1. Write down three things you think of when you hear the term culture.

Transcription

1 P r e v i e w 1. Write down three things you think of when you hear the term culture. 2. You will watch a slideshow about four components of culture. After watching the slideshow, think about what you saw that relates to each component and write it in the Observation column. Then record your own definition of each component. Component of Culture Observation My Definition Language Religion Institutions Arts 3. This lesson includes definitions of cultural components. As each definition is shown, record it below. Then write down one example of each component in your own culture. A sample answer has been done for you. Component of Culture Definition Example from My Culture Language Religion Institutions school Arts Teachers Curriculum Institute Discovering Africa s Cultural Diversity 1

2 V o c a b u l a r y The sentences below give specific examples related to the vocabulary terms. Write the correct term next to each example. Use the definitions to help you. culture: the set of beliefs, values, customs, and practices of people in a particular group, place, or time multicultural society: a society with many different culture groups cultural diffusion: the spreading of cultural traits, such as beliefs and practices, from one culture to another, or within one culture Term Example 1. Kenya has more than 100 different ethnic groups and is home to a large number of Christians and Muslims. 2. Most Egyptians dress modestly (cover their bodies) because of their religious beliefs. 3. Football (soccer) was brought to Mali by European soldiers and missionaries and is now Mali s most popular sport. 4. Because there are so many different groups of people in the Democratic Republic of the Congo, there are four national languages and another official language. 5. After Muslim armies conquered Egypt, Egyptians adopted Arabic as their language and Islam as their religion. 6. Botswana has a tradition of holding free elections and respecting laws and human rights. 7. Kenyans place a strong value on education as a way to improve their lives. 8. Music and dance from the Democratic Republic of the Congo has been spread around the world through radio and TV. 9. Many different ethnic groups meet at Mali s weekly markets to buy and sell various goods. Teachers Curriculum Institute Discovering Africa s Cultural Diversity 2

3 A f r i c a n C u l t u r a l D e s c r i p t i o n s Mali Mali is located in West Africa. At different times, three great African empires Ghana, Mali, and Songhai were located in West Africa. It was a major trading zone. One important trading center was Timbuktu, a city that still exists today. Language Mali s most common language and ethnicity is Bambara, but there are many other ethnic groups in this multicultural society. Although four-fifths of the population uses Bambara as their main language, Mali s official language is French. This is because the French ruled Mali from the late 1800s to Religion Religion in Mali has been heavily influenced by cultural diffusion. In the 11th century, Muslim traders and conquerors came from North Africa. They brought their faith, the religion of Islam, with them. Today, about 90 percent of Malians practice Sunni Islam. A small number of people practice Christianity. French colonial rulers and missionaries brought Christianity to Mali. Both Mus-lims and Christians in Mali tend to keep some traditional religious beliefs. One traditional belief is that spirits exist in animals and other non-human objects. Institutions Open-air markets are an important cultural institution in Mali. They are held weekly. People sometimes travel long distances to get to them. All ethnic groups participate in the marketplace by selling and buying goods. Most of the population of Mali is Muslim. Mosques, Islam places of worship, are important centers of social life. Mali also has cultural institutions, such as the National Archives and National Library. However, they are often closed because of a lack of money. Mali has a constitution that guarantees democracy, religious freedom, and the right to vote. But military takeovers delayed democracy until Today, Mali has a mixed economy with some private ownership. Mali is still very poor and depends on aid from foreign countries. Due to a lack of resources, Mali has inadequate health care and education systems. Its infant mortality rate is one of the highest in the world. Its literacy rate is one of the lowest in the world. Arts Geography influences Mali s architecture. Most of the population is rural and lives in dwellings grouped together into villages. In traditional cities like Timbuktu and Djenné, buildings have mud walls with wooden beams that stick out. In fact, the mosque in Djenné is the largest mud building in the world! Traditional music and dancing are important in Mali. The Bambara and other ethnic groups create amazing wood carvings of masks and statues. These are often made for religious reasons. One ethnic group, the Dogon, wear masks that are over ten feet tall during their ceremonies. Sports in Mali show evidence of cultural diffusion. Football (soccer) was brought by European soldiers, traders, and missionaries. Today, football is the most popular sport in Mali. But wrestlers are also important athletes in Mali, as they were in the ancient Malian empire. Teachers Curriculum Institute Discovering Africa s Cultural Diversity 3

4 Egypt Egypt is located in North Africa. It has a long and rich history. Over the centuries, control of Egypt passed from Egyptian pharaohs to the Persian, Greeks, Romans, and Muslims. Egypt fell under Ottoman rule in the 1500s, and remained part of the Ottoman Empire until French ruler Napoleon I, invaded Egypt in In the 1800s, Egypt became part of Great Britain s empire. Egypt finally gained its ind-ependence in Language Today, Arabic is the official language of Egypt. Most Egyptians speak a dialect of Arabic. In the far south of the country live the Nubians. Although Nubians also speak Arabic, they are culturally and ethnically more similar to peoples in sub-saharan Africa. Religion Islam is the official state religion. Almost all Egyptians are Sunni Mus-lims, but there are a small number of Christians. Most Egyptian Christians belong to the Coptic Orthodox Church, one of the oldest Christian organizations in the world. Copts have different religious beliefs than Muslim Egyptians, but both share a similar way of life, speak Arabic, and wear similar clothing. People tend to dress modestly (cover their bodies) because of religious beliefs. Egyptian culture is strongly Arabic and Islamic, but Western influences are also important. Thus, Egyptian culture is a unique mix of Islamic tradition and Western ideas. Institutions The al-azhar University, in Cairo, is the world s most important Islamic educational institution. It is one of many public and private universities in Egypt. More people are able to attend universities today because of the spread of general education over the last decades. For example, school is required for stu-dents ages 7 to 12. Literacy rates have been improving and are higher than most other African countries. Women have begun to have more opportunities outside the home. Still, only slightly more than half of the female population is literate. In early 2011, a historic change took place in Egypt. Large numbers of people throughout the country protested against the government. They demanded the end of 30 years of rule under Egyptian President Hosni Mubarak, who governed Egypt like a dictator. Egyptian citizens called for changes to make their govern-ment more democratic. They wanted fair elections and greater freedoms. After 18 days of protests, Mubarak resigned as president. Arts Egypt is a cultural center of the Islamic world. It has many of the world s best-known Arabic authors. Music and dance have always been important in Egyptian culture. Most Egyptian musicians play the fiddle, flute, or tambourine. Egyptian music today is a mix of Egyptian, Arabic, and Western musical styles. Because of traditionally low literacy rates, Egyptian culture spreads through radio, television, and films. Egypt is considered the Hollywood of the Arab world. The most popular athletes in Egypt are often wrestlers and weightlifters, two sports played by Ancient Egyptians. Today, the most popular sport is football (soccer). Teachers Curriculum Institute Discovering Africa s Cultural Diversity 4

5 Kenya Kenya is located in East Africa along the Indian Ocean. This has made Kenya an important place for trade between Africa and Asia. Language Kenya is a multicultural society with over 100 different ethnic groups and many different languages. The language that is most widely spoken is Swahili. Swahili is a unique language that uses parts of Arabic, English, Persian, Hindi, Portuguese, and local African languages. Swahili and English are both official languages. Although Kenyan ethnic groups are proud of their own languages and traditions, they also realize it is important to come together to solve problems. Religion Kenya s constitution guarantees freedom of religion. Arab traders that came to Kenya in the 8th century brought Islam. A minority of Kenyans still practices Islam, mostly along the coast. But about two-thirds of Kenyans today are Christian. Christianity was brought by Portuguese traders and British imperialists in the 19th and 20th centuries. Many Kenyans combine their Christian beliefs with traditional African beliefs. Institutions When Kenya won its independence from Britain in 1963, it tried to set up a multiparty democracy. However, the legislature passed reforms that gave the president almost unlimited power. Government corruption has been a problem. To improve conditions, the constitution was revised in 1991 to allow more than one political party. It was revised again in 2010 create a bill of rights. Kenyan culture places a strong value on education. Primary education is required for eight years. Secondary and higher education are also available. Therefore, literacy rates in Kenya are higher than most other African countries. Also, health care has been improving, but there are still high rates of malaria and other dis-eases. Like the rest of sub-saharan Africa, Kenya s deadliest disease is HIV. The AIDS crisis destroys families and hurts economic growth. Christian churches sometimes help provide medical, as well as educational services. One of Kenya s most important cultural institutions is the national parks system run by the government. Kenya s national parks protect vast natural lands and support a large tourism industry. People come from all over the world to see wild animals on a safari and hike Mount Kenya or Mount Kilimanjaro. Arts Although Kenya is a modern country, traditional arts such as beadwork and wood sculpture are still highly valued. Kenya s music is also a result of cultural diffusion. Benga, the most popular form of music, is influenced by African rumba, traditional Indian music, and European and American styles. Oral, or spoken, literature is very important and is passed from generation to gen-eration. Kenya fables teach essential universal values. For example, one fable tells of a small hare that outsmarts a lion, a leopard, and a hyena. This story encourages people to be determined and work to achieve goals. Like other count-ries in Africa, football (soccer) is the most popular sport. However, Kenya is better known for its distance runners. They have won many Olympic medals and marathons around the world. Teachers Curriculum Institute Discovering Africa s Cultural Diversity 5

6 Botswana Botswana is located in Southern Africa. The country has a multicultural society. Its citizens include many different ethnic groups that speak many different languages. Language Because the British ruled Botswana from 1885 to 1966, its official lang-uage is English. However, the majority of Botswana s people speak the national language of Tswana. Tswana is also the name of the largest ethnic group in Bots-wana. Over two thirds of the population is Tswana. A typical Tswana values their family and their tribe over individual rights. Religion About one third of the people continue to practice traditional Tswana religions. These religions worship ancestors on the father s side of the family. Even though they are dead, ancestors are thought to have powers and to communicate with the living. In the 19th century, missionaries brought Christianity to Botswana. Today, about half of the country s population is Christian. The culture of Botswana is a mixture of traditional Tswana and Christian practices. For example, Batswana typically follow Christian practices of marriage, births, and funerals. A group called the House of Chiefs advises the legislature. They make sure the modern government pays attention to tribal laws and customs, such as being respectful of ancestors. Institutions Botswana is one of the few economic success stories in Africa. In the decades after its independence from Britain, Botswana s GDP greatly increased. Today it has one of the highest rates of GDP growth per capita in the world. Eco-nomic growth was possible because of good institutions and an important natural resource diamonds. Botswana s government is relatively free of corruption. The country has held free elections every five years. Judges have a respect for laws and human rights. The government helps poor citizens by distributing food, and other resources. Education has been increasing, but more people are educated in urban areas than in rural areas. Although the government has invested in more hospitals and medical services, there is still a major AIDS crisis. Botswana has one of the highest rates of HIV infections in the world (about 1 in 4 adults). Arts Botswana is known worldwide for its basketry. Most people wear Western clothing, similar to what you would wear. Traditional dance and music have regained popularity since the end of British rule. Traditional Tswana music uses mostly voices and stringed instruments. The radio was an important technological advance that allowed people to listen to traditional music again. The government runs radio and television stations, but it does not censor music or news. Football (soccer) is the national sport and is played all over the country in fields and streets. Teachers Curriculum Institute Discovering Africa s Cultural Diversity 6

7 Congo (DRC) The Democratic Republic of Congo (DRC) is located in Central Africa. It is the third largest country on the continent and has many natural resources. It was ruled by Belgium during the era of European imperialism, but gained inde-pendence in Language More than 200 ethnic groups live in the DRC. Not surprisingly, more than 200 languages are spoken there. Congo s official language is French, one of the languages spoken in Belgium. French is used in schools, the government, and in business. But four national languages (Swahili, Tshiluba, Lingala, and Kongo) are also used so that the country s diverse peoples are able to communicate. These languages can be heard on radio broadcasts and are used for local trading. Religion Most of the population practice Christianity. Approximately 50 percent are Roman Catholic, 20 percent are Protestant, and 10 percent are Kimbanguist. The Kimbanguist Church is a local Christian group that follows the teachings of Simon Kimbangu, a Baptist preacher in the 1920s who was jailed by the gov-ernment. About 10 percent of Congolese practice Islam. The rest of the population practices traditional religious beliefs, including the existence of sprits in nature and a strong connection to their ancestors. Institutions The DRC has large amounts of diamonds and other minerals, huge areas of land and forest, and lots of hydroelectric potential. These resources were used by Europeans during colonialism. Then from 1971 to 1997, the country was run by a military leader named General Mobutu Sese Seko. Mobutu and his friends became rich off the businesses while the economy declined. Western countries ignored corruption in the DRC because Mobutu was an ally against communism during the Cold War. Economic growth slowed and GDP per capita fell to one of the lowest in the world. When Mobutu lost power, civil war broke out and damaged the economy even further. In 2003, a new constitution was written to create a democratic government, but the damage from colonialism and corruption will be difficult to fix. Education is still lacking and literacy rates are low. Discrimination against women and ethnic minorities continues to be a major problem. Arts One benefit of Congo s many ethnic groups is that the area has an amazing mix of traditional African arts. Many ethnic groups create sculptures and masks, often with religious connections. The capital city of Kinshasa, on the Congo River, is the main cultural center of the country. Musicians in Kinshasa created a style of music called African jazz. This music has influenced the surrounding sub-saharan African nations as well as musicians in Europe and North America. European missionaries at a Roman Catholic school in Kinshasa organized the first football (soccer) team. Football remains the most popular sport in the country today and the national team has been one of the best in Africa. Teachers Curriculum Institute Discovering Africa s Cultural Diversity 7

8 C u l t u r a l T o u r o f A f r i c a M a t r i x At each country station, follow these steps: 1. Look at the images carefully. In the matrix below, summarize what you see in each image. Write your summary in the Image section. 2. With your partner, predict what you think each image shows about this country s culture. 3. Read the description of the country. Record at least three things you learned about each component of culture. Write your responses in the Notes section. Language Religion Mali Egypt Teachers Curriculum Institute Discovering Africa s Cultural Diversity 8

9 Institutions Arts Mali Egypt Teachers Curriculum Institute Discovering Africa s Cultural Diversity 9

10 Language Religion Kenya Botswana Congo (DRC) Teachers Curriculum Institute Discovering Africa s Cultural Diversity 10

11 Institutions Arts Kenya Botswana Congo (DRC) Teachers Curriculum Institute Discovering Africa s Cultural Diversity 11

12 B a k a r i s O r a l H i s t o r y a n d S c r a p b o o k Bakari Mohammed Bakari was born in 1964 in Tanga, a city in Tanzania, in East Africa. Bakari is a common name in Tanzania and in Islamic culture. Bakari s father, an ethnic Digo from the Tanga region, was raised Muslim. His mother, an ethnic Chagga from a region near Mount Kilimanjaro, was raised Catholic and converted to Islam as an adult. While growing up, he attended a British-style public school in the morning and an Islamic school in the afternoon. After high school he attended the University of Dar es Salaam, where he studied business and met the woman he would later marry. Here Bakari describes the influences on his life by three distinct heritages in Africa: indigenous (native or traditional) African, Islamic, and western European. Bakari understands several languages. His first language is Swahili, a native language influenced by Arabic. He also speaks English and learned to read Arabic. The main language I grew up speaking is Swahili. Because my father and mother speak separate languages they would speak to each other and to me in Swahili, the national language of Tanzania. In school the teachers spoke Swahili, even though the textbooks were often in English. I speak a little of my father s ethnic Digo language too. I have to understand it well because when we go visit my aunts and grandparents in his Digo village, they speak to me in Digo. I reply in Swahili, though, because I speak it better. I know very little of my mom s Chagga language because my mother s village is far away. Bakari s knowledge of several languages is typical. He describes how Tanzanians naturally weave together several languages in conversation. In many cases, indigenous, Islamic, and western heritages are mixed together and so it s difficult to see them as separate. For instance, when I was at the university, I might talk to some of my professors who were Muslim by greeting them in Arabic by saying As-Salaam Alaykum, an Islamic greeting meaning peace be with you. That greeting would be followed by [a] Swahili greeting that would show respect for their age. After that, we might start talking in English about whatever I was studying. Bakari married an American named Janna who had been living in Tanzania studying Swahili. Bakari explains how their four-day wedding celebration in Tanzania combined Islamic and indigenous influences. We got married at my parents house in Tanga. Over 50 relatives came. The wedding celebration started on Thursday and ended on Sunday morning. [Before the wedding] Janna could not leave the house for the first two days while women from my hometown decorated her by painting flowers on her hands, feet, and legs, a common practice in East Africa. Lake Victoria Mt. Kilimanjaro TANZANIA Tanga Dar es Salaam Teachers Curriculum Institute Discovering Africa s Cultural Diversity 12

13 I think painting the bride is an Arabic influence. There were people playing drums and singing and dancing for most of the four days. The music signaled people from all over the neighborhood to come to the wedding. The dances were mostly Digo; [the dancers were from] my father s tribe and he wanted them to be there. There were women dancing around the house and the block singing traditional wedding songs. They sang in Swahili, Digo, Bondei, and Sambaa [all native languages]. The Friday-night ceremony was Islamic. The sheikh [Islamic religious leader] asked me alone in a separate room in Arabic if I do, and I said I do. Then we went to Janna who had been waiting in another room. I was told to give her my hand. In Swahili, she was asked if she agreed to be married. She said yes. And then there was a feast. They cooked pilaf (a rice dish), spices, and other foods that were both traditional and Arabicinfluenced. Just as Bakari s Islamic wedding included traditional African dancing and singing, it is common for Tanzanian Muslims to continue to practice traditional African religious rituals. Here Bakari talks about traditional African ceremonies for praying to ancestors and seeking their guidance. In my father s village, when an old woman dies, there is a ceremony and a special dance that is supposed to be performed to show honor to the woman because of her old age. And that s a Digo dance called kifudu that only women will dance. On other occasions there are special kinds of prayers in which people will talk to their ancestors for guidance and protection even though Muslims don t believe in ancestor worship. In my father s Digo village, for example, they ll use water a lot for religious practices. You ll be kneeling and an elder, usually the grand Father, puts a hand on your head and pours water on the ground as he talks to the ancestors. I think the water is connected to the rain season since farming was so important for so long in my father s village. So, that s traditional African religion they re practicing even though they are Muslim! On my mother s side they do similar things, but most of the time they use milk, perhaps because where my mother comes from they used to raise animals for food and dairy products. Bakari emphasizes that he grew up experiencing native, Arabic, and western cultures as if they were one culture. He explains how he has identified with the three heritages throughout his life. There are times when I view myself with separate identities like a Muslim, Digo, or Tanzanian. Then there are times when I see myself as a combination of all these. But usually I don t think about how these heritages influence me because it s just how I grew up. I m African, I m Muslim, I m western. Sometimes at separate times, sometimes at the same time. I don t feel confused because of these mixed cultures. Even though historically they are different, in my life I learned them as one culture, together. Teachers Curriculum Institute Discovering Africa s Cultural Diversity 13

14 Bakari s Oral History and Scrapbook My Wedding Before our wedding, my wifeto-be, Janna, stayed at home for several days while women from my town painted flowers on her skin with henna (dye from a plant). You can see the painting on her hands and arms. The two women on the right are my sisters, Huba and Rukia. The woman on the left is Janna s maid of honor. My Student ID Card This is part of my student ID card from when I was a business student at Shinyanga Commercial Institute. On the top of the card it says Student photo and on the bottom it says principal s signature in Swahili. The stamp says, in English, Shinyanga Commercial Institute. Praying Before the Wedding A few hours before my wedding ceremony I went to Friday prayer at a mosque near my parents home in Tanga. I m in the middle of the picture and my mshenga ( best man ), whose name is also Bakari, is sitting to my left. As is common in Islamic prayer, we are barefoot at the mosque. My Father and Grandfather My grandfather Bakari, who I was named after, is in the middle in this picture. He died in 1995 at the age of 84. My father, Mohammed, is on the left. The woman on the right is my grandfather s cousin. In Swahili, I simply call her Bibi (grandmother), which is what I call all older women in my father s village. My father and my grandfather are wearing kanzus, traditional white, cotton gowns, and kofias, the white hats. These are typical clothes for older people to wear. I will be expected to wear them as I grow older. College Friends These are two of my friends, Clement and Geschenk, from the university in Dar es Salaam. Teachers Curriculum Institute Discovering Africa s Cultural Diversity 14

15 P r o c e s s i n g After you are introduced to Bakari Mohammed Bakari and have learned some phrases in Swahili, read Bakari s Oral History and Scrapbook. Then answer the questions below. 1. Tanzania is a multicultural society. Which three cultural heritages influenced Bakari? What other African countries have you learned about that are multicultural societies? 2. Based on the oral history and what you learned on the cultural tour in the activity, explain one positive and one negative feature of multiculturalism. 3. Use the oral history and scrapbook images to complete the matrix below. Language Religion Institutions Arts Image Image Image Image TANZANIA (Based on Bakari s oral history) 4. Choose one of the countries from the tour. Then, using the information from Bakari s oral history, explain one similarity and one difference between the cultures of that country and Tanzania. Teachers Curriculum Institute Discovering Africa s Cultural Diversity 15