Teacher's Introduction

Welcome to 'Funds for pipeline project' year 7 SOSE and ICT unit. This unit is designed to engage students in a real world problem through learning about current cultures and seeking to assist these people. This unit is inspired by Kearsley and Shneiderman's (n.d.) Learning Engagement Theory of 'relate, create, and donate'. Each student deserves a chance to contribute to our world.

Problem

In Tanzania there live a tribe known as the Maasai. Most of the Maasai live in Kenya however a portion live in Ngorongora National Park which is in the northernmost part of Tanzania (WTWT, 2010). These Maasai face many issues daily. Much of the area they live in is fraught with drought making it hard for them to graze cattle, tend crops and grow garderns (WTWT, 2010). Also the NCAA (Ngorongora Conservation Area Authority) is pressuring them to take up a more sendentary urban lifestyle (WTWT, 2010). The NCAA believes the Maasai are not preserving the environment through their use of grazing lands and resources (WTWT, 2010). Also the NCAA want to make more room for tourists in the National Park area (WTWT, 2010). The Maasai, as a result are being forced to live on smaller reserves of land reducing access to water and other resources (WTWT, 2010). Families travel long distances to the nearest rivers. This takes time preventing them from completing other necessary tasks.
Rachael and David, a couple from the UK, have set up a charity program known as the 'Weston Tuxville Wells for Tanzania'. They have built four wells near the village of Irkeepusi (WTWT, 2010). Irkeepusi is one of the bomas (communities) within the Ngorongora National Park. These wells have only minimised the problem. Now the WTWT project is suggesting a gravity fed pipeline be built from the Munge River. This will cost 100,000 pounds however will provide the equivalent of 50 wells (WTWT, 2010). Rachael has explained that most students are unable to attend school because families need to them to collect water. If, however the water issue can be solved, education may increase giving the Maasai a better chance to retain their land and lifestyle. The Maasai have a long tribal history, which the students will learn about. This problem sets students up to think about the difficulties experienced in other countries, evaluate ways we can help these people, and delve into society and political issues relating to the Maasai's 'right' to the land.
In this unit students must decide how they will host an event. This will: exhibit Maasain culture, make the community aware of global issues, and raise money for the pipeline project. To read this problem in the student page go to the
student introduction page.

References

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_arts_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_english_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_sose_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr7.pdf

http://home.sprynet.com/~gkearsley/engage.htm

http://en.wikipedia.org/wiki/Maasai_people

http://www.wellsfortanzania.org/

http://www.uiowa.edu/~africart/toc/people/Maasai.html

http://www.survivalinternational.org/tribes/maasai

https://www.cia.gov/library/publications/the-world-factbook/geos/tz.html

Marzano, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R., Moffett, C.,
Paynter, D., Pollock, J. & Whisler, J. (1997). Dimensions of learning:
Teacher’s manual 2nd edition. Colorado: Mid-continent Regional Educational
Laboratory.

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy