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This unit, developed by the Third World Science Project, is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless fascination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere; application of knowledge and skills to solve the practical problems of everyday life; impact of modern technology in the world; and the influence of the cultural background on the perception of knowledge, problems, and solutions. The introduction to this unit traces the historical background of plant use as the only source of drugs for man, considering the belief that a cure for every disease can be found among members of the plant kingdom. Topics areas considered in following sections include: increasing respectability of "primitive" herbal healing; drugs and poisons; major drugs obtained from plants; plants that bring health and death, considering plant chemicals that destroy tumors, reduce blood pressure, paralyze muscles, or prevent conception; African medicine (suggesting students similarly list and identify local plants having medicinal value); and herbs and modern drugs. The unit concludes with a list of plants and their popular drug derivatives. (JN)

This unit, developed by the Third World Science Project, is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless fascination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere; application of knowledge and skills to solve the practical problems of everyday life; impact of modern technology in the world; and the influence of the cultural background on the perception of knowledge, problems, and solutions. The unit begins with a brief survey of rural, traditional building and associated problems, using Datoyili (Northern Ghana) as an example of a loosely nucleated settlement of single-story huts. A plan of the village, chief's compound, and interior of chief's hut are included. Scientific concepts involved in building are then considered, such as advantages of cylindrical huts related to direction of sun's rays and use of the thatched roof as non-conductor of heat. Mathematical exercises related to these topics are included. Additional sections focus on construction/comparison of round/rectangular houses, importance of using local labor/materials in constructing houses, and other topics. The unit concludes with illustrated instructions for making models of round huts and rectangular dwelling. (JN)

This unit, developed by the Third World Science Project, is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless fascination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere; application of knowledge and skills to solve the practical problems of everyday life; impact of modern technology in the world; and the influence of the cultural background on the perception of knowledge, problems, and solutions. The unit begins with historical background information on the ritualistic use of chewing-sticks, describing the most common plants that were chosen for this purpose. This is followed by brief discussions of chewing-sponges (to show differences in the technique employed) and the anti-bacterial activity in chewing-sticks, and a short list of references on chewing-sticks and sponges. The unit concludes with five class activities dealing with identification of different types of teeth, effect of acid on teeth, testing toothpaste, and finding some useful components of toothpaste. (JN)

This unit, developed by the Third World Science Project, is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless fascination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere; application of knowledge and skills to solve the practical problems of everyday life; impact of modern technology in the world; and the influence of the cultural background on the perception of knowledge, problems, and solutions. The major focus of the unit is on obtaining water from water supplies located in rural areas, and on carrying it in a pot or on the head to houses/fields long distances from the source. Activities designed to demonstrate collecting water from deep wells and on carrying water by hand or on the head are included. Also included is a story ("My Husband, My Master") about a mother in Tanzania (East Africa). The story, presented to illustrate what it is like being a women living in poor conditions, includes comments on fetching water, a task reserved for women in the village of Msinune. (JN)