Studies on the Culture and Ecology of South Africa and North America.

Biology/Entomology 4984: Spring 2005.

Instructors

Dr. Richard Fell – 324 Price Hall; 231-7207; rfell@vt.edu

Dr. Arthur Buikema – 1024B Derring Hall; 231-5180; buik@vt.edu

Project Description

This course will expose students to Agenda 21 and the interaction of culture and conservation for future sustainable development and survival of the planet. The history of South Africa parallels our own and provides an opportunity to examine how settlement by European nations impact indigenous peoples and preservation of the environment. There are also similarities between apartheid and civil rights issues and the impact on the environment. South Africa is transitioning from a white dominated society to one ruled by a black majority which may have environmental consequences. Further, South Africa, like many third world countries has a host of problems, such as AIDS, that threaten it socially, economically and environmentally. Africa presents a unique opportunity to learn about large animals and indigenous art, especially Bushman paintings and petroglyphs that are over 4,000 years old. This course has fulfilled Area 2 and Area 7 core requirements, a writing intensive course, and for biology students, a biology elective and a laboratory course.

Purpose

The purpose of the Spring portion of this course is to:

1) acquaint you with the history, culture and ecology of South Africa; and

2) prepare you for the assignments that you are responsible for in South Africa.

Course Expectations

The Covenant. Each student is expected to read the Covenant by the end of the Spring Term. Each student will be assigned approximately 100 pages of the Covenant to read and lead a class discussion on this reading. For the presentation, special attention should be given to important dates, names, places and issues of historical and cultural importance. As an example, it is important to note that the Bible was used to justify the slavery of the Africans. If the discussions of the Covenant are not what we expect, a quiz may be given at the end of the term.

Presentations. Students will prepare two presentations and turn in a final paper and outline for each at the end of the term. Each student will present their research in Africa, usually the night before we intend to see various cultural settings, organisms or ecosystems. The outline of each talk to be distributed to the other members of the class when the talk is given. The first presentation will be on a cultural, economic or civil rights issue comparing and contrasting two cultures: indigenous Africans and American Indians or South Africa and the United States. The second will be on some aspect of biology or ecology. One student might talk about the biology and life history of the lion while another student might talk about the fynbos. Comparisons to similar organisms or ecosystems in North America would be appropriate. The outlines and final papers are due at the beginning of the last class.

Behavior checklist. Each student will develop a behavior check list for a mammal that we will see in Africa. These checklists will be presented in Africa and distributed to each student to help them understand behavior as organisms interact within their own grouping, other groups of the same species and with other species. While in Africa, the student who prepared a checklist will be expected to point out major behaviors when we are observing animals. The final behavior checklist is due at the beginning of the last class. (Be innovative and see if there is a National Geographic or Discovery video to review before we leave so you are better prepared).

Quantification of behavioral data. Students will study the feeding and preening behavior of the American cockroach. Students will learn how to sharpen their observation skills, how to quantify observational data, and understand the problems of observer reliability. This project will prepare students for field observation work on behavioral ecology in Africa, especially the behavior of the jackass penguin. This information must be placed in the ecology journal that will be graded at the end of the term.

Current issues. Students will be assigned online newspapers to read during the spring term. The newspapers are the Mail and Guardian (http://www.mg.co.za/, the South Africa Post (http://www.southafricapost.com/, and the Washington Post (http://www.washingtonpost.com/wp-srv/front.htm) or the New York Times (http://www.nytimes.com/). Each week students will be selected at random to lead a discussion of pertinent events from these readings. While we are in South Africa we will continue to buy a national newspaper and keep up with current events in that country.

Culture Journal: This journal will be used in both the US and Africa. As we discuss the Covenant and follow current news events in South Africa, each student will begin their journal during the spring term by recording pertinent information and their personal reaction to these issues or events. At the end of the term students will write a comparison of some cultural item or issue in either the US or South Africa and compare it to the culture they were raised in. This culture journal will be due at the beginning of the last class. After it is graded it will be returned to be used in Africa.

Ecology Journal: This journal will be used in both the US and Africa. The ecology journal should have entries regarding environmental issues in the US and Africa, and include data from the laboratory and field projects. Students will need to relate Agenda 21 to the newspaper articles (http://www.un.org/esa/sustdev/documents/agenda21/index.htm). The journal must include the results, analysis and discussion of the cockroach behavior study (see above). At the end of the term each student will write a summary paper discussing why Agenda 21 is important to the future of South Africa, the US and this planet. This journal will be due on the last day of class. After it is graded it will be returned to be used in Africa.

Photographic Journal: All students must have access to a 35 mm camera with a telephoto lens. Students will be asked to take photos that best illustrate local US culture and biology. Students will then select their best US pictures and write a one page essay on the culture photo(s) and biology photo(s) describing what they intended to portray as a photographer, and how each picture captured their intent. Then the US photos will be critiqued in class by professional photographers and class members. This due date for this assignment will be announced in class.

Grading for Spring Term:

Presentations for Africa

Culture paper and outline 15 %

Ecology paper and outline 15 %

Covenant Discussion 10 %

Behavior checklist 10 %

SA and NA newspaper discussion 10 %

Spring Culture Journal 10 %

Spring Ecology Journal 10 %

Spring Photographic Journal 10 %

Attendance and participation 10 %

Textbooks:

Michener, J. 1980. Covenant. Fawcett Press, New York.

Estes, R. D. 1999. The Safari Companion: A Guide to Watching African Mammals. Chelsea Green. Publishing Co., White River Junction, Vermont.

Biology topics for presentation in South Africa. Choose one from the items below.

Animals to choose from:

Kudu

Elephant

Lion

Cheetah

Cape buffalo

Zebra

Springbok

Impala

Eland

White rhinoceros

Hippopotamus

Giraffe

Blue wildebeest

Red hartebeest

Rock dassie

Baboon

Wild Dog

Vultures

African fish eagle

Marabou stork

Ground hornbill

Yellow-billed hornbill

Ecosystems to choose from

Karoo (semi-desert)

Fynbos

Woodland-Savanna

Animal behavior checklist choices. Choose one.

Kudu

Elephant

Lion

Cheetah

Cape buffalo

Zebra

Springbok

Impala

Eland

White rhinoceros

Hippopotamus

Giraffe

Blue wildebeest

Red hartebeest

Rock dassie

Baboon

Cultural and political topics for presentation in South Africa. Compare the Zulu and Khoisan to the Sioux and Cherokee. Choose one from the items below.

Herbal medicine

Spirituality (and the Environment)

Social and political structure

Adornment and dress

Ceremonies (birth, coming of age, marriage, death)

Paintings and symbolism

Political issues and figures to choose from

Apartheid and Civil Rights Issues

Government structure and operations (US and SA)

Environmental legislation

Governmental and non-government organizations working to preserve the environment.

Cecil Rhodes

Shaka

Industries to choose from

Wine

Diamonds and Gold

Faculty presentations in South Africa

Behavior of the jackass penguin

AIDS in Africa

The Tot