GEOGRAPHY FOR 2021 & BEYOND
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Kayapo & Kamayura People of Brazil

What  can  we  learn  from  them? 

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Objective: To find out how the Brazilian rainforest tribal people use their natural surroundings and how we can learn from them. 

Starter: Watch the first 13:30 minutes of the video beneath. Using this worksheet, take notes on the different and unusual (to you) ways that the indigenous people use their surroundings. 

Task 1 - Use your computers to complete this worksheet that compares the life of the tribe in the video and your life. Each image represents a category e.g. the first image of a canoe represents transportation. 

Task 2 - Click on the following link that gives information about the  Kayapo Indians and Sustainability*. Complete the task set using this framework worksheet. 

Task 3 - Use this link from the BBC to design your own cycle diagram four sequence cartoon to show how 'Shifting Cultivation' or 'Slash & Burn' techniques work in the tropical rainforest. You can use this framework sheet. See the help sheet below for more information. 

Help sheet - Camayura Indians and Shifting Cultivation*
. 

Optional Task - To watch the rest of video to the right and make notes on all of the special ways that the native people of the Amazonian rainforest in their everyday lives. Are there any surprises?

Why Is The Rainforest Being Destroyed?

You will have seen recently a lot in the news about the fires in the Amazon rainforest and the attempts by world leaders to put pressure on Brazil to put them out. 

The history of deforestation in the Amazon has been long and complicated and the current government certainly favours the economic benefits of the destruction of the forest over the preservation of them. Spend some time watching the VOX video to the right (November 2019) and take notes using the framework sheet below. 
note taking framework sheet - The destruction of the amazon

Did Chico Mendes Die In Vain? 

The 10 minute video to the right tells you the story of a famous Brazilian called Chico Mendes. He was at the centre of the fight between those who sought to cut the forest down and those who wanted to save it. Chico wanted to save it.  He lived in a remote part of the forest with his family and worked as a rubber tapper but became globally famous in his efforts to save the Amazonian rainforest. 

Use the note taking sheet below to record important information from the video so that you can answer the question above. 
did chico mendes die in vain? - note taking sheet

Brazil's Indigenous Land Is Being Invaded

This is the final mini video in this series of three videos from Vox (November 2019). This video introduces you to the forthcoming work on the indigenous people of the forest and how they are being impacted by rapid rates of deforestation overseen by the current Brazilian President - Jair Bolsonaro. 

Watch the video all the way through and  try to pick out five key moments. Once you have watched it through, go back to the start and complete the worksheet below. The first example has been completed for you. 
invasion of indigenous land - worksheet

What Does First Contact Mean For The Tribes? 
​

Task 1 - worksheet


Task 1 - Read this Survival International article. Summarise how each of the factors may affect uncontacted tribes of the rainforest using the worksheet above. 

​
Task 2 - Choose one of the members of the tribe on the picture to the right. You are going to be completing some work by putting yourself in their place.   


You will be completing one of the following two activities:


a. Tribal Art (for those good at drawing!) - Using the images in this section, create a similar style piece of artwork that depicts what you and your family in the tribe saw .


​Split your page into two. One half should depict the plane flying overhead and the second half should be drawn one year later when a combination of the factors (from the table in Task 1) has befallen your tribe. 
​
b. The newspaper article - If the plane had landed - scroll down to see more. 
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If The Plane Had Landed...

Objective:

To write a newspaper story for a publication of your choice outlining the likelihood of the existence of uncontacted tribes and possible protection measures for them. 

Starter: Want to see a real life 'First Contact', watch the first video on the right hand side. Note down your immediate thoughts on this video. 

Task 1 - Watch the second video to the right and make some notes on the content. This will help you to formulate part of your newspaper task later.

Task 2 - Click here to download a Google Earth file that will launch in Google Earth. Explore the areas shown in red and read through the information about the tribes, their numbers and locations. (Click here for alternative access)

Task 3 - Visit the uncontactedtribes.org website and spend some time reading the articles within. 

Task 4 - Write a newspaper front page or a blog entry for a publication of your choice outlining the case for the existence of uncontacted tribes and how they can be protected. 

Structure:

Define an uncontacted tribe
1. Give up to three supposed locations where these tribes exist globally. (*One must be outside of South America)
2. Explain the threats to these tribes
3. Explain the potential consequences of 'First Contact'
4. To give the reader the full extent of their lives, explain five modern day things that they would never have heard of 
5. Why are they expert in forest survival and what could be learn from them? 

Then ... 

i.  You should explain why there is a debate over their existence and what the dangers are to these indigenous people.  Would a 'western lifestyle' and all the technology and other interactions we have benefit these uncontacted people? 
All content copyright geographypods unless otherwise stated. 
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  • Home
    • About & Contact
    • Discover The World Education >
      • Sample Lessons IGCSE/IBDP
    • Blog
    • Site Testimonials
    • Photos (Free to use) >
      • Floods
      • Snow & Mountains
      • Coastal
      • Tropical
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      • Sports
  • Reactive
    • Famous Refugees
    • Over the Horizon
    • Migration to the EU. >
      • Classroom Display
    • Hurricane Matthew 2016 >
      • Hurricane Matthew Display
    • Nepal Earthquake 2015
    • Ebola 2014
    • Don't Panic - The Truth About Population
    • Israel & Palestine Group 3
    • Global Village + Maths
    • IB Sample Lesson 2017
  • G11-12 IB
    • IB Geo 2017 Onward
    • IB Geo 2009-18 Archive >
      • Useful IB Information
      • IB Induction Cross Curricular
      • Patterns and Change (70hrs)
      • Global Interactions (70 hrs)
      • Hazards and Risk Management (30 hrs)
      • Freshwater - Issues and Conficts (30hrs)
      • Sports, Leisure & Tourism (30 hrs)
      • Internal Assessment >
        • IA 2018 >
          • Sitges & Calafell Photos 2013
          • Sitges & Calafell Video >
            • Debrief
      • IB Geography Exams >
        • G11 Mock
        • G12 Mock
    • Extended Essay
    • IB Geography & TOK
    • Studying Geography at Uni
  • G9-10 GCSE/iGCSE
    • Key Information iGCSE
    • Theme 1 - Population & Settlement
    • Theme 2 - Natural Environment
    • Theme 3 - Economic Development
    • Coursework >
      • IGCSE Berlin Fieldwork
      • IGCSE Rivers France
      • IGCSE Barcelona Fieldwork >
        • 10A - Videos
        • 10B - Videos
        • Photos
    • IGCSE Examinations
  • G6
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    • Landscape in a Box >
      • 2016 Efforts
      • 2012 Efforts >
        • 7X
        • 7Y
    • End of Year Exam
    • Parent Information
  • G7
    • G7 Factfulness
    • 8850 Top of the World
    • Carcassonne Connection
    • Geography of My Stuff >
      • Journey of a T-Shirt
    • Another Shopping Centre?
    • Sinkholes
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    • End of Year Exam
  • G8
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    • Development
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    • Climate & Rainforest
    • The Tribe
    • Palm Oil & Me >
      • Palm Oil Assessment
    • Introducing Waterfalls
    • Tourism Blessing or Curse?
    • Niagara Redeveloped DME
    • IGCSE Options
    • End of Year Exam