Outreach Program at the University of Florida

The Center is partially funded under Title VI of the federal Higher Education Act as a National Resource Center on Africa. One of only nine in the U.S. Florida’s is the only Center located in the southeastern United States. The Center directs, develops, and coordinates interdisciplinary instruc- tion, research, and outreach on Africa. The Outreach Program includes a variety of activities whose objective is to improve the teaching of Africa in primary and second- ary schools, colleges, universities and local communities. The fol- lowing are some of the regular activities which fall under the Outreach Program.

Puppet from the Bamana group in Mali image courtesy of Hamill Gallery

Teachers’ Workshops Library The Center offers in-service workshops for Teachers may borrow videotapes K-12 teachers about instruction on Africa and books from the Outreach offi ce. throughout the school year.

Community and School Summer Institutes

Each summer, the Center holds teaching Presentations Faculty and graduate students make presentations on institutes for K-12 teachers. Africa to local communities and schools.

Publications Research Affi liate Program The Center publishes and distributes teaching Two one-month appointments are provided each resources including Irohin. In addition, the Center summer. The program enables African specialists at has published a monograph entitled Lesson Plans on institutions which do not have adequate resources for African History and Geography: A Teaching African-related research to increase their expertise on Resource Africa through contact with other Africanists. They also have access to Africa-related resources at the University of Florida’s libraries. Participants in the 2005 Summer Institute: Lonna Dickinson, Sarah Reynierson, Rachel Daignault, Dr. Rose Lugano (presenter), Khaled Mohammed, Jessica Morey, Jacqueline Smith, Celestine Bonzongo (presenter), Thérèse Mitchell, Belinda Howerton and Dr. Agnes Leslie (institute director). Not in the picture Robin Dodd. Copyright 2006 World Eagle/IBA, Inc. Reprinted with permission from WORLD EAGLE, 1-800-854-8273. All rights reserved. Copyright World Eagle, Inc. 1990 Africa’s Matriarchal Traditions: A Key to the Past and Present ...... 6

Literature by Women into the Curriculum...... 9

French Language in Africa ...... 15

Teaching Swahili in the Elementary School ...... 19

Malian Puppet Traditions: Refl ecting on Self and Society ...... 22

Beauty in African History ...... 25

To Market, To Market ...... 30

Passport to Botswana : A Wonderful Retreat ...... 34

Folktales of Ethiopia ...... 39

The first relationship we have is with our the queens of Meroë, which grew prominent as Egypt mothers; it begins before we enter the world. “One of declined—Candace, Bartare, Amanerinas, Amanitere, the commonest names we give our children is Nneka, and several others (Sweetman 1-16). The Kikuyu of or ʻMother is Supremeʼ” (Achebe 133). Family Kenya trace their nine clans back to the nine daughters relationships are the basic units for building communi- of the patriarch Gikuyu, and traditionally all Kikuyu ties and states. In many traditional African societies, girls were given one of the names of these nine matri- matriarchal and matrilineal social structures provide a archs (“Mount Kenya”). These are only a few of the key to kinship, ownership, and women who have wielded politi- leadership. In the past, the status cal power in the past. of women fluctuated during the Nigerian sociologist Ifi Amadi- colonial period as the influence ume asserts that “the traditional of patriarchal European pow- power of African women had an ers changed every aspect of life economic and ideological basis, in Africa. Today, groups which and derived from the sacred and continue to follow matrilineal almost divine importance ac- and matriarchal structures are corded to motherhood” (Amadi- believed by some scholars to jume,146). In practice, womenʼs experience fewer of the social economic importance came from and economic woes which preoc- their roles as agriculturalists, cupy western media coverage home-keepers, and market sell- of Africa. Acknowledging the ers. Furthermore, the importance role of Africaʼs matriarchal of motherhood came into play traditions contributes to a more when questions of wealth inheri- well-rounded understanding of tance and lines of succession for Africaʼs complex societies, and community leadership were ad- such an understanding is an es- dressed. During the pre-colonial sential foundation for the study period, even in patriarchal societ- of African literature and culture. ies where the line of descent was Throughout African his- patrilineal—that is, to the oldest tory, women have held positions son of the father—the mother of Ellen Johnson-Sirleaf is the President of Liberia and the of great influence, many of them first female president in Africa. the oldest son might have con- in patriarchal societies. For siderable political influence over example, during the early 1800ʼs, Yaa Akyaa was the community affairs. However, the legacy of patrilineal Asante queen mother who negotiated with the British kinship structures in todayʼs struggling economies (Berger 86-88). Nehanda of Zimbabwe was a spiritual becomes painfully clear when relatives in patrilineal leader who held her people together during a violent families grab property from widows and their chil- assault by the British (Sweetman 91-95). From the dren after the father has died (LaFraniere, “AIDS”). pre-colonial period, Hatshepsut of Egypt is probably Although disputes arise over inheritance under any the best known, but she was outnumbered by kinship system, a matrilineal or bilineal system allows 6 women ownership of wealth and thus the social status criticize Okonkwoʼs behavior toward his wives: that goes along with improved economic status. “Your wife was at fault... but you would still have In some societies patriarchy and matriarchy committed a great evil to beat her” (30). Second, the co-exist to the advantage of the entire community. For priestess Chieloʼs holds a respected dual role in the example, the Ohafia in Nigeria have a double descent community: “It was not the same Chielo who sat with system for inheritance. “In Ohafia, agricultural land her in the market... It was a different woman—the is held by maternal descent groups, while residential priestess of Agbala, the Oracle of the Hills and Caves” land is held by paternal descent groups” (McCall 180). (107). Third, when Okonkwo is exiled to his motherʼs Among the Chewa of Malawi, the wealth of men goes village for a “female” crime, his uncle Uchendu to the sisterʼs son (Holden). Likewise, in the Igbo scolds him for his self-pity: “Your mother is there village of Nnobi, Nigeria, women control the market- to protect.... Is it right that you, Okonkwo, should place, while men con- bring to your mother a trol community politics heavy face and refuse (Amediume 84-5). to be comforted? Be Thus womenʼs power careful or you may is based on a central displease the dead” economic role in the (134). Despite all these community. Amadiume subtle clues for read- argues that European ers outside Nigeria, colonial leaders could Okonkwoʼs personality not recognize womenʼs is so powerful that his status in African societ- viewpoint dominates ies, because there were the novel. In the end, few precedents among we see him as a flawed European women— but great man. Without most stayed at home understanding pre-co- and had no public lonial Nigeria, western economic role (102). Botswana's first female paramount chief (kgosi) Kgosi Mosadi Seboko. readers may not under- Image courtesy of Keith Jefferis Furthermore, she says, http://www.kolobeng.fusioncentral.com stand the status of women modern sociologists have in traditional societies. continued this lack of understanding in their profiles of Ironically, Okonkwoʼs views of the status of women African societies. have more in common with the British colonial gov- With misconceptions about traditional African ernment that condemns him, whereas the views of his societies continuing to shape perceptions of Africa, clan reflect the balance of gender roles many pre-colo- filling in cultural and historical background is essential nial societies achieved. in the study of African literature. For example, Chinua Traditionally and even today, these balanced Achebeʼs Things Fall Apart has been the foremost roles include the matrilineal descent systems which African novel to reach western readers for over forty help keep ownership of land within the community years. The hero Okonkwo shows little regard for the and avoid squabbles about land use rights. The As- social status of women, equating them with men of ante of Ghana, the Chewa of Malawi, and the Herero low rank: “That was why (Okonkwo) had called him of Botswana and Namibia are societies which trace a woman. Okonkwo knew how to kill a manʼs spirit” descent through the mother. Among the Bemba of (26). Okonkwoʼs clansmen express disapproval mainly Zambia, matrilineal descent grows out of a cosmology of his pride; a reader who is not aware of the strong which honors motherhood. Their God is both mother traditional roles of Igbo women might assume that and father. The Bemba view the earth as a womb to Okonkwoʼs attitudes toward women are typical of which we return at death. The seasons of the year Nigerian men. reflect human conception and birth—the female earth Three incidents in Things Fall Apart reveal is a womb that receives the male rain during the grow- that Okonkwo is out of step with the respect accorded ing season. Among the Bemba, there is a ceremony women in traditional Igbo society. First, the elders at puberty for girls but not for boys, and at marriage 7 a husband moves in with his wifeʼs family. Similarly, women in many African societies has grown out of a land rights for women are more secure among several rich matriarchal tradition. other groups in Zambia which follow a matrilineal descent system (Kajoba, 1992). Works Cited Where matrilineal descent is followed even in patriarchal societies, it is more than a vestige of -Achebe, Chinua. Things Fall Apart. New York: An- Africaʼs traditional matriarchal past. Matrilineal chor Books, 1959. descent provides women with a social structure that can help protect them from exploitation as agricultural -Amadiume, Ifi. Reinventing Africa: Matriarchy, reli- laborers and home-keepers. Ownership of property gion and culture. London: Zed, 1997. and its accompanying economic status give women a chance to vie for political influence as well. The future -“Bemba Religion.” Overview of World Religions. St. success of African societies may well depend on each Martinʼs College. June 15, 2005. http://philtar.ucsm. countryʼs ability to accord a strong place for women ac.uk/encyclopedia/sub/bemba.html. again both economically and politically. Amadiume points out how ironic it is that post-colonial African -Berger, Iris and E. Frances White. Women in Sub-Sa- states formed independent governments that were haran Africa: Restoring Women to History. Blooming- modeled on the centralized political systems of their ton: Indiana University Press, 1999. former patriarchal colonial oppressors (89-90). A hopeful example may be found in Botswa- -Holden, Clare, Rebecca Sear, and Ruth Mace. “Ma- naʼs Kgosi Mosadi Seboko, first female paramount triliny as daughter-biased investment.” June 15, 2005. chief (kgosi) of the Baletes. As the daughter of a chief http://www.iga.ucdavis.edu/files/Macepaper.pdf. in a patriarchal society, Mosadi Seboko has waited patiently since 1966, while first her uncle and then her -Kajoba, Gear M. “Women and Land in Zambia: A brother led the Baletes. In 2001, with the support of case study of small-scale farmers in Chenena Village, her mother and seven sisters, Seboko stood up to cous- Chibombo District, Central Zambia.” Eastern Africa ins and elders to claim her right of succession, based Social Science Research Review. Vol. 18, No. 1 (Janu- on the Botswana constitutionʼs promise of freedom ary 2002). June 15, 2005. http://muse.jhu.edu/demo/ from discrimination. “She has endeared herself... by eastern_africa_social_science_research_review/. balancing calls for change with respect for tradition. Some men—and women—suggest quietly that she is -LaFraniere, Sharon. “AIDS and custom leave African too outspoken in defense of womenʼs rights. But many families nothing.” New York Times. February 18, 2005. say she has proved herself with her straightforward manner, accessibility, and focus on the problems of - “A tribe in Botswana follows a leader called Wom- Ramotswaʼs youth” (LaFraniere, “Tribe”). The most an.” New York Times. December 11, 2004. important difference between Kgosi Mosadi Seboko and her male counterparts seems to be her willingness -McCall, John C. “Social Organization in Africa,” In to speak for the interests of all members of her com- Africa. Phyllis M. Martin and Patrick OʼMeara, eds. munity. Third Edition. Bloomington: Indiana University Press, Acknowledging the social roles of women as 1995. well as men leads to a greater understanding of how a state may succeed or falter. Political leaders follow- -“Mount Kenya: Cultural Safari.” Magi- ing the patriarchal model might adjust their thinking cal Kenya. September 3, 2005. http://www. to accept women as partners, looking to the traditional magicalkenya.com/default.nsf/doc21/ matrilineal and bilineal social structures for inspira- tion. As governments struggle with economic and political pressures, history shows that there is much to be gained. Meanwhile, our understanding of the social setting for studying Africaʼs literature and culture is greatly enhanced by recognizing that the place of 8 “African literature allows the young student to see All African novels provide a lens by which we Africa—not through the prejudices of reporters or the can introduce our students to Africa. The addition of preoccupations of the anthropologists, not through the African novels by women will provide students with observations of travelers or the tales of missionaries, still greater perspective. I suggest here a beginning but in the words of the Africans themselves. In their curriculum for using four African novels to teach literature they express their concerns, their aware- about Africa from the late 19th century to the pres- ness, their response to the painful and ent, beginning with Chinua Achebeʼs complicated history of the colonialism Things Fall Apart, followed by Buchi that has been the African experience Emechetaʼs The Bride Price and The during the twentieth century.” –John Joys of Motherhood, and culminating Povey with Mariama Baʼs So Long a Letter. Almost thirty years ago, John There is good reason to begin a Povey, then teaching at UCLA, made study of African literature with Chinua the strong case that African literature Achebeʼs Things Fall Apart. Things by Anglophone writers belonged in Fall Apart is often the only African our English curriculum. In his article novel that makes it on an American “African Literature in Paperback,” studentʼs reading list. The book is Povey discusses benefits of inclusion very accessible and a quick search of such as “providing evidence of what the Internet will link teachers with a is happening to the English language myriad of lesson plans, study guides, itself”, “the awareness of literature and instructional strategies using beyond the narrow confines of the Chinua Achebe is the Nigerian technology that are meshed with the author of Things Fall Apart. British-American novel”, and the book. The novel has been thor- provision of “some sense of the great richness of oughly tested on high school students. Its praises are another culture, appreciation and understanding for its so many that I will not elaborate any more. However, principles and needs.” Povey then goes on to suggest as typical of many male writers of traditional novels anthologies, novels, poetry, and dramas that his peers published in the 1950s and 1960s, Things Fall Apart might find adaptable to their courses. touches on women with a “conventional attitude”, A careful examination of the authors men- casting “all women in the strict sexist role of mothers tioned reveals that they are all male. These “many and wives, submissive to the norms and regulations voices of men” offered students in the late 1970s an that restrict them.” Rendering women voiceless was inroad to African culture generally, but many have not Achebeʼs intention in the novel. His true goals argued that they left womenʼs voices unheard. Fortu- were to show Africans themselves and the world at nately, the last three decades have produced a wealth large the richness of culture in pre-colonial times and of African literature written by African women. These to combat the stereotypes of savagery and backward- novels not only respond to the role of women often ness. Achebe spoke of this role as a teacher, “I would produced in earlier works by male authors, but they be quite satisfied if my novels (especially the ones I also provide insight into the emotions and perspectives have set in the past) did no more than teach my (Afri- of women themselves. can) readers that their past--with all its imperfections 9 was not one long night of savagery from which the modern, the African old-fashioned. Lagos culture was fi rst Europeans acting on Godʼs behalf delivered such an unfortunate conglomeration of both that you them” . ended up not knowing to which you belonged.” (The The novel should be honored before it is dis- Bride Price, 29) sected (for its portrayal of women). Things Fall Apart is the story of the Ibo village of Umuofi a in pre-colo- This would be an excellent place to introduce colonial- nial Nigeria. The protagonist of the story is Okonkwo, ism with your students. You could discuss the fac- a strong individual trying to overcome the legacy of tors that brought Europeans to Africa, the division of his lazy and drunken father. He struggles to attain this countries by Europe, and the varying ways in which goal because of an inadvertent shooting of a clansman, colonial powers conducted themselves in the African but also because the Umoufi a society itself changes territories. from within through encounters with Chris- Continuing on in the tian missionaries. Things Fall Apart not novel, Akunna and her Ma, only reveals how the traditional village life Blackie, and brother must was affected by the coming of the white return to the village of Ibuza, man (What next, green? one character jokes where they will be taken into in the novel), but it also lends us a carica- her uncle Okonkwo Odiaʼs ture of what an Ibo village may have been compound. Upon their en- like in the 1880s and 1890s, and the values trance into the village, Ma and customs that were held dear. Things Blackie must go into mourning Fall Apart is an excellent portrayal of one in her house for nine months. villageʼs fi rst encounters with colonial pow- In a dispute over the clothes ers. she will wear in mourning, As with almost all things African, it her uncle makes it clear that would be important to remind your students he will take Ma Blackie as that the perspective of the Ibo village in his fourth wife when she is Nigeria of Things Fall Apart is fi ction and through mourning his late not representative of the continent. There is brother. always time for a quick geography lesson. Meanwhile, Akunna and Africa has 54 countries, is several times the her brother Nnanndo are doing size of the United States, and is home to more than well. Both are attending school and this sets them 600 spoken languages, several religions, and a multi- ahead in otherʼs eyes. Some are even jealous, includ- tude of people and places. The diversity of Africa can- ing Okonkwoʼs wife who believes it is a waste to send not be stressed enough. a girl to school, even though it is Ma Blackie herself Buchi Emechetaʼs The Bride Price picks up who works to pay the childrenʼs school fees. Okonk- close to where Things Fall Apart ends. The story be- wo sees the value of the education, as it will increase gins in Lagos in Nigeria and we are introduced to the her bride price. With more money he hopes to fur- lead character Akunna, a thirteen-year-old girl. The ther his attempts to become an Obi (a respected title). opening chapters deal with the tragedy of her fatherʼs However his wife knows that Ma Blackie will want death (resulting from an injury he suffered fi ghting in to use the money for furthering Nnanndoʼs education. the wars of Europe) and her motherʼs absence during In her bitterness, she discloses her idea that Akunna his last days as she sought to recharge her fertility. is an ojbanje, or “living dead”. In the Ibo tradition, Emecheta uses the discussion of the funeral to intro- an ojbanje is someone who is expected to die young duce the impact of colonialism on traditional culture. because the other world calls them back. By tradi- tion, girls often die at the birth of their fi rst baby. This same outcome is also expected for girls whose suitors “Ezekiel Odiaʼs funeral was, like all such ceremonies do not pay their bride price. In this way, it turns out in colonial Africa, a mixture of the traditional and the that Akunna shall be cursed by just such a condition, European. Emphasis was always placed on the Eu- for Akunna falls in love with a “slave”. ropean aspect. The European ways were considered This slaveʼs name is Chike, and he is Akunnaʼs 10 teacher at her school. Despite warnings from both ning from, and to find out the story commences again families that such a love will be forbidden by soci- with the story of Nnu Egoʼs mother. ety, the two fall in love anyway. When Akunna is Nnu Egoʼs mother was called Ona. She was kidnapped and married off to a cruel and crippled not her fatherʼs only child but she was his great joy, schoolmate, Chike rescues her after she escapes despite her gender. He maintained that she must never consummating the marriage by taunting her husband marry, but that she was allowed to have men. “And of her previous liaisons with the sullied slave. Chike if she bore a son, he would take her fatherʼs name, rescues her and they leave the village and are married thereby rectifying the omission nature had made.” Ona themselves. Akunna becomes pregnant but is haunted had a lover, a wealthy chief named Nwokocha Agbadi by the curses she knows are on her by Ibo traditions. who loved her but was upset that she would not marry She begs and reminds her husband to pay her bride him. When Ona became pregnant, a deal was struck price, but her uncle Okonkwo will not accept it. In the that if Ona had a son, he would belong to her father, end, Akunna does die giving birth to a daughter which but if she had a girl, she would belong to Agbadi. she quickly names Joy. The book ends in a way that The love child born was Nnu Ego. Ona passed away Emecheta has been sometimes criticized for, in that it a couple of years later after bearing a premature son, is believed to reflect a backwardness to Ibo society: and her dying words to Agbadi were of her daughter, “Allow her to be a woman.” “So it was that Chike and Akunna substantiated the Nnu Ego had a happy childhood and when she traditional super-station that they had unknowingly came of age, she was married to a man named Ama- set out to eradicate. Every girl born in Ibuza after tokwou. Despite all her prayers, Nnu Ego did not be- Akunnaʼs death was told her story, to reinforce the come pregnant, and Amatokwou took on a second wife old taboos of the land. If a girl wished to live long who became pregnant almost immediately. Nnu Ego and see her childrenʼs children, she must accept the helped to care for second wifeʼs son and was caught husband chosen for her by her people, and the bride breast feeding him. Amatokwou beat her and took price must be paid. If the bride price was not paid, she her back to her fatherʼs. Agbadi understood that Nnu would never survive the birth of her first child. It was Ego would be unhappy to return to Amatokwou, and a psychological hold over every young girl that would returned her bride price to him. Nnu Ego was given a continue to exist, even in the face of every moderniza- second chance with a new husband. Unfortunately, he tion, until the present day. Why this is so, as the say- was not in the village of Ibuza, so Nnu Ego was taken ing goes, anybodyʼs guess.”(The Bride Price, 168) to live with her new husband in Lagos. This new husband, Nnaife, had a job for a The traditional curse surrounding the bride white couple washing their clothes. He was round price does come true in the novel, but it is a work of and pale and Nnu Ego was not impressed. She found fiction. Its strength lays not in its ending, but in Em- him womanly and in these first few years would berate echetaʼs depiction of a traditional Ibo village (Ibuza), him so. She did perform her wifely duties and became Ibo customs, and the inclusion of a woman characterʼs pregnant soon after. Nnu Ego also began a petty trad- emotions and frustrations. The Bride Price is set at a ing business in the city markets, selling matches and time when Nigeria is on the cusp of the modern world; cigarettes to buy her additional lappas to wear. She however, the village is sheltered from most of these bore her son, but at four weeks old, she awoke to find outside influences. Emechetaʼs The Joys of Mother- him dead. It was at this point we encountered her first hood, acclaimed as “her most crafted novel” , takes us running towards the bridge and her chi. on a reverse journey from the village to the city, and Nnu Ego was rescued from her jump and went shows the impact of colonialism in Nigeriaʼs urban on to bear eight more children, seven of which sur- areas. vived. Nnaife lost his job washing clothes but found The Joys of Motherhood begins with a woman work around Lagos before being kidnapped into the running toward a wished-for death. She is in Lagos, white manʼs army. Nnu Ego struggled to raise her and the year is 1934. She blames her grief on her children in the traditional ways she believed were chi, her personal god, “a slave woman who had been correct, which was harder than ever to do in a city like forced to die with her mistress when the latter was Lagos, the capital of Nigeria. Her eldest surviving son being buried.” We do not know what Nnu Ego is run- Oshia, who Nnu Ego put all her toils and hard work 11 into, to keep him in school, ended up going on to the rica. The novel is a reflective letter from Ramatoulaye United States for a higher education and did not take to her good friend Aissatou, on the event of the death care of her as Ibo tradition would have expected him of Ramatoulayeʼs husband Modou. In the letter she to. Nnaife spent most of his time with palm wine; Nnu records the ups and downs of the five years since her Ego did not reprimand this habit as she felt it was an husband abandoned her emotionally and physically for expected part of his life since he was a man. In the a second wife as young as her daughter. end, Nnu Ego dies alone in a ditch back in the Ibuza One of the interesting features of So Long a village, and women afterwards come to pray to her Letter is that the story is so contemporary that you for their own fertility. The Joys of Motherhood is an forget you are even reading about a place in Africa. ironic title, for a novel about a woman who nearly It paints a picture of modern Dakar and the heartfelt committed suicide over the death of her first child but feeling of a middle-aged woman in such a sympathet- who was aggrieved by her living children in her later ic, realistic way that you feel as though Ramatoulaye years. might be a neighbor next door. The entire novel sets The Joys of Motherhood opens up several an important example for students that Africa is not themes for discussion in the classroom. First, you can exotic, nor are its people and their lives. consider the role of Ona, Nnu Egoʼs mother. She is Ramatoulaye and her correspondent, Aissatou, an oddly independent woman on the surface, yet she are products of modern Africa themselves. Both were is still tied down between her father and her lover. educated, trained to be teachers, and became carica- Second, the contrast between life in the village and life tures of todayʼs working mothers. Both were married in the city can be considered. How does the environ- to men of their own choices, despite concerns from ment affect the expectations and lifestyle of both men family in the case of Ramatoulaye and society in the and women? One well-made point by T. A. Ezeigbo is case of Aissatou (she was in a lower level of society Emechetaʼs depiction of the evils of polygamy in the than her husband Mawdo). The women both lived modern context. well and worked hard. One was married to a lawyer, the other to a doctor; neither had needed a dowry to “In the past, polygamy seemed to have been sup- marry. Aissatou gave birth to four sons and Ramatou- ported by both men and women because a large and laye had twelve children. They were both Muslims and polygamous household attracted high social status. devoted on various levels. And yet what befell these There were few conflicts between co-wives because two women? of the ʻhut complexʼ which enabled each wife to own Both Aissatou and Ramatoulaye were struck her own hut and become the matrifocal centre of her down (at least temporarily) by the choice their hus- children and other dependents. But this is not bands made to take second wives. Although allowed the case today, as we see in The Joys of Motherhood, according to their religion, this was still unacceptable where a household has to share a single room in the to the women personally. Aissatouʼs husband took a city.” (Ezeigbo, 161) second wife first. Her reaction again reveals this New Africa; she left him taking her four sons with her. Ais- Another theme is the impact of colonial- satou left her husband a note: ism. A discussion can be built around the changes it brought to men such as Nnaife, to women such as “I will not yield to it. I cannot accept what you are Nnu Ego and Adaku (the second wife), as well as to offering today in place of the happiness we once had. the children. Is the impact for better or for worse, You want to draw a line between heartfelt love and and for whom? What conflicts are there between the physical love. I say that there can be no union of bod- two cultures and what are the effects? This conversa- ies without the heartʼs acceptance, however little that tion could be brought up to the present day and would may be. If you can procreate without loving, merely to make for excellent research for students. satisfy the pride of your declining mother, then I find In bringing the conversation up to the present you despicable. At that moment you tumbled from the day, we leave Nigeria to look at Senegalese author, highest rung of respect on which I have always placed Mariama Baʼs, So Long A Letter. This is a short you.” (So Long a Letter, 31-32) book, but it is incredibly rich and beautiful and brings in so many threads of the discussion on modern Af- Aissatou left her husband and went on to form 12 an independent life; she worked for the Senegalese rejects Daoudaʼs offer of mariage: Embassy in the United States. By contrast, when, after twenty-fi ve years of marriage, Ramatoulayeʼs “You think the problem of polygamy is a simple one. husband married a young girl (his eldest daughterʼs Those who are involved in it know the constraints, the friend!) in secret (he sent his friends to tell his fi rst lies, the injustices that weigh down their consciences wife the news!), Ramatoulaye did not leave him. She in return for the ephemeral joys of change. I am sure shares her emotions during the fi ve years of her near- you are motivated by love, a love that existed well abandonment in her letter to Aissatou; she discusses before your marriage and that fate has not been able to the changes time and childbirth have made to her satisfy. It is with infi nite sadness and tear-fi lled eyes body, the way men glance over their wifeʼs shoul- that I offer you my friendship.” (So Long a Letter, 68) ders, the tips of her griot (praise singer) neighbor, her childrenʼs encouragement to leave and So Long a Letter is an exqui- their disgust at their fatherʼs behavior. site novel with rich themes such as And yet Ramatoulaye remained with progress, friendship, love, education, her husband. She found new delights refl ection, family, compassion, and in attending the cinema and spending the search for happiness. It also ex- time with her children. When her hus- cels as providing an in-depth portrait band gave the young wife a car, Aissa- of a woman in modern Senegal and tou bought one for Ramatoulaye. is a refl ection of women all over Af- The second half of the book rica. For students, it may challenge focuses on Ramatoulayeʼs life after their presumptions of Africa and will mourning her late husband. She takes hopefully help them rethink about suitors, including Daouda Dieng, the Africa in a new light. man she spurned to marry Modou. He The four novels discussed, is a member of Senegalʼs National As- Things Fall Apart, The Bride Price, sembly and she enjoys verbally joust- The Joys of Motherhood, and So ing with him on issues of the day: Long a Letter trace parts of Africa from the pre-colonial village to the “We have a right, just as you have, to modern city. Above all, they are education, which we ought to be able to pursue to the all beautiful works of literature that could easily and furthest limits of our intellectual capacities. We have a appropriately fi nd a home in todayʼs curriculum. It is right to equal well-paid employment, to equal opportu- our job as teachers to prepare our students to be global nities. The right to vote is an important weapon. And citizens and exposing them to literature by African now the Family Code has been passed, restoring to the authors of both genders is a step toward increasing most humble of women the dignity that has so often knowledge about the continent. been trampled upon.”

“When will education be decided for children on the basis not of sex but of talent?”

“Developing a country is not easy. The more respon- sibility one has, the more one feels it; poverty breaks your heart, but you have no control over it.” (So Long a Letter, 61-62)

There are so many discussion starters found in these pages for use with your students! Mariama Ba is an excellent example of a writer who writes, not just to entertain, but also to teach. In the end, Ramatoulaye (reference on next page) 13 References

-Achebe, Chinua. (1959). Things Fall Apart. New York, NY: Anchor Books.

-Ba, Mariama. (1989). So Long a Letter. Oxford: Heinemann Educational Publishers.

-Emecheta, Buchi. (1976). The Bride Price. New York, NY: George Brazilier.

-Emecheta, Buchi. (1979). The Joys of Motherhood. New York, NY: George Brazilier.

-Ezeigbo, T. A. (1990). “Traditional Womenʼs Institu- tions in Igbo Society: Implications for the Igbo Female Writer.” African Languages and Cultures, 3(2), 149- 165.

-Mbele, Joseph. Study Guide by Professor Mbele on Things Fall Apart. Retrieved online from http://www. sdsmt.edu/courses/is/hum375/achebe.html

-Mezu, Rose. Ure. (1995). Women in Achebeʼs World. Retrieved online from http://www.uga.edu/ %7Ewomanist/1995/mezu.html

-Povey, John. (1976). “Pick of the Paperbacks: Afri- can Literature in Paperback.” The English Journal, 65(4), 103-107.

14 One cannot help but notice that many of the countries abolition of the slave trade on moral grounds, es- in Africa use French extensively. In pecially as ideas of equality spread throughout the fact, twenty-two countries in Af- continent. The industrial sector saw the need for rica use French as their offi cial raw materials from Africa, such as language. For some, like rubber, gum, oils, and coffee but Côte dʼIvoire, French the supply was in danger due to is the only offi cial the violence of the slave trade. language, while other Britain abolished the slave trade local languages are in most of its colonies in 1833. used among ethnic The French soon followed groups. For oth- in 1848. The slave ers, like Madagascar, trade continued by French shares offi cial traders of other language status with one countries, and the or more other languages, British and French such as Arabic or English. navies patrolled the While still others, like coast to enforce their Morocco use French ban. The trade of raw as the offi cial trade materials from Africa led to This map shows the colonization the establishment of of Africa by France and Belgium. small coastal settle- ments. An economic language. While teaching French opens up depression in Europe much of the world to students and speakers of at the end of the 19th the languages, the reasons for the wide use of century and economic French are not so positive. The two major avenues instability in Africa led to for the spread of the French language were slavery an increasingly hostile scramble to se- and colonization. cure European interests in Africa. Busi- ness and government leaders in France French Colonialism in Africa believed that the development and protection of mar- The history of French colonization in Africa kets outside of Europe would solve the trade problems began in 1659, with founding of the trading post at created by the shrinking markets of its neighbors. Saint-Louis, an island at the mouth of the Senegal In 1884-1885, the European powers held the River. From this strategic point, the French were able Berlin Conference to set up regulations for the forma- to conduct profi table trading in slaves and rubber. The tion of colonies in Africa and diplomatic protection Enlightenment and the Industrial Revolution in Europe of free trade along the coasts and rivers. Until this and the Americas provided motives for the abolition of momentous event, exploration into the interior of the slavery. Many Europeans campaigned for the continent of Africa had been limited, but soon Euro- 15 pean merchants, soldiers and missionaries were mov- and Tunisia, as nominal protectorates, retained fl ags, ing rapidly inland. These explorers and settlers were national anthems and monarchs, though the Moroccan driven by different ideologies, but the commonly held and Tunisian ministers had French offi cials attached to notion of “civilizing” savage cultures through mod- their offi ces. Sub-Saharan Africa was divided into two ernization or Christianization was very prominent. federations—French West Africa and French Equato- The philosophy of social Darwinism also provided the rial Africa. The countries today that made up French excuse of a stronger culture conquering and civiliz- West Africa are Mauritania, Senegal, Mali, Niger, ing a more backward one. The Europeans were not Benin, Côte dʼIvoire, and Guinea. French Equatorial able to partition Africa amongst themselves without Africa consisted of Chad, Central African Republic, meeting resistance from the different African groups. Republic of Congo, and Gabon. These federations Most groups were unsuccessful at resisting militar- were administered by a governor-general who had no ily, except those that used legislative authority but could guerilla tactics, such as the recommend legislation to the general Samori who engaged Minister of Colonies in Paris. the French for seven years in Each colony had a lieutenant West Africa. governor, which oversaw the Even before the Ber- political situation. African lin Conference, France had chefs de canton were respon- already gained control of Al- sible for the administration of geria and Tunisia in North Af- the African population, who rica. In 1870, Algerians who were considered “subjects”, applied for French citizenship but not citizens. These chiefs were so granted, and Jews and were chosen either based on Europeans born in the country traditionally held authority or were also granted citizenship. because of perceived loyalty Because of continuing con- or French literacy. fl ict with the Moroccans, the The generally accepted French found that they were philosophy of French colo- drawn further inland, as they nialism was “assimilation,” sought to protect newly occu- that is, making French men pied territory. In West Africa, Léopold Sedar Senghor founded the Senagalese Democratic and women of the colonized the already established trad- Bloc. He was elected president in 1960. population. This was sup- ing posts of Senegal provided ported by a French system of bases from which traders and forces could establish education, which taught French history and ideas. Af- control over the inland inhabitants, especially those ter independence, there has been an ongoing struggle along the southern rivers. After the initial expan- in the former African colonies to defi ne the role of the sion, fueled by grandiose projects, such as uniting French language in their countries: in government, in the French African Empire by railroad or attempting literature, and in education. Guineaʼs fi rst president, to dislodge the British from Egypt, French colonists Sekou Touré, eliminated French from the education faced the task of forming governmental systems in system, leaving a generation with poor knowledge of their new territories. It proved diffi cult to combine the the language. French was reintroduced to the primary ideals behind the Republic of universal human rights education system in 1984. In Senegal, however, the and the goals of French nationalism and commercial fi rst president, Léopold Sedar Senghor, a well-known interests. poet and writer, standardized the indigenous languages France favored the method of direct rule, of his country, while also retaining French as an of- which de-emphasized and even ignored local indig- fi cial language. He was later inducted into the Acadé- enous leaders. The direct rule method was practised mie Française. differently in different colonies. Algeria, for example, was made a département of France with representa- tion in the Senate and Chamber of Deputies. Morocco (Continued on pg. 18) 16 Examples of Altered French in West Africa

Word Defi nition Country Origin/comparison to standard French un maquis Small inexpensive Senegal, The word maquis means bush or scrub in French. restaurant Côte Maquis were originally clandestine establishments that served alcohol. Now the word is used for a dʼIvoire small restaurant that serves drinks and cheap local cuisine. The word maquis was used in France dur- ing WWII to talk about the underground resistance. une dibiterie A stand or small Senegal The word dibi originates from the French verb restaurant that sells débiter, which means to sell. Those familiar with grilled meat and, French will recognize that the suffi x –erie indi- specifi cally, dibi, a cates a store that sells the product (or is run by the dish of grilled lamb person) that is represented by the base noun. For example a fromagerie has fromage (cheese) for with hot mustard sale. Thus a dibiterie sells dibi. sauce. un chantier A street food stand Cameroon Chantier literally means construction site. Perhaps a street food stand is called a chantier, because it is not an actual fully constructed building. cadeauter To give a gift Mali The verb cadeauter has been formed from the noun cadeau [a gift]. The standard way to express this concept would be offrir un cadeau [to offer a gift]. siester To take a nap This is another example of a verb being formed from a noun. The standard French expression is faire une sieste. Siester has made expressing this concept more effi cient. mille kilos 22 seat 1 ton mini- Mali Mille kilos means 1000 kilograms. This numerical bus phrase has been adapted to describe an object. un Américain Missionary Burkina The term Américain, which means American in Faso French is used here to refer to a missionary regard- less of nationality or religious affi liation, because the fi rst missionaries to arrive were English speak- ing Protestants. une essencerie Gas station Senegal This word again combines a noun, in this case essence (gasoline), and the suffi x –erie to indicate that gasoline is sold here. The creation of this word is attributed to the Senegalese president Léo- pold Sedar Senghor. The usual term for gas station is station service.

17 Belgian Colonialism Differences in French in Africa When speaking of the use of French in Afri- Just as English is spoken differently in dif- can countries, it is necessary to mention the former ferent English speaking countries, French has also Belgian colony, Democratic Republic of Congo. The evolved in the different Francophone countries. While Belgian expansion into Africa was at the impetus of its changes in vocabulary are more drastic in some coun- king, Léopold II. Concerned with economic profit and tries, the indigenous or other official languages have supported by Belgian merchant bankers, he convinced influenced the spoken French. A different cultural his colleagues at the Berlin Conference to recognize setting may also necessitate the development of new his Congo Free State (the product of his Congo As- vocabulary or alternate definitions to existing words, sociation) as a sovereign state. This area, therefore, as well as different standards for formality in spoken became basically a privately owned company and not language. Certainly, this phenomenon happens within a free state. King Léopold encouraged Belgian firms France itself in the development of slang, etc. to form companies in league with the Congo Free When teaching standard French, it is important, but State to monopolize the rubber exploitation. Armed also fun, to point out how real speakers throughout mercenaries under Belgian supervision inhumanly car- the world have adapted the language. Because of- ried out the rubber trade. Under heavy criticism from ficial French is regulated by the Académie Française, independent and missionary observers, the Congo alternate words from other francophone countries may Free State was ceded to Belgium in 1908, just as the not be included in a students basic dictionary. A good rubber trade was waning and mineral exploration was source for discovery of this kind of vocabulary and beginning. The Congo Free State was ruled under the usage is, of course, French speakers from the Franco- philosophy of creating productive and efficient Bel- phone countries themselves, especially those who are gianized Africans. There was a push for Belgian edu- aware of “official” or “textbook” French. Some other cation, embodied in state-subsidized Roman Catholic sources are tourist guides, both in printed and Internet mission schools. The Belgian state was most con- forms, which usually include a section on common cerned with an exploitation type of trade, manifested or useful phrases. Also, there are dictionaries dedi- by removing the resources it could from the Congo to cated to “Francophone” French, which include terms the profit of Belgian business and to the detriment of used by French speakers worldwide. The examples of people indigenous to the Congo area. Many Congolese altered French are numerous and vary from country people died during this time. to country. Please refer to the chart on pg.17 to see examples of the alterations made to French in Franco- Conclusion phone West Africa. Although the French language unifies the topic of Francophone Africa, it is important to point out Sources: that it is an artificially applied commonality. Students -Demougin, Jacques, ed. Dictionnaire Universel of French should also be made aware, apart from the Francophone. Paris: Hachette, 1997. exploiting aspects of colonialism, that unique and developed cultures existed and indeed still exist in the -Hudgens, Jim and Richard Trillo. West Africa: The areas of French and Belgian colonization. Although Rough Guide. London: Rough Guides, 1999. much of the population in these countries speaks French, opening a vast world for communication by -Martin, Phyllis M. and Patrick OʼMeara, ed. Africa. speakers of French, students must be aware that they Bloomington: Indiana University Press, 1995. also speak many other languages including Wolof, Sangho, Yoruba, and Somali. These cultures should -Oliver, Roland and Michael Crowder, ed. The Cam- not be mistakenly grouped as one African culture as bridge Encyclopedia of Africa. Cambridge: Cam- was done during colonialism. One way to introduce bridge University Press, 1981. these concepts is through the variation of French in each country, especially where the local languages Websites: and cultures have altered the ways in which French is -http://en.wikipedia.org/wiki/French_language spoken. -http://www.ausenegal.com -http://www.cia.gov/cia/publications/factbook/

18 Study of a foreign language in the elementary sons. We are hopeful that our students will be highly school allows students to learn a new language at the motivated and enthusiastic about learning another optimum age. Research shows that there is a direct language. correlation between the length of time spent studying We acknowledge that a great injustice was a language and the language proficiency the students done to Africans during and after slavery. This proj- achieve. ect affords us the opportunity to include Cognitive, an African language in our curriculum and listening, provide our students with a vehicle that memory may positively impact their intercultural and com- views and relationships. munication skills are enhanced when learn- ing a new Vocabulary language. 1 One Moja (mo-jah) Also, 2 Two Mbili (mm-bee-lee) studying a 3 Three Tatu (tah-too) foreign lan- 4 Four Nnne (nn-nay) guage builds At the Muheza Lutheran Parish School class is adminis- 5 Five Tano (tah-no) self esteem tered in Swahili but the children are also taught English. 6 Six Sita (see-tah) Image courtesy of Pastor Mark of St. Paul Lutheran Church and confi- 7 Seven Saba (sah-bah) dence. 8 Eight Nane (nah-nay) There are several positive benefits of teaching 9 Nine Tisa (tee-sah) a foreign language in the elementary school. Personal 10 Ten Kumi (koo-mee) experience and the resources available led us to select Swahili as our foreign language. The foreign language Square Mraba curricula will be integrated into the after school pro- Circle Duara gram. Faculty participation will be a key component in Triangle Pembetatu the success of the program. Oval Enye Umbo La Yai I spent a month in Kenya several years ago. Red Ekundu Most of my time was spent in Lamu. Though many Yellow Rangi Ya Manjano people spoke English, there were many who wanted Blue Buluu; Samawati to converse me but were unable to because I did not Green Kijani Kibichi speak Swahili. That was a frustrating experience. I re- Sun Jua(ma) gretted that I did not learn more of the language before Moon Mwezi going to Kenya. Learning Kiswahili will allow us to incorpo- rate a second language into our core curriculum les- 19 Direct Instruction Lesson Plan Guided Practice: Hand out worksheets to the students. Guide them Grade: K-5 through problems number 1, 4,7 and 10. Learning Objectives: 1. Students will learn new Swahili words. Independent Practice: 2. Students will learn to say the numbers 1-10 in Swa- Instruct students to solve the remaining problems on hili. their worksheet independently. Circulate around the 3. Students will do mathematical operations and write class for individual help. the answer in Swahili. 4. Students will draw, label, and color geometric Evaluation: shapes. Collect the worksheets at the end of the class and assess each student individually. Sunshine State Standards: MA.A.1.1, MA.A.3.1, MA.C.1.1, SC.A.1.1, FL.A.2.1, FL.C.1.1, FL.D.1.1 Worksheet Materials: Vocabulary list, colored pencils, paper, worksheet Please note that answers may be found on the vocab- ulary sheet provided.

Simple Math in Swahili

Add:

1.) sita + mbili =

2.) nnne + tatu =

3.) tano + mbili =

The Muheza Lutheran Parish School in Tanzania Image courtesy of Pastor Mark of St. Paul Lutheran Church Subtract: Student Grouping: Introduction: Whole Group 4.) sita - mbili = Presentation: Whole Group Guided Practice: Whole Group 5.) nane - saba = Independent Practice: Individual 6.) kumi - tisa = Introduction: Today we are going to learn some new Swahili words and learn how to count from one through ten in Swahi- Multiply: li. Also we will do some mathematical operations and write the answer in Swahili. Then we will draw, color, 7.) mbili * nnne = and label some geometric shapes. 8.) tano * mbili = Presentation: Say each of the vocabulary words. Then repeat them 9.) tatu * tatu= again having the students say each word after you.

20 Draw, color, and label the following geometric shapes.

10.) Square 11.) Triangle

12.) Circle 13.) Oval

Students from the summer 2005 Jambo Institute try on different types of African clothing. This institute is a two week long Swahili language and culture program hosted by the Cen- ter for African Studies at UF for high school students.

References:

-Curtain, Helena, et al. (1988). Languages and Chil- dren, Making the match: Foreign Language Instruc- tion in the Elementary Classroom. Reading, MA: Addison-Wesley Publishing Company.

-Fuchsen, M. (Spring), 1989). “Starting Language Early: A Rationale,” in FLESNEWS 2 (3), pp1, 6-7.

-Haskins, James. Count Your Way Through Africa. Minneapolis: Carolrhoda Books, Inc., 1989.

-Perrot, D. V. Teach Yourself Swahili Dictionary. Kent: McGraw - Hill, 1965.

21 In September 2004, the Handspring Puppet ethnic group in central Mali. They are one of the Company of South Africa and the Sogolon Puppet largest ethnic groups today with 2.5 million people. Troupe of Mali opened their collaborative show “Tall The general form, who performs, the time of year, Horse.” The show uses many types of puppetry, live, even the time of day of their puppetry traditions was actors, music, dance, and video production. The well established by the end of the nineteenth tour began in South Africa and traveled through century. Mary Jo Arnoldi, a Smithsonian schol- Europe and the USA. An exhibit of Malian pup- ar of African Arts and a specialist on Malian pets was held concurrently. puppetry, refers to the practice as ʻmasquer- The summary of the production as provided adesʼ since there is no distinction between by the Handspring Puppet Company is as masks, full-body costumes, and puppets in follows: Tall Horse is based on the life of a Malian culture. The practice of performing giraffe that was caught in southern Sudan, taken masquerades became part of the Bamana up the River Nile in a felucca (a narrow boat) tradition only after they shifted from a warrior and shipped across the Mediterranean by the lifestyle to an agragrian/hunter way of life. Viceroy of Egypt to be presented as a gift to the The Boso, an ethnic group living in the Segou King of France. It wintered in Marseilles and in region of Mali, is credited with having first the spring of 1827 took several months to walk performed the masquerades. The Boso have to Paris, creating a sensation along the route traditionally been fisher people. Their mas- and, some say, inspired the design of the Eiffel querades, considered the oldest by all groups Tower. The story of this extraordinary journey who engage in the masquerade tradition, were is told by the giraffeʼs handler, Atir, who, with made of river grass. The Bamana innovated the wit and irony, interprets his discovery of France intricate carving of the admired rod puppets still in this multimedia production. being made today. For Adrian Kohler and Basil Jones, The Bamana were compelled to shift from war- founders of Handspring, the giraffe represents rior activities to agriculture and hunting with the all things African borrowed and/or taken by onset of French colonialism. Before the French ar- Europe, from the artistic origins of Cubism rived, the Bamana performed the keleko nyenje, a and modern dance and jazz to the natural war dance. The Bamana incorporated their values resources (gold, diamonds, hu- Puppet from the Bamana group in Mali and stories into the masquer- man beings) taken before and Image courtesy of Tim Hamill of the Hamill Gallery ades, which were less threat- during colonialism. For South ening and drew less attention Africans, the endeavor also represents a re-connection from the French. with the rest of Africa. Seems an emotional, highly There are and have been many pup- charged topic? To address such a topic, no method pet performances that occur during the dry season, may be better qualified to open the discussion than the November to May, but the most public is the sego bo, Bambara (Bamana) puppet tradition. performed by the kamalen ton, or young menʼs asso- ciation. The production of the puppet masquerades is Bamana Puppetry part of a larger curriculum for the young men (there is The Bamana, also called Bambara, are an a parallel organization for young women) which 22 includes public works projects and communal agri- life force. Mary Jo Arnoldi argues that because of the culture or fishing activities, depending on the primary heroic role of hunters in the masquerades, the Bamana occupation of oneʼs ethnic group. Each ethnic group easily adapted their warriors to these roles. maintains their own kamalen ton. The unique aspects Masquerades also have played an important of each ethnicity are proudly incorporated into the role in indigenous religious practices, however, these masquerade performances; however, in certain do- are kept secret. Practitioners at the highest spiritual mains such as the workplace, schools, or mosques, levels of the masquerade perform only for other ethnic affiliation does not play a major role in affect- masters because of the powerful nature of the pup- ing social relationships. Although the making of the pets and the act of invoking various spirits. The nature puppets is done entirely in secret, however the creators of the masquerade, especially the most public sogo will discuss casually with friends and other puppeteers bo, changes with the times. The performances attract the innovations or seek technical advice. During the attention from tourists and scholars alike: a group of performances, the men perform with the puppets and business people in the Segou region have organized the women form the chorus that a yearly festival (www.festi- tells the story (the puppets are valsegou.org) incorporating the voiceless and another group of performances into the discussion men perform with drums). on how to create a sustainable Each year, the young men cultural tourism industry. create a new masquerade based on what they learned about the puppets that came before. New Tall Horse, Bamana, and world stories are told based on the puppetry stories that came before, and are Yaya Coulibaly is a Bamanan updated according to what the puppet master and founder of the puppeteers and the chorus be- Sogolon Puppet Troupe of Mali. lieve to be relevant topics. There The members of his family have is so much specific symbolism been master puppeteers for seven imparted by the design of the generations. He began his ap- masquerade, the movements of prenticeship to his father when the puppeteer, the tempo of the he was ten. He later studied at singing and drumming, that the the Bamako National Institute of impression of any given audi- the Arts and at the Institute de la ence member depends heavily on Marionnette in France. Besides his ethnicity, occupation, age, being a master puppeteer, he An image from the Handspring Puppet Company’s and gender. These masquer- production of Tall Horse.The company is often cited as the custodian ades function as what we may is based in South Africa. of the largest collection (over identify as a town hall meeting, Image courtesy of Handspring Puppet Company. 1,000) of indigenous puppets but because the presentation in the world, some dating from is theatrical, everyone in the community, across age, the nineteenth century. The publicity he has received gender, ethnic, and social boundaries can be part of as a result of Tall Horse has caused him to begin the the conversation because everyone has their own eyes enormous project of building and soliciting funds for and ears with which to witness the same masquerade. a center to restore, maintain, and provide educational Recent masquerades have incorporated such subjects opportunities based around his collection of puppets. as divorce and polygamy while maintaining references The collaboration of South Africaʼs Hand- to common heritage and ethnicity. spring Puppet Company and Coulibalyʼs Sogolon The masquerades also communicate societal Puppet Troupe has lasted five to seven years. Melding norms and expectations to the young. They evoke a the styles was not a process that any of the collabora- connection with the past. Hunters are portrayed as tors wanted to gloss over. The Malian puppet tradi- heroes. The sogofin or dark animals of the bush are tions are in general much more physical and impro- feared and respected because of their great strength or visational than the Russian and European influenced 23 Handspring styles. The actual making of the puppets Bibliography also had to be done in person, as opposed to the new norm of electronically or physically sending sketches -Kennedy, Dennis, ed. Oxford Encylopedia of Theatre and comments back and forth. Coulibaly described the and Performance. Oxford: Oxford University Press, collaboration as “two lungs with one heart.” Coulibaly 2003, pp. 1083-1087. does not make any sketches or plans, he goes directly to carving the puppets out of wood. The political and -Kennedy, Dawn. “Puppetry is the Soul of the People controversial nature of the subject matter, that is, of Mali.” Cape Times, September 14, 2004. Accessed Africaʼs gifts to Europe through the eyes of Africans, at The Independent Online, http://www.iol.co.za. fi ts right in with the Bamana puppet traditions of encouraging tolerance and acceptance of diversity. The -Asch, Leslee. “The Giraffe that Conquered Paris.” Bamana masquerade performances also promote a re- American Theatre, May/June 2005, Vol. 22, Issue 5, p. fl ection by the individual of her role in society, as well 24. as the dynamics of the society as a whole. In a new century, when the oldest members of society recall co- -Arnoldi, Mary Jo. African Material Culture: African lonialism in their furthest memories, and most people Systems of Thought. Bloomington, Indiana: Indiana have vivid memories of a post-colonial era, we must University Press, 1996, pp. 167-187. use the past as prologue to form new relationships, both between African countries and between Africa -Arnoldi, Mary Jo. “Somono Puppet Masquerades in and Europe and the United States. There are issues to Kirango, Mali.” African Arts, Spring 2001, Vol. 34 be addressed, but, as Coulibaly said, “When you want Issue 1, p. 72. to change history, all of history must have a say.” Every culture in the world has developed some -Arnoldi, Mary Jo. “Political History and Social Com- form of puppet theater. One reason, generally held to mentary in Malian Sogbo Theatre.” Africa Today, be true by puppeteers is that puppets are allowed to 1994 2nd Quarter, Vol. 41 Issue 2, p. 39. say things that human actors could not as easily get away with, therefore they are a means of critical com- mentary. Also, the puppets can portray acts that are impossible for human actors, from acrobatics to gruel- ing fi ght scenes to fl ight. Puppets also represent the re- lationship of man and god and are therefore a conduit to the supernatural. We may invoke our connection to the divine by exploring our connection with the puppet.

A South African Masquerade Image courtesy of http://www.joburg.org.za/

24 Historical Background For over 5,000 years, the peoples of Africa, the “Camphire” in the Bible, is mentioned in the Song Middle East and India have used henna for a myriad of of Solomon, as well as in the Talmud. Henna is also purposes. Henna is considered to be a symbol of love, known as “Al-Khanna,” “Alhenna,” “Jamaica Mi- eternal youthfulness, prosperity and long life. In 1998, gnonette,” “Mehndi,” “Mendee,” “Egyptian Privet” henna as an art form became more popular in the West and “Smooth Lawsonia.” Lawsonia Inermis is its when celebrities such as Madonna sported it in her botanical name. It was named after Issac Lawson, an music video “Ray of Light”. Henna was brought as a 18th century Scottish army doctor who was a friend gift from the Egyptians to Queen Mumtaz who ruled of Carl Linnaeus. Carl Linnaeus (1707-1784) was India in the 1600ʼs. a famous doctor and She was the first Indian botanist who lived, queen to be decorated studied, and traveled with henna. Egyptian in pursuit of finding mummies from 1200 plants for new medical BC were found to have breakthroughs. Henna is henna on their fingers a shrub that at times is and toes. At the Brit- planted as a protective ish Museum in London, and ornamental hedge you can view paintings to keep unwanted ani- from the New Kingdom mals out of vulnerable Period, circa 1050 BC, or valuable gardens. where the songstresses The shrub can grow up of Amun-Re are depict- to 7 meters in height ed with henna painted and produces extremely nails. Ani, a mummi- fragrant flowers and fied scribe (1400 BC), had fin- An Ethiopian henna design thorns which hinder and persuade Image courtesy of Catherine Cartwright Jones gernails stained with henna. The www.hennapage.com hungry animals to go elsewhere. Pharaohsʼ hands and feet were Henna grows in areas were mini- dipped in henna prior to mummification to deter fun- mum temperatures are above 50 F (11 C). It thrives gal blooms and make the skin appear more lifelike. It primarily in low moisture areas with high heat like also conditioned the skin and prevented it from draw- Northern Africa, the Middle East, and in parts of India. ing back. They have found evidence that a group of It will grow in other limited areas, but the tannin lev- Neolithic people in Catal Huyuk, from the 7th millen- els (which cause pigmentation) will be lower. Tannin nium BC, known as the Sisala, used henna in festivals levels increase after the plant is two years old and the to honor the fertility goddess. It was also used in a highest tannin levels are found in the younger leaves. Sisala funeral in Tumo, Ghana. Medieval paintings Flowering will not take place until the plant is five portrayed the Queen of Sheba decorated with henna on to six years old and the thorns grow during dormant her journey to meet Solomon. Henna, called periods after two years. 25 The Prophet Mohammedʼs favorite scent was henna. and olive oil are said to work best. Once the powder He used henna in his hair and beard, and liked his is thoroughly mixed, you should wait at least an hour wives to color their nails with it. People around the (but no more than 24) before applying it. Some for- world continue to use henna for cosmetic purposes mulas take days for the dye to be released and then such as hair dye. In Africa, where it is rooted in tra- it can be applied. Some say it can be refrigerated to dition, people still use it for medicinal healing and increase the longevity. Henna needs to be stored in a spiritual purposes. Henna is inexpensive and readily cool, dry place where it will not be exposed to the sun available and is used throughout Northern Africa. which weakens the potency. It is then usually extruded through a cone shaped bag. The stain can last any- Art where from 2 to 12 weeks depending on the quality Over the centuries, henna has become and cannot be removed with soap and water. As your known as an intricate art form rich in skin exfoliates, the design will begin to fade away. symbolism used primarily for cer- Henna lasts longer on callused and thicker skin like emonies and to ward off evil that found on the bottom of your feet. Many Africans spirits. Henna was probably have time-honored henna recipes using ingredients applied as a method of cool that they often keep within their family. ing the body temperature. African patterns tend to Many believe that form be bold, large, geometrical followed function, mean- designs with angular lines. ing that body decora- For example, Swahili tion came about by women use designs chance, during a medi- consisting of large bold cal function. The result floral patterns, while other being the formation of cultures tend to be based this ritualistic and beauti- around people and animals ful art form. Professional such as the peacock, butterfly and fish. Some henna artists are called designs are for good luck, protection hannayas or naqashas in Morocco. from the Evil Eye and djinn (desert spirits, or genies), female camara- This Egyptian henna pattern incorporates the word "Saud” derie and beauty. Stencils are available for those who meaning “fortunate”, and designs from Siwa Oasis, Egypt. Image courtesy of Catherine Cartwight Jones are artistically challenged. Patterns were also painted onto animal skins to make drums and lamps, as well Both men and women use henna art; masculine de- as on horses during festivals or warfare. Henna was signs are usually basic, simple and small in design. used to dye fabric and textiles. Silk, wool, and other However, as modern day society is wiping out old cus- materials are dyed by making a decoction (boiled toms, it is used mostly by women, children and teens. extract). Different colors could be attained by adding The application of henna doesnʼt require pierc- pigments and minerals such as indigo. The common ing and isnʼt painful or poisonous. The most popular colors are varying shades of yellow, red and brown. use of henna is for weddings and bridal preparation. The textiles are given a bath in which they are sub- These designs are more ornate and cover larger areas merged and heated to set the color. The dye is perma- of the body, especially the hands and feet. Henna art nent when applied to fabric, textiles and wood. Egyp- is an important part of wedding ceremonies where the tian hieroglyphs were made by using pigments and brideʼs hands and feet are decorated. A paste made of minerals found in nature. Egyptians used henna, clay powered henna leaves mixed with hot water is applied and urine to form some of the paint they used in the to the skin and allowed to dry. When finished it will tombs. Sometimes sap or animal fat were used instead stain the skin and can be reapplied to make it darker. of urine as the binder. The henna powder can be mixed with other substances to get different colors or a longer lasting stain. Sugar, Cosmetic olive oil, coffee, tea, indigo, cloves and lemon juice Although no one knows exactly when henna was are a few of the substances that can be added. Sugar first used to decorate the body, they know that ancient 26 Egyptians as early as 3400 BC used it to dye their geria, they dye horsesʼ tails, manes and hooves red nails, hair, lips and beards. Many Egyptians shaved to celebrate Mohammedʼs birthday, Eids and the end their heads for hygienic reasons and wore wigs dyed of Ramadan. The Zar in North Africa used it in their with henna. Working class Egyptians had their hands healing ceremonies. Weddings are probably the most and feet dipped into henna to form a solid cover- common celebration where Moslem and non-Moslems ing, which differed from the ornate designs used for alike used henna. It is said that a wedding without weddings and other celebrations. Historians arguably henna is no wedding at all. Itʼs like a birthday with- claim that itʼs been used for at least 5,000 years in out a cake or balloons. The ʻNight of Hennaʼ parties cosmetics and for medicinal purposes. When chewed, practiced by Sudanese women are where the bride is the twigs would form a brush which whitens teeth pampered, washed, and her hands and feet are deco- and the bark would then stain the lips red. Oil derived rated with intricate patterns or symbols. Sometimes from the henna flower was used to scent the hair and these patterns cover large areas of her body. These skin. Henna blossoms have been used in perfumes are believed to bring love, health, prosperity, safety in since 1500 BC. The oil is used in perfumes that sup- childbirth, protection from harmful spirits, and assure posedly smell similar to jasmine, rose, and mignon- happiness in death. In some countries like Morocco, ette. This oil is also used to groom hair and massaged they hide the initials of the bride and groom in the pat- onto the face and body to improve the complexion terns. If he is able to find them on the wedding night it and alleviate aching muscles. The most widely use of will bring him luck. If heʼs unable to find it, it signifies henna cosmetically is in hair dye. Itʼs now used world that the bride will dominate their relationship. It is also wide. African women use henna in a paste form to believed that the darker the dye is the more she will be dye their graying hair. It also serves as a conditioner loved by her mother-in-law. The bride isnʼt expected that improves the shine and strength. Henna was used to work until the henna stain disappears. The married to cover scars and to treat vitiligo (pale patches on the women share the secrets of marriage with the bride- skin where pigment is lost). Dying the nails not only to-be the day before she is to be married. prevented infection, it made nails smooth and stronger, When a child was born in Siwa Oasis, Egypt, they which was important when sewing or weaving. Henna would keep her secluded from everyone except her is revered as one of the safest cosmetics ever used. midwife. Seven days after the childʼs birth relatives would bring food to eat in honor of Saint Sulayman. Spiritual/ Celebrations The child would be named by the mother, if it was a The art of henna is now practiced in some nine girl. If it was a boy, the father would name him. Once religions including Hindu, Sikh, Jewish, Muslim, the child was named, the people were allowed to have Christian and Pagan. Berber tribes of North Africa a look. The midwife would mark the child with hen- were known to use henna tattoo designs to ward off na on the childʼs cheeks, nose and legs to protect him evil forces that could enter through the eyes, nose and from the Evil Eye, which could attack him through mouth. They painted their feet also, to protect them- their admiring gazes. The marks would appear as im- selves from evil spirits left behind in footprints called perfections to the Evil Eye making him less desirable. ʻsoul materialʼ. Researchers believe Ancient Egyp- Women would bring a large clay bowl to the motherʼs tians, believed that the naturally derived substances room and fill it with silver and water. The silver and of ochre, blood and henna had qualities that improved water were to distract the Evil Eye. They believed the human awareness of the earthʼs energies. Therefore Evil Eye was attracted to the blood of childbirth, the they applied it to help keep people in touch with their health and fertility of the mother, the joy of the family, spirituality. as well as the beauty of the child. They then recited Throughout time, henna has been associated with blessings to bring good health and happiness. The celebrations such as weddings, naming ceremonies, women would then raise and lower the bowl seven circumcision, rites of passage, war, pregnancy, the times and then smash it. After it shattered, the Evil eighth month of pregnancy, birth of a child, the 40th Eye was expelled and the mother and child were safe. day after a childʼs birth, Eids and other religious Siwan families celebrated circumcision by holidays. During Eids, women tried to look their best shaving shaving the boyʼs head, and applying henna to by wearing new clothes, 24 karat gold and applying his hands. They would invite friends and family to eat henna to their hair, hands and feet. In Northern Ni- and receive gifts. The parents would sacrifice a sheep 27 to celebrate this rite of passage. If they were wealthy, the body for radiation. It doesnʼt leave a permanent they would invite the whole village. They would take reminder, and ensures accuracy in treating isolated him the following day to Tamusi Spring for cleansing tumors. The United Kingdom has a patent on its anti- and return him home, dress him in his finest clothes microbial uses. Ancient civilizations had to use herbal and place him on the bed. He would then be circum- medicine to survive. The African peopleʼs ingenuity cised by the barber or someone skilled with knives and and skill is still being unraveled today. Traditions, left have henna smeared on the circumcision to ward off unwritten, handed down from generation to generation infection. are becoming the marvels of modern day science.

Medicine Henna is sometimes called the ʻMagic Plantʼ Suggested Activities because of its healing properties. Henna was used to treat a vast number of ailments from beriberi to ~ Plan a Kwanzaa Celebration infections. Mixing fresh leaves with vinegar or lime Plan to incorporate parents and community. Have eth- juice and bandaging them to the soles of the feet nic food, music, clothes, book discussion and speakers had a cooling effect for a symptom of beriberi called if possible; do a KWL chart on Africa and its celebra- ʻburning feetʼ. It was used as a sunscreen, to treat tions. burns, ulcers, insect stings and wounds. An ointment http://teacherlink.ed.usu.edu/tlresources/units/by- made from the small fruit was used for itching. It also rnes-africa/erirat/index.html was used to treat dandruff, eczema, jaundice, scabies and fungal infections. Staining fingernails kept away ~ Make a cartouche infections due to exposure to soggy irrigated fields. This one could be adapted. Use the Egyptian symbols Oil derived from the henna flower when applied to for numbers instead of the alphabet. Great for alge- the forehead treated headaches. The seeds were used braic thinking and expanded notation. to cure fevers. Ground leaves could be applied to sore http://www.dia.org/education/egypt-teachers/lan- joints to cure rheumatism. Powdered leaves have been garts/bouler/activity.htm used to treat intestinal amoebiasis- a protozoan infec- tion of the intestine. The oil of the flower was used ~Make paper hennaed hands to relieve muscular pains and bruises. It was used as http://teacherlink.ed.usu.edu/tlresources/units/byrnes- an astringent, detergent, to cool the scalp and skin. africa/margar Some Africans stained their hands and the bottoms of feet during the summer months to keep cool. Also, Florida Sunshine State Standards the henna flower was used as a sedative and to induce Applications to Life sleep. Henna leaves, seeds and oil were used as a de- Standard 1: The student makes connections between odorant, anti-perspirant and to regulate menstruation. the visual arts, other disciplines, and the real world. Henna bark was used to treat jaundice, enlargement of VA.E.1.2 the liver and spleen. Henna bark as well as the shoots, leaves and flowers were used to treat smallpox and Creation and Communication leprosy. Sterility and loss of passion is said to be cured Standard 1: The student creates and communicates by simply inhaling the flowers scent. a range of subject matter, symbols, and ideas using In rural Morocco, some women were known to knowledge of structures and functions of visual arts. wash their babies only with henna and olive oil until VA.B.1.2 they were two years of age. This was done because they believed evil spirits were in the water bringing Communication death and sickness. Later, they realized the infec- Standard 1: The student engages in conversation, tions, diarrhea, and cholera came from pollutants in expresses feelings and emotions, and exchanges opin- the water. Itʼs used today in Africa and around the ions. FL.A.1.2 world as part of the Ayurvedic System to treat certain forms of cancer and protect sickle cells from damage. Comparisons The henna is also used throughout the world to mark Standard 1: The student recognizes that languages 28 have different patterns of communication and applies Bibliography this knowledge to his or her own culture. FL.D.1.2 -http://www.motherherbs.com/henna.html Standard 2: The student recognizes that cultures have -http://www.plantcultures.org.uk/plants/henna_plant_ different patterns of interaction and applies this knowl- profile.html edge to his or her own culture. FL.D.2.2 -http://u.daillybulletin.com/Sto- ries/0,1413,212~829877,00.html Culture -http://www.tattoo-me.com/history.htm Standard 1: The student understands the relation- -http://www.tattoome.com/science.htm ship between the perspectives and products of culture -http://www.worldtrek.org/odyssey/africa/101399/ studied and uses this knowledge to recognize cultural 101399teamhenna.html practices. FL.B.1.2 -http://www.calgarymuslims.com/?q=node/421 -http://www.amnh.org/exhibitions/bodyart/glossery. Connections html Standard 1: The student reinforces and furthers knowl- -http://henna.baryah.com edge of other disciplines through foreign language. -http://www.earthhenna.com/henna_botany.htm FL.C.1.2 -http://www.crystalinks.com/henna.html -http://henna.wikiverse.org/ Experiences -http://www.hds.harvard.edu/cswr/obsdete/_imagbank/ Standard 1: The student uses foreign language within anni-ann.htm and beyond the school setting. FL.E.1.2 -http://www.phillipmartin.info/webpage/travel/Africa/ text=ethiopia_axum.htm Time, Continuity, and Change [History] -http://www.ccds.charlotte.nc.us/history/mideast/02/ Standard 1: The student understands historical chro- steele/steele.htm nology and the historical perspective. SS.A.1.2 -http://www.touregypt.net/magazine/mag01012001/ mag4.htm Standard 2: The student understands the world from -http://www.motherearthnews.com/green_home_build- its beginnings to the time of the renaissance. SS.A.2.2 ing/2003_October_November/stick_with_safe_paint

The Nature of Science -Shanks, Hershel. In the Temple of Solomon and the Standard 3: The student understands that science, Tomb of Caiaphas. Biblical Archaeology Society, technology, and society are interwoven and interde- 1993. pendent. SC.H.3.2 Number Sense, Concepts, and Operations -Fakhry, Ahmed. Siwa Oasis. The American Univer- Standard 2: The student understands number systems. sity in Cairo Press, 1973. MA.A.2.2 Listening, Viewing, and Speaking -Beauty in History Standard 2: The student uses viewing strategies effec- http://geocites.com/Athens/4177/beautyhist.html tively. LA.C.2.2 -The Encyclopedia of Henna http://www.hennapage.com/henna/encyclopedia/

29 Throughout pre-colonial Africa goods were al people traveled by canoe up the Limpopo (Wickins, produced and consumed while excess goods were sold 1981). or traded. In early times trading markets developed as “The basic form and function of markets places where exchanges could be made more easily. (especially open-air markets) retain a striking continu- Markets were of two types: small village mar- ity across both time and place.” (Spitzer and Baum, kets and larger markets situated on the borders be- 1994) Markets are a customary part of life throughout tween different geographical zones (forest and savan- much of the world. They are gathering places. People nah, for example) or between two ethnic groups such visit markets for many reasons. A market is a hub of as the Gikuyu social activity, as and the Masai well as a place (Wickins, 1981). to exchange or Indig- purchase goods. enous markets The were prevalent Mossi markets throughout West of Ghana were Africa with a arranged in a few exceptions, configuration to Liberia, south- perform a so- west Ivory Coast cial function by and the plateau making it easy to region of Nige- find ones friends, ria. to have a drink, Even in these to send a mes- areas people sage to a village engaged in trade or to find help and benefited when needed from the markets (Skinner, 1962). of contiguous Markets Friday Market in Accra, Ghana areas (Skinner, 1964). image courtesy of the Centre of African Studies at the University of Cambridge have also played a Some pre-colonial, role in educating rural markets of West Africa operated daily. In Nige- children. Chief Ayorinde, who specializes in Yoruba ria, every village and town had a market which oper- folklore, indicates that the market was important in ated throughout the day. Daily markets were local teaching children about numbers, counting and money. exchange points. Periodic markets were held on a Children learned to buy and sell in the company of cyclical basis which allowed traders to attend different their mothers and were sometimes allowed to sell markets on different days (Falola, 1985:105). wares of their own to help gain confidence and as a Markets in southern Africa were initially not test of their understanding of the value of money. as well developed as in West Africa (Bohannon, 1964 Markets are still prominent in many modern p206), but there was much trade. The Tsonga, a coast- African cities. Abidijan, Cote DʼIvoire, is home to the 30 National Museum and the National University of the have independent stalls. Markets are colorful, vibrant Ivory Coast. Here you will find apartments over mod- and exciting. At times some markets may seem cha- ern stores as well as a large open market. The market otic, but there is usually some organization or hier- in the Treichville district is famous for its extensive archy and local customs and practices vary widely variety of foods. Vendors called “maquis” hawk within the continent of 54 countries. What is found fresh fruit and spicy dishes. Shoppers are expected at one market place would not necessarily be found to bargain or haggle. One can also find Juju doctors at another. The people of North Africa are skilled in who make “gris gris” or good luck charms from such pottery-making and carpet weaving. In Tangier, locally objects as fur and animal teeth. This is true in Kwa- produced oranges and other fruits and vegetables are zulu-Natal as well, where Warwick Street Triangle for sale. In Senegal, melons, peppers, exotic fruits and Multi-Market, the and vegetables are sold. largest of its kind in the Bargaining is expected southern hemisphere, in many markets, but in offers insight into many some places, prices may traditional beliefs and be fixed. In some areas cultural practices. Some vendors may be pushy vendors come from by western standards, in deep rural areas and other areas this would possess a wealth of be considered rude. In botanical and zoologi- Cameroon, a wealthy cal knowledge which is person would be expect- of increasing interest to ed to pay more than an western pharmaceutical average school teacher companies (Derwent, and a poor person may 1999). be given things for free. Dakar is a A market may be distin- major port and capital A view of modern Gaborone, Botswana guished by having only of Senegal. At the city cen- women sellers or only men ter there is an open air market where shoppers can sellers. In some areas women and men sell together. In purchase locally grown food, traditional medicines, Senegal and Mali it is usual for women to sell textiles, hand woven fabrics and art work. “Women arrive by clothes, fish and food, while men sell electronic goods, bus and some on foot from nearby farming and fish- religious effects, household furnishings and tourist art. ing villages balancing straw baskets and plastic basins Traditionally markets in many areas have been pre- filled with pineapples, peanuts and fish on their heads” dominantly the domain of women and have served as (Chiasson,1987). Their wares are displayed next to air an avenue of social mobility for women. Those who conditioned banks, offices and restaurants. are adept can become quite affluent. In 1904 Durban, South Africa had “sixty Af- In some traditional marketplaces, a shrine can rican traders and twenty-five eating stalls in the Grey be found. The purpose of the shrine is to maintain Street area.” A 1924 census showed over 220 Afri- peace in the marketplace. However, most markets can traders, the majority of whom were meatsellers, have a leader in charge of settling disputes. In Kumasi, herbalists and general hawkers (Tichman 2005). Today Ghana, rhetorical strategies used in handling market almost every town has its little craft market, some disputes mark rising elders as candidates for future markets are well known. Cape Townʼs Green Market leadership positions. Square is a legend. Here you will find clothing, shoes, Markets are meeting places for diverse groups jewelry and more. Bruma Market is reputed to be of people. Here, too, there may be a meeting of the the largest in the southern hemisphere. You will find mind as differing thoughts and ideas are exchanged. pieces from all over Africa. Markets draw people together, rural and urban, young The market plays an important role in food and old. Many social exchanges take place in the distribution in parts of Africa. Some urban markets course of buying and selling in the marketplace. At can cover several square miles. Unlike malls, vendors the market children learn, through exposure to dif- 31 ferent kinds of people, useful lessons about life and References society (Langdon, et al, 1990). -Ayittey, George. “A Free Market and Free Trade Tra- When choosing childrenʼs literature to teach dition in Pre-colonial African Society.” about markets, beware of stereotypes! In addition, be http://www.culturenet.freeuk.com/market.htm certain that you include not only the rural and tradi- tional, but the modern, urban setting as well. Listed -Chiasson, John. African Journey. New York: Simon below are some good choices for early elementary. A & Schuster, 1987. lesson plan designed for kindergarten follows. -Derwent, Sue. Cultural Tourism in South Africa. Cape Town, South Africa: Struik Publishers, 1999.

Book List -Devine, Elizabeth and Nancy L. Braganti. The Trav- -Alakija, Polly. Catch That Goat. Cambridge, Massa- elerʼs Guide to African Customs and Manners: How to chusetts: Barefoot Books, 2002. converse, dine, tip, drive, bargain, dress, make friends, and conduct business while in sub-Saharan Africa. St. -Bulion, Leslie. Fatumaʼs New Cloth. West Rockport, Martinʼs Press, 1995. Maine: Moon Mountain Publishing, 2003. -Kummer, Patricia K. Cote DʼIvoire (Ivory Coast). -Chocolate, Debbi. Kente Colors. London: Walker Childrenʼs Press, 1996. Books, 1997. -Langdon, Phillip, Robert G. Shipley, and Polly -Cowen-Fletcher, Jane. It Takes a Village. New York: Welch. Urban Excellence. New York: Van Nostrand Scholastic, 1994. Reinhold, 1990.

-Daly, Niki. Jamelaʼs Dress. London: Frances Lincoln -Martin, Phyllis and Patrick OʼMeara. Africa. Bloom- Ltd., 2000. ington, Indiana: Indiana University Press, 1995.

-Daly, Niki. Whatʼs Cooking, Jamela? London: Fran- -Spitzer, Theodore and Hilary Baum. “Public Markets ces Lincoln Ltd., 2002. and Revitalization: Chapter One.” http://www.openair. org/cyjour/rvitone.html -Daniel, Jamie, Stillman Rogers, Barbara Radcliffe Rogers. South Africa is My Home. Gareth Stevens -Tichman, Paul. “Grey Street, Durban: Champion & Pub, 1992. the ICU.” http://www.sahistory.org.za/pages/specialprojects/ -Kitsao, Jay. Mcheshi Goes to the Market. Rio Vista, greyStreet/championICU.htm California: Jacaranda Designs, Ltd., 2002. -Wickins, Peter L. An Economic History of Africa -Stuve-Bodeen, Stephanie. Elizabetiʼs Doll. Lee & From Earliest Times to Partition. Oxford University Low Books, 1998. Press, 1981.

-Stuve-Bodeen, Stephanie. Mama Elizabeti. Lee & -Zaslavsky, Claudia. “The Yoruba Number System,” in Low Books, 2000. Blacks in Science: Ancient and Modern, edited by Ivan Van Sertima, Transaction Publishers, 1983. -Winter, Jeanette. My Baby. New York: Farrar, Straus, & Giroux, 2001. -www.africaonline.com -www.africaresource.com -www.africana.com -www.africaguide.com -www.openair.org/ -www.openair.org/cyjour/quot.html 32 -www.openair.org/cyjour/rvitone.html 4. Have the following activity areas set up for children -www.southafricantourism.nl/exp/urban¬_markets. to use following their snack: html • Dress up – have pieces of fabric for the students to -www.khm.uio.no/utstillinger/madeinafrica/english/- use as kangas and a teapot with cups for chai. marked_1.html • Art – supply strips of inexpensive fabric (such as -www.khm.uio.no/utstillinger/madeinafrica/english/ muslin), fabric paints or even tempra (warn parents marked_5.html not to wash with clothes.), kitchen implements such as -http://muse.jhu.edu/joournals/africa_today/toc/ mashers ricers, or potatoes cut to use in making pat- at49.1html terns. • Painting – let children use watercolors to create the “colors of the deep sea and sky”, “the color of toma- Fatumaʼs New Cloth by Leslie Bulion toes and the night sky,” etc. Lesson Plan • Drawing/writing – have students draw and write Kindergarten about their favorite part of the story. • Blocks/writing – Students can build a market and make signs to tell what is for sale. Objectives: 1. Students will be able to name some items found in a 5. After cleaning up, bring the children back together market. to add to their list of things found in a market. Talk 2. Students will identify the purpose of a market. about what they learned today. 3. Students will learn the word “kanga” and be able to describe patterns found on some kangas and on the 6. Follow up later in the day or later in the week with pages of the book (math). other stories about marketing (such as Mcheshi Goes 4. Students will learn the word “chai” and will de- to the Market included in the book list provided). scribe its taste. 5. Students will identify the lesson Fatuma learns.

Procedures:

1. Ask students if they have been to a market. List things found at a market or things they think might be found in a market.

2. Show the cover of the book, Fatumaʼs New Cloth by Leslie Bulion. Discuss the following question: Who is Fatuma? Do you think she lives in our town? Where might she live? What might she find in a market? etc. Read the story and discuss. Read about the author and illustrator. Look at a map of Africa and name some east African countries.

3. Make and drink chai using the receipe in the back of the book. As children drink their tea, have them de- scribe its taste and have them use descriptive language to tell what color kanga they would choose. Students can also have a snack with their chai.

33 Introduction:

It is the year ______and the principal of ______(your school) has called a spe- cial assembly. She/he tells the children that the school has been given a surprise gift. The school has received a gift of $25,000 for students to travel to Botswana, Africa, to participate in the appre- ciation of their wonderful culture. The requirements before the trip are that the students need to make a passport and learn as much as they can about Botswana and of course get parent permis- sion. Teachers will be chaperones for the trip.

Lesson Objectives: Students will be able to: *locate Botswana on the map *know the countries in Africa *recognize a passport * learn what a retreat is * learn about stereotyping * keep a journal * follow a research rubric * report findings * create a Jeopardy game * learn facts about the Botswanian people, their economy, money, education, food, wild- life, and current events * learn how to appreciate another culture

34 Passport to Botswana- A Wonderful Retreat ______Activity 1. Name each African country ______.

Look at the map on the previous page and label 4. People from Africa probably think that America is all of the African countries. You may use a book to ______find the answers. ______.

Grading Rubric: A=45-54 correct B= 44-37 correct 5. People from Africa probably think that Americans C= 36-25 correct D= 24-12 correct F= 11-0 correct are ______. Answers: 6. Some things that I know about Africa are ______.

7. I would like to go to Africa because ______.

8. I would not like to go to Africa because ______.

Follow up Activity:

Write the definition for the word stereotype. Discuss findings. You may also include a math lesson and make a graph.

Directions for doing research about Africa

Use this rubric to answer questions about Africa when doing your research. * Each student will choose their own African country to research.

The Peoples of Africa Worksheet

Africa is the second largest continent. It is three Activity 2. times the size of the United States. It is divided into 54 We are going to complete 8 open ended statements. independent countries and has the third largest popula- You have 5 minutes to complete these responses. tion in the world. The land is as varied as its people Write the first thing that comes to your mind. with striking contrasts and great natural wonders.

1. Africa is______Use complete sentences to answer the following ques- ______. tions as you discover more about the diverse peoples across this vast continent. 2. African people are ______. What group of people are you researching? ______3. When I hear the word Africa I think ______35 ______Economy Botswana has its own currency. Botswana has main- What games or sports are played? ______tained one of the worldʼs highest economic growths ______since their independence in 1966. Through fiscal Name some of their favorite foods. ______discipline ______and sound ______management, Botswana has Are there some important ceremonies or celebra- transformed tions? ______itself from one ______of the poorest countries in How are they celebrated? ______the world to a ______middle income country. Most Batswana were depen- ______dent on farming until the discovery of diamonds. Four decades of uninterrupted civilian leadership, progres- Is there any other interesting impor- sive social policies, and significant capital involve- tant information you have found? ment has created one of the most dynamic economies ______in Africa. Mineral extractions, primarily diamond ______mining, dominates economic activity. The people did ______not go crazy when they found the diamonds, instead ______they reinvested the money in their communities. The people there keep reserves and do not take wealth for granted. The people and the government work hand in What is the meaning in context of the word retreat? hand. Tourism is a growing sector due to conservation Sentence: Botswana is a special retreat. practices and extensive nature reserves. Meaning: A place affording peace, quiet, privacy or On the downside: the government must deal security, or a period of seclusion or solitude. with high rates of unemployment and poverty. Twenty four percent of the people are unemployed, but unoffi- Adventure: cial estimates place it closer to 40% . HIV/AIDS also Botswana is a perfect holiday choice if you threatens Botswanaʼs impressive economic gains. want to be removed from a routine. You will have a natural experience of tranquility and peace connected People of Botswana to the cosmos. Another answer to the call of adven- There are eight major ethnic groups in Botswa- ture is to take an African safari. While on safari you na. They have a common history, language, and social may also get a fascinating view of wildlife without organization. any crowds around you. Your mode of transportation The San, whose ancestors were the original in- would be a large beautiful elephant. The route will be habitants of the country, spoke a click language which across the Kalahari Desert. You can also enjoy the riv- got its name because of the sound produced when ers flowing, the crocodiles, hippos, and birds. Canoe- the tongue hits against the roof of the mouth. The ing is also available. Batswana now speak Setswana (the official language). There are black and white people living in Bo- Local Recreation: tswana. The zebra on the coat of arms represents this. For the local Batswana, sports are a very Most of Botswanaʼs population live in small villages important part of the countryʼs social life. Soccer is or towns. Over 20% live in Gaborone, the modern called football in Botswana. There are intense rivalries capital city. The first president of Botswana was Sir between the villages. Batswana also enjoy storytelling, Seretse Khama. He was succeeded at his death by Sir dancing, and movie-going. Ketumile Masire.

36 Education How many major ethnic groups are their in Botswana? The classes are small and 80% of the children attend elementary school. Wealthy people send their Who was the first president of independent Botswana? children to private schools. The University of Botswa- na offers undergraduate education in several fields, Who was the second president of independent Botswa- including educational and medical degrees. na?

African Jeopardy Game Is it true or false that black and white people live in By Mitchco Inc. Botswana? After the research is completed, you will create and make your own Jeopardy Game using at least 20 What is the capital of Botswana? of the facts learned. Note: You will read your findings orally to the class before the game is played and your What percentage of children attend elementary school classmates will write facts in their journal about your in Botswana? African country as you read. Is it true or false that the government and the people of Directions to make and play the game: Botswana work well together? You will need 3x5 index cards, scotch tape, a pen or computer, and a box of markers/crayons to color the Name three countries that border Botswana. flag. How many parks are there in Botswana? 1. Write the question on the front of the index card. Name the two parks in Botswana. 2. Make 20 small colored flags from your country (about 1⁄4 the size of the index card). When did Botswana gain its independence from Brit- 3. Tape the flag on the back of the index card (top of ain? the flag only). 4. Write the answer to the question under the flag. What kind of mines are found in Botswana?

Playing Rules: What threatens Botswanaʼs economic growth? • You may divide the class into teams. The researcher reads the question and the first person to raise their What is the money from Botswana called? hand (from any team) will have a chance to guess the answer. If the response is correct, that team wins a Name two types of birds found in Botswana. point. If the response is incorrect the next person to raise their hand gets a chance to answer. If any per- True or False: Gaborone is a modern capital? son shouts out the answer or tells their teammate the answer, then the opposite team gets an automatic point True or false: Most of the San men were hunters and for their team. The team with the most points are the the women gathered plants. winners. • The game can also be played as a class. Students True or false: The people from Botswana give half of will number their own paper from 1-20 and when the the money earned from the sale of diamonds to the question is given each student will write his/her own government. response to each question read. After all questions are read, students can exchange papers and all answers What do kings hold in their hand as a traditional Afri- will be read. The person with the most correct re- can symbol of authority? sponses wins the game. What is the national language of Botswana?

Jeopardy Questions (Cut and Paste Q & A - 3x5 cards) True or false: Tourism is now an industry in Botswana Questions and Answers to help the economy. 37 Now write below what you saw in the poem, what you Answers: heard and what you felt (you have only three minutes). 8 ethnic groups / President Seretse Khama / President ______Ketumile Masire / True / Gaborone / 80% / True / Namibia, Zambia, Zimbabwe, South Africa / 2 parks / ______Chobe Park and Gemstone National Park / 1966 / Dia- mond and mineral mines / HIV/AIDS / Pula / Ostrich, ______pelican, fl amingo / True / True / False / A fl y whisk / Setswana / True / ______

______Activity Listen to the Poem ______Use three of your senses. *HEARING* SEEING* FEELING* ______After hearing the poem write a few sentences describ- ing what you heard, imagined, and felt. ______

Listen: ______A Poem About a Journey By Thérèse Mitchell ______

My journey to Africa ______A safari of a lifetime... Riding an elephant in the grasslands ______An odyssey of all times

On the edge of the world References My heart soared And lions roared -OʼToole, Thomas. Botswana in Pictures. Mineeapo- lis, Minnesota: Lerner Publications Company, 1990. The wilderness was powerful! Martin, Phyllis and Patrick OʼMeara. Africa. Bloom- All of my senses aware ington, Indiana: Indiana University Press, 1995. Aware of the peace Beauty and art everywhere -Calvia Olympics Offi cial Website Alexandra Kosteniuk Chess Grandmaster Peaceful people warm and true http://www.puricheck.com/calviateamphotos/women/ Calmly welcoming me and you botswana Rivers, deserts, and burning sands Rekindle spirits in the land -http://www.botswana.news.designerz.com/ -http://www.away.com/greatadventures/botswanasa- Cassava and grilled corn fari.adp Millet turned into a porridge called bogobe Eat it now, and they ate it then Batswana eat it today and everyday.

Botswana, Botswana, a jewel in this world Minerals, diamonds and people that care Working together as people That is rare. 38 What are Folktales? the climax, where the problem or confl ict will be Folktales are “stories” that grow out of the resolved. lives and imaginations of the people. They are a form of traditional literature, which began as an attempt to 3. Conclusion-everything is resolved. explain and understand the natural and spiritual world. Going Beyond the Folktale Categories of Folktales Introduction: 1. Cumulative Tales- not much plot involved, but Throughout history, folktales have been passed they carry a lot of rhythm. Events are on from one generation to the next. in a pattern of cadence and repetition. Folktales prepare young people for life, as there are many lessons to be 2. Talking Beast Stories- stories in learned from the tales. Folktales which animals and creatures talk just as features human beings and animals, humans do. The stories teach a lesson individually or grouped together. The such as the rewards of courage, ingenu- animal takes on human characteristics ity, and independence. of greed, jealousy, honesty, loneliness, and other characteristics. Through 3. Drolls or humorous tales - tales their behaviors, meaningful lessons meant for fun and nonsense-silly sto- are learned. Also, the surroundings ries. They are revolved around a char- in which the tales take place highlight acter that makes unbelievably funny the history of a particular culture. mistakes. Unfolding the history of Ethiopia In this lesson, you will see that 4. Realistic stories deal with characters, plots, settings Ethiopia has a very diverse and sophisticated folklore. that are possible. Each group has a variety of myths, legends, folktales, riddles, proverbs and sayings that embody culture and 5. Religious tales are another form of literature from tradition which are important elements in Ethiopian the oral tradition cultural heritage.

6. Romances- magic reunite separate lovers. Silly Mammo: An Ethiopian Tale is a wildly color- ful and entertaining folktale retold by Gebregeorgis 7. Tales of magic- fairy tales that deal with magic or Yohannes and illustrated by Bogale Belachew that enchanted in plot, characters and setting. children of many different ages and backgrounds will enjoy. Elements of Folktales 1. The introduction which introduces the characters, Summary time, place of the story, and the confl ict or problem. Silly Mammo is the name of a country boy whose well intentioned efforts to help his mother by 2. The development- actions or events until it reaches contributing to the household is ruined by his silliness.

39 With each mistake, his mother advises him on how to 3. Do features of the African Continent (handout A). do better the next time. But Mammo takes it too liter- Use the Africa outline you drew on the board to model ally and continually repeats his dramatic errors. In the where to put some of Africaʼs geographical features. end, however, his silliness pays off when he makes the beautiful but sad daughter of a rich businessman break 4. Introduce the history of Ethiopia. Groups will out into peals of laughter. Mammo emerges the hero research different aspects of Ethiopia and present to when his reward is to wed the lovely Tewabech. class.

Reasons for using Folktales in the classroom 5. Read the story in groups. When groups are finished, There are many ways to use folktales in the students can map the story. (Handout B) classroom. They inform of the history and tradition of other cultures. Secondly, values are taught that are 6. Focus on different aspects of the story (setting, essential to the existence of groups. Also, folktales characters, etc.). Complete a game called “Guess the validate the oral culture that has traditionally been character.” slighted, and they provide a context for language. Lastly, students go beyond the textbook and actively 7. Do Mapping the Continent (handout) and discuss use what they have learned. As educators, we need to why map makers use different colors to distinguish the inform students that African culture has contributed so borders of countries. much to American culture. 8. Quartering the story creating their folktale. (Hand- Effective uses of folktales out C) 1. Teach on universal themes of love, family, responsi- bility, obedience, human error and good intentions 9. Use Scramble Summary after reading the story. Students will be given sentences from the story that 2. Cultural diversity. are not in order. Students must put in the correct order. 3. Instructional value for children learning Amharic or just being introduced to languages other than their own.

4. The illustrations in the book contain many other de- tails of Ethiopian culture and society that children can discuss with each other, parents and teachers. For ex- ample, children can talk about traditional food, houses and clothing illustrated throughout the story.

Activities

1. Introduce the topic of folktales by having children recall several favorites. Brainstorm what makes these stories alike. Tell students that you will begin your folktale lesson with a story from East Africa.

2. Draw an outline of Africa on the board and ask the students to guess what it is? Ask them what they think of when they hear the word “Africa.” Write responses on chart paper and use them later as a resource for vocabulary exercise.

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