Cobblestone & Cricket: A Teacher's guide to Berbers

Vocabulary (some are defined in the issue)
Henna, oasis, Sahel, Sahara, Magreb, nomadic, granary, crenellated, tambour, kaftan, Hashumah, saffron, carmine, kohl, to ululate, burnoose, troglodytes, babouche, souk

Divide the class into 8 groups and assign each group one of the following countries where Berbers live: Morocco, Algeria, Libya, Tunisia, Mauritania, Mali, Niger, Burkina Faso. Using the CIA's site http://www.odci.gov/cia/publications/factbook/index.html and any other available resources you may have already the groups should come up with:

Total area (Given in sq km on the site. Have students translate into sq miles and compare to the area of the state you live in. Texas students will find this easy as the site compares these country areas with Texas!)
Key natural resources
Terrain and environmental issues
Climate
Ethnic information (groups, religions, languages, age, etc. This could be illustrated in the form of pie charts as well.)
Illustrations - a drawing of the flag, photographs

Islam is the unifying religion of North Africa - ask students to name the five foundations of beliefs and practice of Islam (the January 1997 issue of CALLIOPE^®, Islam, contains this information, but your library may also have other resources).

What are the major differences between Berbers who live in cities and those who do not?

Why is it hard for city dwellers to retain their Berber traditions and lifestyles? If you have students in your class from various ethnic backgrounds, ask them how they maintain their family and cultural traditions.

Ask students to imagine they live in a Berber tribe; what would they like or dislike about living in such a large extended family?

Ask students to explain the Berber proverb "A woman is the ridge pole of the tent" in their own words and why they agree or disagree.

Hashumah is the Berber code of good manners, respect, modesty, and honor. Ask students to list specific examples, and how similar to or different from Western cultures they are.

Compare some of the homes people live in (mud houses, hay bales, underground) with similar constructions (past or present) in the U.S.

Ask students to look at the clothing Berbers men and women wear and discuss how climate affects the choice of clothing. What other factors are involved (for instance: religion, traditions, availability of materials)?

Copy the Crossword Puzzle on page 31 and give to students to complete.

Use the two critical thinking questions on page 47.

Teacher's Guide for FACES ® Berbers

Teacher's Guide for FACES^® Berbers