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L U T H E R A N H O U R M I N I S T R I E S

LESSON 2THE PEOPLE OF MADAGASCAR

Curriculum

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LHM – CAMBODIA, LESSON 1

LHM – MADAGASCAR Lesson 2 – The People of Madagascar

PopulationOn the map, Madagascar is very close to the eastern edge of Africa. This closeness would lead people to conclude that the inhabitants of Madagascar are predominately African. This is not true. The native inhabitants of Madagascar are the Malagasy (pronounced mah-lah-GAH-shee), who originated in Malaysia and Indonesia and reached Madagascar about 1,500 years ago. The language, customs, and physical appearance of today’s Malagasy reflect their Asian ancestry. Nearly 22.5 million people live in modern Madagascar. The annual growth rate of three percent combined with an average life expectancy of only sixty-four years gives Madagascar a young population. About sixty percent of the Malagasy people are less than twenty-five years old. Thirty-five percent of the adult population is classified as illiterate. More than ninety-five percent of the population is of Malagasy origin. The other five percent is made up of French, Comorians, Indo-Pakistanis, and Chinese peoples.

The Malagasy are divided into 20 distinct ethnic groups, each of which occupies a certain area of the island. These groups originally started as loosely organized clans. Each clan remained apart from each other clan, marrying only within its clan. The clans developed into separate ethnic groups. Today there is an increased amount of intermarriage between the clans blurring the lines of distinction. All groups consider themselves as equally Malagasy.

The largest group is the Merina. Their name means “Elevated People.” They live in the central highlands and have the national capital in their territory. Many of the Merina have pale brown skin, delicatebone structure, and long straight hair. They have long dominated Malagasy politics and society. They are accomplished artists.

The next largest group are the Betsimisaraka. This group of people live in the lowlands and are farmers that grow commercial crops for export or rice for local consumption.

The Betsileo people live in the highland south of the Merina people. They are accomplished rice farmers and are mainly Christian.

The Antandroy group of people are famed herdsmen whose zebu cattle are the largest and the best on the island. The Bara people are also herdsmen. They frequently move their herds to find suitable grazing land. The Bara are also know for their prowess in cattle rustling which they consider to be a legitimate expression of their tough existence.

FamiliesMalagasy families tend to live close together often with several generations living in one house. Women marry in their teens and are responsible for child rearing, tending the garden or field, shopping, cleaning, and cooking. Men have traditionally been the cattle herders or farmers, but today may hold office of factory jobs.

LHM – MADAGASCAR, LESSON 2 1

LHM – CAMBODIA, LESSON 1

FoodMalagasy food is very similar to Indonesian food. Rice – usually fried or steamed with chopped vegetables, bits of chicken or beef, and peppers and other spices – is the basis of every meal. Like the food of Southeast Asia, Malagasy dishes are often ex-tremely hot and spicy seasoned with chilies, peppercorns, cloves, garlic, and coriander. Oranges, lemons, papayas, and bananas are enjoyed by the Malagasy.

EducationAll children between the ages of 6 and 11 are required to attend primary school. Education is free in Madagascar. Classes in the cities are held in school buildings, while in the country, classes are often held in churches or religious missions.

Salaries for teachers are paid by the state. Although children are required by law to attend at least five years of school, many do not. Some children leave school to work on their family’s farm, others do not wish to leave home and travel the great distance to school.

Only about 12 percent of the population go on to secondary school. This lack of education results in the country’s poor literacy rate. More Malagasy women are illiterate than men due to the view that boys should stay in school and get a job whereas girls are expected to just marry and have children. The prevailing attitude is still that education is really only needed for men.

HealthHealth conditions are generally very poor in Madagascar. There are few facilities outside of the cities due to a severe shortage of doctors. Madagascar’s biggest health problems are malaria and parasitic diseases such as schistosomiasis. Leprosy and tubercu-losis cause many deaths among the Malagasy. The government is committed to improved health care and improved educational programs for the people.

LHM – MADAGASCAR Lesson 2 – The People of Madagascar (continued)


LHM – MADAGASCARLesson 2 – Lesson Plan – The People of Madagascar


The students will learn about five groups of Malagasy (pronounced mah-lah-GAH-shee) people, those groups being the Merina, the Betsimisaraka, the Betsileo, the Antandray, and the Bara people. The students will be able to name rice and cattle as the two main industries of Madagascar. The students will learn about the education system in Madagascar. The students will cut out paper figurines to place on yesterday’s maps.

With the children gathered at the listening center, near the Madagascar bulletin board (if such was designed), or remaining in their seats, review Mada-gascar as the great red island of Africa. Use a child’s footprint of the island made last session or refer to the bulletin board, if available.

Show the Blackline Master 2-1 of five people. Explain the different ethnic groups of the people to the children.

1. Merina – the largest group, name means “elevated people” – also “people of the highlands where the view is wide”, live in the central highlands, accom-plished artists.

2. Betsimisaraka (pronounced Bay-tsee-mee-shark) – name means “the many inseparables”, live in the lowlands, farmers

3. Betsileo – name means numberless invincible – live in the highland south of Merina, rice farmers, Christians

4. Antandray – name means “people of the thorny brambles”, live in the arid south, famed herdsmen who raise Zebu cattle – the best on the island

5. Bara (pronounced Bar) – live in the southern high-lands, herdsmen who move from place to place, wood sculptors, dancers, athletes

Tell the children that rice is a major industry and is also an important source of food for the Malagasy people. Also tell the children that cattle raising is important. Tell the children that some children go to school for five or six years but many do not. Only one child is twelve attends secondary school. (Show your children this by having one child stand alone and eleven in a group.) Most of those children who continue their education are boys.

Give the children an opportunity to color and cut out the set of people. These can be blued in appropriate areas on paper footprints from last session. If clay landform models were made, these may be glued onto toothpicks or halved Popsicle sticks and stood up on the maps by using clay and placing them in the appropriate locations.

PRE-K GOALS FOR THE LESSON PRE-K LESSON PLAN DETAILS PRE-K SUGGESTED MATERIALS

• Blackline Master 2-1

• Scissors

• Crayons or colored pencils

• Glue

• Popsicle sticks

Dear Jesus, Thank You for the people in Madagascar. Please, help us tell them

about You. Amen..

CLOSING PRAYER

Lesson 2 – Lesson Plan – The People of Madagascar


The students will learn the origins of the Mala-gasy people. The students will learn about the lives of the Malagasy children. The students will have a “taste” of Madagascar.

Display the picture of fast food. Ask if anyone would like a hamburger for lunch. Ask it they woke up and ever wondered what mother was cooking for breakfast. A Malagasy (mah-lah-GAH-shee) boy or girl knows every morning what his mother is making for breakfast. RICE! They know what mother will make for lunch, too. RICE! And what do you think they will eat for dinner? RICE! The question is not, “Shall we eat rice?” but, “What will we have in our rice?” Let’s find out more about the girls and boys who live in Madagascar.

Tell about the Malagasy origins using the facts about everyday life in Madagascar.• The birth of a Malagasy baby is very important because God has been generous to the family. The baby is given a Christian name and also a Malagasy name.• Malagasy children dress as you do. Many people also wear a lamba. This is a long piece of cloth made of silk or cotton and worn around the shoulders and sometimes over the head.• Everyone from six to 14 years of age is required to go to school. Chil-dren go to school from 7 to 11 and then from 3 to 5. They have a long noon hour because it is too hot to be in school. The teachers speak French and the schoolbooks are written in French. When children are thirteen, they learn English. They hope this will help them get better jobs when they are older.• Children learn playful language to help them with questions and answers. They do this with riddles. Here are two riddles. Can you solve them?• “What are five men with round hats?” – fingers• “What are white chicks filling a hole?” – teeth• Books are very expensive and there are very few libraries• City children have more opportunities than the rural children. For example, they play soccer. Rural children create their own games. They have tire races by pushing old tires with boards and race down the road. They play hopscotch by scratching eight squares in the dust, hopping and kicking a piece of wood to the next square.• TV is broadcast only six hours a day but not many people have TV sets. Children in the city go to a video café to watch their programs.In a little while we are going to taste some food that Malagasy boys and girls eat. First, we are going to make a special place mat on which to eat the Malagasy treat.

“All who live under the sun are plaited together like one big map.” This island saying seems to identify the Malagasy people. Their ancestors arrived from many places, yet they are Malagasy. The multi-colored paper recognizes these special people.

1. Trace an adult footprint on the blue paper.2. Have the children tear small pieces of many colors of construction paper. 3. Glue the colored paper on the footprint.

• Picture of food from a fast food restaurant

• Light blue or blue construction paper

• Multi-colored strips or small pieces of construction paper

• Sosoa and Bananan Fritters recipes

• Recipe ingredients (see recipe)

PRIMARY GOALS FOR THE LESSON PRIMARY LESSON PLAN DETAILS PRIMARY SUGGESTED MATERIALS

see next page

Lesson 2 – Lesson Plan – The People of Madagascar (continued)

Two recipes from Madagascar:

Sosoa (shuh-SHOO-uh) (A thin breakfast rice)

Ingredients:Cooked RiceCondensed milk or sugar and milkPieces of sliced bananas or mashed bananas

Mix ingredients. Serve warm.

Banana Fritters (These fritters are found at fast food stalls in Madagascar.)

Ingredients:

3 large bananas (mashed or cut into pieces)Pancake batter½ cup sugar (optional)1 tsp. ground nutmeg (optional)Cooking oil

Stir the bananas (and other ingredients) into a pancake batter. Heat the oil in a fry pan or on a griddle. Drop the mixture in small dollops into the oil, turn-ing to brown both sides. Drain on a paper towel and serve.

PRIMARY LESSON PLAN DETAILS


CLOSING PRAYER

Dear Jesus, Thank You for the opportunities we have to learn

about the great world You created. Please be with the

children in Madagascar. Use us to help them learn more about You. Amen.

Lesson 2 – Lesson Plan – The People of MadagascarINTERMEDIATE/UPPER LESSON PLAN DETAILS


INTERMEDIATE/UPPER GOALS FOR THE LESSON

INTERMEDIATE/UPPER SUGGESTED MATERIALS

The students will be have sampled foods eaten by the Malagasy people.

• Ingredients for recipes)Introduce your students to some traditional Malagasy cuisine. Pick and choose from the information below to make this experience as simple or complex as you wish. Several of the recipes require chop-ping and cubing fruits and vegetables, so put your students to work. Parent helpers or food items brought from home could simplify your preparations.

As is done in most parts of Africa, traditional meals are served on a mat on the floor. There are no cocktails or hors d’oeuvres. All food is served at the same time and eaten with a large spoon (no knives or forks are used).

Food is prepared simply and is flavorful, but not highly spiced. Fruits and vegetables are abundant in every meal. Rice is a staple and is served three times a day.

Lasopy (Vegetable Soup)

Simmer the following for one hour in a 4-quart pot:3 pounds of veal bones2 quarts water2 Tbsp. saltAdd the following and simmer for another hour or until vegetables are tender.3 carrots, peeled and cut in three pieces1 small turnip, peeled and cut into chunks6-8 scallions, cut in large pieces1 cup fresh or frozen string beans1 cup tomatoes, cut in quarters½ tsp. black pepper

Remove the veal bones. Put the vegetables through a sieve or veg-etable mill to make a puree. Serve thick and hot into soup bowls with or without crackers.

Varenga (Roasted Shredded Beef)

In a 4-quart sauce pan, combine:1 quart water2 Tbsp. salt2 cloves garlic, minced finely1 cup onion, sliced.

Cover and bring to a boil, then simmer gently for 2 hours or until meat can be shredded with a fork. Add water if necessary to keep the meat at a simmering point. Shred the meat by cutting it into thin strips. The meat should come apart easily. Transfer the shredded meat and sauce to a greased 9 x 12-inch baking pan. Roast at 400 degrees for 30 minutes until it is nicely browned across the top. Garnish with 3 or 4 parsley sprigs. Serve with rice. see next page

Lesson 2 – Lesson Plan – The People of Madagascar (continued)

INTERMEDIATE/UPPER LESSON PLAN DETAILS


Vary Amin Anana (Rice and Vegetables)

Saute ½ pound chuck cut in ½ inch cubes in 2 Tbsp. oil in a 4-quart sauce pan. Meat should be brown on all sides. Add 1 tomato cut in ½ inch chunks. Cook with beef for 10 minutes. Add the following and sauté with the cover on, stirring occasionally until the vegetables are soft.

1 bunch scallions, cut in 1 inch pieces½ pound mustard greens, cut in small pieces½ pound spinach, cut in small pieces1 bunch watercress, cut in small piecesAdd 2 cups water (or enough to cover vegetables) 1 cup rice1 Tbsp salt½ tsp pepper

Cover tightly and simmer slowly until rice is thoroughly cooked and all the liquid is absorbed.

Lasary Vaotabia (Tomato and Scallion Salad)

Combine the following in a 1 quart bowl:1 cup scallions, finely diced2 cups tomatoes, finely diced2 Tbsp water1 tsp saltFew drops of Tabasco sauce

Stir light and chill.

Salady Voankazo (Fruit Compote with Lichee Nuts)

Combine the following in a 2 quart bowl:1 cup fresh pineapple, cut in ½ inch dice1 cup cantaloupe, cut in ½ inch dice1 cup oranges, peeled and very thinly sliced½ cup strawberries, sliced

Mix the fuits so that they are well blended. Pour ½ cup canned lichee nuts across the top of the fruit.

In a sauce pan, combine:½ cup sugar½ cup water¼ tsp salt 2 Tbsp lemon juice

Bring to a boil and boil hard for 1 minute. Add 2 Tbsp pure vanilla extract to the syrup. Pour the piping hot syrup over the fruit. Chill in refrigerator for 1 hour. Sprinkle a few drops vanilla over the fruit as it is being served.Ranonapango (Burned-rice Beverage)

The cooks in Madagascar double the amount of rice that is needed for the meal. When it is cooked, they remove most of the rice from the earthenware pan. The remainder (a layer about ½ inch thick) is heated until it is burned and acquires its characteristic aroma. At that point boiling water is poured over the rice to the top of the pan. It is cooled, strained, and chilled. This beverage is used in place of water on the island.

CLOSING PRAYER

Dear Father in Heaven, Thank You for the delicious foods You have created.

Thank You for Madagascar. Please, help these people and continue to care for their needs.

Dear Jesus, Thank You for the wonderful country of Mada-gascar. Thank You for all the

different and exotic plants and animals found there.. Please, use us as witnesses for your

church. Amen

CLOSING PRAYER


The students will understand the importance and privilege of obtaining an education. The students will be able to speak a few basic words in the Malagasy language. The students will be able to define the differences between the eth-nic groups in Madagascar, and the implications these differences may have for the country.

As students enter, let each select a Skittle from the dish with instruc-tions to keep it until later in the lesson. Greet them using the Malagasy greeting of Hello – Manao ahoana. See the Language Blackline Matser for help with pronunciation.

Ask what they think the people of Madagascar would be like, as islanders living in that part of the world. Refer them to maps. If time permits, have them get in partners and create a typical middle school Malagasy (pro-nounced mah-lah-GAH-shee) student based on what they know so far.

Read them the background material regarding the ethnic groups of Madagascar. Ask them:

“Do you find evidence that we also have clans here in the United States/Canada?”

“What are some of the advantages/disadvantages of marrying only within the clan?”

“In what ways might we still discourage marrying (or dating) outside of our ‘clans’ here?”

Distribute the four ethnic group cards to four big groups of students. Have a spokesperson from each group come forward to show where they live on the map of Madagascar. Have them guess at the answers to questions like the following:

To the Merina – “So you have long dominated the politics and ‘high society’ around the island. What do you think of these other clans?’

To the Betsimisaraka - “As a Christian, how do you feel about the Merina people, since they pretty much run the country and you don’t have a chance?”

To the Betsileo – “As a Christian, how do you feel about the Merina people, since they pretty much run the country and you don’t have a chance?”

To the Anatandroy and Bara people – “How do you justify all the cattle rustling that you do?”

Explain that despite the differences of interests between the clans, they have a common language to unite them – both French and Malagasy. Take some time to practice some of the common Malagasy words, found in the “Loving the Language” Blackline Master.

The students will use the Skittles to discover what their “destiny” is, based on the actual percentages of children able to be educated in Madagascar. Say, “If you have a red Skittle, you will not have gone to school at all, even though it is required by law. Up until recently, half the children in Madagascar didn’t even have that chance to get a formal education. What else do you think they would do all day if they weren’t going to school? You would be working in the fields or in the factories to keep your family with food on the table. If you have a yellow Skittle

• A dish of skittles or other colored candy in specified colors, one for every student in your class – 50% of the total candy should be red; 40% should be yellow; 10% should be green

• Blackline Masters (ethnicity cards and “Loving the Language of Madagascar”)

• Outline map of Madagascar, created in the last lesson

JUNIOR HIGH GOALS FOR THE LESSON JUNIOR HIGH LESSON PLAN DETAILS JUNIOR HIGH

SUGGESTED MATERIALS


Dear Father in Heaven, Thank You for all the opportunities we have to learn about the world You created and You. Please

help us to be witnesses to those who do not yet know about Your

amazing love. Amen.

CLOSING PRAYER


JUNIOR HIGH LESSON PLAN DETAILS


you get to go to school until the 6th grade, then you have to stop, regardless of your intelligence. How do you feel about that? Those of you who are holding a green Skittle will be able to go on to secondary school (grades 7 – 12), maybe even one of the Lutheran high schools. A few of you may go to the university if you’re very rich or very intelligent.” Lead a discussion about the benefits of a formal education in terms of both your life presently, and your future life. You’ll also want to explain that the students there go to school from 7 – 10 and then again from 3 – 5. Ask why this might be the case (It gets blistering hot in the afternoons, and there is no air condition-ing) and whether they would like their school to have those kinds of hours.

Discuss and show some of the foods that are typically Malagasy, as found in the Recipes section. Say “Unlike the United States/Canada, the people of this country primarily eat the products that are readily available to them, grown on their land. Why don’t we do this? What would our meals be like if we could only use the products that are produced in our state?” Help them understand the limitations of living on an island, coupled with poverty.

LHM – MADAGASCAR, LESSON 2—BLM 2-1 10

Lesson 2Madagascar (PreK/K)

Lesson 2Madagascar (Junior High)

LHM – MADAGASCAR, LESSON 2 — BLM 2-2 11

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