Tanzania hunter-gatherers v456

Tanzania hunter-gatherers v456

Tanzania

Introduction

In this next lesson is Tanzania: hunter gatherers.

This lesson contains 5 steps and an evaluation.
Work them through step by step.

Step

Activity

 

 

Introduction

Find out what you already know.

Step 1

Speaking

Tick topics about society and compare answers with a classmate. Share your ideas with a classmate about two items you have chosen. Listen to two parts of a conversation and answer questions.

Step 2

Listening

Listen to a conversation of two students about how to choose between different 'items'.

Step 3

Reading

Answer questions about topics. Read the text and answer questions. Discuss other questions with a classmate.

Step 4

Words

Put words in the correct group. Read the text of Step 2 and find the collocations. Complete sentences with the collocations found.

Step 5

Speaking

Discuss questions with a classmate about the Hadza people. Talk about advantages and disadvantages of big tourism.

Step 6

Task

Write an email in 200-250 words to "the wealthy American" about your plans and proposals. Read the tips.

 

Evaluation

Reflecting on what you have learned.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Speaking

Let’s think about what society actually means.
Write down the topics that you think that ‘society’ includes.

air travel

buying and selling

bands, tribes, groups with a common interest

the environment

how a group of people eat, and what they eat

what people wear

Compare your answers with your partner, and give reasons for your answers.
Add one more aspect that society includes, and one aspect that society doesn’t include.

Look at the following items. Write down the items that you have.

clothes

phone

food

decor

sense of smell

laptop

passport

internet access

cosmetics


Imagine that you are allowed to keep only two of the above items.
Which two would you choose? Write down your items and reasons.
Share your ideas with your partner.

Now read this extract. 

Given a list of things (including cosmetics, their car, their passport, their phone and their sense of smell) and told they could only save two, 53% of those aged 16-22 and 48% of those aged 23-30 would give up their own sense of smell if it meant they could keep an item of technology (most often their phone or laptop). We all know how important technology is to our people, but a willingness to sacrifice one of their human senses to keep it shows just how intrinsic it has become.

Perhaps it's not all that surprising when you consider that technology represents all the friends you could ever want, all the knowledge you will ever need, and all the entertainment you could desire.
For your people, technology is more than a useful tool or an enabler. It is truly their fifth sense.

Source: https://www.scribd.com/doc


Discuss the next question.

  • Why do you think older people might be shocked at this report?

 

Answer

Step 2 - Listening

Society has also to do with thinking about your own beliefs and values about possession and ownership.
In this step you are going to listen to a conversation between two students in two parts.

Now listen to Part 1

In a conversation two students doing the same task.

  • Which two items do they choose, and why?

Listen to the conversation and answer this question.

Listen to Part 2 of the conversation.

After listening you are going to answer these questions:

  • Which generation groups are mentioned?  
  • What reason do they give for Baby boomers choosing food and clothes?
  • Another characteristic of modern times is given: what is it?

 

Now read this extract of the text Technology as a fifth sense.  

Technology as a Fifth Sense

Given a list of things (including cosmetics, their car, their passport, their phone and their sense of smell) and told they could only save two, 53% of those aged 16–22 and 48% of those aged 23–30 would give up their own sense of smell if it meant they could keep an item of technology (most often their phone or laptop).

We all know how important technology is to young people, but a willingness to sacrifice one of their human senses to keep it shows just how intrinsic it has become. Perhaps it’s not all that surprising when you consider that technology represents all the friends you could ever want, all the knowledge you will ever need, and all the entertainment you could desire. For young people, technology is more than a useful tool or an enabler. It is truly their fifth sense.

Step 3 - Reading

You are going to read a text about people whose society is different to yours.
They are 'The Hadza' and they live in Tanzania.

Before you read the article, look at the following topics.

  • Which words apply to your society?
  • Do you know anything about The Hadza? Which words apply to their society?
  Your society The Hadza
nomadic    
hunter gatherers    
sustainable agricultural practices    
hunger    
tourism    
happiness    


Read the article.

Mike Carter August 22, 2015

Mwapo started whistling: a sweet, piercing melody that rose and fell. From somewhere in the distance came a second whistler, the tune the same. Mwapo touched his ear with his finger, pointed towards a line of trees.

Nearby, on a dead tree stump, sat an angry-looking little bird. As we approached, it started whistling. Here was our duettist. “Tik’iliko,” said Mwapo. The bird took flight. We followed, the bird and Mwapo whistling constantly to each other.

Eventually we came to an enormous baobab tree. Mwapo pointed up. There, on a branch, sat the tik’iliko, or honeyguide bird. Next to it, barely visible to the human eye, was the entrance to an African honeybee nest. Mwapo looked happy. Like all Hadza people, he loves honey, and honeyguides love the wax and larvae. Without the bird, man can’t find the nests; without man, the bird can’t get into them. A few days earlier, I could barely have conceived of this symbiotic miracle. But even a short time spent with the remarkable Hadza, Africa’s last true hunter-gatherers, had taught me that their life is one long miracle.

My guide on this journey was Daudi Peterson, 64, US-born but raised in Tanzania. Daudi first met the Hadza when he was 10 years old and a life-long love affair was born. Since 1994, he has been taking anthropologists and tourists to meet them, keeping numbers to between 200-300 a year, split between the Hadza’s various camps. “It is structured tourism, but not staged,” he said. “We simply follow them around in their daily lives and observe. Cultural dignity is key.”

The nomadic Hadza now number around 1,300 people, although of these only 200-300 still live exclusively as hunter-gatherers. Their group structures are egalitarian, without hierarchies. Their “crops” are earth’s natural offerings, foraged; their “livestock” wild animals. “At a time when developed nations are consuming ever more resources,” Daudi said, “what can we relearn about sustainability from the past?  These people live within the limits of the earth, and they take care of the less fortunate.”

Daudi explained that because the earth has always provided the Hadza with abundant food found naturally, they’ve never known the starvation that comes with crop and cattle failure. It was arguably the development of agriculture, he continued, with its fragility; surplus mentality that created settled towns and cities and the inevitable hierarchies and conflicts over resources. “The Hadza share absolutely everything. The concept of ownership is unknown. That is a huge part of their culture,” he said. “Because there is always enough, there is no need to worry about tomorrow. This is a community where everybody’s opinion is equal.”

A group of women were walking out of camp and beckoned us to join them. After a while, some started gathering berries, others the fallen fruit of the baobab (containing six times as much vitamin C as oranges), which they pound with rocks to make flour for porridge. Some stopped by a tree and pointed to a vine going into the ground, the sign of the tubers growing underground that are a staple of the Hadza diet. With sharpened sticks called ts’apale they tapped the earth to locate the tubers and then dug deep until they had amassed a pile. Most animals can’t get to these tubers so they’re always available, and the Hadza only ever take the top 10 per cent so they can grow back. Once an area is exhausted, it is left to regenerate as the camp moves on.

But for a people whose very survival has always relied on symbiosis, it is a relatively new and mutually beneficial relationship — with tourism — that just might prove wrong the pessimistic commentators who predict that the Hadza are ultimately doomed. The fees from visitors ($51 per person per night as a bed tax, $10 a day for each Hadza guide) go into a Hadza bank account. This fund, managed collectively, helps pay for healthcare and for some children to go to boarding schools. A few of these kids have gone on to university, after which they have returned better equipped to fight for Hadza rights. In 2011, perhaps partly in recognition of the Hadza’s value to tourism and their newfound campaigning strengths, the Tanzanian government granted them three strips of protected land, amounting to 23,305 hectares. It is a mere 10 per cent of their original homeland, and neighbouring tribes still encroach, but in a situation that remains on a knife-edge, it is a glimmer of hope.

“It was the Hadza who suggested tourism,” Daudi says. “We said no, it would be too messy, that people would want to change them. But they are too strong to be changed.”  High above were the straight vapour trails of an aircraft and, at the tip, the tiny shape of a plane, like an arrowhead on a shaft. I thought of those people up there, thrusting through space, impatient to arrive somewhere else. I looked at Mwapo and, suddenly fearful for the future of the Hadza and the joyful way of life I had glimpsed, I started to cry.

Source: https://www.ft.com/content/


Do the exercises.

Step 4 - Words

Do the exercises.

Step 5 - Speaking

Read and answer these questions with your partner.

Imagine you are the guide, Daudi. You have received a request from some wealthy Americans who want to learn more about the Hadza. They want to see all aspects of the Hadza, and that might mean ‘staging’ some activities. You know that once this happens, other groups will want to come along. On the other hand, they are willing to pay a lot of money that would help the Hadza with education and health.

What do you do?


Talk to your partner about the advantages and disadvantages of big tourism.
How can you protect the Hadza, and yet still give the tourists an insight into their lives?

Step 6 - Task

In step 5 you have spoken about how can you protect the Hadza, and yet still give the tourists (wealthy Americans) an insight into their lives.

You are going to write an email to the wealthy American in which you outline your plans and proposals.

First read how to write a proposal.

Proposal
A proposal begins by describing the situation. In a proposal you make some suggestions and you have to persuade whoever is reading the proposal to make the changes you think are best.

Here are some points to help you.

  • Start by stating the purpose of the proposal.
  • Say how you think it could be better.
  • Try to convince the reader you are right.
  • Use an impersonal, semi-formal style.
  • You should use headings, and have an intro and conclusion.
  • Use clear layout with headings.
  • Express opinions and make recommendations in the last section of your proposal.
  • Include a final sentence summarizing your opinion.

Write 200-250 words.

Evaluation

Fill in the schedule and answer the questions below.

 

Activity

Needs improvement

​Satisfactory, good

Excellent

Step 1 - Speaking

I can speak about 'society'.

 

 

 

Step 2 - Listening

I can listen to a conversation of two students about how to choose between different 'items'.

 

 

 

Step 3 - Reading

I can read a text about people whose society is different to mine.

 

 

 

Step 4 - Words

I can use and understand the words.

 

 

 

Step 5 - Speaking

I can have a discussion about the advantages and disadvantages of big tourism.

 

 

 

Step 6 - Task

I can write an email about my plans and proposals how wealthy tourists can visit the Hadza.

 

 

 

What have you learned in this lesson?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What was the most interesting part?
  • What was the most difficult part?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

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    Auteur
    VO-content
    Laatst gewijzigd
    2025-05-11 22:56:34
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    Toelichting
    Deze les valt onder de arrangeerbare leerlijn van de Stercollectie voor Engels voor vwo, leerjaar 4, 5 en 6. Dit is thema 'Societies'. Het onderwerp van deze les is: Tanzania hunter-gatherers. Deze les gaat over verschillende soorten maatschappijen. Er wordt speciale aandacht gegeven aan de de jagers en verzamelaars in Tanzania.
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    VWO 6; VWO 4; VWO 5;
    Leerinhoud en doelen
    Engels;
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    Moeilijkheidsgraad
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    Studiebelasting
    4 uur 0 minuten
    Trefwoorden
    arrangeerbaar, engels, stercollectie, tanzania hunter-gatherers, v456, verschillende soorten maatschappijen

    Gebruikte Wikiwijs Arrangementen

    VO-content Engels. (2021).

    Tanzania hunter-gatherers h45

    https://maken.wikiwijs.nl/104349/Tanzania_hunter_gatherers_h45

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    Part 2

    Questions Technology as a fifth sense

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