1. Write down three things you think of when... 2. You will watch a slideshow about four components...

I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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
I N T E R A C T I V E
S T U D E N T
A f r i c a n
N O T E B O O K
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 1960.
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 1992. 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
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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 1798. In the 1800s, Egypt became part of Great Britain’s
empire. Egypt finally gained its ind-ependence in 1922.
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
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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 1960.
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
I N T E R A C T I V E
S T U D E N T
C u l t u r a l
N O T E B O O K
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
Image:
Image:
Notes:
Notes:
Image:
Image:
Notes:
Notes:
Mali
Egypt
© Teachers’ Curriculum Institute
Discovering Africa’s Cultural Diversity 8
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Institutions
Arts
Image:
Image:
Notes:
Notes:
Image:
Image:
Notes:
Notes:
Mali
Egypt
© Teachers’ Curriculum Institute
Discovering Africa’s Cultural Diversity 9
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Language
Religion
Image:
Image:
Notes:
Notes:
Image:
Image:
Notes:
Notes:
Image:
Image:
Notes:
Notes:
Kenya
Botswana
Congo (DRC)
© Teachers’ Curriculum Institute
Discovering Africa’s Cultural Diversity 10
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Institutions
Arts
Image:
Image:
Notes:
Notes:
Image:
Image:
Notes:
Notes:
Image:
Image:
Notes:
Notes:
Kenya
Botswana
Congo (DRC)
© Teachers’ Curriculum Institute
Discovering Africa’s Cultural Diversity 11
I N T E R A C T I V E
S T U D E N T
B a k a r i ’ s
O r a l
N O T E B O O K
H i s t o r y
a n d
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.
S c r a p b o o k
ke ia
La tor
c
Vi
Mt. Kilimanjaro
TANZANIA
Tanga
Dar es Salaam
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.
© Teachers’ Curriculum Institute
Discovering Africa’s Cultural Diversity 12
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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.
© Teachers’ Curriculum Institute
College Friends
These are two
of my friends,
Clement and
Geschenk, from
the university in
Dar es Salaam.
Discovering Africa’s Cultural Diversity 14
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
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
Notes:
Notes:
Notes:
Notes:
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