Tuesday, November 24, 2015

Material World Intro


How are global citizens ALIKE & DIFFERENT?

A number of years ago National Geographic photographer, Peter Menzel, assembled a project that he entitled "The Material World."  Its goal was to demonstrate, through people's possessions, what it means to be a truly average global citizen of the world.  He and his team of photographers visited 30 different countries from every part of the world-wide spectrum and they sought out a statistically average family living in that country.  An extensive interview was conducted and then the family was photographed with all their possessions.  He generally spent approximately a week getting to know them and their world.  The books and posters were then created to share his experience with others.
At SMS, we utilize this program as a way of allowing students to compare their lives with those of their fellow human beings living in other countries.  The photographs even the ones from the 1990s display real people and give us a better sense of what it might truly be like to walk in their shoes.


http://www.pbs.org/wgbh/nova/worldbalance/material.html

Sunday, November 15, 2015

Paris 11/13/15


Since the Friday the 13th attacks in Paris, 26 US governors--including Massachusetts--have decided to ban Syrian refugees from entering their states.  If you were the leader of a state, would you consider the ban? Why or why not.  Discuss quietly with your desk partner before we open it up to a full discussion.

Monday, July 13, 2015

Amazon Rain Forest Activity, a virtual field trip

Amazon Rainforest VFT

As part of our study of the Amazon Rainforest/Amazon Basin, we will be studying the deforestation of Amazon Rainforest.  Deforestation involves the cutting down, burning, and damaging of forests.  The process of deforestation impacts our climate by contributing to global warming and by eliminating plants and animal species.  The Amazon rainforest plays a major role in the Earth’s climate.  
However, Brazil and Bolivia have experienced an accelerated rate of deforestation. The Amazon has the highest area of deforestation in the world with a total loss of 600,000 km2 of rainforest since 1970. There are three main contributing factors to deforestation: agricultural/ranching, logging, and infrastructure expansion--highways, buildings etc.

For our study, every student will take part in a virtual field trip to gain knowledge for their group presentation.  In addition, each student must fill in the graphic organizer on the causes, effects, and impacts of deforestation graphic organizer.

Before we begin, go to http://world.new7wonders.com/the-new7wonders-of-nature/amazon-south-america/.  Pick a picture and describe what they see (follow analysis of a photograph).  Responses can be recorded or discussed as pair-share or class.  Then, have students read the short blurb and play the 1.33 video on the website as a nice jumping off point for their study of the Amazon River Basin and Amazon Rainforest and deforestation.

Task #1: Watch both the videos below to obtain an overview of the impacts of deforestation in the Amazon.  Remember to wear your headphones so that you do not disrupt the students around you.






https://www.google.com/maps/views/streetview/amazon?hl=en&gl=us

Additional Background Knowledge: 

1. View the ppt with information.

2. Go to http://theamazingamazonia.weebly.com/facts.html

Read the Amazon, Climate, Human Impact & Facts tabs

3.Watch part of the Google Trek, follow the map, and examine the photos to get a more in depth perspective of this region.

https://www.google.com/maps/about/behind-the-scenes/streetview/treks/amazon/

Task #2More than 30 million people, including 350 indigenous and ethnic groups, live in the Amazon and depend on nature for agriculture, clothing and traditional medicines. Most live in large urban centers, but all residents rely on the Amazon’s natural bounty for food, shelter and livelihoods.  It is unlikely that these millions of people will simply stop their current behaviors to preserve the rainforest.  How do we strive for more sustainable development in the rainforest so that the unique plants, animals, and trees can be preserved?

Students should move to sit with their assigned group.  Groups have an assigned job within the rainforest.  Each group must create a Google Slides presentation for the President of Brazil or Bolivia.  It needs to demonstrate how and why your group should be allowed to continue to live and work in the Amazon.  Consider the following questions--

Does your group harm the Amazon?  
Do you harm the Amazon as much as other groups?
Could you perform your job(s) in a different way to make your impact on the Amazon less negative?
Does your group provide income to your country?
Does your group provide jobs for the people within your country?  

All groups should read and take notes on their sites and folder.  Each student will be provided with a Cornell Note Taker Graphic Organizer to take notes.  In addition, groups should watch the short videos on their group and take note of both the sights, sounds, and words provided in them.  Try to imagine what it would be like to live and work in the Amazon Rainforest.  Words may be bulleted, written in full sentences, written in paragraph form, or splashed on the slide.  Your group should work together to choose a general format for words. ALL WORDS should be YOUR WORDS!

Please consult with the teacher if you have any questions or concerns as you are preparing your presentation.  Your grade be based on your ability to work together, your ability to inform, and your ability to convince the government to provide you with land to continue your work.  Each group must fill out a group planning form to indicate which slides will be created together and which slides will be accomplished by an individual group member.  Handouts will be provided in class.  (1 planning handout per group + 1 graphic organizer per person)  In addition, each group will share their Google Slideshow with the class and each student will be responsible for the Amazon groups graphic organizer.  See class handout and rubric for the project for more information.


For Copyright Safe images, please go to the "resources and favorite links" page on my website https://sites.google.com/site/lehrworldgeo7/websites1  Scroll down the Country Research folder for links to Photo Pin, Flickr: The Commons, and more.  In addition, you can use Wikipedia Commons, Britannica, or CultureGrams. The library has a tab on the right hand side that includes "copyright safe" image searches.  In addition, on the left side the library includes the tabs for Culture Grams and Britannica.  Please ask if you have any questions and please site your images on your slide, in the notes on your slide or number the images on a slide #7 citation page.  

Before you scroll down to your group's assigned videos, links etc., please complete the following:

1. Fill out the group planning guide.

2. Read your group's page in GEOGRAPHY ALIVE.

3. Go to http://apps.npr.org/lookatthis/posts/brazil/

No matter what which group you represent, there is some important information about deforestation in this report as you scroll through.  Loggers, settlers (subsistence farmers), and cattle ranchers should pay close attention to the end.

Start taking notes on your assigned questions.  Notes MUST be recorded in the Cornell Note Taking Guide.  Each student must answer his/her questions related to his/her own slide(s).  Notes may be written in COMPLETE sentences or not.  

Now, scroll down to your group's section.  Read the blurb and select the websites, radio spots, videos, etc. that will help you to understand and answer your questions.  Remember, be KIND!  Do not turn on the volume unless you have a headset.  After you have detailed notes for your slide, you can begin constructing your slide.  Make sure to share your Google Slideshow with everyone in your group.  Complete the written info first.  Then, find images that enhance your info.  When your individual slide is complete, consider how it looks and transitions to the other slides in the presentation. 
Consult your written instructions and rubric as you go.  I will show you some exemplars as we get into the project.

Amazonia Groups...scroll down to find your group.  You need only to read and utilize the information that matches your assigned group.  You will not have time to read and go through all the resources for all the groups.

A. Cattle Ranchers
Cattle ranching is the leading cause of deforestation in the Brazilian Amazon.  Brazilian beef is now being sold world-wide.  Some ranchers are small-scale and cut down a small area to farm.  (Remember that the average person in Brazil only earns $5400 per year.  In nearby Bolivia, the average is only $800 per year.)  Others are commercials farmers who clear cut or slash and burn a large area.  Cattle ranchers argue that they are making food for themselves and the world.  (The U.S. is a large buyer of Brazilian beef.)    

The biggest incentive for cattle farmers, however, is the "land tenure laws". In Brazil, people can gain title to Amazon lands by simply clearing forest and placing a few head of cattle on the land. As an additional benefit, cattle are less risky when compared to cash crops which are subject to wild price swings and pest infestations. Banana plantations and orange groves are examples of cash crops.  If you check your orange juice, the oranges may come from Brazil not Florida.  Overall, cattle are a method for land ownership in the Amazon. 

Cattle ranching is a very destructive practice in the rain forest.  The cattle contribute to global pollution and need vast amounts of land to feed on.  In addition, cattle ultimately destroy the land and could render the land useless.  That being said, cattle ranching has brought huge incomes to the certain people in Brazil.  It has helped the country pay off debts and increase the amount of exports that the country has.  To continue to live and work in the rainforest, cattle ranchers will need to find more sustainable practices. They will need to find ways to protect the land and clear less forest.

Some possible solutions include fencing animals away from healthy forest and clean waterways.  Educate ranchers on how to promote less damaging ranching practices.  In addition, ranchers could ask the government to stop allowing incentives to ranch and require tree farms on every ranch which helps the soil and the animals.  Lastly, ranchers can try terraced ranching.

You are a part of the vast agricultural community in Brazil and Bolivia.  You and your fellow farmers produce crop yields or beef that feeds the population of these countries and produces income for products that are exported to other countries.

If you are part of team A, you may need to review the following websites and videos to help you prepare your presentation.  You may only watch the videos if you brought a headset.  In addition, you MUST consult the Geography Alive textbook page 184. Answer the following questions--When did this group come to the rainforest?  How do they use its resources?  What do they want?  How do they defend their position?



http://rainforests.mongabay.com/0812.htm

http://www.nature.org/ourinitiatives/regions/southamerica/brazil/placesweprotect/amazon-farmers-and-ranchers.xml

http://www.rainforest-alliance.org/stories/cattle-and-conservation

http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=454736397&m=455286474&live=1

http://www.greenpeace.org.uk/blog/forests/how-cattle-ranching-chewing-amazon-rainforest-20090129

http://globalforestatlas.yale.edu/amazon/land-use/cattle-ranching

http://www.rawstory.com/2013/09/cattle-ranching-goes-green-in-the-brazilian-amazon/

http://www.nature.com/news/stopping-deforestation-battle-for-the-amazon-1.17223

B. Loggers

Commercial logging is another form of deforestation.  Logging started increasing in the 1960s.  Loggers cut down trees for sale as timber or pulp.  Wood products were turned into wood floors and furniture.  Logging can be completed selectively where loggers choose only valuable trees or clear cutting when all the trees are cut down. Commercial logging uses heavy equipment to remove the trees and to accomplish it, roads have been built across the Amazon.  Loggers often argue that they are helping South American economies to grow.  In Brazil, for example, they export billions of dollars worth of wood each year.  Once the wood is transported out of the forest, the logging companies can sell the land for mining or ranching. 

Loggers do destroy the rainforest.  To maintain your presence, you may have to focus on the money that you generate.  In addition, you may want to consider whether new laws (stricter laws) need to be established to end illegal logging, settler clear cutting/slash and burn, and limits on the number of trees that loggers can clear.  These laws are controversial though.  Some loggers feel they would have to fire employees if strict laws are enforced.  

In addition, perhaps trees can be planted to off set the destruction.  Alternatively, loggers could promote parks being established that make clear cutting, slash and burn and hunting illegal there.  These parks would be protected by law and perhaps people could be hired to protect them. Be creative in your thinking.  

Depending on the size of the class, your group may be split into two subgroups--traditional loggers that seek to cut down trees to sell as wood for floors and furniture and pharmaceutical company representatives.  If you are assigned to work for a large pharmaceutical company, your job would be to oversee the harvesting of tree bark in Bolivia and Brazil.  The tree bark is utilized for important medicine. However, by harvesting the tree bark, the tree dies.  Your presentation MUST include a map of where you are harvesting and an explanation of slash and burn techniques.  If you are not divided into two groups, your group may decide which type of logger that you wish to represent. 

If you are part of team B, you may want to review the following websites and videos. You may only watch the videos if you brought your headset.  In addition, your group MUST consult Geography Alive, page 182 to answer the following questions--When did this group come to the rainforest?  How do they use its resources?  What do they want?  How do they defend their position?





http://rainforests.mongabay.com/0807.htm

http://kids.mongabay.com/lesson_plans/lisa_algee/logging.html

http://www.greenpeace.org/international/en/news/Blogs/makingwaves/illegal-logging-in-brazil-amazon/blog/53180/

http://traveltips.usatoday.com/logging-affects-amazon-rain-forest-107955.html

http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=454736397&m=455286474&live=1


https://www.wsws.org/en/articles/2005/01/amaz-j15.html

http://kids.mongabay.com/lesson_plans/lisa_algee/logging.html

C. Rubber Tappers
Rubber tapping is the process of collecting sap from rubber trees that grow in the rainforest.  This activity has occurred in the Amazon since the 1870s.  With alternatives to rubber, the prices have dropped and some plantations have been abandoned but some local people continue to make their living this way.  When rubber trapping was abandoned, some of those plantations became farm lands, which led to a conflict between tappers and farmers.  Some tappers have asked their governments for protected land reserves that would be used for sustainable activities like tapping.

Rubber tappers do not significantly damage the rainforest but they also do not bring in massive incomes.  Due to falling rubber prices, some rubber tappers have had to find other work.  It can also be difficult work.  Certain environmental groups like Sky and WWF have worked to set up rubber processing technology which helps the tappers to create valuable and better quality product so they can continue to harvest rubber--a sustainable industry. 

You are a rubber trapper.  You want the government to stop allowing clear cutting and/or slash and burn practices in the rainforest.  You wish to have the rainforest preserved so that you can continue your economic activity.

You may want to consult the following sites and watch the following videos.  You may only watch if you brought your headset.  In addition, your group MUST consult Geography Alive, page 181 to answer the following questions--When did this group first come to the rainforest?  How do they use its resources? What do they want?  How do they defend their position?  

http://www.iadb.org/en/news/webstories/2012-06-19/sustainable-management-in-acre-brazil,10031.html

http://www.npr.org/2015/11/04/452555878/deep-in-the-amazon-an-unseen-battle-over-the-most-valuable-trees

http://www.rainforest-alliance.org/kids/species-profiles/rubber-tree








D. Settlers

Brazil is the 11th largest economy in the world, but about 1/4 of their population is poor.  They represent the peasant farming community.  Around the 1960s, the Brazilian government started encouraging these peasants to move to the Amazon Rainforest to earn a living.  They are known as "shifted cultivators."  People like Maria from the NPR slideshow that I shared with you in class moved here to farm and ranch and carve out a simple existence of survival.  Settlers often clear trees to farm, although some have created tree farms.  Some of the trees that they cut down are never used by them or sold, although some trees are sold illegally.  Most settlers use "slash and burn" methods to clear cut the land.  When the land lacks nutrients, the settlers often cut down more trees.

The settlers often lack education and need help from the government and/or environmental groups.  Experts can help farmers to plan how to use their land to grow more food and make more money without clearing forests or new land. In addition, they are working with the settlers to improve their existing soils so they don't need to cut down more trees.  For example, in Acre (Brazil), small land owners have learned how to manage their land without cutting the forest. In return, settlers are promised ways to own their land.  Some settlers are creating tree farms to limit grow trees and limit deforestation.  Overall, settlers probably need education on how to ranch in less damaging ways that require less destruction.  Fencing in the ranches so that additional forest and water isn't damaged may help.  

As part of Group D, you may want to utilize the videos and websites provided below.  In addition, you MUST consult Geography Alivepage 183.  Please answer the following questions--When did this group first come to the rainforest?  How do they use its resources? What do they want?  How do they defend their position?  Are there alternatives?
(L) Town of Redencao; inhabited by settlers; covered in haze by fires (R) pulling a car because no raods
  http://www.bbc.com/news/world-latin-america-20766315


http://wwf.panda.org/what_we_do/where_we_work/amazon/about_the_amazon/people_amazon/

http://saveouramazonrainforest.blogspot.com/2009/02/settlers.html

http://www.fao.org/docrep/011/i0440e/i0440e03.htm

http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=454736397&m=455286474&live=1

http://www.shinai.org.pe/en/50key_issues/amazoniansettlers.htm?PHPSESSID=7e0f06396d1c975cbea8973100b6c6ce

http://www.bbc.com/news/world-13981614




E. Native Amazonians/Indigenous Groups
You represent the indigenous people living in Acre, Brazil or one of the many regions in the Amazon that houses indigenous tribes.  Before the Europeans arrived in the Western Hemisphere, 3.5 to 5 million Ameridians lived in Brazil. Cities existed in and around the Andes while the agricultural tribes lived in the Amazon.   The arrival of the Europeans led to the end to many Ameridians as disease killed millions of them.  It is estimated that their population decreased by 90%.  Most of the surviving ancestors lived in the interior of the rainforest--either because they were pushed there by Europeans or because they lived more traditionally in small groups.  

Native Amazonians want to continue their traditional way of life.  They have had to fight for their land as development in the Amazon has increased.  In addition, they sometimes have fought for their lives as the development of the rain forest has brought disease to these sometimes isolated groups.  The Native Amazonians would like to own their own land and be able to protect the Amazon for the future.  Many of their ancestors have lived here for thousands of years. They depend on the forest and its plants and animals.  Some have unique knowledge about the medicines the plants and trees can provide.  However, some of the plants and animals are becoming extinct as people destroy the forest to grow crops and feed cattle.

Nearly 7,000 Kayapo Indians have worked hard over the past few decades to protect their lands and the deforestation.  They have won official recognition of their lands in the 1980s and 1990s.  (The Xingu Indigenous Park was established in the 1960s.)  The lands previously lacked proper governance. Illegal gold mining and logging has been rampant.  When the government hasn't helped them these groups have formed alliances with environmental groups who have helped them combat and wipe out illegal mining and logging camps as well as learn ways to harvest more Brazil nuts to sell for money.

Students in group E may want to utilize the following websites and videos to help them prepare their presentation to the government.  In addition, you MUST consult Geography Alive, page 180.  Please answer the following questions--When did this group first come to the rainforest?  How do they use its resources? What do they want?  How do they defend their position?

http://rainforests.mongabay.com/amazon/amazon_people.html

http://www.survivalinternational.org/about/amazontribes

http://www.adventure-life.com/articles/indigenous-people-76

http://esmpa.overseebrasil.com.br/imagens/Image/JUIZADOS%20ESPECIAIS/Use%20of%20Tropical%20Rainforests%20by%20Nativew%20Amazonians.pdf





F. Environmentalists
Your group is strongly opposed to deforestation for ANY reason.  You are pleading with the government to STOP deforestation.  You may include ways to conserve the forest, streams, rivers, and other natural wonders.  Environmental groups want to protect the diversity of the rainforest so that we do not lose any additional plants, trees, or animals.  In addition, they argue that since these plants, animals, and trees have a right to exist, we must slow down the development of the rainforest and figure out the effects of activities and find safer ways to develop it.  Environmentalists use social media and the governments of the countries involved to try to spark change.  Your presentation MUST include a map as well as the effects of deforestation.

As part of Group F, you may want to utilize the videos and websites provided below.  In addition, you MUST consult Geography Alivepage 185.  Please answer the following questions--When did this group first come to the rainforest?  How do they use its resources? What do they want?  How do they defend their position?




Thursday, February 26, 2015

Deforestation

Critics can't agree on how quickly rainforests are disappearing but they do agree that the rainforests are disappearing.  One researcher said “Our estimates indicate a 62% acceleration in net deforestation in the humid tropics from the 1990s to the 2000s,” write the authors.  These researchers used satellite imagery to examine the tropical rainforests of 34 countries including Brazil, Indonesia, and Thailand.


  

Why the increase?  Is technology allowing the people to clear these forests faster?  Although each country seems to clear the forests for different reasons, farming is often a big reason.  Brazil is beginning to see the negative effects with a drought that is threatening the water supply of Sao Paulo. 

Questions:

1. Does it matter how quickly the forests are disappearing?  Why?  Why not?

2. How do we convince the rain forest countries of the world to slow (or even stop) deforestation and engage in reforestation projects?

Wednesday, February 25, 2015

Article on Severe Weather and Deforestation

Here's what happens when increasingly severe weather meets deforestation

IMG_6462+.jpg

Some of the nearly 250,000 Malawians displaced by recent flooding in the southern part of the country sit for a photo at a school where they've taken refuge. Far from the epicenter of international flood relief efforts, the 4,220 people in this isolated camp face hunger and disease.
Credit: 
Sam Eaton
You could say the people living along the banks of the Thondwe River in southern Malawi were lucky. At least they’d been warned of the flash flood in early January that would burst through an earthen dike, wash away their homes and crops, and leave more than 4,000 of them homeless.

Player utilities

00:00
00:00
Listen to the Story.
Amazingly, no one in the dense cluster of villages called Makawa died in the flood. But they’ve been living in pretty desperate conditions here since.
Like everyone else from Makawa, a village chief named Phanzi has been staying at a local school since his home was destroyed. Phanzi says, aside from some donated plastic wash basins and a small amount of corn that no one can mill into flour, they’ve been on their own, salvaging whatever greens they can from fields that were under water for weeks.
Water from the Makawa school’s only well is proving insufficient for the thousands of displaced who have sought refuge at the camp.
Water from the Makawa school’s only well is proving insufficient for the thousands of displaced who have sought refuge at the camp.
Credit: 
Sam Eaton
You can already see signs of malnourishment in some of the children, Phanzi says. He nods in the direction of hundreds of women sitting on the ground with babies seeking the shade of the schoolyard’s only tree. He says more than 2,000 people cram into the school’s half dozen buildings every night.
And that’s just here. I passed more camps in churches and other buildings on the four-mile walk in from a washed out bridge, Makawa’s only link to the outside world.
That isolation is one of the big problems in the relief effort. Makawa fared better in the recent deluge than other parts of southern Malawi. All told, UNICEF now says the heavy rains and flash floods over the last month displaced almost a quarter of a million people, mostly in districts farther south than here.
That’s also where much of the international relief effort is now focused. Meanwhile, with the road in here impassable, it’s hard to bring in aid and medical help.
The village chief says there are about 100 pregnant women in this camp. One has just given birth. Some of the children have contracted malaria. Even more are suffering from diarrhea.
One small positive development is that the Makawa school where the displaced have been sleeping has reopened for classes during the day. But 13-year-old Regina Weston says the classrooms are jammed with everyone’s stuff.
And, the student says, “it’s hard to concentrate when I feel hungry, so no one is learning much.”
Weston says she may drop out of school, abandoning her dream of becoming a nurse, and get married instead — to a man from a village that, hopefully she says, wasn’t flooded.
13 year-old Regina Weston is a student at the school in Makawa where she and more than 2,000 others have now taken refuge from the floods. She says it’s hard to concentrate in school when she feels hungry so he may drop out and try to fid a man to marry.
13 year-old Regina Weston is a student at the school in Makawa where she and more than 2,000 others have now taken refuge from the floods. She dreams of becoming a nurse — a dream that is threatened by her current circumstances.
Credit: 
Sam Eaton
It’s these long-term effects of the floods that worry Sosten Chiotha, regional director for the nonprofit organization Leadership for Environment and Development. He says a combination of deforestation and a surge in extreme weather in Malawi are wreaking havoc on people’s lives.
“Environmental degradation, climate change — these are all bringing negative feedback loops that are undermining that very base that provided the stability for their livelihood,” Chiotha says.
Chiotha says rapid population growth and an informal charcoal market have stripped most of Malawi’s hillsides of trees, causing the large amount of water that fell in a few days to simply rush off the hillsides, turning floods that would have been bad enough into a full-blown humanitarian crisis.
Chiotha says it is a general trend he’s been seeing in recent years, even with normal rainfall. And he says that also means trouble after the rainy season.
“We’ll have longer, drier seasons,” he says, “because in the rivers, we’ll have very little water flowing.”
A flash flood in early January washed out bridges and spilled over the banks of the Thondwe River, displacing more than four thousand people inMakawa. A month later, the cluster of isolated villaged still hadn't received any assistance.
A flash flood in early January washed out bridges and spilled over the banks of the Thondwe River, displacing more than four thousand people inMakawa. A month later, the cluster of isolated villaged still hadn't received any assistance.
Credit: 
Sam Eaton
That doesn’t bode well for the future of a country where most of the population survives off rain-fed, subsistence farming.
A vision of part of that future may be the rows of white tents and heavy sacks of international food aid in displacement camps in Nsanje, more than a hundred miles south of Makawa. On a visit to one of them, not a single family I spoke with said they plan to return to their flooded farms.
Which raises two more serious questions for Malawi.
The first: With more than half the country affected by the floods, how will it produce enough food for its people?
The second: If the displaced people cannot go home in what is one of Africa’s most densely populated and least developed nations, where will they go?
This washed-out bridge across the Thondwe River was Makawa’s only link to the outside world.
This washed-out bridge across the Thondwe River was Makawa’s only link to the outside world.
Credit: 
Sam Eaton
Thousands of homes in Makawa collapsed in the floods. But an early warning from a local radio program helped ensure that everyone got out alive.
Thousands of homes in Makawa collapsed in the floods. But an early warning from a local radio program helped ensure that everyone got out alive.
Credit: 
Sam Eaton
Phanzi, Makawa’s Chief, says no one has come to his people’s assistance. He says the only food they’ve been eating is the greens and vegetables they can salvage from their flooded fields and that malnutrition is already visible in many of the children her
Phanzi, Makawa’s Chief, says no one has come to his people’s assistance. He says the only food they’ve been eating is the greens and vegetables they can salvage from their flooded fields and that malnutrition is already visible in many of the children here.
Credit: 
Sam Eaton
These children are among the 2,000 or so people sleeping on the concrete floors of Milala Primary School in Makawa, without bedding or mosquito nets.
These children are among the 2,000 or so people sleeping on the concrete floors of Milala Primary School in Makawa, without bedding or mosquito nets.
Credit: 
Sam Eaton
Some of the 2,000 flood victims now sheltered at the Milala Primary School in Makawa gather on the gather outside two of the school's buildings. Malaria and malnutrition are starting to take hold in the isolated camp.
Some of the 2,000 flood victims now sheltered at the Milala Primary School in Makawa gather on the gather outside two of the school's buildings. Malaria and malnutrition are starting to take hold in the isolated camp.
Credit: 
Sam Eaton