ࡱ> U@ ~Tbjbj =nnn 5 5 58B5\5F6\6\6\6\6HHH$qRßX:n+OrDjG@+O+O:\6\6O{Q{Q{Q+Ot\6n\6{Q+O{Q<{QQzn@\6:6 w  5GO|t6Pe0Ol@nXHIX{QVKjLHHH::$,3d_Q3 Teachers Notes Section 3    Key Question: What impact has tourism had on the Maasai Mara area of Kenya? Lesson 1 Resources to print from site: Who are the Maasai? Fact Sheet Impact of tourism statements sheet The Village Meeting activity sheet Role cards Introduction: Before teachers begin to deliver the material within this section it is recommended that some activities from within section 1 and section 2 are completed to ensure students prior understanding of Kenya is adequate for them to fully engage with the material. If students have a good basic understanding of Kenya these activities can be omitted. Explain that the lesson is going to focus on looking at a very special place in the world and the impact humans are having on it. Teachers should note that thoughts and opinions from workshops with the London based Friends of Maasai People community group have been utilised to develop this section of resources. Starter Activities:  Begin the lesson by showing students the image of the Maasai warriors in the gallery. Children can be asked to think of 2 questions they would like to ask them or would like answered based on the picture. (Royal Geographical Society with IBG The pupils can then share their questions with the rest of the class. Then working in pairs, children can try to answer the questions (some they will speculate on, others may be answered by analysing the image) and can identify what additional information they would need to answer questions. These questions can then be revisited at the end of the topic to ensure all of them can be answered by the pupils. Explain to students that during their next few geography lessons they will be learning more about where these people come from and what is happening there. Share with students that these people are Maasai. Lead children through the short image clip about the Maasai or alternatively allow them to look through the clip themselves if PCs are available. This clip provides a taster to who the Maasai are, their history and where they live. Encourage children to look closely at the images and maps, what do the images and maps say to them. The 2 maps in the clip show the reduction in the lands of the Maasai. In 1892, the Maasai were spread across much of Eastern Africa, today they are found in a much smaller area across southern Kenya and northern Tanzania. The clip ends with the statement But the lives of the Maasai are changing. This statement will be explored in the main activity. Then provide children with the Who are the Maasai? Fact sheet. Ask children to answer 6 key questions about the Maasai based on what they have seen and the fact sheet. Divide children into small groups to complete this task. The pieces of information to find are:   For larger classes additional groups can be asked to find the location of the Maasai Mara in an atlas and others can look through the gallery of Maasai images to find extra information. Gain feedback from the class once they have answered these questions. This information can be used to construct a mind map of the Maasai. Ask children to think about what we have in the UK that is similar to the Maasai Mara Reserve, for example National Parks and Safari Parks. Many children will have visited such places and this connection with the UK will allow them to understand in more detail what kind of place the Maasai Mara is.  Main Activity: Once children have gained a good understanding of who the Maasai people are and where they live, the idea that life in the Maasai Mara is changing because of tourism can be explored further. Go through the Impact of tourism statements one by one as a class and decide whether the impacts are positive/ negative or both. Students should explain the reasons for their choices. Each statement can be inserted into the table provided as discussion progresses. After children have thought in depth about the positive and negative impacts of tourism by critically thinking about each statement the Village meeting activity can be introduced. Explain that tourism is having an impact on the villages in the Maasai Mara and the villagers all have a different viewpoint. Today we are going to take part in a traditional village meeting to try to decide if the Maasai Mara should be closed to visitors. At the end of the lesson all groups will present their viewpoint to the rest of the class in the meeting. The class should be divided into 6 mixed ability groups. Explain that each group will have a different group of Kenyan people to represent in the meeting. They will find the details of their group on their role card and the accompanying photograph. Provide each group with a role card, accompanying image and activity sheet. Roles available include:  1) Village elders 2) Park Rangers 3) Hotel Workers 4) Young Maasai 5) Shopkeepers 6) Ecolodge owners Explain that from this point on in the lesson everybody must be in character and will be responsible for presenting the views of the group to the village. The village meeting can be made into an official occasion by holding it outdoors under a tree if the weather permits. Children could also produce props for themselves (e.g., a shuka, a wildlife service badge, a spear to represent who they are). Alternatively the classroom can be staged to represent a village. Ideas for how this can be achieved have been provided within the cross-curricular links section towards the end of this section. Explain that detailed instructions are provided in the activity sheet and run through this with children. Explain that students will be answering 2 key questions: How is tourism affecting us? Should tourism in the Maasai Mara be stopped? Students will need to extract relevant information from the fact sheets theyve read through and should use their role card to develop reasons for their point of view. They will then have to explain to the rest of the village what effect tourism is having on them and will have to try to persuade others to their point of view in their presentation. Remind children that tourism brings both benefits and problems for the village and every group will have a different viewpoint. For some people tourism will be good for others it will be bad. They need to read their role card and decide whether the person they are, would be for or against tourism, or neutral in which case they can be persuaded either way. Reiterate that everybody will present the case of their people at the village meeting and then at the end of the meeting there will be a democratic vote to decide whether the solution is an end to tourism in the Maasai Mara or whether there is another way of protecting the fragile environment of the Maasai Mara and still allowing tourists to come to the area. Explain that village meetings are very important in Africa, big decisions are made at these meetings and there are certain procedures to be followed. Develop a series of rules for the meeting with the class. Key questions to ask include: How should everybody be seated to show they are all equal? (circle on the floor?) How will the rest of the village know which group somebody belongs to? (costume, group name in front of the group). How should the rest of the group behave when somebody is speaking? (respectfully) If somebody wants to speak what should they do? (raise hand) When a group is asked to present their point of view how can they make sure everybody hears them and understands what they are saying? (clear and loud voices, face the audience). Provide children with presentation guidance. Encourage them to Write important information onto their sugar paper (this will give the rest of the village something to read and will also help them if they get stuck!). They can draw pictures and even act if this helps. Give everybody something to say. Decide who will say what and when they will say it. Practice their presentation. Once children have presented their point of view as a group, the rest of the group should be given the opportunity to ask questions. This can be controlled using a talk object, the person holding the object is allowed to ask a question. When the question has been answered they can pass the object on. During the village meeting the teacher can assume the role of meeting chair (the oldest village elder usually assumes this role). The teaching assistant should note down key issues raised in the meeting on prepared cards (these will be used in the plenary activity). Plenary Activity: Once children are out of character using the key issue cards created during the village meeting, explain to students that they need to rank the cards in order, with those issues easiest to change at the top and those hardest to change at the bottom. This can be done using the diamond ranking below:        Complete this activity as a class and emphasise that there are no rights or wrongs. Students should be able to justify their choices, particularly their choice of top and bottom ranking and will begin to think of solutions to the problems faced by the people of the Maasai Mara. Explain that we will look at what can be done to help the people and animals of the Maasai Mara in the next lesson. Lesson 2   Resources to print from site: Environmental Footprints Fact Sheet Environmental Footprints Activity Sheet Foot Template Starter/Introduction: Explain that during this lesson we will focus on what can be done to help the people and animals of the Maasai Mara. Remind children that during their last lesson they discovered that tourism was having both positive and negative effects on the Maasai Mara. Revisit this concept through asking students to identify the positive and negative effects that tourism is having on the fragile environment of the Maasai Mara. A listing of these impacts can be made as discussion progresses. Then ask children to think of ways to prevent the environment of the Maasai Mara being damaged by tourism. Some children may suggest stopping tourism in the reserve altogether as raised in the village meeting in lesson 1. Encourage children to explore what effect this would have on the area (loss of jobs, loss of money, etc). Explain that one way of protecting fragile environments around the world (including in our own country) is to reduce our environmental footprint. Explain that an environmental footprint is a measurement of the effect we are having on the planet and each of us has one. Children need to make the link between an environmental footprint and climate change. Demonstrate the concept by constructing an environmental footprint for the class, this process is explained in the box below:  Children should be guided towards the understanding that everybody in the world has an environmental footprint and that some peoples footprints are larger than those of others, the bigger your environmental footprint the more damage you are doing to the planet. This is dependent on the type of life you live and the resources you use. Ask children who they think has the largest environmental footprint and why, a Kenyan person or an English person? Ask children to consider if this is fair. Draw childrens attention to the comment made by the African child (in the resources accompanying the previous lesson) about the changing of the weather and the failing of the rains. Ask children why they think the climate in Africa is changing? Children should be guided to the fact that climate change is affecting the whole planet, but is affecting some places worse than others. The mechanics of climate change can be exploring by visiting  HYPERLINK "http://www.yourclimateyourlife.org.uk" www.yourclimateyourlife.org.uk. Children should be encouraged to understand that the decisions we make in this country have an impact on people living in poorer countries than ours. Explain that tourists have one of the biggest environmental footprints and during the next activity we are going to carry out an investigation to find out why. This will be done by planning a holiday to Kenya for the Smith family. Main Activity: Children should be introduced to the activity sheet and the activities within it. Provide each child with an activity sheet to complete. Children can then work in pairs or small groups to plan the Smith familys holiday. Fact sheets can be provided one between 2 and contain boxes for children to complete. A combination of travel brochures, atlases and internet access should also be provided to students to provide a range of materials for enquiry. Once they have planned the familys holiday they will then compare the environmental footprint of each family, the family gaining a score closest to zero has the lowest environmental impact. Plenary Activity: Discuss childrens findings based on the Smith family holiday to Kenya. Are there certain things they could do to try to reduce the harm they do to the environment? Compare childrens environmental footprints. If there are certain children who have small footprints ask them to share their answers to questions and use this as the basis for a discussion of how we can all reduce the size of our environmental footprint. Children can also be asked as a class to construct a typical day in their lives for the plenary. This can be mapped out using the template below. This table can be extended according to the activities children complete within a normal day. ActivityResources used and impacts on the environmentExamples to explore. Getting ready for schoolSome children may leave the tap running when brushing their teeth!Driving to schoolWould it be possible to walk? Lessons at schoolWhat happens to the paper we waste/throw away?LunchWhere does our food come from?  An interesting point to discuss concerning the origins of the food we eat is that buying food produced in distant countries contributes to climate change. But many Kenyan farmers make money by producing crops that are sold and transported to the UK and there is no simple solution to this issue! Extension activities: Animals and the Environment Fact Sheet Animals and Environment Activity Sheet Teachers can further develop the issues raised in this lesson through using the above activities as the basis of a lesson exploring the plight of the animals of the Maasai Mara and what can be done to help them. Cross Curricular Links: PSHE/ Citizenship Ethics of the cause of climate change being the lifestyles of many people in the West but the worst effects being suffered by the poorest people in the world. PSHE/ Citizenship What happens to a culture when it comes under pressure from the outside world? PSHE/ Citizenship The ethics of humans extending their own habitat whilst dramatically reducing the habitat of wild animals. Do animals have similar rights to humans? Art Making traditional Maasai jewellery using beads. Art - Representations of the Maasai Mara Reserve using different media (pastels, paints, tissue paper). Dance Interpretations of Maasai dance. PE Traditional Kenyan playground games. Literacy Persuasive writing. Children can write out their argument from the village meeting in the form of a letter to a government official. Literacy Writing poetry based on archival images. Please see the Peoples Exhibition for details of a recent poetry project and samples of poetry produced by the Friends of Maasai People community group. Art Produce props for the village meeting. These could include shukas, jewellery, name badges, a pretend camp fire.   Resources needed: 1 piece of sugar paper per group 2/3 copies of fact sheet per group Image of Maasai herder for introductory activity Impact of tourism statements for introduction Images of the 5 people from the village in the Maasai Mara and role cards for the main activity (1 image and 1 role card per group) 1 copy of activity sheet per child Cards to note down key issues for plenary Where do the Maasai people live? The Maasai live a nomadic life. What does this mean? Why are animals important to the Maasai? What is the Maasai Mara and why is it important? What are Maasai women usually responsible for? Find 3 reasons to explain why the lives of the Maasai people are changing. Why are the lives of the Maasai people changing? Children are likely to ask questions about the points mentioned in this fact sheet. Some background information to help teachers answer students questions is provided below: Why cant the land provide enough food and water? The land is getting drier due to climate change. Climate change is causing weather patterns to change. Rains are often late, not at expected levels or very violent resulting in crop failure. Why has Maasai land been taken away? Maasai lands have been taken away by the creation of national parks, the Maasai cannot freely roam these areas now. The expansion of cities such as Nairobi has also taken grazing land away. Why have the Maasai settled in one place? Their grazing ranges have been reduced, so they have had to resort to other ways of earning money such as performing for tourists or selling souvenirs to tourists. This change of lifestyle has meant many have had to abandon their nomadic ways. How are tourists changing Maasai culture and traditions? Tourists often come to Maasai villages as part of their holiday. The Maasai entertain the tourists by doing traditional dance performances for them and selling souvenirs. In the past the Maasai would not perform just to entertain and would only trade with other Maasai for the things they needed. This has changed because the Maasai have had to find other ways of making money. The information on the role cards has been inspired by workshops with the London based Friends of Maasai People community group. Workshops were conducted with this group exploring historical and contemporary life in Kenya. Easiest to change Hardest to change Resources needed: Foot template for construction of environmental footprint Fact sheets (1 between 2) Activity sheet each Travel brochures Atlases Internet The Environmental Footprint Ask children the following questions: When you go on holiday do you travel on aeroplanes? When you go shopping do you get new carrier bags each time? Do you think about which country your food comes from? Do you come to school in a car? Do you throw all of your rubbish into 1 bin at home? Do you take baths instead of showers? Do you leave lights on when you are not in the room? Do you watch lots of television (more than 1 hour everyday). Children should raise their hands if they can answer yes to a question, if more than 50% of the class raise their hands colour 1 section of the small foot template supplied. If this is filled move onto the big foot template. Explain to children that if they colour in the small footprint, this is acceptable, as this represents a normal environmental footprint. However, if the class begins to colour in the larger footprint, this is not good, as this means the class is collectively damaging the environment. 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