Tunisia

Entering the Republic of

Many of the worlds largest countries are unable to boast the magnificent
scenery and diverse landscape found within the country of Tunisia.
Wedged between the countries of Algeria and Libya, this northernmost
country on the African continent is only about 50% larger than the state
of Tennessee. Just as Tennessees diversity runs from the western
Mississippi Delta to the eastern Smokey Mountains, Tunisia offers an
equally spectacular geography.
Situated along the Atlas mountain range, the northern part of the
country features picturesque mountain forests of oak and heather,
which starkly contrast with
the southern 40% of the
country, almost totally devoid
of rain, presenting an
entrance into the yellow-red Sahara, the worlds greatest desert. Its
most inviting postcards come from the countrys 1300 km of beautiful
Mediterranean coastline, which features resort destinations and serves
as the cornerstone of Tunisias strong tourism industry.
Its history is as colorful as its landscape Phoenicians, Berbers,
Romans, Turks, Byzantines, Arabs, Ottomans, Vandals, even the
French, all played a role in the diverse timeline. A wealth of historic
sites date back over 2,500 years. From the underground troglodyte
villages of Matmata and the Islamic ramparts that surround the medina city of Sfax to the Punic architecture
of the legendary city of Carthage and the Roman Africas the colosseum at El-Jem, among the finest Roman
monuments in Africa, Tunisia defines history.
Today, however, the country also defines change. Tunisias modern and progressive presence compliments
its rich history. This constitutional republic gained its independence from France in 1956. The constitutional
accession of President Zine El Abidine Ben Ali to the countrys leadership in 1987 ushered Tunisia into a
new era, referred to by its citizens as The Change, which has opened international trade, foreign investment,
wealth creation and a growing economy.
Olive groves, breathtaking Roman and
Phoenician ruins, Saharan camel caravans,
military accounts of Hannibal, silver screen ties
to Star Wars, towns grown up around desert
oases, and much, much more. Prior to turning
the early pages of this Memphis in May
International Festival educational guide, many
students will know very little about
Tunisia. Experiencing one of the
worlds most exotic and fascinating
Muslim countries, however, will
leave both students and teachers
amazed at this great nation.

Acknowledgments
Each year, the Memphis in May International Festival develops this Curriculum Guide for
use by elementary, middle and high school teachers as a teaching tool to explore the history,
culture, geography, politics and lifestyle of the festivals annual honored country. Developing
a comprehensive guide with practical and useful lesson plans, activities and worksheets that also addresses
critical SPI teaching standards takes many hours of research and the involvement of many people. Memphis
in May thanks those who have helped to make the 2009 - 2010 travels throughout the exciting country of
Tunisia a reality through the development of this guide. We also thank Memphis City and Shelby County
School Commissions and Administrations and The Commercial Appeal for their continued support.

INTRO

Special Thanks

Publisher

Very Special Thanks to the Embassy of the

Republic of Tunisia, Washington, DC

The Commercial Appeal, published by Memphis

Publishing Company
Joseph Pepe ............................ President & Publisher
Bill Bailey ................. Educational Services Manager

Memphis City Schools

Administration

Shelby County Schools

Administration

Dr. Kriner Cash ................................. Superintendent

Dr. Alfred Hall .................................... Chief of Staff,
Curriculum & Instruction

John Aitken ...................................... Superintendent

Dr. Judy Ostner .................. Assistant Superintendent

Memphis in May
International Festival

This Curriculum Guide, in its entirety, is

available in PDF format for downloading and
printing at the Memphis in May International
Festivals web site at www.memphisinmay.org.

James L. Holt ................................ President & CEO

Susan Arney ........................... 2010 Board Chair
2010 Board of Directors
Al Lyons, Past Chair
Demetra Lawrence
Desi Franklin
John Moore
Doug Browne
Steve Pacheco
Eric Robertson
Trina Poquette
John Fowlkes
Bill Ray
Bobbi Gillis
Ronald Coleman
Valerie Morris
Myron Lowery
Kerr Tigrett
Martavius Jones
Bridget Trenary
Calvin Anderson
Bill Boyd

The mission of the Memphis in May

International Festival includes a strong
commitment to student education. Since its
origin in 1977, the festival has developed
dozens of teaching standard Curriculum
Guides honoring and exploring countries
around the globe, and offering practical lesson
plans, activities and worksheets addressing
many teaching standards. Each year, Memphis
in May is proud to distribute thousands of
Curriculum Guides to Memphis and Shelby
County public and private schools.

Memphis in May Staff

Randy Blevins, Vice President of Programming
Rebecca Fennell, Program Assistant

The 2010 Memphis in May International Education Program Curriculum Guide honoring
Tunisia, and the Memphis in May Education Program are generously supported by Target.
2
2

Table of Contents
The Memphis in May International Festival, working hand-in-hand with Memphis City Schools
and The Commercial Appeal, is proud to present this Curriculum Guide and to make it
available to all Memphis and Shelby County elementary, middle and senior high public and
private schools.

INTRO

How to Use This Guide

This guide is divided into four grade sections to offer teachers appropriate educational tools for students.
Sections offer practical applications of important teaching standards, including English, Foreign Language,
Math, Science, Social Studies, Fine Arts, and others, including individual or classroom projects and worksheets.

INTRODUCTORY PAGES - These pages include important information

PAGES

about the 2010 Curriculum Guide and an overview of the festivals honored
country of Tunisia, with helpful information for all grades.

1-14

KINDERGARTEN - 2ND GRADE UNIT - You can never get too much

PAGES

Tunisia. Students will have fun learning about Tunisian folktales & games,
wildlife, handicrafts like mosaics and carpets, traditional Tunisian markets,
even a little Arabic!

15-28

3RD - 5TH GRADE UNIT - Pack your bags, because were going to

PAGES

Tunisia. Through this unit, students travels to Tunisia will include geographic
games and map skills, mosaics and paintings, introductions to Tunisian
wildlife and even famous citizens.

29-40

6TH - 8TH GRADE UNIT - Famous for its unique doors, these Tunisian

PAGES

doors of discovery will lead us to an understanding of architecture, Tunisian

towns and cities. Well also view a country comparison, view some Tunisian
movies, and explore the Presidents World Youth Year.

41-54

9TH - 12TH GRADE UNIT - In Tunisia, change may mean many things.

PAGES

Well compare countries, and change our perceptions through philatelists

and military leaders. While change may mean our currency exchange, it
will especially refer to the Change of President Ben Ali.

55-67

INFORMATION PAGES - Important information about the 2010 Memphis

PAGES

in May BellSouth Education Program, including contests and opportunities

for students and details of the festivals salute to Tunisia; book and website
resources and answers to this guides puzzles and activities.

68-72
SPI

English
INCLUDES CORRESPONDING SPIs To assist teachers, many of the
11,12.spi.1
activities throughout this guide are labeled with appropriate State Performance
.01
Indicator numbers (SPI#), as developed by the Tennessee Department of Education.
Art
9-12.spi.4.1
Teachers are still encouraged to check their SPI guideline documents to assure that
SS / World
each of the activities corresponds with their classroom curriculum lessons.
Hist.

9-12.spi.3.1

The Country of tunisia at a Glance

Though relatively small in size, it is the northernmost African nation, situated along the Atlas
mountain range and extending into the Mediterranean Sea as if reaching toward the Italian
boot. Its official name is the Republic of Tunisia, and it is bordered by Algeria to the west and
Libya to the southeast. Its diverse geographic features include over 800 miles of Mediterranean coastline,
about 40% of the countrys southern area falling within the arid Sahara desert, and the remainder consisting
of particularly fertile soil which feeds date and olive groves.

INTRO

Tunisias history involved Berber tribes, Phoenicians, Roman and French influences, Vandals, Arab Muslims,
and Turkish Ottomans. From its 9th century B.C. origins by settlers from Tyre, now in modern day Lebanon,
Carthage became a dominant and powerful civilization of the Western Mediterranean. An invasion of Italy
led by Carthaginian military leader, Hannibal,
almost crippled the mighty Roman Empire. Near
the end of the 7th century A.D., Arab armies
invading lands across northern Africa from Egypt
westward brought Islam to the area, which was
adopted by the Berbers. Following years of
Ottoman rule, the area of Tunisia became a French
protectorate after the major European powers
divided the southern Mediterranean region.
During the second World War, following the fall
of France, battles between invading Germans and
the Allied forces raged in Tunisia for six months.
Following the war, the French resumed control
Spices in Gabes
until 1956 when Tunisia was formally granted
independence and a Tunisian lawyer, Habib Bourguiba, who had fought for independence for over 20 years
became president. Bourguiba served for 30 years before being replaced by former general and minister for
the interior, Zine el-Abidine ben Ali, whose accession to power has been known as The Change. He still
serves as president into 2010.
Tunisia is a republic presidential system characterized by bicameral parliamentary system, including the
Chamber of Representatives and the Chamber of Advisors. Both chambers are composed of more than 20%
of women, making it one of the rare countries in the Arab world where women enjoy equal rights. The
President is elected to 5-year terms. He appoints a Prime Minister and cabinet, who play a strong role in the
execution of policy. The judiciary is independent. The military is professional and does not play a role in
politics. The constitution declares Islam as the official state religion and requires the President to be Muslim.
Tunisia also enjoys a significant degree of religious freedom, a right enshrined and protected in its constitution
which guarantees the freedom to practice ones religion.
The population of Tunisia is approximately 10,200,000 citizens. Over 65% of Tunisias population lives
within its major cities. The capital, Tunis, has a population of more than 2.3 million, and is one of the
principal cosmopolitan urban centers of the Mediterranean. Other major cities include Carthage, Jerba,
Hammamet, Sfax, Nabeul, Kairouan, Sousse, Bizerte, Jendouba, Medenine, Monastir, Gabes, Gafsa,

4
4

TUNISIA at a Glance (cont.)

Tabarka, Zarzis, Beja, Kasserine and Le Kef. The official language is Arabic, although French
is also widely spoken. Many Tunisians also speak English or Italian.

INTRO

Tunisian economy is primarily driven by the countrys agriculture,

power generation, service industry and tourism industry. Tunisia
is the worlds largest producer and distributor of dates, and the
worlds fourth largest producer of olive oil. Aside from these
two major exports, Tunisian crops also include tomatoes,
oranges, pomegranates, grapes and sugar cane. Other food
productss also include such seafood exports as tuna, mackerel
and sardines. The country is also among the worlds leading
producers of phosphates, with mining and oil production dipping
into the Tunisias natural resources. Handicrafts, including
ceramics, carpets and jewelry also bring revenue into the Tunisian
economy. The largest share of Tunisias national revenue,
however, comes from the textile industry and its exports to
France, Germany, Italy and the U.S. The Tunisian dinar is the
national currency.
Culture has always played a prominent role in Tunisia, and is
strongly supported by the government, including legislation which
improves the nations libraries, theaters and cultural centers. The
Grand Mosque in the Medina, Tunis
country boasts many prominent leaders in literature and poetry.
The country is also actively involved in the movie industry, and
has served as a film sight for such blockbusters as Star Wars and The English Patient. Music and dance also
maintains a strong presence throughout the country, both traditional and contemporary. Handicrafts include
carpets, ceramics, copper and brassware, and mosaics maintain a particularly strong position in Tunisian
culture, architecture and history. Museums
are located throughout the country, including
the prestigious Bardo Museum in Tunis.
Elaborate Arabic calligraphy and
manuscripts are among the countrys finest
artifacts. Tunisia is also home to many of
the finest ancient Roman and Punic
architectural remains, as well as unique
Berber architecture and beautiful Islamic
mosques, all of which assist the countrys
plush coastal resorts in fueling a strong
tourism industry.

Door of the Desert in Douz

5
5

An Abbreviated History of Tunisia

An African country with an appearance thats more Arabic; obvious French influences including
shared language; home to some of the most impressive Roman and Punic architectural ruins
in the world. Woven like the threads of a fine Tunisian carpet, the national fabric also includes
Ottoman, Phoenician, Byzantine and, of course, Berber impressions.

INTRO

Early stone tools provide evidence of the areas first inhabitants during the early Palaeolithic era some
200,000 years ago, when the Sahara area received regular rainfall and may have even been forested. About
10,000 years ago, fair-skinned Capsians from western Asia settled in the southern area and developed a
sophisticated culture including art, agriculture, language and religious beliefs. It is from these early inhabitants
that the Berbers, the indigenous non-Arab North Africans, probably descended.
Around 814 B.C. the Phoenicians, a culture of supreme sailors established what would become one of the
Mediterraneans strongest cities, Carthage. It began as an outpost as the Phoenicians established ports
between Tyre, located in what is modern-day Lebanon, and the silver mines of southern Spain. The strength
of the city came during the Punic period, marked by 128 years of war between the Phoenicians and the
emerging mightly Roman Empire. Though the colonization and growth of Carthage was solely based on
commercial strategy, its success and strong navy threatened Roman powers. Three Punic Wars transpired.
The second war in 218 B.C. involved the leadership of the legendary Carthaginian general Hannibal who led
90,000 troops and 37 elephants against Rome.
In the third Punic War, Carthage fell and became
a Roman province in 146 B.C., leading to the
many Roman building sites found throughout
Tunisia.
Tunisia became the first Roman colony outside
of Italy. Throughout the reign of Octavian
Augustus and through the Flavian Dynasty (69
-- 96 A.D.) the Romans continued to expand
their presence throughout Tunisia, develop trade
and communication, and build roads and
economy. Roman towns sprang up throughout
the area, each possessing religious buildings to
honor Roman gods.

Roman Baths at Makthar

Tunisian Historical Timeline (see lesson plan on page 43 for a full Timeline Activity)
First
Phoenician
colony
near
modern
Tunis

BC
1200

Oldest
examples of
Phoenician
writing

1000 C
B
900

First
Punic
colony
established
on Ibiza

Carthage
becomes an
independent
state

BC
400

- 400
500 C
B

Third
Punic
War;
Fall of
Carthage

BC
146

An Abbreviated History of Tunisia (cont.)

A fierce tribe of Aryan barbarians, the Vandals, challenged the Romans North African
stronghold, and in 439 A.D. seized Carthage and continued to build a Vandal Empire
throughout Tunisia, into Sicily and Italy, even invading Rome. In 533 A.D., the Byzantine
Emperor Justinian entered Carthage and defeated the Vandals. This period was after Roman Emperor
Constantine the Great adopted Christianity and tranferred much of Romes power to Byzantium, leading to
many Christian Byzantine images throughout Tunisia.

INTRO

One hundred years after the death of

Mohammed, the Muslim Empire continued
to grow and expand from India to Spain.
Arab rule entered Tunisia in 647 A.D. when
an army led by Oqba ibn Nafi defeated the
Byzantine army and established the city of
Kairouan, which became their base for
military operations against the Berber tribes
and the most important town in North Africa.
By 800 A.D., this country that had written
in Latin and professed Christianity became
an Arabic-speaking Muslim state.
For over 500 years, the area experienced a
Ribat de Harthama fortress at Monastir
period of unrest. The Muslim Aghlabids had
increasing opposition from Shiite groups and in 909 A.D. were defeated by the Fatimids. The Fatimids
constructed their capital at Mahdia, later conquered Egypt, and turned control of the area to a Berber
nominee who founded the Zirid dynasty. The Zirids were, in turn, defeated by the Almohads who were,
themselves, defeated by the Hafsids in 1228. The Hafsid dynasty, which possessed political skills, made
Tunis the capital, built a great palace on the site of the present-day Bardo Museum in Tunis, and presented
a 350-year period of stability.
That stablity was disrupted during the golden era of the mighty Ottoman Empire under the rule of Suleyman
the Magnificent (1520 - 66) when the Ottomans took control of Tunisia from the Hafsids. Among major
influences and accomplishments carried out through the rule of an elaborate Ottoman hierarchy, Ottoman
influences also included the popularization of coffee drinking. In the 1700s and 1800s, Tunisias power and
prosperity began to wain, partially due to a forced end to piracy.
Beginning
of Muslim
era;
Byzantine
army
defeated

647

Crusade
by French
King
Louis IX

800

1200 1270

Tunisia
seized by
Ottoman
Turks

1574

Ben Ali
elected
president of
Tunisia

1994

An Abbreviated History of Tunisia (cont.)

In 1878, following the defeat of the Ottoman Empire, the Berlin Congress decided how to
divide the Ottoman assets. In 1881, France sent 30,000 troops across the border from Algeria
and took control of Tunisia. Tunisias loss of independence was followed by governmental
reform, with the Muslim administration maintained under Sidi Ali Bey. The French built oil refineries, schools,
railroads, hospitals. Sixty-thousand Tunisian troops fought in World War I. Much land throughout Tunisia
was bought up by wealthy Europeans. Cravings for Tunisian independence began to grow, primarily led by
activists Kheiredine Pasha and Sheikh Mohammed Kabadu.
The first public demonstrations took place in 1885, primarily
seeking a voice for Muslims in the running of the country.
By 1920, the Tunisian Constitutional Party, commonly known
as Destour, was formed and demanded a constitution, access
to all state offices and public education for Tunisians. The
fight for independence continued into the 1930s, led by new
activists, including a young lawyer, Habib Bourguiba, who
founded the Neo-Destour Party.

INTRO

With the outbreak of World War II, Tunisias proximity to

Italy had strategic importance and, despite earlier FrenchTunisian tensions, the country extended its support to France
and the Allies. The Italians were trying to gain control of
Tunisia, and had German support. Italy bombed military
targets in Tunisia, including around Tunis, and German forces
landed in the country and unsuccessfully attempted to sway
Habib Bourguiba to their side. On May 7, 1943, despite heavy
damage, Allied forces led by General Patton and General
Montgomery liberated Tunisia.
Following the war, the push toward Tunisian independence
from France was renewed. On March 20, 1956, the country
regained its independence. A year later the Tunisian Republic
was proclaimed and Habib Bourguiba became the countrys
first president. A new constitution was established on June
Roman Coliseum at El Jem
1, 1959, with its preamble affirming that Tunisia was a free,
independent and sovereign state. The constitution also confirmed that Arabic was to be given priority in
schools and government, its political system was to be free, and provided powers to the new president.
Bourguibas presidency continued for over 30 years.
On October 2, 1987, Minister of the Interior, Zine el-Abidine ben Ali became prime minister. On November
7 he forced President Bourguiba to give up the presidency for life, and following Bourguibas resignation in
view of his age and declining health, Ben Ali became president. Ben Ali promised to abolish life presidencies,
introduced a multi-party system, and brought about democracy and social pluralism. He was re-elected
in the 1994 and 1999 general elections.

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traveling in Tunisia
This Curriculum Guide allows you to explore the honored country of Tunisia without ever
leaving home. However, if you were lucky enough to grab your passport and board a plane for
the Republic of Tunisia, here are a few interesting travel points.

INTRO

Although there are six major airports throughout Tunisia, you would probably
fly into the largest airport most convenient to the capital city of Tunis. Dont
be confused, however, because that airport is known as the the Carthage Airport.
From the U.S., your connecting flight will probably fly out of London,
Amsterdam or Paris (many Parisians travel to Tunisa on vacation to enjoy the
spectacular Mediterranean coastal resorts.
Once you land, the fun begins. The great thing about travel is saturating
yourself in another countrys culture. While many Tunisians speak English,
French and Arabic are the countrys primary languages, so you may find
yourself involved in some interesting interaction to get directions.
Currency is the Tunisian dinar, and money is easily exchanged at the airport,
at most hotels and at banks located in every city. Plus, ATM machines are
easily located, provide instructions in Arabic, French and English, and
dispense dinar. The interesting thing is that it is illegal to carry dinar out
of the country, and security asks before you
depart your Tunisian airport.
When renting a car or checking into a hotel, inquire about air conditioning, which
is not always provided. Temperatures in Tunisa can get quite hot, especially in the
lower half, and while it may be stifling for French tourists, if youve ever survived
August in Memphis... youll have no problems!
While Tunisia boasts some of the worlds finest Roman and Byzantine architectural
ruins... the Tunisian roadways are anything but ancient! Roads are in great
condition, and driving throughout the entire country (about the size of the state
of Georgia) is a great experience (plus, they drive on the right side of the road!).
Rental cars are easy, but most are manual transmission. Road are well marked
and road signs are plentiful. Small concrete markers
count down the miles to almost every city. Of course, Tunisia also offers excellent
trains and bus transportation throughout the country, and taxi cabs are everywhere.
Many locals, especially teenagers, take to the streets in parades of motor scooters.
Another interesting aspect of driving in Tunisia (at least one you wont experience
in the U.S.) occurs in the southern part of the country as you approach the Sahara
Desert. Eventually, many miles before you would ever reach the southern tip of
the country, all asphalt roads run out, as the arid Sahara Desert takes over. Before
then, you will encounter numerous Dromedary Crossing signs!
Of course, once those asphalt roads run out, Tunisia and the Sahara Desert offer
still another form of transportation.
9

A List of World Famous Tunisians

While few of Tunisias famous citizens of yesterday and today
have become household names in America, they have defined
excellence in literature, art, astronomy, sports, government, music
and more. They are as diverse as the landscape and history of the country from
which they emerged. Below is a list of just a few famous Tunisians. On page
35, teachers will find a student activity which helps students research and learn
more about these Tunisians leaders and legends.

INTRO

Abu el-Kacem el-Chabbi (1909-34) One of the most famous writers of

modern Tunisia, and considered to be the countrys national poet. Born near
Tozeur in 1909, he died in 1934 at the young age of 25. His poem Will to
Live is taught to Arab children throughout the country. He composed lyrics of
Tunisias national anthem and is regarded as one of the greatest Arab poets.

Abu el-Kacem el-Chabbi

Khair ed-Din Barbarossa Red Beard, the notorious corsair (pirate), was
actually born in Turkey and the Turks made him governor. He originally based
himself on the island of Jarba and, in 1534, he captured Tunis from which he
attacked coastal towns in Europe and raided merchant vessels in the
Mediterrannean.
President Zine el Abidine Ben Ali President of Tunisia since 1987 who
ushered the country into a new era, often referred to as The Change. After
serving as Minister of the Interior and Prine Minister, he became president
following the 30 year presidency of Habib Bourguiba. He also won general
country elections in 1994 and again in 1999.

President Zine el Abidine Ben Ali

Habib Bourguiba Born in Monastir in 1903, this former president initially

led Tunisia to independence from French rule, formed its first government, and
served for 30 years as the countrys first president and leader of the NeoDestour Party (later the Parti Socialistes Destourien).
Brahim Dhahak (1931-2004) Outstanding artist of the cole de Tunis school
of painting, and one of Tunisias most creative engravers and painters. He
admired Matisse and painted women in a modernist stance reminiscent of the
great French painter.

Mohammed Gammoudi

Mohammed Gammoudi - Legendary Tunisia runner, who won medals at three

Olympic games, and inspired generations of Tunisian runners. He won a silver
medal in the 10,000m in Tokyo; a gold medal in Mexico City in 1968 and a
silver medal in Munich in 1972, both in the 5,000m.
Hannibal Barca Legendary Carthaginian military general who led 90,000
soldiers, and 37 elephants across the Pyrenees, southern Gaul and the Alps to
take on the army of the mighty Roman Empire during the second Punic
War. After his attempts to introduce democratic reforms were met with
opposition by the ruling classes, he was forced to flee Carthage.

10

Hannibal Barca

10

A List of World Famous Tunisians (cont.)

Wissem Hmam - Handball is popular in Tunisia, probably only second to soccer. Hmam is
the most famous Tunisian player, playing for the Tunisian national team and previous World
Cup high scorer, scoring 81 goals in the 2005 World Handball Championship. His face is seen
on advertising throughout Tunisia.

INTRO

Taieb Jallouli Tunsian cinematographer for over 30 years who served as the chief art director for Star
Wars and The Phantom Menace, much of which was filmed in Tunisia. He also worked on the movies The
English Patient, Madame Butterfly, Raiders of the Lost Ark, and Roman Polanskis Pirates, which were
also filmed, in part, in Tunisia. In 2000, he became the first Arab and African director nominated for the
French Cesar Award for best Art Director.
Ibn Khaldoun (1332-1406) Considered by many to be the most famous
writer born in Tunisia, regarded as the founding father of sociology and political
science, as well as the forerunner of modern economics and democracy. His
grand work on world history was Kitab al-Ibar (The Book of Experience). He
was born in Tunis in 1332 to an upper-class Andalusian family.
Latifa Contemporary Tunisian pop music star, born in Manouba, has recorded
more than ten albums in different styles and Arabic dialects, and one of the first
Arab artists to film her music videos in the Cinema-Clip style. Her albums in the
early 80s were in more traditional Arab style, then she turned to pop music in
the late 1980s. After a brief break from recording, she returned to prominence,
and has been releasing more albums since 1999.

Wissem Hmam

Albert Memmi (b. 1920) One of the most famous Tunisian writers of the 21st
century, and was a supporter of the independence movement. Memmi, a Jewish
Tunisian who lives in France, wrote his most famous novel, The Pillar of Salt,
in 1953. His best-known nonfiction work is The Colonizer and the Colonized,
published in 1957.
Moufida Tlatli Tunisian film director, born in 1947 in Sidi Bou Said, Tunisia.
Her 1994 film, The Silences of the Palace, won a prize at the Cannes Film
Festival, and takes place on the eve of Tunisian independence from the French
in the 1950s. It also traces the systemic and
internalized oppression suffered by generations of
servant women working in the kitchens of the Beys
relatives.

Ibn Khaldoun

Yahia Turki An early member of Tunisias cole

de Tunis school of painting, which was influenced
by both the French and the Italian schools of
painting. He is considered by many to be the father
of modern Tunisian painting.
Albert Memmi

Latifa

11
11

Tunisian Flag & Coat of Arms

Flags usually serve as the primary symbol to represent a country. Aside from being flown at
government buildings, they represent at the Olympics, on passport covers, at soccer games,
and more. Few people, however, know the full story behind their countrys flag, including
when it was first adopted, changes that were made, and what symbolism is included.

INTRO

Tunisian Flag
The Tunisian flag was originally adopted sometime between 1831 and 1835, making it one of the worlds
oldest flags. The Bey of Tunis, Al-Husayn II ibn Mahmud decided to create the flag after the Battle of
Navarino. It remained the countrys official flag throughout the
French protectorate, but wasnt confirmed as the national flag
of the Republic of Tunisia until June 1, 1959 with the signing of
the new Constitution, several years after the country gained its
independence from France on March 20, 1956. The flag
underwent several changes, with the current version adopted,
and its proportions and design specified into law in 1999.
The flags background is red, a traditional color of Islam and
was the color adopted by the Ottoman Empire which ruled
Tunisia from the late 16th century until 1881. In the center is a
white circle (white symbolizing peace) with a red crescent and five-pointed star, both of which are also
traditional symbols of Islam and are considered lucky. The crescent represents
unity of all Muslims and the five-pointed star represents the Five Pillars of Islam.

Tunisian Coat of Arms

The Tunisian coat of arms displays the same star and crescent
represented on the countrys flag. The gold shield is divided into
three sections, separated by banners which display the national
motto, Freedom - Order - Justice written in Arabic. The ship in
the top section represents freedom and recalls the countrys
Phoenician history and modern maritime interests. The balance
represents justice, and the lion, holding a sword, represents order.
In earlier versions of the coat of arms, the backgrounds of the three
sections were different colors. In 1963, the arms were modified
substantially, removing the olive branch, sheaves, medal, lances, and
banners, changing the background to gold in all sections, reversing the
positions of the lion and the balance, and changing the motto to Order Freedom - Justice. In 1989, the order of the words on the motto were changed back to Freedom - Order
- Justice, but the arms were not changed.

12

On page 28, this Curriculum Guide presents a lesson plan which focuses on the coat of arms of the
Republic of Tunisia, and encourages students to create a different Tunisian coat of arms, incorporating
items and symbols they have learned about through their studies of Tunisia.
12

Going Door to Door in Tunisia

Different countries signify social status in various ways... the kind
of car one drives, heads of livestock, a landscaped lawn, the clothes
one wears. In Tunisia, doors are symbols which reflect the interests,
happiness, wealth, even number of family members living inside.
They are usually of solid palm wood, reinforced with sheet metal,
and set within distinctive portals, some with arches, some with tiles,
some framed with columns. Even the colors of the doors reflect the
building or the people inside. Most are blue, though some are brown
or yellow, and public baths or mausoleums are designated with red
or green doors. Intricate designs often adorn the doors, created
with studded nails. Motifs include moon crescents, stars, plants,
palm leaves and minarets. European influences led to additional
ornamentation, including mosaic tiles.

INTRO

Door knockers are sometimes as decorative as the doors themselves,

and also help to convey information about the family inside. While
many door knockers are brass or iron rings, many represent the
countrys famous Hand of Fatima, or a clinched fist which raps
on the door. The number of door knockers is also significant,
although explanations vary. The right door knocker is specifically
for use by men, the door knocker on the left door is for women. A
third (and lower) door knocker often signifies the first child, or
sometimes the first son. Some doors even have small doors cut
within them, used for the small children as the run in and out.
Blue doors are specifically obvious in the Tunisian city of Sidi Bou
Said near Tunis. In fact, the entire boasts a unique and decorative
blue and white color scheme, first introduced to the city by Baron
dErlanger. While the scores of blue doors seem repetitive, they are
actually each uniquely different in terms of size and ornamentation.
The doors are usually set against white walls, also adorned with
ornate window grilles or matching blue window shutters.
A doorway decorating activity for students is available on page 19
of this Curriculum Guide.

13
13

The Ultimate Tunisian Quiz

Many students may not be able to find Tunisia on a map, or may not even know on which
continent to look. A few hours spent or a few lesson plans completed within this Curriculum
Guide, and all of the answers to the Ultimate Tunisian Quiz may be clear! Following your
classrooms exploration into Memphis in Mays 2010 honored country of Tunisia, distribute this quiz to
students and see how Tunisian they have become. Answers can be found on page 68.

INTRO

1. What is the official currency of Tunisia? _____________________________________________________

2. What city was the Phoenician capital? ______________________________________________________
3. What two countries border Tunisia? _______________________________________________________
4. Who was Tunisias first president after 1956s independence? ____________________________________
5. What is the primary sport of El-Haouaria, and many Arab kings? _________________________________
6. What is a traditional Tunisian bazaar or marketplace? __________________________________________
7. What is the name of a traditional Arab town or the oldest part of a Tunisian city? ______________________
8. What is the word for a lake or marshland, like the colorful southern salt lake? ________________________
9. Orchards produce which two primary agricultural exports for Tunisia? ____________________________
10. What is the main place of worship, and what is its corner tower? _________________________________
11. What northern city is known for its birdcages and blue doors? ___________________________________
12. Who is the Princess of Tyre linked to the origins of Carthage? ___________________________________
13. Who were the Aryan barbarians who invaded Tunisia in the 5th century? __________________________
14. During what war did Hannibal cross the Alps atop elephants to face the Roman army? ________________
15. What does the constitution require that the president be? ______________________________________
16. What two symbols are in the center of the Tunisian flag, and what do they represent? _________________
17. During World War II, what two Allied generals liberated Tunisia? ________________________________
18. By what phrase has Zine el-Abidine ben Alis accession to power become known? ___________________
19. What talisman, associated with Mohammeds daughter, is thought to ward off bad luck? ______________
20. Who were the notorious pirates who guarded the coast during the 17th & 18th century? ______________
21. What is the name of a fortified granary or Berber village? ______________________________________
22. What is the northernmost city on the African continent? _______________________________________
23. What is a Tunisian fortress, was usually the hilltop residence of the local ruler? ______________________
24. What animal might you see on road crossing signs in southern Tunisia? _______________________
25. What is the spicy condiment made of red chili and garlic? _________________________________

14
14

Never Too Much Tunisia!

K-2nd Grade Study Unit

The culture, customs and geography of Tunisa will probably seem very different to most early
elementary students. Although many will have a concept of foreign countries, they probaly
havent developed specific understanding about cultural details, except perhaps for a few very
familiar and frequently discussed countries like Mexico, England and Japan, for example, or countries they
have seen depicted in childrens movies like Mulan or Aladdin.

K-2

Classroom Activities
Begin your classrooms exploration into the country of Tunisia by first discussing broader ideas of the
world and various continents, asking students in an open discussion session to name things they think of
when the teacher mentions continents like Africa or Australia or Antarctica. Then ask them to raise
their hands if they can name a specific country.
Then begin to create a mental picture for them about the country of Tunisia by calling out some of the
following descriptive words. You may even choose to have students close their ideas and imagine what type
of country they imagine as you call out these words.

desert

camels

sandy beaches

robes

hot

archways

fishermen

palaces

colorful rugs

After hearing those words, ask if they could think of any other words that might come to mind that they
would also think might apply to this country. Explain to students (and have a discussion) about the danger
of making simple descriptions of people and countries. Even though we may have certain pictures in our
minds, the whole country is probably not like that. Discuss with students the words that people in other
countries might use to describe America if they have never been here. Words like cowboys, movie stars,
big cities and big houses might be used, even though we know that is not what our whole country is like.
Explain that the same is true about Tunisia.

Additional Starting Points

!

Teach students how to spell Tunisia.

Using a classroom globe or world map, show them the location of Africa, the Mediterrannean Sea, and
Tunisia. Show them the distance between Memphis and Tunisia
!

As an art project, consider having students create a Tunisian passport. Help them fold three sheets of
paper or construction paper, and staple them at the crease to form a 4.25 x 8.5 booklet. For now, keep it
blank, then as you lead them through various activities about Tunisia, have them fill their Tunisian Passport
with illustrations, words and artwork about the honored country.
!

15
15

A Tunisian Folktale
Education and literature have played key roles in Tunisian history and society. Nearly threequarters of the Tunisian population is lterate, and primary education is compulsory. Most
existing Tunisian literature dates back to the Roman and Byzantine periods. The most famous
author to have lived in the area was St. Augustine who studied philosophy in Carthage. Other early Roman
writers include the theologian Tertullian and the philosopher Apuleius. The golden age of Arabic literature
saw the birth of literary prose. The best known writer was the 9th century poet Abu Nuwas. Famous
Tunisian writers include Ibn Khaldoun (1332 - 1406), Mohammed an-Nafzawi (14th century), Abu elKacem el-Chabbi (1909 - 1934). The most famous 21st century Tunisian writer is Albert Memmi, born in
1920. Folktales also play a role in Tunisian literature, being passed along by friends and family members,
each with its own interpretation. One famous Tunisian folktale involves the competitive relationship between
the jackal and the hedgehog.

K-2

Why the Jackal Wont Speak to the Hedgehog

Located not too far from Testour in nortern Tunisia, there stood a small farm, close enough to the town that
the minaret of the central mosque was visible from the garden. On the farm lived the jackal and his good
friend, the hedgehog. Every morning as the Tunisian sun rose, the two went out to cultivate their small
wheat field.
The work was hard. With shovels they dug up invading thorn bushes, avoiding the pains of the branches
points. They also carried away field stones which could chip their plows blade. Working together they
pulled weeds and planted their wheat.
Many Tunisian days passed, and the jackal and the hedgehog were grateful for both the days of sunshine and
the days of rain which fed their field. They watched as the blades of wheat grew taller and taller. By the end
of the season, it was time to harvest, and the sickles were brought from the shed.
The hedgehog said, The time has almost come to divide this years harvest. To be fair, my friend Jackal, Ill
let you choose between taking what is in the ground, or what is not.
The jackal could see the thin grass growing above the ground, but could only imagine how much more must
be located under the Tunisian soil. Ill take what is under the ground, Mr. Hedgehog. So with sickles they
harvested their field of wheat, and the hedgehog loaded the golden stalks on his wagon. The jackal was left
with nothing but the roots.
Perplexed, the jackal went into town and consoled himself and his misfortune over several cups of mint tea.
I feel my friend has tricked me, murmered the jackal, but I must be shrewd, and will never make that
same mistake again.
With the wheat field cleared, it was not long before the jackal and the hedgehog prepared for their next
planting. One morning as the Tunisian sun rose, the two went out once again to cultivate their small
field. The time of the year had come to plant sweet onions. With hoes in hand, the two friends worked

16
16

A Tunisian Folk Tale

together to prepare even rows for planting. Once again they dug up those annoying thorn
bushes. They carried away field stones, and they pulled pesky weeds.

K-2

Once again, many Tunisian days passed, and the jackal and the hedgehog were grateful for the days of
sunshine and the days of rain which fed their sprouting onions. They watched as the green leaves of each
onion sprung up from the ground and grew tall. Near seasons end, as the scorching Tunisian sun bore down,
the onion stalks turned yellow and dry.
For the second planting season of the year, the hedgehog said, The time has come again, my friend Jackal,
for us to divide our harvest. To be fair, once again, Ill let you choose between taking what is in the ground,
or what is not.

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The jackal remembered his past error, and his embarrassment at his bounty of only shriveled
roots. This time, said the jackal with a smile, I must be shrewd and avoid that same
mistake. Ill take the harvest that grows above the ground. With his sickle, the jackal
eagerly trimmed the stalks close to the ground for himself. Showing no expression, the
hedgehog took his shovel and filled his many baskets with plump, sweet onions.

English
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Seeing that he had been fooled again, and with his tail tucked between his legs, the jackal stomped angrily
back to the town cafe to soothe his angry head with many cups of mint tea.
And that is why, to this day, the jackal will not speak to the hedgehog.

Questions
1. Does anyone know what a jackal is? To what other kinds of animals would you compare a jackal? What
is a hedgehog (is it a type of hog)? To what other animals would you compare a hedgehog?
2. Using one of the maps in this Curriculum Guide (or if your teacher has a good world map in the classroom),
locate the city of Testour. To what large Tunisian city is it closest? Does it sit on a major roadway or does it
sit near a lake or near a river?
3. When preparing the garden or harvesting their crops, what garden tools did the jackal and the hedgehog
use? What is a sickle and how does it work?
4. The story uses several pretty large words. Can anyone in class tell the teacher what each of these words
mean (if not, work with the teacher to look the words up in a dictionary)? What does grateful mean? What
does perplexed mean? What does console mean? What does shrewd mean? What does embarrassment
mean? What does soothe mean? After looking them up, use each in a sentence.
5. Obviously the jackal did not know that onions grew under the ground, and only the leaves grew
above the gound. Do you know of any other foods or vegetables which grow under the ground?

17
17

Creating a Kairouan Carpet

There are two basic types of Tunisian carpets, most of which are produced in either Kairouan
or Jerid. Carpets are either knotted or woven. Woven carpets are less expensive and have
their origins among Tunisias Berber people. Knotted carpets are more difficult to make,
many of which have over 150,000 knots per square metre. A common diamond design used in many rugs is
thought to be derived from a lamp in the Great Mosque in Kairouan.

K-2

Activity

- This activity is based upon Tunisias woven carpets. Created on looms, yarns threaded in
opposite directions snake over and under each other to create unique patterns. For this easy activity, you
will need lots of construction paper in different colors. Students may need help cutting the paper. Cutting
lengthwise on each sheet, cut thin strips of colored construction paper, each about 1 wide. Students can
choose strips of two different colors of paper for a checkerboard rug, or choose strips of all different colors
for a random pattern of color. Each student will need about 20 paper strips.
Have each student line up their first ten strips of paper in a row. If they want a checkerboard design, make
sure that all ten strips are the same color. Now, the ten remaining strips will go across these first ten strips.
Once again, if they want a checkerboard design, these second ten strips should all be the
same color (just a different color from the first ten). Starting at one end of all of the first ten
SPI
strips, they should take one strip from the second group, and weave it over and under then
Art
K-2.spi.1.1
ends of the first ten... alternating over and under as they go. The second strip from the
Art
second group of strips should also go over and under the first ten strips, right next to the
2.spi.1.2
strip you just wove... only this second strip should go opposite the first (it should go over a
strip which the first went under, and under a strip which the first went over!). The third strip
follows the same over & under pattern as the first. As they continue, alternating the over & under
pattern, their Kairouan carpet will come together as they complete all ten paper strips from their second
group... each woven alternating over and under the first group of ten strips. Once finished, they may want to
put a single drop of school glue between the overlapping ends of each strip to hold the carpet in place. The
finished result is a brightly colored or checkerboard woven carpet. Display carpets in your classroom.

The Doors of Tunisia

In Tunisia, doors are considered symbols which
reflect the fortune and happiness of the owners.
Doors are built strongly, and are usually painted
blue, especially in Sidi Bou Said, though sometimes
yellow or brown. Doors entering public baths or
mausoleums are usually painted red or green. Doors
are usually decorated with nails forming elaborate
designs ranging from crescents and stars to flowers
and palm leaves. Most doors also have
doorknockers, and the one on the right is usually
used by men, the one on the left used by women.
Many doors are set within traditional Tunisian
horseshoe archways.

18
18

Decorating The Doors of Tunisia

Distribute copies of the Tunisian door outline below to your students. Allow each student to
use crayolas, markers or colored pencils to create their own decorations. Encourage them to
decorate the posts and horseshoe arch, as well as the left and right doors. Display the doorways
in your classroom.

K-2

19
19

Making a monumental Mosaic

Archaeologists have discovered an astonishing number of ancient beautiful mosaics in ancient
buildings throughout Tunisia. Mosaics have been an architectural standard in that country for
centuries, partially due to the wealthy citizens of ancient times, the availability of beautifully
colored stones, and the Roman influence. This activity allows students to create their own Tunisian mosaic.

K-2

Activity - This activity begins with a selected picture. For

older grades, distribute paper to each student and have them draw
a simple picture. It can be a house, and animal, a tree, a friend...
whatever they like. For younger grades, you may want to copy
pictures from illustrated books or coloring books and allow them
to choose their favorite.
Next you need lots of squares of different-color construction paper.
Older grades can cut out their own with scissors. Have them select
four different-color sheets of construction paper and cut them
into small squares about one-inch square (they dont have to be
exact). Younger grades may need the teachers help in cutting out
the color squares.

What You Need:

! White school glue.
! Plain white paper and
pencils, or a good selection of
pictures (coloring book pages
work best).
! Lots and lots of small
different color construction
paper squares.

Working on top of their original drawing, and using white school

glue, have them cover their entire picture with the color squares,
applying the right color squares to bring their artwork to full color. Its just like painting,
only they use color squares instead of paint!
Display the mosaics throughout your classroom, or, if youre going to create a souk
marketplace, save them for decorations in your Tunisian souk.

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Start with a drawing by the

student, or, for younger students, cut out
pictures from magazines or coloring books.

For a more advanced activity

for older students, teachers can
consider visitng a local tile store. These
stores often sell small boxes of miscellaneous
small tiles. Students could use these to create
real tile mosaics.

20
20

Birdcages of Sidi Bou Said

Just northeast of the capital city of Tunis lies the city of Sidi Bou Said. It sits high on a cliff
and has a beautiful view over the Gulf of Tunis. The city is famous for its many blue doors,
which were introduced by Baron dErlanger, and which feature ornamentation and various
motifs. Sidi Bou Said is also famous for its beautiful birdcages. Most are made of wire and
are often painted white, and usually look like miniature mausoleums. Tunisians are fond of
pet birds, particularly canaries. Empty birdcages can often be found in hotel lobbies, and are
sometimes even used for mailboxes for guests letters and postcards.

Activity - This art activity requires close adult supervision and participation, especially

K-2

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with the initial use of a knife or sharp object, which can be done outside of class. Give students several days
lead time, and ask them to bring an empty (and washed) 2-liter soda bottle from home (Illustration 1).
Before beginning the birdcage activity in class, an adult should use a knife or box cutter to cut each of the 2liter soda bottles in half (Illus. 2). Push the bottom section of the bottle inside the top section and wiggle it
to move it and compress the two halves together. The end result will look like a shorter soda bottle (Illus. 3).
Use the knife or box cutter to cut a small round hole in one side of the bottle, about the size of a silver dollar.
One thing that makes the birdcages of Sidi Bou Said so special is that each is a unique work of art. Now,
supply students with construction paper, school glue, and other art materials so that they can make their
birdcage into a unique work of art. Work several days in advance, and send a note home with students,
giving them the option to bring other ornamental objects from home to make their birdcage more beautiful
and unique. Additional items like strands of beads, feathers, even old pieces of cosmetic jewelry can be used
to add a special touch to their ornamental birdcage.
Once they are complete, a bright piece of ribbon tied around the mouth of the bottle can be used to suspend
the birdcage. Once taken home, students can even pour a cup of bird seed into their birdcage, and covert it
into a bird feeder by suspending it from a tree branch in their yard.

1.
2.
3.

Sidi Bou Said

21

21

Artistic Arabic Alphabet Animals

Characters of the Arabic alphabet are beautiful images, almost looking like contemporary
works of art. These Arabic sharacters, however, will look totally foreign to most, if not all, of
your students. Explain to them that there are many foeign languages, like French and Spanish,
which are difficult for us to understand, however the alphabet used to write words in French and Spanish are
the same as our letters. Arabic is different. Not only is the alphabet difficult for us to understand, speaking in
Arabic is very difficult for people who have never spoken Arabic before. With certain words, the tongue is
used differently than the way we use our tongues when speaking, and some of the sounds made with the
mouth when speaking Arabic sound very unusual to us.

K-2

Begin this activity by quickly reviewing the English alphabet, asking students to repeat the names of different
letters as you point them out. Then, as they call out each letter, ask students to name an animal whose name
starts with that letter (when you show them an r, expect answers like rabbit or rhino).
Since it is too difficult for us to learn how to speak Arabic, this activity utilizes letters from the Arabic
alphabet as starting points for a unique art project. It also helps students learn some of the basic sounds these
letters of the Arabic alphabet make. There is an easier activity and a more difficult activity offered.

Easier Activity

- Provide your students with sheets of construction paper, as well as crayolas,

markers or colored pencils. Enlarge each of the unique Arabic letters on these two pages, until they will fit
on an 8.5 x 11 sheet of construction paper. Ask each student to select an Arabic letter. Have them start by
studying the shape of their letter, then the shape of the letter to guide them in drawing an animal which might
look like the shape of the letter. They should then give their animal a name, just like they would their pet,
only the animals name should start with the sound their Arabic letter makes.

More Difficult Activity

- Approach this activity the same way you would the easier activity.
However, once each student chooses an Arabic letter, rather than drawing any animal that looks like the
shape of the letter, they must choose an animal whose name starts with the sound the Arabic letter makes.
(continued on next page)

Like teh, this is a

thoroughbred.
His name is Theo!
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teh makes the th

sound as in thin

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22
22

Artistic Arabic Alphabet Animals (cont.)

For example, the letter on the previous page is a teh and makes a noise similar to the th
sound we make. Its pretty difficult to think of animals that start with the th sound (the
other letters sounds are easier), but two examples could be thrush (like the bird) or
thoroughbred (like the racing horse). Thoroughbred is the animal we used in the example below.

K-2

keheh makes a
k sound as
in kangaroo
sad makes an
s sound
as in skunk

zah makes a z
sound like zebra

sheen makes an sh
sound like shark

yeh makes a y
sound as in yak

lam makes an l
sound as in lamb

feh makes the f

sound as in fox

jeem makes a j
sound as in jaguar
23

23

Sailing the Ships of the Sahara

Camels have been called the ships of the desert, and camel caravans which once sailed
across Tunisias southern Sahara Desert region carrying trade merchandise now haul many
Tunisian tourists across the sands. Most of these depart from Douz on the northern edge of
the Sahara or from Ksar Ghilane of Tunisias eastern edge.

K-2

Activity - This activity involves educational standards of art, mathematics and foreign language (although
probably not a foreign language taught in Memphis!). First, teachers should work with students to practice
the Arabic number words listed below. These words are for the numbers zero through seven. Make it a fun
activity to help students memorize and recognize these eight simple Arabic words.

zero =
one =
two =
three =

sifr
wahid
ithnan
thalatha

four =
five =
six =
seven =

The next step in this activity is to set up your classrooms

Mathematical Camel Caravan. Start by making copies
of the camel on the following page for each student. Have
students cut out along the dotted lines, then color their
camel to suit their personality. They should write their name
in the blank.
Prepare the caravan on your classroom blackboard,
whiteboard or wall. Put a small piece of tape on the back
of each camel, and post them side-by-side along the bottom
of the board (order doesnt matter). Along the left hand
side, post the numbers 1 through 5, with the 1 being just
above the camels heads (you can increase the numbers
for a longer contest, like if you want it to be a week-long
camel race).
Cut out multiple copies of the Arabic math equations on
the following page, and fold each in half. One by one,
allow students to select a folded equation, unfold it, read
it aloud, and attempt to answer the math equation written
in Arabic. If they answer it correctly, their camel moves
forward that number of spaces. For example, if the equation
asks sitta minus arbaa, and the student remembers their
Arabic numbers well enough to recognize six minus four,
they would answer two or (if the teacher prefers)
ithnan. That students camel would then move up

24

(cotinued on the next page)

24

arbaa
khamsa
sitta
saba

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Cool Camel Facts

!

Camels that live in Tunisia are

dromedary, having only one hump, not
two. 90% of camels worldwide are onehumped. Dromedary embryos have the
bud for the second hump, but it remains
undeveloped in the species.
! Caravans provided the only safe means
to transport goods across North Africa
in the Middle Ages, and intiitally mules
and donkeys were also used, but proved
ineffective.
!

Camels can drink 28 gallons of water

at a time, and go for two weeks without
drinking again.
!

The Arabic language has over 100

terms to describe camels.
!

A camels thick coat maintains an

insulating layer, reflects sunlight, and
insulates them from the desert heat. Their
long legs help by keeping them further
from the hot ground.

Sailing the Ships of the Sahara

(cont.)

two spaces on the board, from the bottom of the board. The first student whose camel
reaches up to or past the five position on the board, after all students have had the same
number of attempts, wins the Mathematical Camel Caravan.

K-2

ithnan + sifr =

sitta - arbaa =

ithnan + ithnan =

khamsa - arbaa =

arbaa - sifr =

thalatha - wahid =

wahid + ithnan =

sifr + sitta =

khamsa - thalatha =

thalatha + wahid =

saba - sitta =

ithnan + thalatha =

Make copies
of this page,
and a copy of
this camel cutout for each
student. Have
students color
their camel
and write their
name in on the
name tag.

Your Name:
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25
25

Student Shopping at a Souk

Imagine your favorite flea market, stocked with plenty of crafts and merchandise, multiply it
by ten and it will begin to resemble a traditional Tunisian souk. A souk, or souq, is a
shopping market located in many Tunisian cities, usually within the towns medina, or old
quarter. The larger ones appear to be chaotic, but are actually well-ordered spaces with similar objects often
clustered in one area. Some are outdoor, while others are more like covered bazaars, usually open from
morning until night with a break in the afternoon. Shoppers can find perfume, jewelry, gold, carpets, fruits
and vegetables, leather articles, even traditional Tunisian chechias (hats). You will also see Tunisian artisans
demonstrating their crafts, as well as old friends playing a game of backgammon.

K-2

Now that your class has almost completed its Kindergarten - 2nd Grade unit about Tunisia, and created a lot
of Tunsian arts and crafts, now is the time to pull it all together and turn your entire classroom into a fun,
traditional Tunisian souk. It will be a fun opportunity to combine all that they have learned into an interactive
event. Students from other classrooms in the schools can even be invited explore the souk!

Activity - As the teacher, you, of course, decide how extravagant you want to make your Tunisian
bazaar. As you can see, even in the simple open-air market in the picture, brightly colored fabrics, flags,
weavings and carpets adorn the walls. You may choose to hang bright fabrics in your room, even from light
to light. Using bright fabrics and felt, you can allow students to work together to make flags, with designs
and symbolism representing Tunisia.
The colored pictures of Tunisian doors, similar to the brightly colored doors found in Sidi Bou Said and
other Tunisian cities, which your students created in the activity on page 19 can add to the atmosphere.
Dont stop there! Work together as a classroom to decorate the door entering your classroom, making it
look like one of the decorated Tunisian doors. Notice how many have decorative brickwork around the top
and sides of the door, often featuring alternating colors, which can be accomplished with alternating colors
of construction paper going up the sides and across the top of your classroom door. Cut big letters out of
construction paper and post
the invitation, Welcome to
Tunisia on the hallway wall
to introduce your souk to
other teachers and students
in your school. Also display
the mosaics and the Sidi Bou
Said birdcages which were
created on pages 20 and 21,
as well as the Arabic Animal
creations on pages 22 and
23. Even though the camel
caravan race may already be
concluded, keep your
students camels on display
n your classroom as part
of your souk. With
decoration complete, Shoppers stroll through an outside souk in Tunisia. The older, more traditional souks are
often located near the citys main mosque, within the walls of the citys medina.
the fun begins!
26
26

Student Shopping at a Souk

(cont.)

What to Eat? - Here are two options to add alittle culinary fun to your souk celebration.

K-2

The first would require participation of several parents (and you, of course, need to check on
school restrictions concerning food and any dietary restrictions or allergies among students).
Ask parents to research various food from Tunisia and bring for the students to sample. Many schools wont
allow homemade foods to be served, so dishes purchased at restaurants or store bought may be required.
Some samples may include couscous, olives and sweet slices of baklava. You could also bring a sampling of
fruits common to Tunisia,
particularly dates, figs and
prickly pear. A second option
would be to bring a selection of
spices, such as the ones sold in
the huge bins at souk markets,
such as the spices displayed in
the photo. Good choices would
include saffron, paprika,
rosemary, tumeric, and
cinnamon. Allow students to
smell or sample. Other common
scents for students to smell
would include pieces of mnt or
jasmine, often used in Tunisian
cuisine or perfume.

What to Listen to?

Huge bins of brightly colored spices for sale line the sidewalk at a market in Kairouan
Malouf is traditional folk music in central Tunisia. The walls of the old city medina are visible in the background.
which evolved from Arabic
music from Andalusia which arrived in North Africa in the late 15th century. Malouf musical ensembles
usually include a lute, a sitar, a rabab (or rbab), which is similar to a violin, and several percussion instruments.
Visit the library, search the internet, or go to iTunes to locate Tunisian music which you can play in your
classroom. Tambourines are also used in Tunisian music, so students could even create some handmade
percussion instruments to keep the rhythm with the recorded music.

What Do You Wear to a Souk?

- Allow students to look at photos of Tunisians throughout

this Curriculum Guide, in books checked out from the library, or on the internet. Have them study the
different styles of clothing worn by Tunisian citizens. Explain that some articles of clothing
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have particular meaning, or have religious significance. Have students particularly look for
Social
Studies
clothing styles of the Berber people (such as the ornamental assaba headbands and the red
3.1.spi.1
bakhnoug shawls). Also look for pictures of older Tunisian men wearing the famous, red felt
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chechias caps with silk tassels. A Marazig tribesman would wear a keffiyeh, usually of white Social
3.1.tpi.8
fabric, which looks a lot like a turban.
Social Studies
3.2.tpi.2

Open For Business - Schedule a day with your principal when other classrooms
are invited to your classroom souk. Offer samples of Tunisian spices or foods to smell, Social Studies
3.2.tpi.7
handmade Tunisian crafts and play CDs of Tunisian music. In addition to making it fun, be
sure it is also educational for the visiting students.
27
27

Creating a new Coat of Arms

No need to worry. Tunisia is perfectly happy with its current Coat of Arms. In fact, it has
displayed this Coat of Arms for over 50 years, and includes symbols which properly represent
the country. However, for this activity, challenge students to create a new Coat of Arms for
the Republic of Tunisia. Make copies of the blank shield below and distribute to students. As they create a
new Coat of Arms, they must use images, colors and symbols synonymous with the country, its people,
history, geography, etc. They should first conduct research into the country of Tunisia, in addition to what
theyve learned through this Curriculum Guide. Once complete, have each student explain their Coat of
Arms and its imagery.

K-2

SPI
Social Studies
3.1.spi.1
Social Studies
3.1.tpi.5
The current
Tunisian Coat
of Arms. Additional
information available
on page 12.

Art
K-2.spi.1.1

28

Art
2.spi.1.2

28

Going to Tunisia

3rd - 5th Grade Study Unit

This could be an eye-opening adventure for your 3rd through 5th grade students, as they
travel to an exotic country via the lesson plans included in this Curriculum Guide unit on
Tunisia. If they were told they were about to board an airplane to Australia, their imaginations
would probably be running wild with images of kangaroos and koala bears. If they were sailing on a ship to
China, they might visualize panda bears and those Chinese boats (junks) from the Peking Duck book. If
they imagined vacationing in Italy, they would probably anticipate pizza and the Leaning Tower of Pisa.

3-5

The truth is, Tunisia is just a few miles away from Italy, yet the countries are very different. Your students,
in fact, probably know very little about Tunisia... but thats about to change. First, however, we are going to
establish what they dont know. Whats the purpose of this? At the conclusion of their lessons plans about
the Memphis in May honored country of Tunisia, it will be fun (and educational) for them to look back and
realize how much they have learned. It should also help them conclude how dangerous it is to make conclusions
about a country (or another city, or a different culture of people) without properly researching it first.
Activity - Distribute 8.5 x 11 sheets of white construction paper to each student, and provide them with
crayolas, colored pencils or markers. Have them listen closely as you read the following facts about Tunisia.
Then have them create a big postcard from Tunisia, featuring a picture which they think would best portray
this country (if they already know anything about Tunisia, they can use that knowledge in creating their
postcard, as well). Read these sentences, and then have them draw their postcard:
1. This country is in Africa.
2. This country is only about 100 miles away from Italy.
3. This country is a patriotic and democratic country like the United States.
4. This country used to be ruled by the country of France.
5. Roman soldiers used to call this country home.

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Tunisian Two-Part Word Search

3-5

Its all about twos! There are two parts to this Tunisian Word Search puzzle. Anyone can
find words on a Word Search by simply looking up, down or diagonally, forward or backward.
However, for this activity, students will also have to know a thing or two about Tunisia.

Students should first answer the 22 questions below about the Memphis in May honored
country of Tunisia. Then locate each of the 22 answers hidden within the Word Search
puzzle on the following page. Words can be written forward or backward; across, up and
down or diagonally. Answers can be found on page 68.

SPI
Social Studies
3.spi.1.1
Social Studies
3.spi.1.8

1. Normal music: ____________________________________________

2. Lighthouse on One Corner of a Mosque: ___________________________________
3. Dating Back to the Middle Ages, a Law School or Muslim University: ______________
4. Magical Muslim Who Can Control the Wind & Communicate With Birds: __________
5. Dye Obtained From Privet Leaves: _________________________________________
6. Red Cap with a Tassel, Similar to a Fez: _____________________________________
7. Indigenous Non-Arab People: _____________________________________________
8. The Mythical Star Wars Planet Named for a Tunisian City: ______________________
9. The Real Spelling of That Tunisian City: _____________________________________
10. Architectural Picture Built Tile by Tile: _____________________________________
11. Muslim Holy Month: ___________________________________________________
12. As One of the Oldest Countries in Africa, Its the Original Name Given to It by the
Romans, Which Led to the Continents Name: __________________________________
13. Military Commander from Carthage (Elephants Came From Elsewhere!): _________
14. Famous Tunis Museum Housed in a Former Palace (2 Words): __________________
15. Capital of Tunisia, Whats In a Name: ______________________________________
16. Sandy South of Tunisia: _________________________________________________
17. Largest Tunisian Islands: ________________________________________________
18. Huge Southern Salt Lake of Shifting Colors (Two Words): ______________________
19. Many Southern Cities are These, Once Just a Rest in the Desert (Singular Spelt
Differently): ____________________________________________________________
20. City Whose Legendary Origins Involved a Golden Goblet from Mecca: ___________
21. One of Two Primary Languages: ______________________________________
22. The Other One: ___________________________________________________
30
30

Across, Up & Down and Diagonal

After answering the 22 questions on the previous page about the honored country of Tunisia,
locate those words within the Word Search puzzle below. Circle each answer as it runs
forward or backward, either across, up and down or diagonally. Answers to the completed
Word Search can be found on page 68.

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31

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3-5
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Making an Arabic Mosaic

The Bardo Museum, located near the capital city of Tunis, houses many Roman mosaics
from the 2nd through 4th centuries in Tunisia. These architectural renderings created with
small marble tiles adorned many of the homes of the countrys wealthiest Roman citizens of
the time, as well as many Christian churches. Mosaics were used on walls, floors and ceilings, and depicted
everything from religious symbolism and mythology to scenes of everyday life.

3-5

Activity - For this artistic activity, we add an Arabic twist to a craft associated with Roman architecture.
The mosiaic on the opposite page is created with over 800 tiles, each of which are engraved with an
Arabic letter of the alphabet. Make copies of the following page and distribute to each student in the class.
Supply them with markers, crayolas or colored pencils to complete the activity.
First, students should study the Arabic writing of the five different colors to be used in this activity, listed on
the left side below. To complete their mosaic, students should choose one of the Arabic tiles from their
mosaic, then match that letter of the alphabet with the proper Arabic color listed on the right
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side below (they may need to refer back to the list on the left to make sure they are choosing
Art
the right color). They should then color all tiles with that letter of the Arabic alphabet with
3-5.spi.1.1
that particular color. Continue the same process for the remaining 4 Arabic tile letters (and
Art
remaining 4 colors) to fill in all of the squares on their sheet, and complete the mosaic.
3-5.spi.2.4

Once the entire mosaic is colored, they will identify the picture, which depicts a handicraft
found in may souks (or Tunisian cities like Nabeul or Guellala). Display the finished mosaics
in your classroom.

= yellow

= red

= brown

= green

= blue

32
32

Art
3-5.spi.4.1

Making an Arabic mosaic (cont.)

Use the instructions on the previous page to complete the picture and identify the famous
(and beautiful) Tunisian handicraft.

3-5

33
33

Painting Like Paul Klee

3-5

Paul Klee (1879 - 1940) was a famous post-Impressionist painter from Switzerland who was
associated wiht the Bauhaus school of painting. From 1912 - 1914 he visited Tunisia and
spent time in the cities of Tunis, Sidi Bou Said and, primarily, Kairouan. During
this time, and through his influences by Cubism, Klee began painting in an almost
childlike style of brightly colored squares
of alternating colors. Color has taken
possession of me, said Klee. Color and I
are one. Klees canvases of that period
were clearly influenced by Tunisian
mosaics and arabesques that he was
exposed to during his visit. He was also
impressed by the quality of light in Tunisia.

Activity

- Work with students to

study the country of Tunisia through photographs, including photos
found in this Curriculum Guide. Have students name themes they
see throughout Tunisia... olive groves, beaches, deserts, Roman
ruins, camels. Have them choose a Tunisian image they want to
create on their work of art.
Distribute two sheets of white paper to each student. On
one, with a pencil, have them lightly draw a grid of squares
by first starting with vertical lines from the top of the
page to the bottom of the page. Encourage them not to
make the lines too close together, about an inch or two
apart. Then they should draw horizontal lines across,
creating a checkerboard. Set those sheets aside for now.

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Art
3-5.spi.1.1
Art
3-5.spi.2.4
Art
3-5.spi.4.1

On their second sheet, have them draw a simple picture which

represents Tunisia. Encourage them to primarily make it an
outline, and not too detailed. It could be a camel, a Tunisian urn,
the outline of a mosque, a round sun and several palm trees,
Roman columns, or whatever they envision.
Now have them place their picture behind the sheet with the
checkerboard, and trace the picture on to the checkerboard,
combining the two designs. Once finished, they can outline their
pencil lines with a thin black marker. Then have each student
select three of four colors of marker, colored pencil or crayolas.
Have them color their artwork changing colors square by square,
alternating colors so that the same color never next to itself. Where
the lines of the Tunisia drawing divide a square, color each
part of that square a different color. The Tunisian drawing
will still be visible, yet also merged into the brightly colored
checkerboard, just like Paul Klee would have done!
34
34

SPI
Science
3-5.spi.9.1
Science
3-5.spi.9.3

Paul Klee painting (from top) With Two Camels

and a Donkey, Burggaten, and Cityscape
With Yellow Windows.

Radio Tunisia: Celebrity Interview

You host the most popular afternoon radio show on WTUN, Radio Tunisia which is also
web-cast around the globe. The station plays a musical blend of contemporary pop music and
malouf, or traditional Tunisian music, but what has meda the radio station so popular has
been your in-station interviews by some of the most famous Tunisian politicians and celebrities, and your
direct and pointed questions about their past, their lives, their accomplishments, and their careers.

3-5

Activity # 1 - Any great radio interview requires some advance research and preparation. While most
Tunisians speak both French and Arabic, for this activity, thank goodness, all of the famous Tunisians listed
on page 10 & 11 also speak fluent English. Schedule one of those famous Tunisians for your radio show (or
you can locate and select another famous Tunisian by visiting the library or surfing the Internet).
Conduct the necessary research into your guests background and accomplishments. Develop a list of interview
questions based on tht background research. Keep it interesting and focus on the major aspects of the
celebritys life. The goal is not just to reveal who you guest is, but to reveal information about them that your
radio station listeners (and your classmates) may not know about them.
Write out your interview, and your guests responses. The paper can be written in Q and A form. For
example: Q: Mr. Gammoudi, as an Olympic runner, which of your Olympic medals means the most and
why? A: Well, the gold medal in Mexico City would have to be the most meaningful; representing my
country of Tunisia and bringing home the gold. Make your interview at least ten minutes in length, relying
on research to find enough information to keep it
interesting. Gather plenty of info, and dont just
fill space with idle questions like Q: Can
you explain what was going through your
mind? Make it informative and draw
from specific facts about your guest.

Activity # 2

Parlez-vous
franais?

- Teachers, take this

Famous Tunisian activity to a different
level by pairing up students in your classroom,
and having them conduct the same activity, only
for a TV station rather than radio. After selecting the
famous Tunisian they would like to interview, have one
student act as the television host and have the other play the
role of the Tunisian celebrity. Just as with the radio interviews,
plenty of research will need to be done, and
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questions will need to be prepared. Place a
English
couple of chairs at the front of the classroom
3-5.spi.1.03 and allow each pair of students to present their
English
television interview to the full class. For full
3-5.spi.1.06
credit, the student playing the Famous Tunisian
English
can even put together a costume and present the
3-5.spi.1.10
interview in character and full costume. After the
English
interview, the TV host may even want to accept additional
3-5.spi.2.01
questions for the guest from the television audience (other
classmates)!
35

35
35

Coloring a Colorful Country

A colorful country it is! Tunisia boasts beautiful beaches, mountains, modern cities, smaller
rural towns, and golden desert. As your students continue to learn more and more about the
Republic of Tunisia, this activity will assist them with their map skills, with their geographical
skills as they explore various aspects of the country, and even their art skills. They will not only learn about
Tunisia and its climate and its terrain, they will also learn a little about its borders and its neighbors.

3-5

Activity

- Begin by making copies of the map on the following page and distributing them to your
students. Provide them with crayolas, markers or colored pencils to complete the activity. Take them through
each of the steps below, asking them to complete the
instructions for each step. Once all students are finished,
you may choose to display these colorful maps of Tunisia
in your classroom or hallway.
1. Before you begin to color and complete your map,
make it yours by writing your name in the small box in
the bottom left corner of the page, under the word
Tunisia. This box is called a legend, and on most
maps it provides us with information to help us
understand the map. Legends often show symbols which
are used on the map, like for parks, or schools, or
highways. Legends also show us the maps scale
Camels grazing in Tozeur in southern Tunisia
(obviously the country is much, much larger than shown
on the map!). The scale in the legend of your map shows that 100 miles in Tunisia is equal to about 2.5
inches on the map. We will use the scale later.
2. Maps provide us with an understanding of which way the country is facing, by showing us which direction
is north (pointing toward the top of the globe), which direction is south, which direction is east and which is
west. The small circle with the lines crossing through it on your map is a compass rose (even though it
doesnt look like a flower!). East is already shown on the compass with the E on the right side. West is in
the opposite direction from East, so draw a W in it correct position. North is toward the tp of the map, and
South is opposite of North, so draw an N and a S where they should be to complete your compass.
3. The country of Tunisia is located on the very North of the continent of Africa. In fact, it reaches further
to the North than any other African country. It is located in the center of your map. Locate it and write
Tunisia on the blank in the center of that country. Teachers will need to help students to correctly spell the
names of countries.
4. The country to the West is Algeria. Look at the compass to see which direction is West, then write
Algeria in the blank, and color that country light purple. Teachers will need to help students spell Algeria.
5. A big body of water runs across the top of Algeria and Tunisa, and runs part of the way down the right (or
East) side of Tunisia. This body of water is the Mediterrannean Sea (a tough one for anyone to spell!).
Locate it and color it light blue.
6. In the bottom East corner of the map, Tunisia connects with its other neighbor, Libya. Locate it
and write that countrys name in the blank on the map. Then color Libya red.

36

(instructions continue on page 38)

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Coloring a Colorful Country

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Coloring a Colorful COuntry

3-5

(cont.)

7. Across the Mediterrannean Sea, Tunisias closest neighbor (which you would need a boat
or a plane to get to) is Italy, which is located on the continent of Europe. On your map, you
can only see the very South tip of Italy. Locate it and color it pink.

8. So far, so good! Tunisias climate and geography differs greatly from the cooler coastal North to the arid
South. Southern Tunisia enters the huge Sahara Desert (one of the largest deserts in the world). In fact, a
little over one-third of the country lies within the Sahra Desert to the South. Temperatures here get very hot
and there is very little rainfall. Imagine the map of Tunisia divided into three equal sections. Color the
bottom 1/3 of Tunisa yellow and draw a brown camel right in the center of it. Southern Tunisia is known for
its camel caravans into the Sahara Desert.
9. Tunisia has over 800 miles of coastline and beaches where the country meets the Mediterrannean Sea. It
is dotted with fancy hotels and deluxe resorts where vacationers (many from France) come to Tunisia for
summer vacations. Color a thin band (about the width of your smallest finger) all the way along Tunisias
Mediterranean coast from the border of Libya all the way North and across to the Eastern border of Algeria.
10. Most of the rest of Tunisia boasts some mountains (the country sits along the Atlas Mountain range) and
very fertile soil on which lots of date and olive orchards are grown, along with other agriculture. Color the
remainder of Tunisia green.
11. Now, you map of Tunisia and its neighbors should be completely colored (except, maybe, for the legend
box at the bottom). We are still going to label a few things. Bizerte is about the furthest North city on the
African continent. Without telling you any more about it, find the point on Tunisia that is probably closest to
the top of the map. Put a dot there and label it Bizerte. You may not be exact, but youll probably be very
close to the actual location of this Tunisian city.
12. At the top right corner of the country of Tunisia, youll
notice where the Mediterrannean Sea extends down further
into the country, curves to the left and ends with a pretty
sharp point. Draw a dot at the end of that watery point, and
label that dot Tunis. Tunis is the capital city of Tunisia.
13. The Southern tip of Tunisia ends right at the bottom of
your map. Take a small piece of straight paper, and trace the
scale located in the legend in the bottom left corner. Make
a mark on one edge of your paper and label it with a 0, line
it up with the 0 miles mark on the scale, and make another
mark where the 100 miles mark lines up, label it 100.
Use this small ruler to measure a straight
SPI
A man seeking shade in the mountain oases of Chebika
imaginary line from the bottom tip of Tunisia
Studies
all the way North to Tunis. Remember, each length of your small ruler is about 100 actual Social
3-5.spi.3.01
miles. Approximately how far is it from the South tip of Tunisia to Tunis? Write that numer of
Social Studies
miles at the bottom of your map near the Southern tip (teachers, it is just about 450 miles).
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38

Facts & Fables of Fur, Fish, fruit & Fowl

Tunisias process of founding national parks began in the 1980s, and today Tunisia continues
to place strong emphasis on the countrys environment, wildlife and preservation. Major
parks include Ichkeul National Park, Zembra National Park Feija National Park and Boukornine
National Park in the north; Chambi National Park and Bou Hedma National Park near the center of the
country; and Sidi Toui National Park near the Sahara. The parks
host diverse ecosystems which include such species as gazelle,
antelope, hyena, wild moufflon sheep, addax, maned mouflon, oryx,
ostrich, wild boar, jackal, porcupine and Barbary deer.

3-5

Share with your students some of these fun facts and fables about
Tunisian wildlife, then allow them to participate in the activities
listed on the following page.

Camels

- Tunisian camels are Dromedary, or one-hump

camels. Interestingly, baby camels are born without a hump, which
doesnt develop until they start eating food. Water is not stored in
its hump; its a deposit of fatty tissue. They actually have doublelayered eyelashes and a third eyelid which protect the camels eyes
from blowing sand.

Dromedary Camel

Falcons

- Falconry, or the sport of hunting with peregrine

falcons, has been a favorite pastime of Arabian kings for centuries.
The Tunisian city of El-Haouaria is is a major center for the sport,
and hosts the annual falconry festival. Young falcons are caught in
nets. Only the female birds are kept, because they are larger and
more predatory. Following the hunt, the falcons are set free to
resume their migration.

Murex

- The murex is a type of mollusc found in the

Mediterrannean Sea. In early Tunisia, the Carthaginians and Romans
prized a famous purple dye for fabric worn by royalty. Inside the
murex is a long vein filled
with a yellowish fluid which
turns purple when exposed
to light. Theres a myth
which surrounds the origin
of this purple dye. Melkart,
a Phoenician god, was
walking on the beach one
day with his lover, a nymph
called Tyrus, and his dog.
The dog bit into one of the
murex shells on the beach
and its muzzle became
Murex
(continued on following page)

39

Falcon

Fennec
Fennec

39
39

Facts of Fur, Fish, fruit & Fowl (cont.)

stained with a purple dye. When she saw the beautiful color, Tyrus demanded that Melkart
make her a garment of purple. Melkart gathered a quantity of the shellfish to dye a gown
which he presented to her. In reality, the production of the purple dye is a smelly, messy
business. The murex are gathered from the deep water, caught in narrow-necked baskets. They are harvested
into large dye pits where the dye is removed, pulped an heated. The dye pits were always placed downwind
from the cities to avoid the noxious smell.

3-5

Fennec Fox - Primarily a noctural animal, this big-eared desert-dweller is known for its voraciousness.
It snuggles and hides in its cool burrows during the day, escaping the hot Sahara sun, then comes out at night
to hunt for beetles, rodents and bird eggs. Most notable
(obviously, just look at him) are his ears which can be 6 inches
in length (compared to a 16 inch body length). Not only are
they for a keen sense of hearing, but they dissipate heat from
its body, as well. Plus, its known that they are sensitive enough
to hear a large beetle walking across the sand!

Lotus Eaters

- The island of Jerba, located on the

eastern Mediterrannean coast, has been noted in legends as
the Land of the Lotus-Eaters. According to legend, and
according to the classic Greek literary piece, The Odyssey,
Odysseus (or Ulysses) landed on this island and nearly lost his
crew to the amnesia-inducing food of the resident lotus-eaters.
It is said that islanders today are descendants of these people
who dined on the honey-eyed fruit which was believed to cause
Lotus blossom
periods of forgetfulness. There is some confusion regarding
exactly to which fruit the Greek translation refers, but no
scientific evidence has proven the lotus plant to cause sleepiness (and todays Tunisian residents of Jerba
remain quite spunky and wide-awake!).

Activity # 1 - The first paragraph of this lesson plan lists several animals native to Tunisia, the Sahara
Desert and Tunisias national parks, including the gazelle, antelope, hyena, wild moufflon
sheep and addax. Take this list of wildlife (or, more preferably, expand this list through
library and online research) and assign or allow each student to choose one animal to create
a two-page paper or classroom presentation about. Have them locate photos of the animal,
in addition to the research information about the animals habitat, diet, characteristics,
description and population numbers. You may choose to adapt this lesson plan and have
each student create a brochure or conservation poster about their animal.

Activity # 2 - Instead of researching an animal, assign each student one of Tunisias

national parks, and have them write a paper about that park. The paper should focus on the
physical characteristics of the park, its history, its location within Tunisia, and thorough
detail about the diversity of plant and animal population which inhabit that park. Like
the first activity, teachers may choose to have students create a poster, visual
presentation, or even work in groups to develop an oral classroom presentation.

40
40

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Tunisia: Doors to Discovery

6th-8th Grade Unit

Tunisia is a country known for its decorative doors, especially in Sidi Bou Said. In this unit,
lesson plans will lead students through a door of discovery into the country of Tunisia. Activities
include map skills, U.S. comparisons, architecture, even current events. Most students,
however, probably begin with little understanding about Tunisia, so we recommend that students begin with
a brainstorming session. Have students take 5 minutes to list what they know about Tunisia, and specific
information they hope to learn about Tunisia by completing these studies and activities. Discuss.

6-8

What Do You Know About Tunisia?

What You
Already Know
About Tunisia

What You
Want to Learn
About Tunisia

1. _____________
__________________

1. _____________
__________________

2. _____________
__________________

2. _____________
__________________

3. _____________
__________________

3. _____________
__________________

4. _____________
__________________

4. _____________
__________________

5. _____________
_____________________

5. _____________
_____________________

6. _____________
__________________

6. _____________
__________________

41
41

The Great Tunisian Crossword Puzzle

This puzzle may require a little more than crossword skills. Most of the answers can be found
throughout this Curriculum Guide honoring the Republic of Tunisia, however students may
have to conduct some research to find all of the answers. Make copies of both pages, and
distribute to students. Consider making it a several day classroom assignment (individual or in groups) or
send it home as a homework assignment. Online research will definitely help with some answers. Answers
can be found on page 68.

6-8

Across
3. Name of the water basins in question.
5. In a country that is 98% Muslim, this city is home to
one of the oldest Jewish communities in the world.
8. Dish originally created by the Berbers, made from
durum wheat, often referred to as Tunisias national dish
(its like youre saying it twice).
11. Many southern Tunisian towns, like Tozeur, have
grown up around one of these desert spots.
13. Capital of Tunisia (the clues in the name).

15. Tunisia is the worlds largest producer of what fruit.

17. Tunisias western neighbor.
18. Huge seasonal salt lake in southern Tunisia with
waters of changing colors (two words without the hyphen).
21. The accession to power of President Zine el-Abidine
ben Ali is often known as this (2 words).
22. Daughter of the Prophet, her hand is a traditional
Arabic motif often used in jewelry.
23. Tunisias major non-Arabic language.
24. Indigeonous, non-Arab inhabitants.

42

(continued on next page)

42

The Historical Timeline of Tunisia

The timeline on pages 6 & 7 trace many of the significant events in Tunisias history, from the
invasion of the Vandals and the rule of the Ottomans to the countrys independence from
France and election of the most recent president. The country has gone through so many
various cultural influences, it is helpful to place significant events on the timeline to help understand how
Tunisias diverse style and culture came together. After studying the timeline on pages 6 & 7, make copies
of it for each student or, even better, work together as a class and use butcher paper to create a large timeline
to display on the classroom wall. Mark each of the listed events on your wall-size timeline.

6-8

Activity. For homework, assign one of the following Tunisian events to each student. These events are
not currently listed on the page 6 & 7 timeline. Have them research the event, determine the date it occurred,
and prepare a one page paper about the event. Additionally, have them determine one other Tunisian historical
event that is not listed below or on the timeline, and also bring it to class to add to the rooms timeline.

"
"
"
"
"
"
"
"
"
"
"
"

"
Founding of First Roman Colony in Utica "
First Medersa Established in Tunis
"
Death of Hammouda Bey
"
Founding of the Destour Party
"
Founding of Kairouan by Oqba ibn Nafi
"
Tunisian Republic Gets Its Constitution
"
Octavianus Augustus Rebuilds Carthage
"
Zine el-Abidine Ben Ali Becomes President "
Carthage Taken Over by Byzantine Army "
Beginning of Antonine Dynasty
"
WWII Allied Forces Liberate Tunisia
"
Second Punic War

Across

(continued from previous page)

25. Decorative stones, and popular souvenirs, common

in southern Tunisa, made of gypsum which has dissolved
from the sand and then crystallized to look like a rose
flower (enough hints).
26. Muslim holy men as well as the name of his small,
white-washed domed tomb, which dot the Tunisian
countryside.

Down
1. Famous purple dye highly prized by the ancient
Carthaginians and Romans which comes from an aquatic
mollusk.
2. Tunisian fortress, which was usually the impressive
hilltop residence of the local ruler (these places rock).
4. Tunisias eastern neighbor.

Land Registration Act Passed

Tunisia Outlaws Piracy
Tunisian Independence from France
Hafsid Dynasty Created
Founding of Mahdia, countrys capital
Carthage Conquered by the Vandals
Germans Invade Tunisia
Founding of the Husaynid Dynasty
Carthage Taken Over by Arab Forces
Founding of Neo-Destour Party
Beginning of Antonine Dynasty
Beginning of Muradid rule

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6. Location of the huge 12-million gallon water basins,

one of the most important hydraulic masterpieces of the
Arab world.
7. Tunisia shares over 800 miles of coastline with this Sea.
9. A riverbed, often parched in the dry season, but often
with swollen turbulent rivers following rains.
10. In southern Tunisia, is covers almost 40% of the
country.
12. Predatory bird caught and used for hunting, especially
in El-Haouaria.
14. Small red, felt hats often worn by older Tunisian men.
16. When Hannibal, the famous military general of
Carthage crossed the Alps to attack the Roman Empire, he
used these instead of snowmobiles.
19. Residential colleges where Islamic theology and
Muslim law were taught.
20. Normal music of Tunisia.
43

43

Comparing Tunisia & The United States

Size is not the only difference between these two countries. The CIA online World Factbook
at www.cia.gov/cia/publications/factbook/docs/profileguide.html offers information about all
countries around the globe, regarding topics ranging from natural resources, population,
government, military and more. In addition to the information provided for this activity, many more facts
about Tunisia and the U.S. are available. Use the information to answer the questions on the following page.

6-8

The Republic of Tunisia

Land Area:

United States of America

155,360 sq. km.

Land Area:

9,161,923 sq. km.

Natural Resources: petroleum, phosphates, lead,

iron ore, zinc, salt.

Natural Resources: coal, copper, lead,

molbybdenum, iron
phosphates, uranium,
bauxite, gold, zinc,
silver, potash, nickel,
mercury, petroleum,
natural gas, timber.

Elevation Extremes: lowest- Shatt al Gharsah, 17m

highest- Jebel ech Chambi,
1,544m
Environmental
Current Issues:
Toxic and hazardous waste
disposal is ineffective and
poses health risks; limited
natural fresh water resources;
deforestation; overgrazing;
soil erosion; desertification.

Elevation Extremes: lowest- Death Valley, 86m

highest- Mount McKinley,
6,198m
Environmental
Current Issues:
Air pollution resulting in
acid rain; largest single
emitter of carbon dioxide
from burning of fossil
fuels; water pollution from
runoff of pesticides &
fertilizers; desertification.

Population:

10,383,577 (July 08 est.)

Population:

307,212,123 (July 09 est.)

Median Age:

28.8 years

Median Age:

36.7 years

Pop. Growth Rate: 0.989% (2008 est.)

Pop. Growth Rate: 0.975% (2009 est.)

Birth Rate:

15.5 births / 1,000 population

Birth Rate:

13.8 births / 1,000 pop.

Death Rate:

5.17 deaths / 1,000 pop.

Death Rate:

8.27 deaths / 1,000 pop.

Religions:

Muslim 98%, Christian 1%,

Jewish & other 1%.

Religions:

Protestant 51%, Roman

Catholic 24%, Mormon
1.7%, Other Christian 1.6%
Jewish 1.7%, Buddhist .7%,
Muslim .6%, Unaffiliated
12%, None 4%.

44
44

Comparing Tunisia & The U.S. (cont.)

The Republic of Tunisia

United States

6-8

Labor Force:

3.676 milliion (2008 est.)

Labor Force:

155.2 million
(includes unemployed)

Unemployment
Rate:

14% (2008 est.)

Unemployment
Rate:

7.2% (Dec. 2008)

Public Debt:

53.1% of GDP(2008 est.)

Public Debt:

60.8% of GDP (2007 est.)

Oil Production:

86,210 bbl/day (2007 est.)

Oil Production:

Oil Consumption:

91,110 bbl/day (2006 est.)

Oil Consumption:

8.457 million bbl/day

(2007 est.)
20.68 million bbl/day
(2007 est.)

Exchange Rate:

Tunisian dinars (TND) per US dollar - 1.211 (2008 est.), 1.2776 (2007), 1.331
(2006), 1.2974 (2005), 1.2455 (2004)

SPI

Activity Questions:
Use the chart above and on the previous page (and in many cases some good math
skills) to answer these questions.
1.

2.

3.

4.
5.
6.

7.
8.

Social Studies
7.2.tpi.4
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How many times larger in population is the U.S than Tunisia? How many times
7.2.tpi.8
larger in land area is the U.S. than Tunisia? Based on your responses, which
country is more densely populated?
Based on land area, approximately how many times could you fit the country of Tunisia inside the
United States (Tunisia is about the size of the state of Georgia)? Based on population, how many
times would the Tunisian population have to multiply to be as large as the U.S. population?
Its obvious from the statistics that Tunisia is a Muslim country, but based on those percentages,
and the total population of each country, how many actual Muslims live in Tunisia and how many
Muslims live in the United States?
Based on the median age of Americans being almost 10 years more than that of Tunisia, can you
draw any conclusions regarding the life expectancy comparison between the two?
If Americans and Tunisians swapped countries, how many jobs must each Tunisian hold in order
for their labor force to fill all of the jobs in the U.S.?
When you consider the oil production and oil consumption numbers for each country, what
conclusions can you draw, especially in regards to oil imports or exports? Based on the oil
consumption and total population numbers for each country, what percentage of a barrel of oil
does one citizen from each country utilize in a day?
Extrapolate the numbers to calculate how much oil Tunisia would use if its population was as
large as the United States?
Based on the 2008 exchange rate between the Tunisian dinar and the U.S. dollar, if you
traveled to Kairouan and purchased a carpet for 500 TND, what would it be worth in U.S.
dollars (understanding it would be priceless to you!)?

45

45

Tunisian Map Skills Activity

Use the map of
Tunisia to the
right to answer
the geography questions and
activities listed on the following
page. Copies of the map and the
questions can be distributed to
each student, or use it for
classroom discussion. For an art
project, have students create a
large wall map for your
classroom.

10

6-8

Students will notice that, while

the names of the cities are the
same, some of the wording on
the map is in French rather than
English. For a time period
preceding their independence,
Tunisia was ruled by the French,
and French is the second
language of the country today,
spoken by most Tunisians.

36

36

34

34

Questions involve math, foreign

language and, of course,
geography. Use the questions
for a classroom assignment, or
for homework.

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100

TUNISIA

MILES

10

46

46

Tunisian Map Skills Activity

Student & Classroom Questions
Use the map on the previous page to complete the following activities. Consider having
students create a large wall map for your classroom, and post major Tunisian cities,
geographical features and attractions they learn about on it.

6-8

Questions: Answer the following questions using the map.

1. List the cities which feature airports. If you were flying into Tunisia from the United States or Europe,
into which airport do you think you would fly, and why?
2. The map on the preceding page was actually prepared by a French company, and some of the words are
in French. What countries border Tunisia, and how are their names spelled differently in English? Which
country shares the longest border with Tunisia?
3. Using the scale at the bottom of page 46, approximately how many miles of Mediterranean coastline does
Tunisia have? The scale on the French map is in kilometers. Determine how many miles are equal to the 50
kilometers on the map scale.
4. Within the country of Tunisia, where are more of the larger cities located? What geographic features
might be the reason for this? What area of Tunisia has the fewest large cities, and what geographical reason
might there be for this?
5. Tunisia played a significant role in the second World War, which featured the Allies (U.S., Britain, France)
against the most prominent European countries of Germany and Italy. Based on this map (or by also surveying
a classroom globe or world map), why do you think Tunisia may have been important to both sides?
6. Use the features on the map, or your knowledge of geography and map skills to translate the following
French words. (a) Nord. (b) Mer. (c) Golfe.
7. Find a map of Tennessee online or in your classroom or library. Would it be further to fly a straight course
from the northernmost point of Tunisia to the southernmost point of Tunisia, or further flying from the
westernmost point of Tennessee to the easternmost point of Tennessee?
8. If you walked across the Tunisia at its narrowest points, approximately how many miles would you walk,
and through what city would you probably pass?
9. Chott Djerid (or Chott El-jerid) is shown different sizes on different maps. Why do you think this is?
There are other Chotts north of it. What do you think a Chott is?
10. Finally, test your memory. Though spelled differently, what citys name was used as the name of Luke
Skywalkers mythical planet in Star Wars?

Activity: Find the following Tunisian cities on

Activity: Determine the distance in miles

the map and write the absolute location for each.

between the following Tunisian cities.

Tunis ___________________________________

Tozeur - Gabes = ___________________________

le Kef ___________________________________

Kairouan - Kasserine = ______________________

Tozeur __________________________________

Tunis - Kebili = ____________________________

Sousse __________________________________

Sousse - Tabarka = _____________________

Houmt Souk _____________________________

Remada - Sidi Bou Zid = ________________

47
47

Pres. Ben Alis 2010 WOrld Youth Year

In a speech in November, 2008, Tunisian President Zine El Abidine Ben Ali stressed the role
of culture and information in the challenges facing Muslim societies, and called for the year
2010 to be proclaimed World Youth Year. He also called for a World Youth Conference
to be held that same year under the auspices of the United Nations. The call came during the opening
address by Ben Ali at the International Conference on Youth Issues in the Islamic World, held in Tunisia in
collaboration between the Tunisian
government and the Islamic Educational,
Scientific and Cultural Organization
(ISESCO).

6-8

The World Youth Conference should be

attended by young people from all parts
of the world, and should focus on youth
issues, said Ben Ali. It would also be
crowned with the issuing of an
International Pact uniting young people
in the world in their belief in common
universal values.
Noting that the current world situation
is a source of deep concern and that
Islamic societies are faced with huge
challenges in the cultural, communication,
scientific, technological and economic
Young woman in Medenine in the Sahel area
fields, he said that young people should
be in the forefront of the forces of development, modernization, beneficial action and contribution, adding
that nothing can be done without the participation of youth.
Analyzing the various means of preparing young people to be a driving force in society, Ben Ali stressed
the importance of education as a tool to instill respect for knowledge and work, commitment to dialogue
and tolerance, moderation and the rejection of hatred and extremism. He also stressed the role of culture
and information as a means to elevate Tunisia and to enrich it through the interaction with foreign cultures.
President Ben Ali also spoke about the importance of sports to the youth generation. Sports attract young
peoples attention, provide a means of social promotion, and are one of the factors of economic development.
In this line of thought, Tunisias President referred to the endorsement by the United Nations 58th session
of Tunisias proposal of a resolution to include within UN texts the right of every human being for physical
education, away from any danger or discrimination.

Activities - Given President Ben Alis call for 2010 to be proclaimed World Youth Year, several
activities and lesson plans are offered here for individual or classroom participation. Begin by giving students
a few days to conduct library or at-home online research about President Ben Alis call for a World Youth
Year in 2010, and whether or not the Presidents dream of this global youth conference was ever
fulfilled and, if so, to what scale and through the participation of what countries. Also, have students
refer to the country information thats provided on pages 44 and 45 from the CIAs World Factbook,

48

(continued on the following page)

48

2010s WOrld Youth Year

(cont.)

or have them go online to discover additional details about Tunisia, focusing primarily on
Tunisan population trends and census statistics regarding the median age and trends in the
median age within Tunisia. Compared to the United States, does Tunisia have a larger or
smaller percentage of young people? Is it increasing or declining? Have students participate in one or more
of the activities below.

6-8

Activity # 1: Before we launch into the organization and celebration of Tunisias World Youth Year,
we need a little more information on the young people of Tunisia. In a comprehensive State of the Youth
written report, have each student use library and online resources to research facts about young people in
Tunisia. Papers should include, but not be limited to, facts about education requirements, health and physical
fitness matters, legal rights (including voting, driving, etc.), any military service or enlistment requirements,
gender percentages, and statistics about average household sizes. Students should also investigate information
about the lifestyle habits and preferences of Tunisian young people, including music, movies, fashion, internet
connectiveness, family structure, jobs, sports activities, and more.

Activity # 2: Have students work independently or in groups to strategize and outline details for a
hypothetical 2010 World Youth event to be held in Tunisia. Rather than focusing on a World Youth
Year, scale it back to a week or weekend event. The activity should begin with individual or
SPI
group brainstorming and planning sessions, and conclude with a written paper about the full
Social
Studies
details of the event. Encourage visual presentations, as well. While planning, students should
6.1.spi.1
consider event activities, workshop topics for young people to attend and why, potential
speakers or performers to participate and why, measurable goals for the event, marketing Social Studies
6.4.spi.4
strategies to generate the greatest participation. Students should also consider how global
Studies
the event should become and, if so, transportation and logistic issues. Have students be Social
7.4.tpi.6
realistic and consider potential problems or pitfalls which they should plan against.

Activity # 3: Feeling adventurous? Make the Tunisian World Youth event a classroom
project. Work together to address activities as
outlined above. How can you make these come
alive within your classroom? Set aside one day
and execute the entire World Youth event
you have planned. Have speakers, have visual
presentations posted around your classroom,
invite other classes to visit and learn from your
presentations.

Social Studies
7.6.spi.1

Activity # 4: Use classroom or library

computers to locate a cooperating school in
Tunisia to conduct online, email student
interaction. Try to locate a Tunisan school with
Children after school in Tozeur
internet access which will allow their individual
students to be partnered with students in your classes. Have each pair of students work together through
emails to compile information regarding similarities and differences between the two cultures. Compare
educational processes, schools, classrooms. If they can email a photo of themselves, in your classroom
post side-by-side photos of each Tunisian student and their paired U.S. student, and post their joint
49
written project under the photos.
49

An Adventure in Architecture
Touring cities throughout the country of Tunisia, its easy to see the cultural influences of a
myriad of modern and historical inhabitants, including Romans, Arabs, Ottomans, Phoenicians,
French and others. In some cities, you may find some of the finest Roman remains in northern
Africa. In almost any Tunisian city, its easy to scour the horizon to locate the minaret of an Islamic mosque.
In southern Tunisia, you may even find underground dwellings of the Berbers. The vocabulary of this
architectural diversity is almost as varied as the buildings themselves. This activity allows students to open
a few doors in order to explore and investigate the many different architectural styles of Tunisia.

6-8

Activity # 1

- On the opposite page, students will discover a long list of architectural components.
These may be types of buidlings, or they may be structures or
styles found within buildings. To the left, they will find a long list
Tunisian Mosques
of definitions and descriptions. Make copies of the following page,
and distribute to students. As a homework or classroom ! Abdellatif Mosque (Testour)
assignment, encourage them to conduct the necessary research ! Ali el-Mezeri Mosque (Monastir)
to match the architectural details with their definition.
! Bourguiba Mosque (Monastir)
Mosque (Mahboubine)
Activity # 2 - Allow students to select (or assign) one of !! El-Katib
El-Sheikh Mosque (Houmt Souk)
the architectural items listed below. Have each student research
! Great Mosque (Bizerte)
and write a three page paper about their Tunisian achitecture.
! Great Mosque (Tebourba)
Papers should be written in proper style, and should describe all
! Hammouda Pasha Mosque
architectural details of the building, the historical origins, its uses,
(Tunis)
specific examples and the cities in which they are found in Tunisia.
! Jamaa el-Baldawi (near Ajim)
" ksour
" medina
! Kamoun Mosque (Sfax)
" troglodyte pit house
" kasbah
! Kasbah Mosque (Tunis)
" capitol temple
" marabout
! Mosque of the Barber (Kairouan)
" Roman theatre
" menzel
! Mosque of Sidi Bou
" mosque
" fundug
! Makhlouf (Le Kef)
" zaouia
" hammam
! Mosque of the Strangers (Houmt
" medersas
" tourbet
Souk)
! Mosque of the Three Doors
Activity # 3 - Have each student select one of the Tunisian (Kairouan)
mosques listed to the right, and research and write a paper on ! Mosque of the Turks (Houmt
that particular mosque. The paper should include specific features Souk)
of that mosque, its location, any unique aspects, and its history.
! Mustapha Hamza Mosque
Activity # 4 - For a major activity, divide your classroom (Mahdia)
into groups. Have each group use various materials to construct ! Sidi Abdel Kader (Hammamet)
a diorama of a traditional Tunisian-style Islamic mosque. Their ! Sidi Driss Mosque (Gabs)
! Sidi Mehrez Mosque (Tunis)
mosque can be a rendition of a actual Tunisian mosque, or they
can design their own. Design elements common within mosques ! Sidi Sahab Mosque (Kairouan)
should be used, including minaret, mosaics, arcades, arches, and ! Sidi Youssef Mosque (Tunis)
courtyards. Label specific features of their mosque, including ! Slimen Hamza Mosque (Mahdia)
its purpose, what takes place there, and who is allowed within ! Umm et-Turkia (El-May)
! Zitouna Mosque (Kairouan)
that area. Remember, certain components must face a certain
direction.
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50

An Adventure in Architecture (cont.)

Match the architectural details listed to the right with their correct definition, from among
the definitions listed to the left, by writing the corresponding letter of the definition in the
blank. Answers can be found on page 68.
A. Traditional fortified granary built by the Berbers.
B. A dome that often covers the tomb of a marabout.
C. A sanctuary of spiritual Sufi mystics.
D. Mausoleum.
E. Residential Islamic school.
F. Traditional Arab town or a towns oldest part.
G. Wooden latticework used in the windows of mosques.
H. Burial place for an Islamic holy man (and the man, himself)
I. A castle or fortress.
J. A traditional fortified farm compound.
K. Former lodging houses or inns for the traveling merchants of the camel
caravans.
L. Public bathhouse.
M. Courtyard of a troglodyte house, carved in the soft rock.
N. Roman towns principal temple.
O. Tower of a mosque from which the muezzin calls the faithful to prayer.
P. Pulpit in a mosque.
Q. Niche found in a mosque that points in the direction of Mecca.
R. A door or gate which leads into a town or divides a towns areas into
smaller quarters.
S. Roman administration building.
T. Turret or tower that is set in the walls of fortified houses and castles.
U. house, palace or residence.
V. A circle of tents with which tribesmen surrounded their chieftans
abode, creating a mini-state; sovereign and autonomous.
W. Outer entrance room in a dar.
X. Originally a ksours granary cells built cylindrically around a courtyard,
which later began to serve as
actual dwellings.
Y. Distinctive ornamental element
of Muslim architecture in the
shape of a stalactite.
Z. Fortified Muslim monastery
surrounded by defensive walls.

6-8

_____ medina
_____ bab
_____ basilica
_____ ribat
_____ borj
_____ dar
_____ driba
_____ ghorfa
_____ hammam
_____ mukarnas
_____ mashrabiyya
_____ dawwar
_____ ksour
_____ koubba
_____ zaouia
_____ houch
_____ capitol
_____ minaret
_____ minbar
_____ tourbet
_____ medersas
_____ marabout
_____ kasbah
_____ menzel
_____ fundug
_____ mihrab

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Minaret of Jemaa Ez Zitouna Mosque

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Touring Tunisian Towns & Cities

As diverse at Tunisias history are its cities. Because of the numerous cultural and social
influences which have been imposed upon this geographical area throughout its history, today
you will find cities with Roman influences, French influences, Ottoman, Phoenician, even
Spanish influences. Of course, most cities also display Arab influences, including the central mosque and
always visible minaret prominent in most Tunisian cities.

6-8

Activity -

Each of the descriptions below clearly identifies a distinct Tunisian city. Have each student
select a description (or assign them), and utilizing available research sources, identify the Tunisian city. Then
assign them the task of researching, writing and submitting an Economic Development Prospectus for
that city. On the first page (300 - 350 words) have them develop a brief description of the city, including
distinct characteristics, history, climate, landmarks, population, etc. Have them show the citys exact location
on the map below, or on the larger map on page 65, and include the latitude and longitude in their paper.
On the next two pages of their paper, students should spend one page outlining the perceived strengths of
the city. These could include climate or landmarks for tourism, natural resources for economic strength and
export, strong school or university structure for education, etc. On the next page write of perceived
weaknesses, or areas of potential economic growth. On the final two pages of the 5 page paper, the student
should give his or her recommendation of specific strategies to grow the city, improve its economy, and/or
raise its standard of living or quality of life for its citizens. It is recommended that the
prospectus include comparisons to similar cities around the globe, or reference
magazine, library or online sources to support their ideas and
recommendations. Papers should be well written and formatted in proper
MLA or literary style with a final works cited page. Extra credit can be given
for creativity of presentation and inclusion of graphics or photos. The city names
associated with each description are listed on page 68.

Defining Destinations
1. Split by a river bed, the Arab word for two towns gave the name to this
city, which initially consisted of a large ksar which had 6,000 ghorfas.
2. Tunisias second largest city and its major commercial center.
3. Former Punic town known as Thysdrus, awarded the status of a free
town after the fall of Carthage, and home to magnificent 3rd century
amphitheatre.
4. Capital of the Sahel and third largest city in Tunisia, it was founded by
the Phoenicians in the 9th century BC.
5. Home to the Bardo Museum. First built by Hassan ibn Nooman in the 7th
century who believed in its good defensive position.
6. Venice of the North houses the oceanography museum. Occupied by German
troops during WWII.

52

7. Town was attacked and destroyed by Vandals in the 5th century, to be rebuilt by
52

Touring Tunisian Towns & Cities (cont.)

6-8

Emperor Justinian, who named it Theodoriana after his wife.

8. The Rock in Arabic, lies close to the Algerian border, where Neolithic tools and Numidian tombs have
been found.
9. Originally a 2nd century BC settlement belonging to the Kingdom of Numidia, destroyed in 106 BC by
the Roman commander Marius. Home to the two Roman pools, Piscines Romaines).
10. Founded in 670 AD by Oqba ibn
Nafi who, according to legend, found
a golden goblet in the sand that turned
out to have been lost in Mecca.
11. Major oasis with 3,000 palm trees,
also known for its dates, Planet Oasis,
and Ouled el-Hadefs houses of bright
yellow stone, arranged to form the
Koranic Verses.
12. Location for the 30+ year old
International Festival of the Sahara,
and where the asphalt road ends at the
Sahara Desert.
13. Place of exile where Roman
outlaws, Habib Bourguiba and
Hannibal were sent, obviously at
different times in history.
14. Best preserved Roman city in
North Africa, and original seat of the
Numidian King Massinissa.

Arches at Sidi Oqba Mosque in Kairouan

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15. Once a barren island before 4,000 wells and an aqueduct converted it to an island garden
of olive and orange groves.
16. Named after a 13th century Sufi holy man, became a center of Sufism. Famous as the
home to scores of blue doors and bird cages.

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17. Once on of the most powerful cities of the ancient world and homeland to Hannibal, the Social Studies
6 & 7.3.03
great military commander.
18. Known as the Gateway to the Sahara and the Mouth of the Springs. Provided the name for Luke
Skywalkers home planet in Star Wars.
19. Birthplace of ex-president Habib Bourguiba and the town where Julius Caesar camped in 46 AD
before the Battle of Thapsus.
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53

Tunisia on The Silver Screen

Almost like a Hollywood movie set, the diverse geography and history of Tunisia offers many
of the worlds top filmmakers everything from palm oases, coastal scenery and green hills to
ancient medinas, exotic marketplaces and Roman and Muslim relics. With scenery like that,
the scripts setting can vary between ancient history to science-fiction futuristic. Thats why over 130 world
film productions have been shot in Tunisia. Those big screen movies include George Lucas Star Wars,
Steven Spielbergs Raiders of the Lost Ark, Monty Pythons Life of Brian,
Roman Polanskis Pirates and Anthony Minghellas The English
Patient. It hasnt been all foreign directors, however, with Tunisia
boasting its own roster of prestigious movie-makers, including
Moufida Tlatli and Taieb Jallouli.

6-8

Activity # 1: Provide students with a list of movies which

have been filmed in Tunisia. Have them select one of the movies
and, even if they have seen it before, watch it, viewing it more for
the scenery rather than plot. Have them take notes of specific
scenery (especially outdoor and landscape shots) which best
showcase the scenery of Tunisia. Have them write a review of the
movie... not its storyline, but its scenery. Was the movie set in
Tunisia, or was the scenery meant to depict another real or fictional
location (and, if so, where)? Can you make an educated guess about
the Tunisian city or region used in the movie? Did it appear that the
director utilized Tunisian locals as extras in the movie (if yes, what
made you conclude this)? Have them pay special attention to the closing
credits, and to note any names which seem Tunisians or any special
credit or thanks given to Tunisian government or organizations.

Activity # 2: Have students research and write a summation of a

hypothetical movie script, utilizing Tunisia as the designated location for
filming. The plot doesnt have to actually be set in Tunisia, but the
geographical setting in Tunisia should mirror the proposed locaton for the
story line. In their plot summation, the students should specify the exact Tunisian
city or location, and tell why they chose that location for their proposed script. They should also utilize at
least one actual specific building or landmark from that Tunisian city within their proposed script. For
example, it could be the Roman coliseum at El-Jem for a movie like Gladiator, or a rural olive
tree orchard farm near Kairouan for an Italian romance movie. The paper should give an inSPI
depth summation of the movies plot, location and characters. Have them give the movie a
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6.spi.1.09
proposed title and suggested cast.

Activity # 3: Have students or student groups create a hypothetical movie poster for a

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movie set in Tunisia. The illustration should properly represent the geographical area in
which the imaginary movie was filmed. Be sure to include the name of the movie and the cast
of stars. Encourage students to use specific geographical landmarks or architecture in Social Studies
their movie poster. Display the completed movie posters in your classroom.
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54

A Country of Change & Comparison

9th-12th Grade Unit

9 - 12

Unlike many countries, Tunisia will offer an interesting study for you students. They can do
in-depth research into the history, government and geography of this country. Each of these
lesson plans should be of interest to them, because most of your students will probably know less about
Tunisia than many other countries. It will also be interesting to have your students compare and contrast the
many similarities and differences of Tunisia and the United States. How is the governement structure the
same, andhow is it different? How vastly different are the religious principals and diversity of the two
countries? Since both countries have very diverse geographical landscapes, have them compare areas of
Tunisia with areas of the Unites States. They may be surprised to find similar geographies in certain areas of
Tunisia which may compare to our Florida coast, or Arizona desert. Before beginning the lesson plans on
the following pages, first have students consider the activities below to introduce them to Tunisia.

Activities
1. Have students compare the two maps above, and utilize other library or online map resources. Draw lines
from the areas on the Tunisian map that may most closely match U.S. areas in regards to climate and
geography.
2. Utilizing other library or online maps, determine a United States state which most closely resembles the
country of Tunisia in land area.
3. Drawing a line to divide a sheet of paper in half, have students write similarities between the two
countries on the left side of the page, and differences on the right side. Areas to consider would include
government, climate, geography, cuisine, arts, technology, industry and more.
4. Have students research current events of Tunisia. Several online web sites will be useful. Have each
student bring to class a summary of a Tunisian current event in the news within the past 12 months.

55

55

Tunisian Society Through Stamps

Stamps often define a country. Those little denominations of currency stuck
in the corners of envelopes not only ensure a letters arrival, but also provide
a visual image of the country. Philatelists, those who study stamps, know that
postage can define a nations history, people, arts, sports, nature, anniversaries, and so much
more. The 35 stamps on these pages, each numbered near the lower right corner, provide a
diverse perspective of Tunisia, and an interesting platform for the following activity.

9 - 12

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3.
1.

4.

2.

5.

6.

7.

9.

8.

10.

12.

11.

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14.

13.

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16.
15.

Tunisian Society Through Stamps

(cont.)

Activity -

Have each student select, or assign, a stamp from the selection on these
pages. Each student should write a one to two page paper about the subject of their stamp. It
may take some serious research, or even some resourcefulness in finding a French or Arabic
translator! Encourage them not to stop with just the item pictured - if their stamp shows an urn, dont just
write about the design of that urn, but also include information about Tunisian ceramics and its rich history.
Additional stamps for consideration may be found at www.bombaystamps.com/cty_list.asp?cty=TUNISIA.

9 - 12

18.

17.

19.

20.

23.

21.
22.
25.
24.

26.
28.

27.
29.

1.

30.

31.

32.

33.

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34.

35.

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The 5 Pillars & Traditions of Islam

Just like history and geography, religious practices often define a nation. Here in the United
States, just like most countries, they impact our politics, architecture, holidays, style of dress,
arts, and even our laws. The U.S. was founded on religious freedoms, and in almost every
city in the U.S., religious tolerance is practiced. While religious freedoms are also practiced in Tunisia (Jerba
has a rather large Jewish community), the country is 98% Muslim. The Muslim faith, therefore, plays a
major role in the life and structure of every Tunisian city. This lesson plan provides a background into the
Muslim traditions practiced throughout Tunisia.

9 - 12

Islam reached Tunisia during the Arab conquest and spread

its way across northern Africa during the 17th century.
Despite a period of colonial rule, Islam has been the
countrys dominant religion. Islam is the state religion,
although the government is largely secular (even though
the constitution requires that the President be Muslim).

The Koran
The Islam religion is based on the Koran, or Quran, the
holy book of Islam which Muslims believe was revealed by
God to Mohammed wiht the angel Gabriel serving as an
intermediary. Mohammed is believed to have been illiterate,
and the first written texts of the Koran were written down
following the Prophets death. The Koran consists of 114
suras (or chapters), and begins with the longest and ends
with the shortest. The Koran is written in verse and every
Muslim is expected to memorize it by heart.

The Five Pillars

The Muslim religion is based on five principals, known as
the Five Pillars of faith. Many religions, while complicated
in their entirety, rest upon basic principals upon which
practitioners are to base their lives, similar to the Ten
Commandments of the Christian Bible or Jewish Torah.
The Five Pillars of Islam are:

Minarets in Monastir, Tunisia

Shia Viewpoint
According to Shia doctrine, what is referred to as
pillars by Sunni Islam are called the practices or
secondary principles. There are 3 additional
practices. The first is jihad, also important to the
Sunni, but not considered a pillar. The second is
Amr-Bil-Maruf, Enjoining to Do Good, which
calls for every Muslim to live a virtuous life and to
encourage others to do the same. The third is NahiAnil-Munkar, Exhortation to Desist from Evil,
which tells Muslims to refrain from vice and from
evil actions and to encourage others to do the same.
Shia Ismaili Seven Pillars of Islam, including the
Nizari, Druze, and Mustaali have 3 doctrines that
are not included in the Sunni Five Pillars of Islam:
Walayah, Taharah and Jihad. This would raise the
total to 8, but the Bohra Ismailis do not include
Shahada, lowering it to 7. The Shahada is a
prominent part of other Ismaili traditions, with the
added inclusion of Aliyun Ameerul Momin wali
Allah (Ali, the Master of Believers, is the friend
of God), at the end of the standard shahada as
recited by the rest of the Muslim Ummah.

1. Shahada - An avowal of Allah as the only God.

2. Sal
at - The obligation to pray five times a day, facing
Salat
Mecca. Throughout Tunisia, as in most Muslim countries,
in almost any city you visit, you will hear the call to prayer
from the mosque. This is usually done by the muezzin from
the gallery of the tall minaret tower of the mosque.
3. Z
akat - The giving of alms to the poor. It is considered a personal responsibility of Muslims to ease
Zakat
economic hardship for others.
4. Saw
m - Fasting during the month of Ramadan, between the hours of sunrise and sunset.
Sawm

58

(continued on the next page)

58

The 5 Pillars & Traditions of Islam

5. Hajj (o
(orr Hadj) - The Hajj is a pilgrimage that occurs during the Islamic month of Dhu
al-Hijjah to the holy city of Mecca, and derives from an ancient Arab practice. Every ablebodied Muslim is obliged to make the pilgrimage to Mecca at least once in their lifetime if
they can afford it.

9 - 12

Holidays & Celebrations

Of course, many of the United States largest holidays are religious, including Christmas, Yom Kippur, and
Easter. Of course, Muslim holidays also make up a large part of Tunisian society throughout the year.
Interestingly, the Muslim year observed in Tunisia is eleven days shorter than the Gregorian (or Western)
year. While Friday is also recognized as a holy day, it is not regarded as a public holiday in
Tunisia, as it is in many Arab countries. Some of the holidays of the Islamic calendar include:
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Al--Hijra - The first day of the Muslim year, this day marks the anniversary of the Hijra,
which was the name given to the Prophet Mohammeds migration from Mecca to Medina.

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Aid el
-A
dha - Also known as the day of offering, this is one of the most important dates
el-A
-Adha
in the Muslim calendar. It marks the day when, by divine order, Abraham prepared to sacrifice
his son before Allah interceded by providing a ram in place of the child.

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Aid el
-Fitr - This is also known as the small festival. It marks the end of the month of
el-Fitr
Ramadan, and begins on the evening of the last day of the 30-day fast. Custom decrees that
on this day people must wear entirely new clothes, everything from their headscarf all the
way down to their socks, and that money is given to children
and people in need.

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Moul
ou
d - This is the anniversary of the Prophet Mohammeds
oulou
oud
birth and is celebrated on the twelfth day of rabi al-aoual, the
third month of the Muslim calendar. For the majority of the
Tunisian population, it is an occasion for family gatherings.
Ramadan - This is the Muslim holy month, when the faithful
renew their covenant with Allah through fasting during the hours
of daylight. It is only after the sun has set, following communal
prayers, that Muslims are allowed to eat meals and special sweets.

Activities
1. Have students research the background of the Prophet
Mohammed. When and where was he born? How long did he
live? List major events of his life.
2. Have each student select one of the Five Pillars and write a
one to two page paper, offering more detail about it. For example,
who is not expected to adhere to the pillar of Sawm?
3. Have each student select one of the Muslim holidays and write
a two page paper about the details of the holiday, or present an
oral presentation with visuals.

Big mosque in Kairouan, the 4th holy city in the world

59
59

From The Change to Making Change

The currency of Tunisia is the Tunisian dinar (TD). The TD cannot be traded like the US
dollar or the UK pound, so it is illegal to take the currency out of the country, and it cannot
be purchased before arriving in Tunisia. The exchange rate is fixed on a daily basis, so,
therefore, to make this activity more challenging, teachers may choose to have students determine the exact
exchange rate on the day of the assignment. These conversions can be easily calculated at www.xe.com.

9 - 12

Activity - Due to Tunisias close proximity to Europe,

and since its Mediterrannean beaches make it a popular
tourist destination for Europeans, as well as for Americans,
this activity becomes a little more difficult as we explore
purchases and currency exchanges between the U.S dollar
(USD), the European Euro (EUR) and the Tunisian dinar
(TD). Use the currency exchange rates, and your
mathematical skills, to answer the following business and
tourism questions below. Answers can be found on page
68. Although teachers may require students to look up
todays actual exchange rates, the activity assumes the
following exchange rates (since rates are rounded, exact
answers may vary by fractions of a dollar):
One U.S. dollar (USD) = 1.35 Tunisian dinars (TD
One U.S. dollar (USD) = .72 Euro (EUR)
One Tunisian dinar (TD) = .74 U.S. dollars (USD)
One Tunsian dinar = .53 Euro (EUR)
1. According to the information above, whose currency
currently has the best exchange rate and value when spent in
the other two countries? The worst?
2. Before you leave for your Tunisian vacation, you book a
room at the nice Amilcar hotel in the tourist zone in Tunis on
Expedia.com. for $150 TD per night. You are staying 3 nights.
How much does that set back your U.S. bank account?
3. Were you cheated!? A French family in front of you also
booked 3 nights at Amilcar. How many Euro did it cost them?
4. Assuming the nice French family didnt cheat their way into
a better hotel deal, you make friends and agree to share the
price for a one-day Mediterrannean cruise for both families.
The total cost is $600 Tunisian dinar. To split the cruise evenly between the families, how
many dollars must you have, and how many Euro must your French friend have?

60

5. What a great cruise! You tell your French friends that you will be responsible for providing
the cruise captain with a generous tip from both families. If you give him a 15% gratuity, how
many Tunisian dinar did you pay him? How many U.S. dollars did that 15% gratuity set you back?
(continued on the next page)

60

Making Change in Tunisia (cont.)

6. The next day, the family decides to rent a car and drive down to see the incredible Roman
amphitheatre at El-Jem. Its about 125 miles one-way from Tunis to El-Jem. The day rate for
the car is $125 TD. The car gets 25 miles to the gallon, and gas (or petrol as they call it) is $3
TD per gallon. On the way down there, your family of 4 each enjoy a Deglet Fatima for lunch (thats a thin
pastry stuffed with meat or egg) for $2 TD each, a soda for $1 TD each, and, for dessert, a fat slice of
baklava for $1.50 each. Car, gas and lunch... how many USD get charged to your American Express card for
the whole days journey?

9 - 12

7. Youve budgeted a total of $200

USD for souvenirs for the whole
family. Your son, Zach, and
daughter, Zelda, are each allotted
15% of the total souvenir budget.
Your wife gets 50% of the budget
(because she enjoys shopping the
most) and youre left with the rest
to pick up a few gifts for coworkers. At the souk in Kairouan,
Zelda buys jasmine oil perfume for
$7 TD, a necklace for $10 TD, and
two kholkal (ankle bracelets) for
$5 TD each. Young Zach buys a
stuffed camel (not a real one) for
Kairouan
$15 TD and an official Wissem
Hmam jersey of the Tunisian National Handball Team for $18 TD. Your wife bought a Mergoum carpet for
$100 TD, a nice piece of Nabeul pottery for $40 TD, and a necklace (like Zeldas) for $10 TD. All you
bought were five bottles of Tunisian white wine at $9 TD each for co-workers and a bottle of boukha (a
clear spirit made from figs) for yourself for $12 TD. Who overshot their budget? Who came in the furthest
under budget? As a family, did you exceed the total amount budgeted for souvenirs?
8. Great trip! The final night, your family of four re-joins the French family of four for a big final farewell
dinner, and you invite the Tunisian captain of the cruise ship to join you. Its a very nice, one-price, all-youcan-eat Tunisian lamb and seafood buffet. Everybody wants to pay their own tab but, caught up in the
moment of this wonderful Tunisian vacation, you insist upon putting the whole dinner on your struggling
American Express card. Several weeks later when the American Express bill arrives at your home in Memphis,
you see that the entire dinner was $360 USD. If each party had paid for their own meal(s), how much would
it have cost you in U.S. dollars? How many Euro would it have cost the French family? How much would it
have cost the captain in Tunisian dinar? Oh, and, by the way, the French father did insist upon paying the
customary 15% gratuity to the waiter for the entire meal separate from your American Express card. How
many Euro did that cost him?
9. If you spend $1,600 USD on the total trip (not including airfare), how many Tunisian dinar did you
add to the Tunisian economy? If you had gone to Paris, instead, and spent the same amount, how
many Euro would you have added to the French economy? Which destination offers the best tourism
value for the dollar?
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Considering The Change

The accession to power by H. E. President Zine el Abidine Ben Ali in 1987 is often referred
to throughout Tunisa as The Change. Since that time, the standard of living in Tunisa has
greatly improved and the per capita income has increased dramatically. Life expectancy has
also increased. Tunisias gross national product and social indicators are constantly increasing. Foreign
investment and trade agreements have also been on the
rise. According to a 2007 report issued by the World
Economic Forum, Tunisias economy ranked third among
the 41 countries considered at that time to be in the middle
stages of development (Malaysia and Chile were in first
and second place; Tunisia was ahead of both Oman and
Jordan). Tunisians have a strong sense of national pride
and confidence, sensing that their country continues on
the path of progress.

9 - 12

Activity -

In 2008, upon the 21st anniversary of

Change, President Ben Ali spoke to the nation. Excerpts
from that speech are listed below. Have each student in
your classroom select one of the excerpts (or assign them),
then instruct them to write a research paper on the topic
of their excerpt. Papers should be written in proper or
MLA style with a works cited page. Research should
incorporate at least 4 sources, some, but not all, of which
President Zine el Abidine Ben Ali with then U.S. Secretary
can be web sites. The full text of the Nov. 7, 2008 speech
of State, Colin Powell.
can be found online, including the long link: http://
www.arabafrica.net/board/detail.php?code=news&uid=515&start=20&cate=.

Excerpts, 21st Anniversary of Change Speech

During 21 years of continuous reform, we have accomplished gains and achievements in all
fields, thanks to our peoples devotion, to their commitment and support to our choices,
programmes and orientations, as well as to their strong resolve and great ambition.
" Write the paper on the various accomplishments to which President Ben Ali is referring.
Our celebration of the anniversary of the Change coincides this year with the start of a stage
that is rich in major events, particularly the celebration of the 50th anniversary of the
promulgation of the first Constitution of the Republic of Tunisia; a major historic date to
which we will grant all due attention, given the central place of this national asset in our
republican system and in the life of our people.
" Write about the countrys first Constitution, and its significant articles.

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Geography
9-12.spi.4.2
English
11 & 12.1.01
English
11 & 12.1.14

On the other hand, our country is preparing to organise the forthcoming presidential and legislative elections.
We will endeavour to surround this major event with all conditions of success, so that it reflects the degree
of maturity our people has reached, and the level of political progress Tunisia has achieved in the
process of anchoring democracy and pluralism. We will provide all the necessary conditions to make

62
62

Considering The Change

(cont.)

sure these elections are held within a context of transparency, respect for the law, and high
civic behavior.
" Tunisia had democratic elections scheduled in 2004 and 2009. Write about those processes,

9 - 12

any problems, and results.

We are firmly determined to further promote political life in our country, by further anchoring democracy
and pluralism, expanding the scope of participation, and fostering the role of civil society. The democratic
choice is indeed one of the firm principles upon which we have grounded our reform project. This choice
emanates from our vision of comprehensive civilizational construction.
" Write about Tunisias historical move to democracy and its democratic processes and successes since.
We have continuously striven to promote public freedoms, particularly freedom of expression. We have
taken various initiatives and measures to promote the media landscape and improve its performance, relying,
in this endeavour, on the awareness of media professionals and their commitment to freedom of the press
and to the ethics of the profession.
" Write about Tunisias freedoms of expression and any evidences of freedom of the press and the media.
On the other hand, reliance on women is a strategic choice in which our appreciation of the degree of
maturity they have reached and the evolution of their role falls in line with our vision of democracy and
human rights, and of development in its comprehensive meanings and various dimensions. We reaffirm that
women are full-fledged partners in achieving democracy and development. We are keen to make sure Tunisian
women remain a brilliant illustration of our countrys modernity and our peoples progress.
" Write about the roles of women in Tunisian society, and any equalities regarding jobs, voting, etc.
In 2006, on the celebration of the 50th anniversary of Independence, we announced a set of ambitious
strategic objectives for Tunisia to be achieved by 2016, in the forefront of which decreasing the unemployment
rate by 4 points, increasing the per capita income twofold to reach 8,000 dinars, promoting promising
sectors with high knowledge-based content, by bringing up their share of GDP from 20% to 35% in 2016,
increasing threefold the network of highways, and enhancing the national economic scene so that it becomes
an important pole for foreign direct investment.
" Write about these objectives announced in 2006, and the status toward their achievement.
As we have always asserted, employment remains our top priority. Having managed to increase job creations
to 80,000 each year, and to increase nearly five-fold the number of recruits having a higher education level
during the period 1987-2007, we are determined to further promote employment, especially for those
graduating from the systems of education and training.
" Write about the countrys commitment and gains toward citizen employment and education.
Since the Change, the average per capita income has increased to reach, in 2008, nearly 5,000 dinars. The
promising sectors share of GDP reached 23.5%. Foreign direct investments have considerably increased,
their volume having exceeded this year 2,800 million dinars.
" Write about the countrys economy and financial stability or growth.
We have always insisted on achieving a quantum leap in the road network, so that it meets modern
international standards, keeps up with the various changes occurring in the country, consolidate the
competitive capacity of production sectors, and connect the various regions of the country with the
(continued on the next page)

63

63

Considering The Change

9 - 12

(cont.)

efficiency and rapidity required by modern economies.

" Write about Tunisias roadways and transportation systems.

We also announce our decision to increase from 10% to 20% the amount of the advance for public transactions
granted to small and medium-sized businesses, and to develop the various forms of support to production
units, in order to strengthen their capacity to cope with developments and preserve their place on the
Tunisian and foreign markets.
" Write a paper about entrepreneurism, business growth and types of major businesses in Tunisia.
I take this occasion to reaffirm the need to step up efforts in order to accelerate the process of establishing
the Maghreb free-trade zone and implementing the big Maghreb projects, given their importance in activating
the Maghreb Union and achieving economic integration and partnership among the countries of the region.
" Write about the Maghreb free-trade zone, define it, and write about its progress since this speech.
As part of Tunisias strategic relations with the European space, the free-trade zone agreement with the
European Union was brought into effect during the current year. We are keen on further promoting the
bonds of cooperation with Europe at bilateral and multilateral levels.
" Write about Tunisias relationship with Europe, with specific European countries and the European Union.
We will pursue our endeavour to further enhance the ties of friendship with the countries of the American
and Asian continents, and to promote cooperation with them, particularly in the fields of investment, modern
technologies and commercial exchange.
" Write about Tunisias relationship with Asia and with the Americas; compare and contrast.
Indeed, preserving the countrys gains and prestige, and defending its banner, are a renewed responsibility
assumed by successive generations. Providing guidance to youth is nowadays one of the most delicate tasks
incumbent on societies and countries, given the evolution our world is witnessing, and the ever-accelerating
changes human civilization is experiencing, which offer new prospects and opportunities.
This requires that we prepare our youth, as best as possible, to adapt to, keep up with, benefit from, and
actively interact with these developments, while protecting them against the dangers of estrangement,
imbalance and loss of identity.
" Write about young people in Tunisia, including their involvement, problems and positive progress, and
compare and contrast with youth in the United States.

We have invariably insisted on preserving the foundations of our identity, including our Arabic language.
In this regard, we exhort the mass media, particularly the audiovisual media, given their large audience, to
be the first to preserve its integrity and reinforce its vitality.
" Write about the use and prominence of the Arabic language in Tunisia, and its preservation in society.
Our choice to embrace modernity goes hand in hand with our commitment to our national identity and
civilizational specificities, which allows our people to be invariably in tune with their time, to catch up with
the movement of progress, away from any form of uprootedness or absorption, and to be deeply anchored
in their identity, away from any form of seclusion or fanaticism.
" Compare and contrast Tunisias commitment toward modernism with its commitment toward
maintaining its national identity, and provide examples of how it is accomplishing each.

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64

Getting a Grasp on Governorates

The country of Tunisia is subdivided into 24 governorates. These governorates are further
divided into 264 districts (mutamadiyat), which are
then divided into municipalities
4
(shaykhats) and sectors (imadats).
1 23
They range in land-area size from the
13
smallest, which contains the national
16
7
2
3
capital of Tunis, to the largest, which
includes most of the Sahara Desert area.
24

Activity - Allow each student to select one

19

11

20
8

15
12

9
18

17

6
22

5
10

of the 24 Tunisian governorates (or assign

them). Through online and/or library
research, have students determine the
following answers for their governorate:

9 - 12
SPI
World
Geography
9-12.spi.1.0
World
Geography
9-12.spi.2.0
World
Geography
9-12.spi.4.0

1. What is the approximate land area in square miles?

2. What is the largest city in your governorate?
3. What other cities are located in your governorate?
4. Provide a geographical description of your
governorate, including terrain and significant topographical
landmarks, including rivers, lakes and mountains.
5. Provide a general description of the climate within your
governorate, including seasonal high and low
temperatures and annual rainfall.
6. List any significant tourist attractions within your
governorate.
14
Additional Activity - In addition to the
information requested above, have each student
design and create a brochure or tourism poster
promoting their governorate.

Governorates

21

1. Ariana
2. Bja
3. Ben Arous
4. Bizerte
5. Gabs
6. Gafsa
7. Jendouba
8. Kairouan
9. Kasserine
10. Kebili
11. Kef
12. Mahdia
65

13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.

Manouba
Medenine
Monastir
Nabeul
Sfax
Sidi Bou Zid
Siliana
Sousse
Tataouine
Tozeur
Tunis
Zaghouan

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The Historical Hashing of Hannibal

Even though many people are more familiar with the history of a country like Italy or England
than they are with the history of Tunisia, one of Tunisias cities played a major role in one of
the greatest battles and one of the greatest Empires of world civilization, the massive Roman
Empire. At its greatest, the Roman Empire ruled the lands which make up every country which borders the
Mediterranean Sea, including Spain, France, Greece, Great Britain, Turkey, Egypt, most Middle Eastern
countries and all countries along northern Africa.
Almost 200 years before the life of Jesus and less
than 100 years before Julius Caesars reign in the
Roman Empire, the city of Carthage in northern
Tunisa played a prominent role in world politics,
strategically located on the southern shores of the
Mediterranean Sea across from Italy.

9 - 12

Following its defeat in the First Punic War, the

Carthaginian Empire looked to rebuild its power base
by controlling Spain. Hamilcar Barca, the premier
Phoenician general, humiliated and angered over
Romes peace terms at the conclusion of the First
Punic War, looked to Spain as an overland launching
point for future action against Rome. Before long,
Hamilcar would pass his hatred and obsession with
Rome onto his son Hannibal, who would prove to
be one of the greatest generals in history. By 220
BC, while the Romans were occupied in Cisalpine
Gaul and Illyricum, Hannibal and his brother
Hasdrubal established control of the Hispania
peninsula as far north as the Ebro (Iberus) River.
Earlier, while Hamilcar was still establishing control
of Spain, Rome was concerned over the Carthaginian
Hannibal and his army crossing the Alps during the Second Punic War
resurgence. In the 220s BC, they established a treaty
with Carthage limiting expansion to anything south of the Ebro. Saguntum, a small town in that territory,
had entered into an alliance with Rome, giving the Romans a stronghold in the heart of Carthaginian lands.
Hannibal rose to power in 221 BC after the assassination of his father, Hamilcar. Instilled from birth with his
fathers hatred of Rome and raised to be a leader of men, Hannibal became the greatest threat to Rome and
its history. With his assumption of command, he immediately set out to subdue rebellious
SPI
soldiers and to plan his strategy toward his eventual goal to invade Italy. Over the next year,
Ancient
History
Hannibal would be satisfied with the situation in Spain and looked to Saguntum to goad the
9-12.era3.1.1
Romans into war and justify his planned invasion. By 220 BC, Hannibal laid siege and opened
English
the door to one of the ancient worlds great wars.
11 & 12.1.01

66

After an eight month battle, Saguntum was captured. Having collected the spoils,
Hannibal wintered in Carthago Nova while planning for a Springtime invasion into
Italy, which required crossing the mighty Alps mountain range. Since Romes victory
66

English
11 & 12.1.14

The Historical Hashing of Hannibal

(cont.)

in the first Punic War, the depleated Carthaginian fleet was no match for Rome, and Hannibal
knew that the Romans would only be vulnerable from an overland attack. He hoped that by
marching through southern Gaul and northern Italy, recent conflicts between
the Romans and local tribes would boost his ranks with fresh angry recruits.

9 - 12

Roman diplomatic attempts over the winter to seek justice from Carthage
over Hannibals siege of Saguntum met with failure. In negotiations with
the Carthaginian capital, the Roman envoy Fabius made a last ditch effort
to avert war. According to Livy, pulling the folds of his toga into his
hands Fabius said, We bring you peace and war. Take which you will.
Scarcely had he spoken when the answer from the Carthaginians rang out,
Whichever you please, we do not care. Fabius let the folds fall, and cried,
We give you war.
Imagine the sight of 40,000 troops and 40 elephants crossing the snowcovered Alps. That was the scene as Hannibals Carthaginian army
forged through Switzerland on its way to attack the Roman Empire.
General Hannibal Barcas brilliant, though unusual, military tactics
during the Second Punic War won respect from his forces and those he
fought against.

Hannibal Barca

Activities

- Have students research the ultimate outcome, and discover the victor, of the Second
Punic War. They can use library or online research to chronicle this outcome, to answer the questions below
and to complete the additional activity. Answers to the questions below appear on page 68.
Some helpful sources include: http://www.unrv.com/empire/second-punic-war.php
http://www.wsu.edu/~dee/ROME/PUNICWAR.HTM
http://www.forumromanum.org/history/morey15.html
http://www.historynet.com/second-punic-war-hannibals-war-in-italy.htm
1.
2.
3.
4.

What was unusual about Hannibals plan in 218 B.C. to surprise the Roman army?
Whom did Hannbal recruit after he reached the Po River valley?
What was remarkable about Hannibals victory in the battle of Cannae?
What led to the defeat of Hannibals forces in the Battle of Zama?

Activity # 1

- Have students write a one to two page summation of the final outcome of the Second
Punic War? Which side declared ultimate victory? What were the consequences in regards to military deaths
and land possession?

Activities - Just like the American Civil War, the Second Punic War was composed of several different
battles. On a separate sheet of paper (or as a classroom project, on a wall chart created using butcher paper)
have students construct a time line of the important events of the Second Punic War. On the time line, be
sure students identify important dates, battle names, location of each battle, military leaders and the
final victor of each battle.

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Answers to Quizzes & Puzzles

INFO

Included below are the answers to most of the puzzlies and quizzes included throughout this
Curriculum Guide.

Adventure in Architecture (page

51)
Word Search, Part 2, page 31
A. ksour
B. koubba
C. zaouia
D. tourbet
E. medersas
F. medina
G. mashrabiyya
H. marabout
I. kasbah
J. menzel
K. fundug
L. hammam
M. houch
N. capitol
O. minaret
P. minbar
Q. mihrab
Making Change in
R. bab
Tunisia (page 60)
S. basilica
1. Euro. Tunisian dinar.
T. borj
2. $333
U. dar
3. $238
V. dawwar
4. $223 USD; $159 Euro
W. driba
5. $90 TD; $67 USD
X. ghorfa
6. $127 USD (for gas,
Y. mukarnas
dont forget 125 miles
Z. ribat
was one way)
7. Your wife (of course)
by $11, but so did you
(by $2.18 USD); Zelda
(by about $10 USD); No
(about $197 total spent).
8. $160 USD; $115.20
Euro; $54 TD; $38.88
Euro
9. $2,160 TD; $1,152
Euro; Tunisia

Touring Tunisian Towns &

Cities (page 52 - 53)
11. Tozeur
1. Medenine
12. Douz
2. Sfax
13. Kerkennah Islands
3. El-Jem
14. Dougga
4. Sousse
15. Jerba
5. Tunis
16. Sidi Bou Sad
6. Bizerte
17. Carthage
7. Bja
18. Tataouine
8. Le Kef
19. Monastir
9. Gafsa
20. Mahdia
10. Kairouan
Crossword Puzzle, page 42

Hannibal: Answers from page 67

1. Hannibal planned to march across the Pyrenees and the
Alps in winter with his 40,000 soldiers and 40 elephants.
He lost over half of his men and most of his elephants due
to the cold climate.
2. Hannibal recruited the Gauls to reinforce his troops.
3. Hannibal had 40,000 infantry and 10,000 cavalry. The
Romans had 80,000 infantry and 7,000 cavalry. Though
greatly outnumbered, Hannibals troops were able to
encircle the Romans and defeat them. In the end, 60,000
Romans were dead, compared to only 6,000 Carthaginians.
4. The cavalry was considered weaker than it had been
before the Battle of Zama, and because of this Hannibal
could not use his usual military tactics in this battle.

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Educational Programs & Contests

Your exploration throughout Tunisia, the Memphis in May International Festivals 2010
honored country, continues past the pages of this curriculum guide. Each year, the festival
produces many educational and cultural events and contests to further introduce its honored
country. Throughout the year and all throughout May 2010, Memphis in May will offer contests, exhibits,
performances and many other educational opportunities for teachers and students to explore the honored
country of Tunisia. Additional information about each, as well as updated details and deadlines, is available
at www.memphisinmay.org. All programs subject to change or modification.

INFO

Smuckers Creative Writing Competition Grades 4 - 12

Smuckers Creative Writing Competition promotes literary creativity and allows students to incorporate
what they have learned about the Memphis in May honored country of Tunisia through the written word.
Creative Writing Competition entries can include any type of literary work, fiction or non-fiction, including
but not limited to poems, essays, short stories, plays, narratives, scripts and biographies. First, second and
third place winners will be chosen in three grade categories (Upper Elementary - 4th & 5th grades, Middle
6th - 8th grades, High - 9th - 12th grades). The competition is open to students attending any public, private
or home school within the Memphis metro area. Each entry must be submitted with a completed Creative
Writing Competition entry form (typed or printed only). Downloadable entry forms are available on the
Memphis in May website at www.memphisinmay.org (subject to change, check website for any updates).
Deadline for entries is Friday, March 5, 2010 at 4:00 p.m. Entires must be submitted to the Memphis in
May International Festival offices at 88 Union Avenue, 3rd floor in downtown Memphis.

Valero Memphis Refinery

Childrens International Poster Competition Grades K - 6
The 2010 Valero Memphis Refinery Childrens International Poster Competition promotes the creative artistry of
students in grades K - 6. Patterned after the Memphis in May Fine Art Poster Program, the students work must
depict some aspect of the honored country of Tunisia through the medium of drawing and coloring. One student
will become the Grand Prize winner, and their work depicting Tunisia, its beauty and its culture, will then be printed
and sold by Memphis in May as the 2010 Valero Memphis Refinery Childrens International Poster. Since there
will be a limited number of signed and numbered prints created, this lucky young artists poster has the potential of
becoming a unique collectors item. The Grand Prize winner will sign and number 100 of the prints. First, second
and third prize winners will also be recognized in various grade divisions. All artwork must be designed and
executed by the student. Downloadable entry forms are available on the Memphis in May website at
www.memphisinmay.org. Deadline for entries is Friday, March 5, 2010. Entries must be submitted to the Memphis
in May International Festival offices at 88 Union Avenue, 3rd floor in downtown Memphis.

Best Tunisian Classroom Competition

Classroom Competition / Grades K - 12

Teachers, now you can win a $1,000 cash prize just for incorporating the
You Can Win
honored country of Tunisia into your classroom decoration. Involve your
students in decorating your classroom with a theme based on this exciting
country. With its diverse geography encompassing everything from
deserts to coastlines, rich history, unique arts & handicrafts, breathtaking
For Your School
architecture, rich cuisine, musical talents, and much more, Tunisia offers a
vast array of design and educational opportunities for you to consider and for
your students to embrace when decorating your classroom. The competition is open to any public or private
elementary, middle, or high school classroom teacher in the Memphis metro area, including all of Shelby

$1,000

(cont. on next page)

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Educational Programs & Contests

(cont.)

County. Teachers should submit a completed entry form along with a minimum of three photographs
that show the components incorporated into the classroom design. The entry form should also
include the teachers description of the design and the teaching goals that the decorations accomplish,
as well as the students participation in the research, design and decorating process. Downloadable entry forms are
available on the Memphis in May website at www.memphisinmay.org. Deadline for entries is Friday, May 14,
2010. Entries must be submitted to the Memphis in May offices at 88 Union Avenue, 3rd floor.

INFO

Best Schoolwide Salute to Tunisia

Schoolwide Competition / Grades K - 12

Plan a fun and creative salute to Tunisia that extends far beyond a single
You Can Win
classroom - involve the whole school and let us know about it! The
Memphis in May International Festival will present a $1,000 cash prize
to the elementary, middle, or high school that presents the best schoolwide salute or celebration of Memphis in Mays honored country of
For Your School
Tunisia. The salute can be a play, an assembly program, an outdoor festival,
an evening program for parents, a parade ... the ideas are unlimited, but the
salute must be educational in nature and must involve all students throughout the school as planners, participants or
audience members. The salute can be held during school hours, during an evening, or on a weekend. Its also great
for parents and members of the community to be invited. Your schools program can be planned by the school or
by the schools Parent Teacher Organization, but it cannot be limited to just one classroom - it must be a schoolwide celebration! The competition is open to any public or private elementary, middle, junior or senior high school
located within the Memphis metro area, including all of Shelby County. The entry form should also include a
description of student participation and the educational goals that the salute accomplishes. Downloadable entry
forms are available on the Memphis in May website at www.memphisinmay.org. Deadline for entries is Friday,
May 14, 2010. Entries must be submitted to the Memphis in May International Festival offices at 88 Union
Avenue, 3rd floor.

$1,000

World Cargo Crates, sponsored by BlueCross BlueShield of Tennessee

Want to bring a little bit of Tunisia into your classroom? Each year, Memphis in May receives an international
shipment from its honored country. The festival loads the goods into four different World Cargo Crates
designed to be transported to Memphis area schools. World Cargo Crates will be loaded with educational
items, cultural items, historical items, games, musical instruments, costumes, handicrafts, and more, as well
as a description of each item and its significance to Tunisian culture. Your school can reserve a crate free of
charge for a one-week period so that many classrooms throughout your school will have the chance to
explore the crate. The Memphis in May World Cargo Crates are available for reservation for dates between
January 4 and May 21, 2010. Reserve a crate for your school by calling Memphis in May at 525-4611,
ext. 108. One week per school, please. The crate will be delivered to your school before 12 noon on
Monday morning, and picked up the following Monday by 10:00 a.m., courtesy of Blue Sky Couriers.

World Cargo Crate Photo Contest Grades K - 12

In 2009, Memphis in May added a new school competition - the World Cargo Crate Photo Contest. This
competition encourages teachers to use their cameras to capture very special moments in their classrooms. The
photographic entries portray special learning moments between the students, their teachers, and the unique items
from the honored country. As most of these items are foreign to the students, their reactions of interest, surprise,
and curiosity are clearly visible in the photos. The winning teacher receives a Memphis in May prize package
for her classroom and the privilege of being the first to reserve the World Cargo Crate for the upcoming
school year. The winning teacher and students also get to see their pictures displayed on the Memphis in

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Educational Programs & Contests

(cont.)

May website as the face of the World Cargo Crate for the next year. Up to 5 photos may be
submitted per entry, along with the teachers name and title, school name, school address, school
phone number, teachers email address, and the title of each photo (photo title is optional). Entry
deadline is Friday, May 14, 2010. Entries may be submitted by email or on a CD to 88 Union Avenue, Suite 301,
Memphis, TN 38103. For more information, see Memphis in Mays website at www.memphisinmay.org or contact
mim@memphisinmay.org with any questions.

INFO

PowerPoint Presentation Competition Grades 9 - 12

The PowerPoint Presentation Competition promotes design creativity and allows students to incorporate
what they have learned about the honored country of Tunisia through overall presentation, graphic design,
and written word. Students have a chance to create unique presentations illustrating the honored countrys
history, geography, language, food, music and dance, and religious beliefs. This competition is a wonderful
tool to get students acquainted with PowerPoint, an increasingly important program in the business world.
Students also gain valuable practice in communication skills by giving presentations in front of the class, all
while exposing them to international history and culture. This competition is open to all high school students
attending public, private, or home school within Shelby County. First, second, and third place prizes will be
awarded. Downloadable entry forms are available on the Memphis in May website at www.memphisinmay.org.
Deadline for entries is Friday, March 5, 2010. All entries must be submitted to the Memphis in May offices
at 88 Union Avenue, Suite 301, Memphis, TN 38103.

Exhibitions & Field Trip Opportunities

Each year, the Memphis in May International Festival plans and programs several cultural exhibitions and
performances involving art, artifacts, speakers and performers from the honored country. In 2010, teachers
and students can expect many opportunities to explore the rich culture and history of Tunisia. Some exhibits
and performances will also offer great opportunities for classroom field trips. As the festival approaches,
frequently visit the Memphis in May International Festivals website at www.memphisinmay.org for updates
on exhibitions, field trip opportunities and additional educational materials for teachers and students. You
may also call 525-4611, ext. 108, and request that you be placed on an email list to be notified of any
opportunities throughout the year.

International Teachers Conference

Mark February 20, 2010 on your calendar. Memphis in May International Teachers Conference - Bringing
International Culture to Every Classroom provides teachers with information on how to utilize international
studies to enhance their curriculum. Teachers will gain hands-on knowledge needed to teach students about
the culture and history of the honored country of Tunisia. Sponsored by Buckman Labs.

Need a Curriculum Guide of Your Own?

We teach students to share, but for your own copy of this Curriculum Guide, sponsored by The Commercial
Appeal and a part of the festivals International Education Program, visit the Memphis in May website at
www.memphisinmay.org. This entire Curriculum Guide about the honored country of Tunisia is available
on-line in a downloadable PDF format, so you can print your very own Curriculum Guide copy!

Applications, additional details, deadline information, program changes, and frequent

educational opportunity updates are available online at www.memphisinmay.org.
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Resources, Weblinks & Credits

What would we do without the Internet?! Below are many useful websites, and books
(remember those!) which can help teachers and students locate additional information for
many of the educational assignments throughout this Curriculum Guide honoring Tunisia,
and help them explore many more fascinating aspects of the interesting and beautiful country of Tunisia.
Teachers may also want to utilize this powerful Internet tool to reach out to schools and educational facilities
within the country of Tunisia to establish communication between their classroom and a similar classroom in
Tunisia - the results could be outstanding!

INFO

Books
Tunisia: The Story of a Country That Works, Georgie Anne Geyer.
Pillar of Salt, Albert Memmi, Beacon Press, Boston, 1955.
Daughters of Tunis: Women, Family and Networks in a Muslim City, Paula Holmes-Eber, Westview Press,
Cambridge, MA, 2003.
Fountains in the Sand: Rambles Among the Oases of Tunisia: - 1912, Norman Douglas, BiblioBazaar, LLC,
2007.
Children of the World - Arafat: A Child of Tunisia, Alain Gioanni.
Magical Diaries of Aleister Crowley: Tunisia 1923, Aleister Crowley and Stephen Skinner, Weiser Books,
York Beach, ME, 1999.
Modern Tunisia: A Democratic Apprenticeship, Andrew Borowiec, Praeger Publishers, Westport, CT, 1998.
A Night in Tunisia: Imaginings of Africa in Jazz, Norman C. Weinstein, The Scarecrow Press, Inc., Metuchen,
NJ, 1992.
Medicine and Power in Tunisia, 1980 - 1900, Nancy Elizabeth Gallagher, Cambridge Middle East Library,
Cambridge, 2002.

Websites
Tunisian National Tourism Office - www.tourismtunisia.com
Tunisia Online: News and information on the countrys history, government, society and culture, and
more - www.tunisiaonline.com
CIA World Factbook: Tunisia - https://www.cia.gov/library/publications/the-world-factbook/geos/ts.html
Tunisia.com: Comprehensive guide to all things Tunisian - www.tunisia.com

Questions?
Every year, the Memphis in May International Festival receives important questions from teachers, like
How do you pronounce this? or Where can I find authentic foods, costumes or decorations? Especially
this year, there may be a lot of questions about the wide variety of geography found throughout Tunisia.
Each year, Memphis in May strives to identify local citizens who are native to the festivals honored country.
These citizens are often available to answer teachers questions, and sometimes are even willing and available
for classroom visits. Memphis in May also organizes a speakers bureau which makes slide show presentations
to schools and civic organizations. Requests can be made by calling 525-4611, ext. 108 or emailing
Memphis in May at mim@memphisinmay.org.

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