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close this bookEnvironmental Education in the Schools (Peace Corps, 1993)
close this folderActivities, activities and more activities
View the document(introduction...)
View the documentUsing the senses
View the documentAdopt-a-tree
View the documentDuplication
View the documentMusic/rap/dance/drama
View the documentGarbage shuffle
View the documentThe rain forest revue
View the documentThe all new water review
View the documentOriginal skit
View the documentBotswana adaptation
View the documentA conservation drama - Trouble in Tikonkowo
View the documentThe awful eight
View the documentRole plays and other simulations
View the documentThe commons dilemma
View the documentKey mangrove: A system in conflict
View the documentChange in a mangrove ecosystem
View the documentKey mangrove: A conflict of interests
View the documentPoints of view
View the documentMining on the moon
View the documentMining on the moon: Part 1
View the documentMining on the moon: Part 2
View the documentThe reading and writing connection
View the documentFolk stories
View the documentSelected quotes
View the documentA heated controversy
View the documentA heated controversy: Part 1
View the documentA heated controversy: Part 2
View the documentAn environmental education tool - The creative journal
View the documentCubatao: New life in the Valley of Death
View the documentA letter from the village health worker - Clean water for elemit
View the documentLife without oil
View the documentPoetry
View the documentAway with waste!
View the documentAway on the bay
View the documentPicture poetry
View the documentShades of meaning
View the documentPoetry trail
View the documentPoetry trail activity sheet
View the documentCartoons, fantasy, and creative
View the documentThe rare scare
View the documentCartoons and headlines
View the documentHoley ozone!
View the documentGuided imagery
View the documentFlight of fantasy
View the documentRiparian retreat
View the documentWater wings
View the documentDemonstrations
View the documentOur watery world
View the documentKeep on truckin'
View the documentHow do polyps build reefs?
View the documentInvestigations and experiments
View the documentAcid tests
View the documentAcid demonstrations: Part I
View the documentAcid demonstrations: Part II
View the documentAcid test follow-up
View the documentHow can an oil spill be cleaned up?
View the documentThe case for case studies
View the documentAre we creating deserts? - The Sahel famine
View the documentStudent information - Famine in the Sahel: A case study
View the documentDesertification
View the documentSustainable development
View the documentDefining sustainable development: Part 1
View the documentDefining sustainable development: Part 2
View the documentCase study: United States: Part 3
View the documentCase study: Thailand: Part 4
View the documentCase study: Tanzania: Part 5
View the documentMoral dilemmas
View the documentThe flying foxes of Samoa
View the documentHarry Carter's grain company
View the documentScenario: Harry Carter's grain company: Part 1
View the documentScenario: Harry Carter's grain company: Part 2
View the documentScenario: Harry Carter's grain company: Part 3
View the documentHard choices
View the documentStarving nation
View the documentConcept mapping and webbing
View the documentAqua words
View the documentInfusion activity for environmental health
View the documentIssue webbing
View the documentField trips
View the documentAt the dump and postcards from the field
View the documentThe garbage dump field trip worksheet
View the documentSeaside adventure
View the documentDebates
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View the documentThe issues
View the documentSurveys
View the documentGlass and metal waste questionnaire
View the documentModel questionnaire
View the documentData summary sheet
View the documentRivers through time
View the documentWhat do people think?
View the documentGames
View the documentPollution bingo
View the documentMammal know-it-all
View the documentMammal questions
View the documentBat and moth
View the documentBranching out: Bat math
View the documentThe urban explosion
View the documentFour urban activities
View the documentVandalism: Disordered communications
View the documentFlooded streets
View the documentGetting outside
View the documentExpanding sensory perception
View the documentWeather scavenger hunt
View the documentInsect bingo
View the documentResearch/guest speakers
View the documentDesert quest
View the documentValues and attitudes
View the documentRare bird eggs for sale
View the documentWhat would you do?
View the documentAgricultural practices (A)
View the documentAgricultural practices (B)
View the documentWhy save rain forests?
View the documentThinking about thinking skills
View the documentThe great swamp debate
View the documentGo with the flow
View the documentDragonfly pond
View the documentCooperative learning activities
View the documentJungle sleuths
View the documentAnswers to scenarios
View the documentSuper-sleuth scenarios: Part 1
View the documentSuper-sleuth scenarios: Part 2
View the documentWe can all be experts
View the documentExpert cards: Part 1
View the documentExpert cards: Part 2
View the documentRaters of the planet ECO
View the documentLiven up your classroom
View the documentA web on the wall
View the documentBuilding the bulletin board
View the documentMembers of the web
View the documentA look at four food chains
View the documentThe interdisciplinary connection
View the documentPollution pathways
View the documentTracking the radiation (day 2- day 10)
View the documentPollution pathways (A)
View the documentPollution pathways (B)
View the documentSizing up reserves
View the documentSizing up reserves (A)
View the documentScience/technology/society
View the documentChallenge technology
View the documentTechnology challenges
View the documentAdditional challenges (developed for the South Pacific)
View the documentThe ''good'' bacteria controversy
View the documentTaking action for the planet

Student information - Famine in the Sahel: A case study

The year is 1973; the place, the Sahelian zone of Africa that stretches across the continent south of the Sahara desert. The countries of Mauritania, Mali, Upper Volta, Niger, Chad, and Senegal are experiencing the sixth year of a severe drought. Three hundred thousand people have died of starvation. Rivers have dried up; boats lay caked in the mud of former harbors. Grasses have withered and died. Five million cattle have perished. Their emaciated bodies surround the desert boreholes in clusters of thousands.

What has led to this disastrous famine? Is the lack of rainfall the only cause of this massive starvation, or are other factors involved? What can be done to prevent such a disaster from recurring? To find the answers to these questions, one must delve into the human history of the area, as well as the physical features of the environment. The clues to the puzzle can be found in the following passages:

The arid land of this region is mostly semi-desert. Rains come only four months of the year. The people of the Sahel had developed a remarkably efficient means of adapting to this environment. In the early 19th century, farmers grew millet and sorghum as main food staples. They were careful to let the fragile land rest or lay fallow for periods of up to 20 years between crops.

Nomadic people tending herds of cattle also lived in close harmony with the semi-desert environment. They developed a seasonal migration pattern worked out by tribal chiefs many years ago. Part of this pattern included a cooperative arrangement with the farmers. During the dry season, nomads would take their herds to the southern part of the Sahel just above the region of the harmful tsetse fly. Here the cattle would graze the stubble of the farmers' millet fields and manure them at the same time. The farmers would give the nomads millet in exchange for the manure.

When the rains began, the nomads would herd their cattle northward to graze on the sprouting grasses. The nomads moved north as long as the grasses ahead looked greener. This migration pattern would continue until the northern limit of the Sahelian rain belt was reached. The nomads would then slowly return to the south, allowing their cattle to graze on new grasses that sprouted behind them on their northern trek. The standing water remaining after the rain provided drinking water. The cattle would then return to graze the farmers' fields of stubble in the dry season, and the cycle would continue.

In the late 19th century, these nomadic patterns were disrupted. The French, who colonized the area, misunderstood the efficiency of the nomads' existence. Their colonization resulted in the division of the Sahel into separate states. Nomads were then faced with the limitations on their freedom of movement. National governments tried to settle them and their cattle within their boundaries and collect taxes from them.

Changes in the traditional way of living in the Sahel were also brought about by a rapidly increasing population. In 1930, approximately 16 million people and 12 million cattle were supported by the land. Forty years later, the population had increased to 24 million people, and the amount of cattle had doubled. Increases in the number of cattle were made possible by the introduction of veterinary medicine and the drilling of thousands of boreholes, or deep wells. Water was always the limiting factor on the number of cattle in the nomads' herds. This situation changed when boreholes a thousand feet deep were drilled into the land. But, the trampling of the soil around these watering holes proved to be destructive. When thousands of cattle came to drink, they trampled plants and compacted the soil around the boreholes As more and more cattle were added to the herds, overgrazing began to take its toll.

As a result of overgrazing, the perennial grasses of the region began to disappear. These grasses could grow up to six feet tall and had roots just as deep. As the grazing increased, the roots of the plants became more shallow and were unable to penetrate to water during the dry season. When these grasses died, coarse annual grasses grew in their place. These small plants dried up quickly and were unable to hold the soil together. Much of the fertility of the exposed land was blown away in the wind, and the land was unable to support plant life.

The growth of the human population also led more and more people to farm the fragile land. The French introduced cotton and peanuts as cash crops. This increase in cultivation placed a strain on the land. The fallow period was decreased from 20 years to five years or, in some cases, disregarded. So farmers turned to marginal lands less suited for agriculture to grow their staple food crops. The land could not support the strain of intensive agriculture. The fertility of the soil declined. As crops failed, the soil was left exposed to the forces of wind and rain. The soil eroded, gullies were formed, and in many cases the land became barren.

The human population continued to grow by 2.5 percent each year. The scant number of trees in the region began to disappear as the number of people grew. Trees that recycle nutrients from the soil and help prevent soil erosion were cut to clear the land for farming and to provide fuelwood. The intensive cutting of trees also led to deterioration of the land's fertility.

In 1960 the Sahelian countries were granted independence. Their newly found independence was greeted by seven years of unusually heavy rains. The rains allowed more cattle to be born, and overgrazing was intensified. Attempts to induce nomads to reduce their herds were unsuccessful. Nomads have traditionally viewed their herds as insurance against hard times. In their view, cattle are like money in the bank. They increase and multiply like money earning interest. And, unlike bags of coin that need to be transported from place to place, the cattle move themselves. Under nomadic conditions, cattle were a most appropriate form of money. As a means of cementing friendships, nomads loaned cattle or "mafista" to one another. From their point of view, it made sense to keep as many cattle on the hoof as possible.

The stage was then set for disaster. In 1968 the drought hit. The result was massive starvation and suffering. The world was stunned by the disaster. Foreign aid poured into the Sahel in an attempt to save lives. Countries of the world began to focus on an environmental problem of severe consequences: desertification.


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