The Massai worship cattle because it is their main source of economic survival as opposed to education. Many Massai believed that education is not important for the herdsman to search for green grass to feed the cows.
The Massai have not strayed from the traditional basic ways of life. Farming for the trading of crops such as corn and vegetable is done by some Massai. But the rejecting the cash economy and refusing to settle or become farmers has made life difficult and harsh. The Massai prefer to remain nomadic herdsmen, moving as their needs necessitate. This is becoming more difficult in modern times as their open plain disappear.
According to the Massai tribe: "GOD GAVE CATTLE AND GRASS , WITHOUT GRASS THERE ARE NO CATTLE, AND WITHOUT CATTLE THERE ARE NO MASSAI."
MATH: S G 10-CAS B 2, Interpret data comparing sets of data and using tallies, tables, charts, bar graphs, line graphs, and line plots.
Student will make a bar graph showing the population of the Massai and its neighboring tribes. Click on arrow to find names of tribes.
Then click again to People's Resources. Then click again on the lane of the tribes.
To learn more click here
Student will demonstrate the importance of math in the Massai through estimation.
The Massai tribal dress is different from this countries traditional garments. In this activity, describe the wardrobe of the woman and and her child in the linked web page picture, and how it different from our traditional dress.
Student will add, subtract, multiply, and divide single and multi-digit whole numbers, fraction, decimals, percents and called moja. You will then complete a simple addition and subtraction activity.
Math: S G 17 CAS B1, Acquire, process and report information about places and region in the world using maps, globes, and other geographic tools and technology.
Student will make two bar graphs showing land usage and showing ethnic division.
After searching the web, you will draw a picture of two African animals. Describe the characteristics of each animal, then label at least five body parts of the animals.
For more information and activities click animals and here
MATH: S G 6 CAS C Add, subtract, multiply, and divide single and multi-digit whole numbers, fractions, decimals, and percents, and understand the relationship between these operations.
Describe the relationship between addition/subtraction (+/-), and between multiplication/division (x/-).
Objective: Student will be able to count from 1-10 as week as add 3 or more 1-digit number in Swahili, using ASSOCIATIVE PROPERTY OF ADDITION.
Material: flashcards or paper for each pair of students.
Activity: Student will rewrite and solve the number problems using Swahili words.
SOC STUDIES S G 18, Explain how various cultural traditions (language, literature, the arts) contribute to the transmission of culture.
Objective: Demonstrate knowledge of Swahili numbers one through ten by using music.
Activity: We will discuss the fact that the language for the Massai Tribe is Swahili. Students will practice saying the numbers one through ten in Swahili.
Students will sing a song using number one through ten adapted to the tune of "Are You Sleeping?" in the Swahili language.
* Musical performance demonstrating knowledge of cultural language.
*Student will give examples of the importance of math in Massai life.
*Student will develop graph-listing data in chronological order.
*Student will write three paragraphs describing the lives of the Massai herdsmen's life.