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Planting trees of hope in Tanzania, Africa: The Kwimba Reforestation Project

Teacher's Notes

Case Study Student Activities

Overview

The Kwimba Reforestation Project has resulted in the planting of more than six million multi-purpose trees, restoring a landscape previously eroded by human and animal activity over many centuries. The project, however, has yielded other benefits to the people and environment of Kwimba - some being planned, others evolving naturally. The benefits have also arisen from the full participation of the people of Kwimba in partnership with aid workers giving the people responsibility for their positive future and bringing new 'hope' in many forms.

Level

Lower - middle secondary

Links with nationally-developed statements and profiles

  • Studies of Society and Environment
  • Time, Continuity and Change - Interpretations and perspectives
  • Place and Space - Features of places; People and places; Care of places
  • Culture - Cultural cohesion and diversity; Personal, group and cultural identity
  • Resources - Use of resources, People and work, Management and enterprise
  • Natural and Social Systems - Natural systems
  • Investigation, Communication and Participation.
Objectives

Students:

  • describe the causes and consequences of deforestation
  • investigate the consequences of human modifications of natural features of a place
  • investigate ways in which different people deal with human needs
  • discuss a community reforestation project
  • explore ecological sustainable development principles
  • develop values consistent with environmental conservation and ecologically sustainable development
  • consider a futures perspective in their investigations about resource use and development
  • develop empathy with the people of Kwimba in several contexts.

Preparation

  • copies of case study (one per student)
  • class set of atlases and/or a large world wall map and a large map of Africa
  • poster paper and felt tip pens
  • background material on Africa, East Africa and Tanzania (some of which is listed under 'Resources')
  • familiarisation with local tree care organisations and the best tree planting and care methods for your school's biophysical environment.

Procedure

Students brainstorm a list of the many ways in which trees assist them in their daily lives. Record the findings on poster paper as a huge concept map with 'trees' in the centre. Retain the poster for future use.

Ask students to discuss what they already know of Tanzania, for example, on which continent it is located and any details from recent media reports. Students then locate Tanzania in atlases or on a large world wall map or on a map of Africa. On establishing that Tanzania is in Africa, what do students expect are likely experiences of people living there? Collate these assumptions on the board.

Ask students to identify the sources of their information, usually the media. Why did students make such assumptions? If possible, provide students with a selection of daily newspapers and ask them to locate reports about African nations. What sorts of issues about life in Africa usually make news? How are African nations generally represented? If there is any reporting on Tanzania, what is it about? Overall, is there a sense in media reporting that the experiences of all African nations are the same - all negative? Specifically, how much of the reporting covers positive developments and indicates a hopeful future for African nations?

This last question is particularly important in terms of the case study. Although the troubled history of many African nations should not be dismissed, students need to understand that positive developments are occurring in Tanzania, and throughout Africa, and that such developments are seldom reported. Ask students to suggest why this is the case - good news rarely makes news. Ask students also to consider why it is important for the global community to know that change is possible, and is happening - so that students can feel hope and know that it is possible to make a difference.

Students read and discuss the case study, and complete some or all activities.

Resources

Printed

  • Margaret Calder, 'AGTA Peace Article - Teaching for a Culture of Peace', South Australian Geographer, Vol. 15 No 1, April 2000, pp 5-12

  • Margaret Calder and Roger Smith, A Better World for All - Development Education for the Classroom, 2 Vols., 1994, AIDAB (AusAID's antecedent), (particularly Activity 10 'Women Farmers in Africa')

  • Forestry SA, (2000), Forestry Matters! An educational resource for schools, Adelaide (particularly Unit 2 'Investigate trees' for early years, and Unit 4 'Forests: what a resource' for primary years). See http://www.forestry.sa.gov.au

  • Mark Manuel, Barrie McElroy and Roger Smith, Environmental Issues, 1999, Cambridge University Press (particularly Chapter 4, 'Maintaining the balance of the ecosystem - the Kwimba Region of Tanzania')

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