level government officials in law enforcement. Put pressure on regions and countries that do not adequately implement and enforce laws in pri- mate protection.

6. Train people and build capacity for long term management Train protected area staff and local scientists to monitor primate populations and their habits. Train customs officers to identify primate products and where to look for live animals, and train wildlife trade enforcement officers in undercover operations and market techniques.

7. Promote edcuation and public awareness Promote public awareness in different primate range countries about the status of primates and their conservation needs. Promote public awareness in children and other audiences who keep primates as pets or feed primates as part of religious devotion. Encourage zoos to promote public awareness about the status and conservation needs of primates. 34 KEY: ALL 16. RESOLUTIONS & ACTIONS: PERSONAL COMMITMENTS

At the end of the workshop several people from your audience would have realised the importance of conserving primates - Listed are a few methods of getting your audience to give commitments towards conservation and suggestions for answering ‘what can you do?’.

1 . Redo the Concept Map or the Attitudinal survey that you would have con- ducted at the beginning of the program. This will provide a clear indication of the impact of your work. It is evidence to what you are teaching and in some cases this evaluation may be the best result you can send your donors. It is also very useful if you are working with a group just once and are unlikely to have a followup with them.

2. Have your audience hold up placards and pledge to protect primates in any manner they can. Pass the conservation message to friends and family. Maybe tell one new person everyday what they have learnt here today.

3.Have each person fill out the pledge card given on the following page. You can have them read out their commitment to the rest of the audience. Then request then to frame the pledge or place it in a location that they will notice it everyday encouraging them to keep to their pledge. KEY: ALL What can you do to help primates?

Ask people what they think they can do to help monkeys. They may come up with some great ideas.

Start a primate club in their schools or communities that promotes conservation of primates through spreading the word around via plays, workshops, debate etc.

Write a letter to your local or national government officials telling them why saving primates is important to you.

Write an article for a newspaper or magazine that talks about primates and their needs.

Create colourful posters and signs to put outside places where monkeys are given food by people, explaining why this is bad and what are the negative cnsequences of such actions.

Do not keep or encourage the use of monkeys as pets or for animal shows.

35 36 MASKS These can be used for conducting dramas related to primates, their threats and conservation. Each child can be given a character based on stories and asked to play their part.

Ask children to wear the masks on their forehead as a sunshade. Place it so that the child can see under it, yet the audience can see what each child represents. Ask them to tie the string behind their head or help them to do it.

37 38 39 40 41 42 43 44 45 FINGER PUPPETS

46 Appendices

Appendix 1 : Primate related Games

Appendix 2 : List of the Worlds Zoos holding South Asian Primates

47 48 How many primates can fit in a tree?

Materials required: One XXL t-shirt to be sacrificed (provided in your primate teaching kit -- or purchased)

Number of participants: Maximum 6-8

Time limit: 10 – 15 minutes

Age: 4-7 years

The object of this exercise is to see how many youngsters can fit into an XXL primate t-shirt (especially provided in your kit -- if you don’t have a kit you will have to purchase an xxl t-shirt).

This exercise has to be carefully monitored so that no youngster is hurt or suffocated. Start with two youngsters and place the t-shirt over their heads with two heads in the collar. Then fill the t- shirt with youngsters, one by one. Probably more can get their head into the collar depending on the age of the students. When the collar fills up and starts to split, you can use the arms … probably two youngsters can occupy each arm.

If you are really into this and it has not become dangerous, you can take blunt scizzors and cut a few holes in the t-shirt in strategic places so that other heads can come out and participants can breathe.

Be sure and record the number of students that finally got in the t-shirt. Send a photograph. We will release this information nationally to the press. Locally, this will make a wonderful photo opportunity.

Caution: be VERY sure no youngster is getting too much squeezed, trampled or suffocated or your photo op will turn into a photo-scandal.

49 Monkey say, Monkey do

Materials required: None

Number of students: A manageable number

Age group: 6-12 years

Time limit: 2 minutes

Lesson: Monkey behaviour

A leader is chosen and given simple instructions on primate behaviour. The other children follow the leader.

Option The organizer gives the kids instructions to do certain monkey-based behavioural actions - but the kids must follow the instructions only if the organizer says “Monkey Says do this” if the organizer says “do this” and someone does the action then s/he is disqualified.

For example: The Organiser jumps like a monkey by saying “Monkey Says do this”, all the children should do what he does. But if he does the same action by saying “Do this”, the children should NOT follow him.

Instructions

Monkey howling Monkey picks fruits to eat Monkey swings from tree to tree Monkey runs Monkey chatters, etc

Thumbs down

Materials required: Plaster (band aid) or cloth

Number of students: A manageable number

Age group: 6-14

Time limit: 1 minute

Lesson: Opposable thumbs

One of the special features primates have is an opposable thumb. Humans have opposable thumbs. Ask students to look at their thumb - its position, length, the way they can move it etc. The thumb plays a major role in helping humans hold, like opening a door, eating etc. . Without an opposable thumb, it would be difficult. The same goes for primates. You can do a simple exercise to teach them about the importance of an opposable thumb.

Help the children to tie their thumbs to their hands using a plaster or cloth so that they cannot be moved or used. Ask them to attempt some simple tasks like tying their shoelaces or eating chips. This can be timed to see who does it fastest.

50 Debate

Materials required: None

Number of students: Any number

Time limit: 10-15 minutes

Age: 10-14 years

Divide the students into groups or pick out good teams.

The following issues or a topic of your choice on primates can be debated 1 Some people keep monkeys as pets. Do you think this is good for primates? 2 Is killing animals justifiable for any reason? 3 Myths about loris (eyes traded for medicine etc.) and substitute medicines 4 What do we do about Urban monkeys? Will they be able to survive in a forest? 5 Monkeys are banned to be used in medical research. Is it the right thing to do? 6 Primates are most teased animals in zoos. Why?

51 Monkey Act

Materials required: Masks with sticks, colours, papers

Number of students: Depending on the number of characters

Time limit: 10-15 minutes

Age: 10-14 years

• Select 5 groups of 5-8 students depending upon the strength of the participants. • Give them a theme or situation about primates (City monkeys, poaching, parental care, pet trade etc.) • Give them 15 minutes to develop the story based on those lines. • Allot a character to each member in the group based on the story. • The children can use the masks given in their packets also. • Instruct them to be as creative as possible and use materials like twigs, papers, colours, etc. provided where the skits are being conducted. • Give them 10-15 minutes to practise their skit. • Finally give each group 5-10 minutes to perform. • You can give the best group a prize.

52 Choose your (pri)mate

Materials required: Rakhis and masks

Number of students: Any number

Time limit: 10 minutes

Age: 10-11 years

• Ask the participants to wear the masks. They should hold the rakhi’s that they got in their bags up so that they can be seen by all.

• Ask each participant to find a partner whose rakhi matches their mask

• Conduct a rakhi tying ceremony with each partner tying the rakhi on the other and pledging to protect primates as they care for their human brothers and sisters (or better, maybe!)

Whoever conducts this exercise should make up a suitable short speech about caring for one another and caring for the wildlife in our world … particularly primates.

53 Primate Rescue

Number of students: Any number

Time limit: As much possible

Age: 10-15 years

This game will demonstrate protection of primates.

• Select 20 students. • Divide them into 5 equal groups • Name the first group as Primate Patrol, the second Gibbons, the third Loris, fourth Langurs, and the fifth Macaques. • Make the Primates wear their respective masks. • Draw 4 squares adjacent to one another. These squares depict primates in poachers trap. • Allot a gibbon, a loris, a langur and a macaque to each trap (square). • Draw 4 squares parallel to the primate traps and 25 meters away. • Allot one child from the Primate Patrol to each square. This square depicts his / her station. • This way each team will have one primate patrol, one gibbon, one macaque, one langur and one loris. • When the whistle is blown, the patrol should run to the primates as fast as s/he can and bring back one primate with him / her to the starting point, leave the primate in the station and run back for the next primate. • Whichever team brings back all the primates first to the starting point will be the winners. • The winners can be given prizes if available

54 Primates and Poachers

Materials required: Rope for “tug of war”

Number of students: 10-15

Age group: 6-12

Time limit: 30 minutes

Select two children who are tall. One is a poacher and the other primate. Make them hold each others hands above their heads. The remaining students should go between the two children below their held hands chanting the following:

“Primates and Poachers The battle is on All the methods are so many The trees are cut and the traps are set Who’ll get caught in the net – net – net”

At the end of the chant they must catch one child who goes between them. Then they should ask the child who is caught if s/he wants to be a poacher or a primate. If the child says “primate” then s/he should go and stand behind the child who is the primate. If s/he wants to be a poacher then behind the Poacher. After all the children are caught in the similar manner and have formed two groups “Primates” and “Poachers”, the two groups will play a game of “tug of war”.

55 Primate Chairs

Materials required: Chairs

Number of students: 10

Age group: 6-12

Time limit: 30 minutes

A cluster of five to seven chairs is arranged in the middle of the room to represent trees where the monkeys dwell. The monkeys begin their day with a search for food. Movement qualities are explored as children reach and leap. They leap out as if leaping from branch to branch and scuttle along the ground to gather food from below. The organizer claps his hands – as soon as the clapping stops the monkeys (children) have to climb onto the trees (chairs). A wood cutter cuts down a tree (remove a chair). The clapping starts again and the children again forage and behave like monkeys. This goes on till all the chairs are almost gone and the monkeys are clinging to one chair – if someone falls off he is out of the game.

56 Leaping Langurs/Monkey Dance

Materials required: Rakhis and masks, newspapers, music (optional) Number of students: 30 or any even number

Time limit: 10 minutes

Age: 3-17 years

The piece of newspaper (one double sheet of standard large newspaper) represents the forest and the students or participants are primates. The primates should dance on their trees as much as they can. Once the trees in their forest are cut down slowly the monkeys have to live within the little space available. This game demonstrates habitat destruction.

• Ask the students to match their masks with another student’s rakhi and form pairs of “primate” or partners • Give each pair of primates one sheet of a newspaper • Ask them to spread the full newspaper (open double sheet) on the floor and the partners or pairs stand on their piece newspapers • Start the music. If there is no music system you can substitute clapping (if there is an odd student or students who are too shy to participate, he or she can join you as “clappers” or “chanters”) • As long as you clap or play the music, the partners (pairs of primates) must dance – ON the newspaper • The moment the music/clapping stops, the partners must stop dancing, step out of the paper, fold the newspaper into exactly half and stand on it again. • Again the music starts and the primates start dancing on the folded paper • Throughout the game the partners should stand on the paper — whoever comes out of the paper is out of the game. • Only while folding the paper they can stand on the ground. • The organisers and the others students who are not participating or are out of the game can help to find out who falls out of the paper. • Each time the music is stopped the newspaper is folded once again. • Thus the game continues till one pair of primate is left on a small piece of folded newspaper. The winners can be given prizes. This game won’t take long and will be very funny to watch.

57 Appendix 2 : List of World’s Zoos displaying South Asian Primates

Albuquerque Biological Park, 903 Birmingham Zoo, 2630 Cahaba Rd., Cleveland Metroparks Zoo, 3900 Tenth St. SW, Albuquerque, NM, U.S.A., Birmingham, AL, U.S.A., 35223, Wildlife Way, Cleveland, OH, U.S.A., 87102-4098, (505) 764-6200 (205)879-0409 44109, (216)661-6500 Slow loris (Nycticebus coucang) Lion-tailed macaque (Macaca silenus) Rhesus macaque (Macaca mulatta mulatta) Alexandria Zoological Park, 3016 Bosphorus Zoo, Bogazici Hayvanat Slender loris (Loris tardigradus) Masonic Drive, Alexandria, LA, U.S.A., Bahcesi, Tuzla Yolu Cad.No.15, 41870, Slender loris (Loris tardigradus 71301-4240, (318) 473-1143 Darica / Bayramoglu, Darica / Izmit, tardigradus ) Lion-tailed macaque (Macaca silenus) Turkey, 90 Slow loris (Nycticebus coucang) Crab-eating macaque (Macaca Allwetterzoo – Münster, Sentruper fascicularis) Colchester Zoo, Maldon Road, CO3 Strasse 315, D-48161, Münster, N Pig-tailed macaque (Macaca 0SL, Stanway, Essex, England, United Rhine-Westph, Germany, 49 251 8904 nemestrina) Kingdom, 44 1206 331292 19 Slender loris (Loris tardigradus) Lion-tailed macaque (Macaca silenus) Lion-tailed macaque (Macaca silenus) Bowmanville Zoological Park, 340 Cologne Zoo, Riehler Strasse 173, D- Almaty Zoo, Esenberlin str., 166, King St. E, Bowmanville, Ontario, 50735, Koeln, N Rhine-Westph, 480007, Almaty, Kazakhstan, 7 3272 Canada, L1C 3K5, (905)623-5655 Germany, 49 221 7785 101 913732 Crab-eating macaque (Macaca Lion-tailed macaque (Macaca silenus) Crab-eating macaque (Macaca fascicularis) fascicularis) Columbian Park Zoo, 1915 Scott St., Pig-tailed macaque (Macaca BREC’s Baton Rouge Zoo, P.O. Box Tippecanoe County, Lafayette, IN, nemestrina) 60, Greenwood Park - Hwy 19, Baker, U.S.A., 47904, (765)807-1540 Rhesus macaque (Macaca mulatta) LA, U.S.A., 70704-0060, (225)775-3877 Slow loris (Nycticebus coucang) Slow loris (Nycticebus coucang) Lion-tailed macaque (Macaca silenus) Curraghs Wildlife Park, IM7 5EA, Amazon World, Watery Lane, PO36 Bretagne Zoo Sarl, Kerruisseau, , Ballaugh, Isle of Man, United Kingdom, 0LX, Newchurch, Isle of Wight, 56620 Pont-Scorff, France, 33 297 44 1624 897323 England, United Kingdom, 44 1983 326086 Crab-eating macaque (Macaca 867122 Pig-tailed macaque (Macaca fascicularis) Slow loris (Nycticebus coucang) nemestrina) Dallas Zoo, 650 South R.L. Thornton Apenheul Primate Park, PO Box 97, Bristol Clifton West of Engl Zool Freeway, Dallas, TX, U.S.A., 75203- J.C. Wilslaan 31, 7300 AB Apeldoorn, Soc, Bristol Zoo Gardens, Clifton, BS8 3013, (214)670-6826 Netherlands, 31 10 55 357 5700 3HA, Bristol, England, United Kingdom, Dusky leaf monkey (Trachypithecus Lion-tailed macaque (Macaca silenus) 44 117 974 7300 obscurus) Lion-tailed macaque (Macaca silenus) Aqualeon Park (Grupo Aspro Ocio), Denver Zoological Gardens, City Finca “Les Basses”, s/n, 43716, Chattanooga Zoo at Warner Park, Park, 2900 E 23rd Ave., Denver, CO, Albinyana, El Vendrell, Tarragona, 1254 E 3rd St., Chattanooga, TN, U.S.A., U.S.A., 80205-4899, (303)376-4800 Spain, 34 977 68 76 56 37404, (423)697-1319 Slender loris (Loris tardigradus) Crab-eating macaque (Macaca Stump-tailed macaque (Macaca fascicularis) arctoides) Detroit Zoological Institute, P.O. Box 39, 8450 W Ten Mile Rd., Royal Oak, MI, Assiniboine Park Zoo, 460 Cheyenne Mtn Zoological Park, U.S.A., 48068-0039, (248)398-0903 Assiniboine Park Dr., Winnipeg, 4250 Cheyenne Mountain Zoo Rd., Dusky leaf monkey (Trachypithecus Manitoba, Canada, R3P 2N7, (204)986- Colorado Springs, CO, U.S.A., 80906, obscurus) 4039 (719)633-9925 Lion-tailed macaque (Macaca silenus) Lion-tailed macaque (Macaca silenus) Lion-tailed macaque (Macaca silenus) Dierenpark Amersfoort, Barchman Auckland Zoological Park, Private Chicago Zoological Park, 3300 Golf Wuytierslaan 224, Postbus 1075, 3800 Bag, Grey Lynn, 1002, Auckland, Rd., Brookfield, IL, U.S.A., 60513, BB, Amersfoort, Utrecht, Netherlands, Auckland, New Zealand, 64 9 360 3800 (708)485-0263 31 33 4227100 Bonnet macaque (Macaca radiata) Slender loris (Loris tardigradus Pig-tailed macaque (Macaca nordicus ) nemestrina) Baltimore Zoo, Druid Hill Park, Baltimore, MD, U.S.A., 21217, (410)396- Cincinnati Zoo & Botanical Garden, Dierenpark ‘De Vleut’ (Zoo Best), 7102 3400 Vine St., Cincinnati, OH, U.S.A., Broekdyk 15, 5681 PG, Best, North Lion-tailed macaque (Macaca silenus) 45220-1399, (513)281-4701 Brabant, Netherlands, 31 499 371 706 Pig-tailed macaque (Macaca Lion-tailed macaque (Macaca silenus) Pig-tailed macaque (Macaca nemestrina) Slender loris (Loris tardigradus) nemestrina) Pig-tailed macaque (Hybrid) (Macaca Slender loris (Loris tardigradus nemestrina) nordicus) Dierenpark Wissel, Woesterbergweg 2b, , 8162 RD Epe, Netherlands, 31 578 Barranquilla Zoo, Calle 77 #68-40, , City of Belfast Zoo, Hazelwood, 613106 Barranquilla, Atlantico, Colombia, 57 575 Antrim Rd., BT36 7PN, Belfast, N Lion-tailed macaque (Macaca silenus) 360 0314 Ireland, United Kingdom, 44 2890 Rhesus macaque (Macaca mulatta) Pig-tailed macaque (Macaca 774625 nemestrina) Lion-tailed macaque (Macaca silenus) DSI Givskud Zoo, Løveparkvej 3, , DK- Rhesus macaque (Macaca mulatta) Purple-faced leaf monkey 7323 Give, Denmark, 45 75 73 0222 (Trachypithecus vetulus monticola) Crab-eating macaque (Macaca fascicularis)

58 Dubai Municipality, PO Box 67, Kong, 852 Lion-tailed macaque (Macaca silenus) Technical Libr, Dubai Municipal, Dubai, Lion-tailed macaque (Macaca silenus) Slow loris (Nycticebus coucang) United Arab Emirates, 971 4 3497280 Bonnet macaque (Groups) (Macaca Howletts Wild Animal Park, C/o Port Leningrad Zoo - St. Petersburg radiata) Lympne Zoo Park, Lympne, CT21 4PD, Aleksandrovskii Park 1, 197198, St Hythe, Kent, England, United Kingdom, Petersburg, Russian Fed, 7 812 232 Duke Primate Center, 3705 Erwin 44 1227 721286 8260 Rd., Durham, NC, U.S.A., 27708-0385, Dusky leaf monkey (Trachypithecus Pig-tailed macaque (Macaca (919)489-3364 obscurus) nemestrina) Slender loris (Loris tardigradus) Slow loris (Nycticebus coucang) Jackson Zoological Park, 2918 W. Lisieux CERZA, Hermival les Vaux, , Capitol St., Jackson, MS, U.S.A., 39209, 14100 Lisieux, France, 33 231 621576 Edinburgh Zoo-Scottish National (601)352-2585 Lion-tailed macaque (Macaca silenus) Zoo, 134 Corstorphine Road, EH12 Lion-tailed macaque (Macaca silenus) 6TS, Edinburgh, Scotland, United Los Angeles Zoo & Botanical Kingdom, 44 131 334 9171 Jacksonville Zoo and Gardens, Gardens, 5333 Zoo Dr., Los Angeles, Lion-tailed macaque (Macaca silenus) 8605 Zoo Parkway, Jacksonville, FL, CA, U.S.A., 90027, (323)644-4200 Stump-tailed macaque (Macaca U.S.A., 32218-5769, (904)757-4463 Slow loris (Nycticebus coucang) arctoides) Lion-tailed macaque (Macaca silenus) Louisiana Purchase Gardens & El Paso Zoo, 4001 East Paisano, El Jardin Zoologique Du Quebec, 9530 Zoo, P.O. Box 123, Bernestein Park Dr., Paso, TX, U.S.A., 79905-4223, rue de la Faune, Charlesbourg, Quebec, Monroe, LA, U.S.A., 71210, (318)329- (915)521-1850 Canada, G1G 5H9, (418)622-0313 2400 Lion-tailed macaque (Macaca silenus) Pig-tailed macaque (Macaca Lion-tailed macaque (Macaca silenus) Slow loris (Nycticebus coucang) nemestrina) Slow loris (Nycticebus coucang)

Fort Wayne Children’s Zool Kaliningrad Zoopark, Prospekt Mira Magnetic Hill Zoo, 100 Ave. Garden, 3411 Sherman Blvd., Fort 26, 236000, Kaliningrad, Russian Fed, 7 Worthington Ave., Moncton, New Wayne, IN, U.S.A., 46808-1594, 112 21 89 14 Brunswick, Canada, E1C 9Z3, (260)427-6800 Pig-tailed macaque (Macaca (506)384-2350 Dusky leaf monkey (Trachypithecus nemestrina) Lion-tailed macaque (Macaca silenus) obscurus) Rhesus macaque (Macaca mulatta) Slender loris (Loris tardigradus) Melbourne Zoo, PO Box 74, 3052, Fota Wildlife Park, Carrigtwohill, , Parkville, VIC, Australia, 61 3 9285 9300 County Cork, Ireland, 353 21 4812736 Khao Kheow Open Zoo, P.O. Box 6, Lion-tailed macaque (Macaca silenus) Lion-tailed macaque (Macaca silenus) Bang Phara, 20110, Siracha, Chonburi, Slow loris (Nycticebus coucang) Thailand, 66 38 298 187 Slow loris (Nycticebus coucang Frankfurt Zoo, Alfred-Brehm-Platz 16, bengalensis) D-60316, Frankfurt am Main, Germany, Kharkiv Zoo, 35 Sumskaya str, , 49 69 212 33735 61022, Kharkiv, Ukraine, 380 572 Memphis Zoological Garden & Slender loris (Loris tardigradus 474582 Aquarium, 2000 Prentiss Place, nordicus ) Crab-eating macaque (Macaca Memphis, TN, U.S.A., 38112, (901)725- fascicularis) 3400 Glen Oak Zoo, 2218 N Prospect Rd., Pig-tailed macaque (Macaca Lion-tailed macaque (Macaca silenus) Peoria, IL, U.S.A., 61603-2193, nemestrina) Slender loris (Loris tardigradus) (309)686-3365 Rhesus macaque (Macaca mulatta) Slow loris (Nycticebus coucang) Dusky leaf monkey (Trachypithecus obscurus) Krefelder Zoo, Uerdingerstrasse 377, Mesker Park Zoo, 2421 Bement Ave., D-47800, Krefeld, N Rhine-Westph, Evansville, IN, U.S.A., 47711, (812)435- Hanoi Zoological Garden Germany, 49 2151 95520 6143 Vietnamese, Hanoi Zoo, ThuLe - Hanuman langur (Semnopithecus Slow loris (Nycticebus coucang) Badinh, Hanoi, Hanoi, Vietnam, 84 4 834 entellus thersites) 7395 Miejski Ogrod Zool. we Wroclawiu, Assam macaque (Macaca assamensis Kyiv Zoo, pr. Peremohy, 32, PO Box ul. Wroblewskiego 1, , PL-51-688 assamensis) 133, 03055, Kyiv, Ukraine, 380 442 417 Wroclaw, Poland, 48 71 3483024 Crab-eating macaque (Macaca 769 Crab-eating macaque (Macaca fascicularis) Pig-tailed macaque (Macaca fascicularis) Pig-tailed macaque (Macaca nemestrina) Pig-tailed macaque (Macaca nemestrina) Rhesus macaque (Macaca mulatta) nemestrina) Rhesus macaque (Macaca mulatta) Rhesus macaque (Hybrid) (Macaca Rhesus macaque (Macaca mulatta) Slow loris (Nycticebus coucang) mulatta) Stump-tailed macaque (Macaca Stump-tailed macaque (Macaca Miejski Ogrod Zoologiczny (Lodz arctoides) arctoides) Zoo), ul. Konstantynowska 8/10, , 94- Stump-tailed macaque (Macaca 303 Lodz, Poland, 48 42 632 1383 arctoides arctoides) La Palmyre Zoo, PO Box 8, 17570 Les Crab-eating macaque (Macaca Mathes, Royan, France, 33 546 224606 fascicularis) Henson Robinson Zoo Pig-tailed macaque (Macaca Lion-tailed macaque (Macaca silenus) 1100 E Lake Dr., Springfield, IL, U.S.A., nemestrina nemestrina) Pig-tailed macaque (Macaca 62707, (217)753-6217 nemestrina) Dusky leaf monkey (Trachypithecus Lake Superior Zoological Gardens, obscurus) 7210 Fremont St., Duluth, MN, U.S.A., Miejski Ogrod Zoologiczny 55807, (218)723-3748 Wybrzeza, Municipal Zool.Garden-Sea Hong Kong Zool. & Botanical Slow loris (Nycticebus coucang) Coast, ul. Karwienska 3, 80-336, Gardens, c/o Passive Amenities Gdansk-Oliwa, Poland, 48 58 552 0042 Section, 11/F, LCSD HQS, 1-3 Pai Tau Lee Richardson Zoo Rhesus macaque (Macaca mulatta) St., Shatin, Hong Kong SAR, Hong 312 Finnup Drive, Garden City, KS, U.S.A., 67846-0499, (620)276-1250 59 Minnesota Zoological Garden, Osaka Municipal Tennoji Zoo, 1-108 Stump-tailed macaque (Macaca 13000 Zoo Blvd., Apple Valley, MN, Chausuyama, 543-0063, Tennoji-ku, arctoides) U.S.A., 55124-8199, (952)431-9200 Osaka, Japan, 81 6 6771 8401 Slow loris (Nycticebus coucang) Lion-tailed macaque (Macaca silenus) Randers Regnskov, Torvebryggen 11, DK-8900, Randers, Denmark, 45 Moody Gardens Aquarium & Ouwehand Zoo, PO Box 9, , 3910 AA 86406933 Rainforest, 1 Hope Blvd., Galveston, Rhenen, Netherlands, 31 317 650200 Slow loris (Nycticebus coucang) TX, U.S.A., 77554, (409)744-4673 Crab-eating macaque (Macaca Slow loris (Nycticebus coucang fascicularis) Reid Park Zoo, 1100 S Randolph Way, bengalensis) Tucson, AZ, U.S.A., 85716, (520)791- Parc Zoologic de Barcelona, Parc de 3204 Moscow Zoological Park, Bolshaya la Ciutadella s/n, 08003, Barcelona, Lion-tailed macaque (Macaca silenus) Gruzinskaya Ulitsa, 123242, Moscow, Spain, 34 93 225 6780 Russian Fed, 7 095 252 1053 Lion-tailed macaque (Macaca silenus) Riga Zoo, Meza prospekts 1, LV 1014, Crab-eating macaque (Macaca Riga, Latvia, 371 7518409 fascicularis) Parc Zoologique d’Amneville, Crab-eating macaque (Macaca Lion-tailed macaque (Macaca silenus) Centre Thermal et Touristique, , 57360 fascicularis) Rhesus macaque (Macaca mulatta) Amneville, Moselle, France, 33 3 87 Slow loris (Nycticebus coucang) 702560 Riverbanks Zoo and Garden, PO Stump-tailed macaque (Macaca Crab-eating macaque (Macaca Box 1060, 500 Wildlife Pkwy., Columbia, arctoides) fascicularis) SC, U.S.A., 29202-1060, (803)779-8717 Rhesus macaque (Macaca mulatta) Lion-tailed macaque (Macaca silenus) Museum de Besancon, La Citadelle, , 25000 Besancon, Doubs, France, 33 Parc Zoologique de Paris - M.N.H.N., Rolling Hills Zoo, 625 N. Hedville Rd., 381 878308 53, avenue de Saint Maurice, , 75012 Salina, KS, U.S.A., 67401, (785)827- Hanuman langur (Semnopithecus Paris, France, 33 144 752010 9488 entellus) Slender loris (Loris tardigradus Rhesus macaque (Macaca mulatta) nordicus ) National Zool.Gardens of South Slow loris (Nycticebus coucang) Rome Zoo - Bioparco S.p.A., Viale Africa, PO Box 754, , Pretoria 0001, del Giardino Zoologico, 20, I-00197, Gauteng, South Africa, 27 12 328 3265 Parco Natura Viva, Loc. Figara 40, , Rome, Italy, 39 06 360 8211 Lion-tailed macaque (Macaca silenus) 37012 Bussolengo, Verona, Italy, 39 Assam macaque (Macaca 045 7170113 assamensis) Newquay Zoo, Trenance Park, TR7 Pig-tailed macaque (Macaca Pig-tailed macaque (Macaca 2LZ, Newquay, Cornwall, England, nemestrina nemestrina) nemestrina leonina) United Kingdom, 44 1637 873342 Rhesus macaque (Macaca mulatta) Slender loris (Loris tardigradus Parque De La Naturaleza Selwo Stump-tailed macaque (Macaca nordicus ) (GRPR), Autovia decCadiz Malaga arctoides) km.162, 5, 29680, Estepona, Malaga, Nogeyama Zool. Gardens of Spain, 34 952 79 0516 Rostock Zoologischer Garten, Yokohama, 63-10 Oimatsu-cho, Nishi- Crab-eating macaque (Macaca Rennbahnallee 21, D-18059, Rostock, ku, 220-0032, Yokohama, Kanagawa, fascicularis) Mecklenburg-Vor, Germany, 49 381 20 Japan, 81 45 231 3057 820 Slow loris (Nycticebus coucang) Parque Zoologico “Benito Juarez”, Lion-tailed macaque (Macaca silenus) Calzada Juarez S/N, Colonia Felix Ireta, North of England Zool. Society, 58070, Morelia, Michoacan, Mexico, 52 Rostov-on-Don Zoo, Zoologicheskaya Caughall Road, CH2 1LH, Upton-by- 43 14 0488 ul. 3, , Rostov-na-Donu 344039, Chester, England, United Kingdom, 44 Crab-eating macaque (Macaca Russian Fed, 7 86 32 325918 1244 380280 fascicularis) Crab-eating macaque (Macaca Lion-tailed macaque (Macaca silenus) Pig-tailed macaque (Macaca fascicularis) nemestrina) Pig-tailed macaque (Macaca Nyiregyhazi Allatpark Kht. (Sosto Rhesus macaque (Macaca mulatta) nemestrina) Zoo), Nyiregyhazi Allatpark Kht, , 4431 Stump-tailed macaque (Macaca Slow loris (Nycticebus coucang) Sostofurdo, Hungary, 36 42 479702 arctoides) Stump-tailed macaque (Macaca Hanuman langur (Semnopithecus arctoides) entellus) Perth Zoological Gardens, PO Box 489, 20 Labouchere Rd., 6151, South Rotterdam Zoo, Postbus 532, , 3000 Odense Zoologiske Have, Sdr. Perth, WA, Australia, 61 8 9474 0444 AM Rotterdam, Netherlands, 31 10 4431 Boulevard 306, , DK-5000 Odense C, Purple-faced leaf monkey 411 Denmark, 45 63111325 (Trachypithecus vetulus nestor) Rhesus macaque (Macaca mulatta) Pig-tailed macaque (Macaca nemestrina) Philadelphia Zoological Garden, Royal Zoological Society of 3400 W Girard Ave., Philadelphia, PA, Antwerp, Koningin Astridplein 26, 2018 Ogrod Zoologiczny im. Stefana U.S.A., 19104, (215)243-1100 Antwerp, Belgium, 32 3 202 4551 Milera, Szczebreska 12, 22-400, Dusky leaf monkey (Trachypithecus Dusky leaf monkey (Trachypithecus Zamosc, Zamosc, Poland, 48 84 639 obscurus) obscurus) 3479 Lion-tailed macaque (Macaca silenus) Pig-tailed macaque (Macaca Primarily Primates Inc, 26099 Dull nemestrina) Safari Beekse Bergen, Beekse Knife Trail, San Antonio, TX, U.S.A., Bergen 1, , 5081 NJ Hilvarenbeek, Ogrod Zoologiczny W. Poznaniu, ul. 78255, (830)755-4616 Netherlands, 31 13 536 0035 Browarna 25, , 61-063 Poznan, Poland, Lion-tailed macaque (Macaca silenus) Rhesus macaque (Macaca mulatta) 48 61 8 768209 Stump-tailed macaque (Macaca Quinta de Santo Inacio, Rua Souto de Slow loris (Nycticebus coucang) arctoides) Fiaes, 4430-918, Avintes, Porto, Portugal, 351 22 787 8500

60 Saint Louis Zoological Park Lanka, 94 1 712751 5K7, (416)392-5901 1 Government Dr., St. Louis, MO, U.S.A., Hanuman langur (Semnopithecus Lion-tailed macaque (Macaca silenus) 63110-1395, (314) 781-0900 entellus) Dusky leaf monkey (Trachypithecus Pig-tailed macaque (Macaca Trevor Zoo, Millbrook School Rd., obscurus) nemestrina nemestrina) Millbrook, NY, U.S.A., 12545, (845)677- Lion-tailed macaque (Macaca silenus) Purple-faced leaf monkey 3704 (Trachypithecus vetulus monticola) Slow loris (Nycticebus coucang) San Diego Wild Animal Park, 15500 Rhesus macaque (Macaca mulatta San Pasqual Valey Rd., Escondido, CA, mulatta) Tulsa Zoological Park, 5701 E 36th St U.S.A., 92027, (760)747-8702 Toque macaque (Macaca sinica sinica) N, Tulsa, OK, U.S.A., 74115, (918) 669- Lion-tailed macaque (Macaca silenus) 6201 St. Catherines Island / WCS, 182 Dusky leaf monkey (Trachypithecus San Diego Zoological Garden, Camellia Road, Midway, GA, U.S.A., obscurus) P.O.Box 120551, 2920 Zoo Drive, San 31320-9801, (912)884-5005 Diego, CA, USA, 92112-0551, (619) Lion-tailed macaque (Macaca silenus) Twycross Zoo, CV9 3PX, Atherstone, 231-1515 Warwickshire, England, United Crab-eating macaque (Macaca Stump-tailed macaque (Macaca Kingdom, 44 1827 880250 fascicularis) arctoides) Dusky leaf monkey (Trachypithecus Lion-tailed macaque (Macaca silenus) obscurus) Slender loris (Loris tardigradus) Szeged Zoo, PO Box 724, , H-6701 Purple-faced leaf monkey Slender loris (Loris tardigradus Szeged, CSEREPES-SOR, Hungary, 36 (Trachypithecus vetulus monticola) tardigradus ) 62 443592 Slow loris (Nycticebus coucang) Hanuman langur (Semnopithecus Ueno Zoological Gardens, 9-83 entellus) Ueno-kouen, 110-8711, Taito-Ku, Tokyo, San Francisco Zoological Gardens, Lion-tailed macaque (Macaca silenus) Japan, 81 3 3828 5171 1 Zoo Rd., San Francisco, CA, U.S.A., Pig-tailed macaque (Macaca Slow loris (Nycticebus coucang) 94132-1098, (415) 753-7080 nemestrina) Slow loris (Hybrid) (Nycticebus Lion-tailed macaque (Macaca silenus) Slow loris (Nycticebus coucang) coucang coucang)

Santa Barbara Zoological Gardens, Taiping Zoo, MPT. P.O. Box115l, , Usti nad Labem Zoo, Drazdanska 23, 500 Ninos Dr., Santa Barbara, CA, 34008 Taiping, PERAK, Malaysia, 60 5 CZ-400 07, Usti nad Labem, Czech U.S.A., 93103-3798, (805)962-5339 808 6577 Republic, 420 475 501 766 Dusky leaf monkey (Trachypithecus Dusky leaf monkey (Trachypithecus Bonnet macaque (Macaca radiata) obscurus) obscurus) Hanuman langur (Semnopithecus Pig-tailed macaque (Macaca entellus) Shaldon Wildlife Trust, Ness Drive, nemestrina nemestrina) Lion-tailed macaque (Macaca silenus) TQ14 0HP, Shaldon, Devon, England, United Kingdom, 44 1626 872234 Tallinn Zoo, Paldiski Road 145, EE- Utah’s Hogle Zoo, Utah Zoological Slow loris (Nycticebus coucang) 13522, Tallinn, Estonia, 372 694 3300 Society, 2600 Sunnyside Ave., Salt Stump-tailed macaque (Macaca Lake City, UT, U.S.A., 84108, (801)584- Sharjah Breeding Centre For arctoides) 1701 Endangered, Arabian Wildlife, PO Box Hanuman langur (Semnopithecus 24395, Sharjah, United Arab Emirates, The Houston Zoo, 1513 N MacGregor, entellus) 971 6 5311 212 Houston, TX, U.S.A., 77030-1603, Hanuman langur (Semnopithecus Rhesus macaque (Macaca mulatta) (713)533-6500 entellus thersites) Dusky leaf monkey (Trachypithecus Singapore Zoological Gardens, 80 obscurus) Veermata Jijabai Bhosle Udyan, Mandai Lake Rd., 729826, Singapore, Ambedkar Road, Byculla, 400027, Singapore, 65 6269 3411 The Wildlife Conservation Society, Mumbai (Bombay), Maharashtra, India, Crab-eating macaque (Macaca 2300 Southern Blvd., Bronx, NY, U.S.A., 91 872 5799 fascicularis) 10460-1099, (718)220-5125 Lion-tailed macaque (Macaca silenus) Lion-tailed macaque (Macaca silenus) Slender loris (Loris tardigradus) Pig-tailed macaque (Macaca Slow loris (Nycticebus coucang) Wildlife World Zoo, Northern Ave. at nemestrina) State Route 303, Litchfield Park, AZ, Purple-faced leaf monkey Tiergarten Heidelberg, PO Box 10 55 U.S.A., 85340-9466, (623)935-9453 (Trachypithecus vetulus vetulus) 49, D-16920, Heidelberg, Baden- Slow loris (Nycticebus coucang) Slow loris (Nycticebus coucang) Württem, Germany, 49 6221 645510 Slow loris (Nycticebus coucang Hanuman langur (Semnopithecus Wilhelma Zoo, PO Box 501227, D- bengalensis) entellus) 70342, Stuttgart, Baden-Württem, Slow loris (Hybrid) (Nycticebus Rhesus macaque (Macaca mulatta) Germany, 49 711 5402102 coucang) Stump-tailed macaque (Macaca Lion-tailed macaque (Macaca silenus) arctoides) Slow loris (Nycticebus coucang) Smithsonian National Zoological Park, 3001 Connecticut Ave. NW, Tierpark Berlin-Friedrichsfelde Woodland Park Zoological Washington, DC, U.S.A., 20008-2537, GmbH, Am Tierpark 125, , D-10307 Gardens, 5500 Phinney Ave N, Seattle, (202)673-4821 Berlin, Germany, 49 30 515310 WA, U.S.A., 98103-5897, (206)684- Lion-tailed macaque (Macaca silenus) Pig-tailed macaque (Macaca 4880 nemestrina nemestrina) Lion-tailed macaque (Macaca silenus) South-North Trading Inc. (Tokyo Slow loris (Nycticebus coucang) Off.), #402 Sunpark Kitamagome, 13-8 Tierpark Hagenbeck GmbH, PO Box Kitamagome-2, Ota-ku, Tokyo, Japan, 81 5409 30, D-22509, Hamburg, Germany, Yokohama Zool. Gardens 3 3773 6043 49 40 5400010 (ZOORASIA), 1175-1 Kamishirane-cho, Slow loris (Nycticebus coucang) Bonnet macaque (Macaca radiata) Asahi-ku, 241-0001, Yokohama, Kanagawa-ken, Japan, 81 45 951 1297 Sri Lanka National Zoological Toronto Zoo, 361A Old Finch Ave., Dusky leaf monkey (Trachypithecus Gardens, Anagarika Dharmapala Scarborough, Ontario, Canada, M1B obscurus) Mawatha, , Colombo, Dehiwala, Sri 61 Lion-tailed macaque (Macaca silenus) Zoo of Antwerp, Royal Zool.Society Zoologicka Zahrada Bratislava, Slow loris (Nycticebus coucang) of Antwerp, Koningin Astridplein Mlynska Dolina 1, , 842 27 Bratislava, 26, 2018 Antwerp, Belgium, 32 3 202 Bratislavsky kr, Slovakia, 421 765 Zagreb Zoo, Maksimirski perivoj bb, 4540 422848 10000, Zagreb, Croatia, 385 1 2302 199 Hanuman langur (Semnopithecus Slow loris (Nycticebus coucang) Hanuman langur (Semnopithecus entellus thersites) entellus) Slender loris (Loris tardigradus) Zoologicka Zahrada Ostrava, Hanuman langur (Semnopithecus Michalkovicka 197, , 710 00 Ostrava, entellus thersites) Zoo Parc de Beauval, 41110 St Severomoravsky, Czech Republic, 420 Slow loris (Nycticebus coucang Aignan, Cher, France, 33 254 755000 596 243 316 bengalensis) Lion-tailed macaque (Macaca silenus) Hanuman langur (Semnopithecus Slow loris (Hybrid) (Nycticebus entellus) coucang coucang) Zoo Parc Overloon, Lion-tailed macaque (Macaca silenus) Stevensbeekseweg 19-21, , 5825 JB Zoo de Doue, BP 105 103 rue de Overloon, North Brabant, Netherlands, Zoologico De Santillana Del Mar Cholet, , 49700 Doue-la-Fontaine, 31 478 640046 Avda, Antonio Sandi, 12, 39330, France, 33 241 592884 Lion-tailed macaque (Macaca silenus) Santillana del Mar, Cantabria, Spain, 34 Lion-tailed macaque (Macaca silenus) 942 810125 Zoobotanico de Jerez, C/Taxdirt s/n, Lion-tailed macaque (Macaca silenus) Zoo de Lisboa / Lisbon Zoo, Estrada E-11404, Jerez de la Frontera, Cadiz, de Benfica, 158, 1549-004, Lisboa, Spain, 34 956 153164/153293 Zoologico Nacional La Aurora, Blvd Portugal, 351 21 723 2900 Crab-eating macaque (Macaca Juan Pablo II, Interior z.13, Guatemala Lion-tailed macaque (Macaca silenus) fascicularis) City, Guatemala C.A., 502 472 0885 Pig-tailed macaque (Macaca Zoo Duisburg AG Zoological and Botanical Garden nemestrina) Mülheimerstrasse 273, D-47058, Plzen, POD Vinicemi 9, , 301 16 Plzen, Rhesus macaque (Macaca mulatta) Duisburg, N Rhine-Westph, Germany, Czech Republic, 420 378 038 301 49 203 3055942 Lion-tailed macaque (Macaca silenus) Zoologischer Garten Augsburg Lion-tailed macaque (Macaca silenus) Slender loris (Loris tardigradus GmbH, Brehmplatz 1, D-86161, nordicus ) Augsburg, Germany, 49 821 567149-0 Zoo Hannover GmbH, Adenauerallee Slow loris (Nycticebus coucang) 3, D-30175, Hannover, Germany, 49 511 Zoological Center Tel Aviv - Ramat 28074163 Gan, PO Box 984, 52109, Ramat Gan, Zoologischer Garten Leipzig, Hanuman langur (Semnopithecus Tel Aviv, Israel, 972 3 631 3531 Pfaffendorfer Str. 29, , D-04105 Leipzig, entellus) Lion-tailed macaque (Macaca silenus) SACHSEN, Germany, 49 341 593 3301 Lion-tailed macaque (Macaca silenus) Zoo Melaka, Ayer Keroh, 75450, Zoological Garden Prague, U Rhesus macaque (Macaca mulatta) Melaka, Malaysia, 60 6 232 4054 Trojskeho Zamku 3/120, CZ-171 00, Pig-tailed macaque (Macaca Praha, Czech Republic, 420 296 112 Zoologischer Garten Wuppertal, nemestrina nemestrina) 108 Hubertusallee 30, D-42117, Wuppertal, Slow loris (Hybrid) (Nycticebus Slender loris (Loris tardigradus N Rhine-Westph, Germany, 49 202 coucang coucang) nordicus ) 27470 Stump-tailed macaque (Macaca Slow loris (Nycticebus coucang) Dusky leaf monkey (Trachypithecus arctoides melanotus) obscurus) Zoological Society of London, Lion-tailed macaque (Macaca silenus) Zoo Negara Malaysia, Hulu Kelang, Regent’s Park, NW1 4RY, London, Stump-tailed macaque (Macaca Darul Ehsan, 68000, Ampang, Selangor, England, United Kingdom, 44 20 7449 arctoides) Malaysia, 60 3 410 83422 6450 Dusky leaf monkey (Groups) Hanuman langur (Semnopithecus (Trachypithecus obscurus) entellus) Hanuman langur (Semnopithecus Hanuman langur (Semnopithecus entellus entellus) entellus thersites) Lion-tailed macaque (Macaca silenus) Slender loris (Loris tardigradus Slow loris (Nycticebus coucang) nordicus ) Slow loris (Nycticebus coucang)

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