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ENGAGING STUDENTS AND TEACHERS THROUGH FILM
GARBAGE
D
R
E
A
M
A FILM BY MAI ISKANDER
LESSON 1: Viewing the Film
WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM
S
COMMUNITY CLASSROOM
GARBAGE DREAMS
Photo Credit: Kryollos (12 year old)
© Copyright 2010 Independent Television Service (ITVS)
COMMUNITY CLASSROOM is an innovative education resource providing short documentary film content
and accompanying curricular materials, lesson plans and homework assignments, to high school and
community college instructors and youth-serving community-based organizations. Film modules are drawn
from documentaries scheduled for broadcast on the Emmy Award-winning PBS series Independent Lens.
Content is grouped into subject specific segments that correspond to lesson plans and educational activities.
All COMMUNITY CLASSROOM materials are designed with key education standards in mind, and available,
along with the film modules, free of charge on a DVD and online.
COMMUNITY CLASSROOM is a product of the Independent Television Service, with support from the Corporation for
Public Broadcasting, and with guidance from the American Association of Community Colleges, KQED Education Network,
National Association for Media Literacy Education, National Council for the Social Studies, National State Teachers of the
Year, and PBS Teachers.
Community Classroom Independent Television Service (ITVS)
Anne Schreiber and David Langendoen (Electric Funstuff)
61 Brannan Street, Suite 410
http://www.electricfunstuff.com/
San Francisco, CA 94107 Designers: Aidan Humrich and Wilson Ling
E-mail: outreach@itvs.org
http://www.itvs.org/educators/collections
Lead Curriculum Developers:
COMMUNITY CLASSROOM
GARBAGE DREAMS
Lesson 1
Viewing the Film
Objectives:
Students will view the documentary Garbage Dreams and learn about:
•
•
•
How people live and earn money in different parts of the world
The complexities of garbage management and the benefits of recycling
The consequences of multinational corporations competing for the same jobs as local community members. A multinational corporation (MNC) or transnational corporation (TNC) is a corporation or an enterprise that manages production or delivers services in more than one country. It can also be referred as an international corporation.
Subject Areas: Social Studies, Language Arts, Cultural Studies, Economics
Materials:
•
•
•
•
DVD of Garbage Dreams or 6 minute trailer available at
http://pbs.org/independentlens/garbage-dreams/classroom.html
Chart paper and markers for recording of group questions and answers
A map, globe, or atlas for locating Cairo, Egypt
Worksheet #1 KWL Chart
Time:
The run time of Garbage Dreams is 56:40. The before-and after-viewing discussion will take approximately
20 minutes. Therefore, the entire lesson plan will take approximately 1 hour and 15 minutes to complete and
could be completed over two class periods.
Learning Style:
• Whole group instruction
• Active viewing
Grades:
High school; grades 9-12
Procedures:
This plan is divided into Before Viewing, During Viewing, and After Viewing. Have chart paper and markers
handy for before-and after-viewing discussion questions. Hand out Worksheet #1 KWL Chart before
viewing the movie. INDEPENDENT TELEVISION SERVICE (ITVS)
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WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM
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COMMUNITY CLASSROOM
GARBAGE DREAMS
1. Before Viewing:
Before viewing the film, tell students that they will be viewing a film about a community of people known as
the Zaballeen, who live in the city of Cairo, which is the capital of Egypt. Tell them that the Zaballeen make
their living by sorting and recycling garbage. They collect and recycle about 80 percent of the garbage in
Cairo.
Ask students what they think they know about Cairo. Hand out Worksheet #1 KWL Chart, the KWL chart.
Ask students to jot down what they think they know already, under the heading “What We Know,” as you
make a list of their assumptions on one piece of chart paper. Label that piece of chart paper “What We
Know.”
Ask students what they want to learn from the film, Garbage Dreams. Remind them that the film will focus
on the lives of three teenage boys who are part of the Zaballeen community. List your students’ questions on
another sheet of chart paper that you label “What We Want to Know” and ask them to fill in a few sentences
on their worksheet under the same heading.
Help students understand what they’ll be seeing by getting them familiar with the region and the Zaballeen
people. Use an up-to-date map, atlas, and/or globe to locate Cairo. Use a satellite or map view of the city
with an online mapping program. While viewing Cairo on a map, you can share the following facts about
Cairo culture and the Zaballeen.
Facts about Cairo:
Cairo is Egypt’s capital and sits on the bank of the Nile River.
Cairo has a population of over 18 million people. It is the most populated city in Africa and
one of the most populated cities in the world.
Cairo is home to the Great Pyramid, which, with two million limestone bricks, is the largest
and oldest of the Egyptian pyramids.
Cairo means “the triumphant” in Arabic.
Cairo is a desert with hot days and cool nights.
Most of the inhabitants of Cairo are Muslims (about 90 percent), and the rest are
Christians. (The Zaballeen are Coptic Christians.)
Primary education (K-8) in Cairo is provided by the government. Secondary education is
based on ability. There are many universities in Cairo. The literacy rate in Cairo is around
52 percent.
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COMMUNITY CLASSROOM
GARBAGE DREAMS
Facts about the Zaballeen:
There are about 60,000 Zaballeen living in Cairo.
The Zaballeen were originally poor, non-literate farm laborers who were driven out of the
rural south due to a lack of work, and came to Cairo in the late 1940s.
Not accustomed to urban life, nor qualified to find employment within the city, the
Zaballeen continued to do what they knew best; they raised animals. They used the
organic material they pulled out of the city’s trash to feed their animals.
They separated out paper waste and sold it to public baths and bean cookers to be burned
as fuel. It is this way that the immigrants of Upper Egypt began to make their livelihoods
collecting and recycling the city’s household waste.
The Zaballeen live in areas known as “garbage villages.” There are five garbage villages in
Cairo. The teenagers in the film live in the largest of the five garbage villages in Cairo.
By 1980s, the population of Cairo was rapidly expanding. Middle and upper class
households emerged, and with them, the city’s garbage grew and changed to include
higher content of valuable recyclables. It was then that the Zaballeen became the owners
of micro-enterprise recycling factories that processed these new valuable recyclable
materials: tin, aluminum, plastic, and glass.
A school, called the Recycling School, was started for the Zaballeen. This was a place
where children could learn to read and write, but could also learn how to run a recycling
business.
Facts about the Zaballeen and
Recycling:
On average, the Zaballeen recycle over 4,000
tons of trash each day. About half of that
trash is organic materials (food waste), which
is fed to their animals.
The Zaballeen are able to sort and reuse
more than 80 percent of the garbage they
collect. Most cities around the world only
recycle about 30 percent of the garbage they
produce.
In 2000, the government of Cairo began to
use the services of foreign companies to haul
garbage. However, these foreign companies
do not recycle even close to the amount
of waste that the Zaballeen recycle. These
companies only recycle 20 percent of what
they collect. Most of the garbage collected by
the foreign companies ends up dumped into
a landfill.
Photo Credit: Barry Iverson
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COMMUNITY CLASSROOM
GARBAGE DREAMS
2. During Viewing
Students may wish to use Worksheet #1 KWL Chart to jot down additional notes while they view the film.
You can stop and start the film at various points if you wish to ask specific questions or point out themes. 3. After Viewing
When the film is finished, go back to the KWL chart. Read the assumptions aloud. Ask students the
following:
•
•
•
•
Which of your assumptions were true? Which were not true?
Discuss the students’ impressions of the Zaballeen. What were the hopes and dreams of the teenagers? Do they think they will achieve their hopes and dreams? Would your students want similar things if they lived in similar circumstances?
How does the work of the outside contractors affect the Zaballeen? Ask students why they think the government contracted with the foreign companies? What can the Zaballeen do about it?
What are other places they know about where a multinational company had an effect on a community of workers?
Ask students to fill in a few lines in the last section of the KWL chart, under the heading “What We Have
Learned.” Ask students to volunteer some of their answers, and list them on a third piece of chart paper with
the same heading. Compare their findings with their earlier assumptions. How have they changed? Did they
learn something new from watching the film?
Refer to the Facilitator’s Guide, page 5, “Thinking More Deeply,” and choose questions to discuss. Ask
students to use the final section of their worksheets to list three things about the Zaballeen community that
are the same as the community in which they live. What are three things that are different? Select students
to share their answers with the class.
Extension Activities:
Ask students to think about their own neighborhoods. If someone made a documentary about their
neighborhoods, what would it focus on? How would the people in their neighborhoods be portrayed? Ask
students to use drawings, pictures from local news stories, or to take photographs of their neighborhoods
and communities. Use the pictures to communicate a story about where they live. Post this information on a
storyboard or by using presentation software, such as PowerPoint or Open Office. Share these displays with
the class.
Students may also wish to put together a presentation on the Zaballeen people, based on the scenes from
the film, Garbage Dreams. A downloadable zip file with still photos from the film is available on the website
at http://www.pbs.org/independentlens/garbage-dreams/classroom.html. Download these photos and make
them available to your students to use in a presentation on the movie and the Zaballeen people. They may
supplement these photos with their own research and pictures from current articles about the Zaballeen.
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EMAIL: ITVS@ITVS.ORG
WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM
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COMMUNITY CLASSROOM
GARBAGE DREAMS
Collect students’ KWL charts. Note their assumptions and questions, as well as what they have learned by watching
the film. Use the rubric below to assess their work:
Lesson One Assessment Rubric
Basic Understanding
Proficient Understanding
Completion of
Worksheet
Students listed
individual words or
phrases with minimal
effort in some sections.
Students listed well thought
out sentences and ideas in
most sections.
Students completed the
worksheet with well thought out
answers in each section.
Participation
in Group
Discussion
Students did not
participate in group
discussion or
participated minimally.
Students contributed answers
that were somewhat related
to the main idea of the
discussion.
Students made frequent
contributions to group
discussion with well thought out
and/or unique ideas.
Using Map
References
Students used one map
type.
Students used more than one
map representation.
Students used multiple map
representations and showed an
understanding of the location
and context of the Zaballeen
community.
Appreciating
the Benefits of
Recycling and
the Complexities
of Waste
Management
Student responses
did not exhibit an
understanding of
recycling and waste
management.
Students reflected briefly
on some aspects of waste
management.
Students exhibited a
deep understanding of
the complexities of waste
management and the benefits of
recycling.
Appreciating
Diversity and
Different
Cultures
Students exhibited
minimal appreciation for
the culture they were
learning about.
Students expressed new
understanding and interest in
the culture they were learning
about.
Students showed cultural
appreciation and compared
their own situation to that of the
culture being studied.
Understanding
the Impact of
Multinational
Corporations in
the Economy
Students did not
mention the impact
of the multinational
corporation.
Students noted the impact of
the multinational corporation
on the lives of the people they
were studying.
Students displayed an
understanding of important
changes that were in store
because of the impact of the
corporation on the people they
were studying.
Understanding
How They Fit
into a Larger
World
Students were not able
to compare themselves
to the culture they were
studying.
Students attempted to
compare and contrast
themselves to the culture they
were studying, noting at least
one way they were the same
as or different than the people
in the culture.
Students demonstrated
sensitivity in making
comparisons between
themselves and the culture they
were studying, noting a variety
of ways that they were like and
different than the people in the
culture.
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Advanced Understanding
EMAIL: ITVS@ITVS.ORG
WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM
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COMMUNITY CLASSROOM
GARBAGE DREAMS
Worksheet #1 KWL Chart
Lesson One: Viewing the Film
KWL Chart
What We Know
What We Want To Know
What We Learned
What are three things about the Zaballeen that are similar to your community, your neighbors, or your friends?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What are three things about the Zaballeen people that are different from you and your community?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
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COMMUNITY CLASSROOM
GARBAGE DREAMS
Additional Resources
Use these links to reviewed websites to learn more about the Zaballeen people, the Garbage Dreams film,
the science of waste management, and recycling. You will also find sites with additional lesson plans on
recycling and on learning about other cultures.
About the Film
The official Garbage Dreams website
http://www.garbagedreams.com
The Independent Lens/PBS companion site
http://www.pbs.org/independentlens/garbage-dreams/.html
This Discussion Guide for the film (PDF):
http://www.pbs.org/independentlens/garbage-dreams/resources/garbagedreams_discussion.pdf
Additional Lesson Plans
Scholastic Teachers: Lesson plan activity on papermaking
http://www2.scholastic.com/browse/lessonplan.jsp?id=1329
The National Health Museum: Access Excellence: Waste Management: Activities for reusing and recycling
garbage http://www.accessexcellence.org/AE/AEPC/WWC/1991/waste.php
The Educator’s Reference Desk: Pollution and Recycling
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Health/Environmental_Health/ENH0002.html
Pennsylvania Department of Environmental Protection
Eight quality lesson plans on recycling, packaging and waste
http://www.dep.state.pa.us/dep/deputate/enved/Rec_lessons/contents.htm
Recycling
Environmental Protection Agency (EPA): Recycling Games & Activities
http://www.epa.gov/recyclecity/activity.htm#Information
University of Oregon: The Recycling Process After Collection
http://www.uoregon.edu/~recycle/after_collection.html
Offers clear details on garbage processing techniques.
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COMMUNITY CLASSROOM
GARBAGE DREAMS
Environmental Issues
No-Burn.org: The Global Alliance for Incinerator Alternatives
http://www.no-burn.org
Provides facts and calls-to-action in opposition to incineration as a waste management strategy.
UNESCO: Teaching and Learning for a Sustainable Future
http://www.unesco.org/education/tlsf/
Vermont Education for Sustainability
http://www.vtefs.org/index.html
Provides information about sustainability curricula and other resources.
Green Learning
http://www.greenlearning.ca/
Comprehensive Canadian site includes a variety of downloadable curricula on sustainability.
The Zaballeen
Coptic Cairo
http://www.coptic-cairo.com
Provides a background on Coptic Christian culture.
The Zaballeen Recycling School Fan Page on Facebook
http://www.facebook.com/group.php?v=wall&ref=search&gid=121855759600
Independent Lens Garbage Dreams Discussion Guide
http://www.pbs.org/independentlens/garbage-dreams/getinvolved.html
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COMMUNITY CLASSROOM
GUIDE CREDITS
CURRICULA DEVELOPERS
Anne Schreiber is a thought leader in new media and
education with over 20 years experience as a multimedia publisher, product designer and educator. She
is currently consulting for various publishing and media
companies as founder of Indigo Media.
David Langendoen is a founding partner of Electric
Funstuff, a company that specializes in applying game
design to experiences with educational outcomes.
ITVS STAFF
Duong-Chi Do
Associate Director of Communications
Annelise Wunderlich
National Community Engagement and Education
Manager
Cathy Fischer
Senior Content Producer for ITVS Interactive
COMMUNITY CLASSROOM NATIONAL
ADVISORS
Carole Lester
American Association of Community Colleges
Maxine Einhorn
KQED Education Network
Kara Clayton
National Association for Media Literacy Education
Wendell Bourne & Michael Yell
National Council for the Social Studies
Joseph Fatheree
National State Teachers of the Year
Donelle Blubaugh & Jenny Bradbury
PBS Teachers
SPECIAL THANKS TO:
Mai Iskander
Director of Garbage Dreams
Jeremy Bernstein
Lead Designer/Producer for Garbage Dreams the
Game
Duane Dunfield
Lead Developer for Garbage Dreams the Game
Julie Smith
Editorial review of the lesson plans
INDEPENDENT TELEVISION SERVICE (ITVS)
651 BRANNAN STREET, SUITE 410
SAN FRANCISCO, CA 94107
GARBAGE DREAMS
About ITVS:
The Independent Television Service (ITVS) funds and
presents award-winning documentaries and dramas
on public television, innovative new media projects
on the Web and the Emmy Award-winning weekly
series Independent Lens on Tuesday nights at 10
PM on PBS. ITVS is a miracle of public policy created
by media activists, citizens and politicians seeking to
foster plurality and diversity in public television. ITVS
was established by a historic mandate of Congress
to champion independently produced programs that
take creative risks, spark public dialogue and serve
underserved audiences. Since its inception in 1991,
ITVS programs have revitalized the relationship between
the public and public television, bringing TV audiences
face-to-face with the lives and concerns of their fellow
Americans. More information about ITVS can be obtained
by visiting itvs.org. ITVS is funded by the Corporation for
Public Broadcasting, a private corporation funded by the
American people.
About Independent Lens:
Independent Lens is an Emmy® Award-winning
weekly series airing Tuesday nights at 10 PM on
PBS. Hosted this season by Maggie Gyllenhaal, the
acclaimed anthology series features documentaries and
a limited number of fiction films united by the creative
freedom, artistic achievement and unflinching visions
of their independent producers. Independent Lens
features unforgettable stories about a unique individual,
community or moment in history. Presented by ITVS, the
series is supported by interactive companion websites,
and national publicity and community engagement
campaigns. Further information about the series is
available at pbs.org/independentlens. Independent
Lens is jointly curated by ITVS and PBS, and is funded
by the Corporation for Public Broadcasting (CPB), a
private corporation funded by the American people, with
additional funding provided by PBS and the National
Endowment for the Arts. The series producer is Lois
Vossen.
About PBS:
PBS is a media enterprise that serves 354 public
noncommercial television stations and reaches almost
90 million people each week through on-air and online
content. Bringing diverse viewpoints to television and
the Internet, PBS provides high-quality documentary and
dramatic entertainment, and consistently dominates the
most prestigious award competitions. PBS is a leading
provider of educational materials for K-12 teachers,
and offers a broad array of other educational services.
PBS' premier kids' TV programming and Web site, PBS
KIDS Online (pbskids.org), continue to be parents'
and teachers' most trusted learning environments for
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org, one of the leading dot-org Web sites on the Internet.
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