Healthy Cattle, High Returns for Zimbabwe
Student Activities
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- Locate Zimbabwe on one or more maps of Africa. Record the range of:
- heights above sea level
- temperatures
- precipitation,as well as the different types of:
- natural vegetation
- agricultural activity
- Brainstorm in pairs how the lives of Zimbabweans in different parts of the country might be affected by the above factors. For example, how might the landscape and natural vegetation assist or discourage agricultural activity, especially the cattle industry? How might the temperature or precipitation affect daily activities, such as dipping programs at certain times of the year?
What do the above findings contribute to your overall understandings of life in Zimbabwe?
- Locate Zimbabwe on one or more maps of Africa. Record the range of:
Imagine you could interview Jenny. What other questions would you ask her about life in Zimbabwe, in the cities or rural areas? What do you think the answers could be? Attempt to find those answers through research. Present your findings as either formal reports, poster projects, oral presentations, role plays of key events, or creative writing, such as diary extracts, letters, short stories, or interviews with particular individuals or groups.
'One sick or dead animal in a communal area has a much bigger impact on the owner than one sick or dead animal on a commercial farm.' Explain why.
- Investigate one or more of the following topics:
- Zimbabwe's natural resources. - Which resources have been developed for local consumption and/or export? Which resources have the most potential for future development? How can those resources be developed sustainably?
- Commercial farming and subsistence farming. - What are the similarities and differences between the two types of farming? Which people are involved in the different types? Investigate the methods of farming of specific crops, or raising cattle.
- Cattle in communal areas. - Find out more about the many uses of cattle in communal areas and their importance to their communities.
- Rhodesia. - This was an earlier name for Zimbabwe. Where did the name come from? When did the name change? Why?
Imagine that you have interviewed several women in a communal area where there are few men and the cattle have been vaccinated. Either write a newspaper article about the women's stories, or practise the interviews in pairs and role play them to the class.
Find out more about Zimbabwe's national parks. What sorts of animals would Jenny have seen? Which animals are endangered? What is being done to protect them, by whom?
Locate examples of indigenous Zimbabwean and/or Aboriginal art. What are some of the similarities Jenny identified? What are some of the differences? How might each be explained? What do you think are the stories behind the different artists' works? Try to draw your own examples of indigenous Zimbabwean or Aboriginal art based on the examples.
Visit an African cultural or historical display. What does the display contribute to your understandings of the different lifestyles of Africans, including Zimbabweans? What have been some of the main influences on the cultures and lifestyles? What does the display tell you about specific beliefs, ceremonies, songs, dances or artforms?
Returned AVAs, with a wide range of experiences, are often willing to visit schools as guest speakers. Think of a work experience or location about which you would like to know more and contact your local Overseas Service Bureau. (Contact details in Teachers' Notes.) You might also begin to consider if and how you could become involved in future programs.
For an overview of recent Australian aid initiatives to Zimbabwe, visit AusAID's internet site, or obtain AusAID's colourful publications or statistical summaries of projects in Africa. (Contact details in Teachers' Notes.) Make a colorful poster showing how Australia's overseas aid program assists Zimbabwe or Africa in general.
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