This case study forms part of an education resource called "Environmental issues which restrict the development of cultural tourism in a rural township"

It consists of a case study and classroom activities which examine the influence of household waste of a rural black community on the local tourism industry.

The aims of this resource are to:

• introduce students to waste issues in a small rural community in South Africa.
• provide background knowledge and understanding of waste management practices in other cultures
• give students the opportunity to share their views and attitudes towards waste and to share their own experiences from within their communities
• stimulate students into formulating ideas /action plans to kerb household waste , also increasing tourism flow into the township
• make students aware that an increase in tourism in townships can help create prosperity.

The material in this resource is designed for use by Grade 10 (Level 2) learners in the Travel and Tourism course for secondary schools in the Republic of South Africa.

The classroom activities can contribute to develop the following skills:

• communication and participation
• investigation, interpretation and analysis
• critical thinking
• evaluation and problem solving

The activities also provide links to the following Key Learning Areas:

• English
• Mathematics
• Geography
• Tourism
• Art

This resource should be used as a unit of work involving the whole class. It is difficult to give an exact time allocation because of various classroom time tables and school curriculum policies. We recommend a time frame of six weeks, using approximately four hours per week. The case could form a cross-curricula project and the school may decide to dedicate a major part of the school day to the project for a period of time determined by the teacher.

Students should work at the computer in pairs or in groups of three, or the teacher may choose to download the information they need. Taking into account individual students’ and group needs, teachers should stipulate a time frame for the initial reading and viewing of the materials.

The following techniques can be used in the activities:

1. Brainstorming and mind mapping
2. Role Play
3. "Imagine…"-games
4. Cause and Effect wheel

This technique allows students to consider their ideas, no matter how unusual they may seem. It is a very simple and effective technique which can produce creative solutions to a problem.

Brainstorming stimulates the flow of ideas and helps to focus on a topic. It is democratic and builds trust, confidence and creative thinking. The topic is clearly stated and students are invited to give their responses. The ideas are listed quickly and without discussion.

The rules of brainstorming are:

• all ideas accepted and written down
• no side comments about other people’s ideas
• student are free to offer any ideas
• it is acceptable to add to someone else’s idea

Ideas may be ranked, compared and discussed once the session has slowed down.

The process of role play allows students to explore ideas and feelings from a number of perspectives.

The topic must be clearly defined and student given sufficient time to prepare including:

1. analysing the roles
2. mapping the scene and action
3. choosing roles – preferably that challenge
4. preparing costumes and props to add to the sense of drama
5. briefing the audience about their participation.

Once the role play is finished, students need to be de-briefed and de-roled and given time to discuss and reflect on the experience.

This activity encourages students to think about events in unusual ways through such questions as:

1. Imagine all household waste had to remain in our own backyards…

2. Imagine plastic bags could be used to generate money…
3. Imagine waste collection can be turned into a profitable business…
4. Imagine NO tourists visiting the township because of the waste problem…
5. Action and Reaction wheel

An action and reaction wheel can help students infer how events or changes in one area lead to developments in another. The technique can also show the effects of past events on the present or what the effects might be of present actions on the future. It gives students an opportunity to see the relationships between action and reaction, cause and effect.

Students begin the process by making a circle on a large sheet of paper and writing in the issue to be explored. They proceed by making further circles which they connect to the main idea or / and to each other. Students may also consider relationships between ideas not directly connected, or to reflect on what might happen if the links were reversed.