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Contents 1 Aboriginal Lore 1.1 1. Who are the Aborigines and where did they come from? How many tribes were there when European colonization commenced? 1.2 2. Discuss the tribal system. What are totems? 1.3 3. Discuss the food of the Aborigines: 1.3.1 a. Kinds 1.3.2 b. How obtained 1.3.3 c. How prepared 1.4 4. Discuss their homes. Of what are they made and why are they not permanent? Where do the young men and boys sleep? 1.5 5. How do they communicate with other tribes who may not understand their language? How do they send signals within the tribe? What is the purpose of the Tjuringa (or Churinga)? 1.6 6. What are some of the articles of trade and exchange? What domestic utensils do they use. 1.7 7. Describe some of the weapons used in hunting and warfare. 1.8 8. What is a corroboree? Explain its purpose. What are clap sticks and the didgeridoo? 1.8.1 Corroboree 1.8.2 Clap sticks and the didgeridoo 1.9 9. What games do children play? How are young men trained? How are they initiated? What is the bora ground? What is a bull roarer? 1.10 10. Discuss the two main types of Aboriginal art. 1.11 11. Briefly relate the history of the Aborigines since the white man arrived in Australia, mentioning the government policies through the years and the work of missions. 1.12 References 2 Africa Lore 2.1 1. Be able to name and locate at least ten different African tribes of the present day and name several outstanding features of each. 2.1.1 Fula 2.1.2 Hausa 2.1.3 Igbo 2.1.4 Ijaw 2.1.5 Kikuyu 2.1.6 Kongo 2.1.7 Lingala 2.1.8 Maasai 2.1.9 Shona 2.1.10 Somali 2.1.11 Xhosa 2.1.12 Yoruba 2.1.13 Zulu 2.2 2. a. Select for study an African Tribe. (If you belong to an African Tribe, select one other than your own.)b. Find out detailed information on the tribe selected, in the following areas: (1) Eating habits(2) Initiation ceremony(3) Witch doctors(4) Living and worship conditions(5) Education(6) Burials(7) Money(8) Dress(9) Industry 2.3 3. Tell an African folk story bringing out its moral. 2.4 4. Make a collection of at least 15 objects manufactured by African tribes (other than your own). 2.5 References 3 Airplane Modeling 3.1 1. Build and successfully fly an airplane from a kit made of balsa wood and tissue paper, and rubber band or gas powered. 3.1.1 SIG Manufacturing is a major supplier. 3.1.1.1 AMA Cub 3.1.1.2 Thermal Dart 3.1.1.3 SIG Parasol 3.1.1.4 SIG Cub 3.1.2 Guillow's is also a major supplier. 3.1.2.1 Cadet 3.1.2.2 Cloud Buster 3.1.2.3 Fly Boy 3.2 2. Build a balsa wood glider from a kit and observe its flying characteristics as related to variable positions of the wings. 3.2.1 SIG Manufacturing is a major supplier. 3.2.1.1 Flip 3.2.2 Guillow's is also a major supplier. 3.2.2.1 Eagle 3.2.2.2 Jetfire 3.2.3 Do It Yourself "Penny Glider" plans. 3.2.3.1 Stock pieces required. 3.2.3.2 Other required supplies. 3.2.3.3 Make the kits in advance 3.2.3.4 Have the students follow steps 1 through 8 to build the kits. 3.2.3.5 Plan Page. 3.3 3. Make and successfully fly two different styles of paper airplanes using sheets of paper between eight (20.3 cm) and fourteen (35.6 cm) inches in width and length. 3.4 4. Define, locate, and explain the usage of the following basic items: 3.4.1 Illustration of Model airplane parts. 4 Basketry 4.1 1. Know the names of two countries where Rattan (cane) is grown. 4.2 2. Explain how to treat pithcane (reed) before weaving. 4.3 3. What tools would you use for: 4.3.1 a. Cane basket making? 4.3.2 b. Raffia or Indian basket making? 4.4 4. Define: 4.4.1 a. Weaver singeing 4.4.2 b. Crushing 4.5 5. Explain how to: 4.5.1 a. Mend a broken spoke (stake). 4.5.2 b. Join a weaving rod (reed). 4.6 6. Name two kinds of bases used in baskets and tell in which type of basket each one can be used. 4.7 7. Describe how to lay: 4.7.1 a. A footridge border 4.7.2 b. A three-rod border 4.8 8. Do the following: simple weaving, slewing, and bispoking, and stitch a raffia base. 4.9 9. Make a cane sandwich tray with a wood base. 4.10 10. Make a hot roll basket with a woven base. 4.11 1I. Make a round hot pad six inches (15.2 cm) in diameter in Raffia or Indian basketry. 4.12 References 5 Block Printing 5.1 1. List the tools and equipment necessary for block printing. 5.2 2. Write a paragraph on the principles of design and lettering as applied to block printing. 5.3 3. Using a potato, carve a design incorporating your initials into it, and use it to print your initials on paper. 5.4 4. Design and print at least one greeting card. 5.5 5. Design and print one bookplate or book cover. 5.6 6. Going through the steps of designing, carving, and printing, create another original piece of work of your choice. 5.7 References 6 Braiding 6.1 1. Make a three-strand braid, using hair, rope, or cord. 6.2 2. Make a zipper pull or a key chain using the four-strand round or square braid. 6.3 3. Make a four-strand hanger cover. 6.4 4. Make a four-strand round braid lanyard. 6.5 5. Know how to start and end all projects. 6.6 References 7 Braiding - Advanced 7.1 1. Have the Braiding Honor. 7.2 2. Make a six- or eight-strand zipper pull or key chain. 7.3 3. Make a six- or eight-strand zipper pull or key chain showing zigzag technique by reversing direction of braid, or make a project showing the three-part inside or trick braid. 7.4 4. Do one of the following: 7.4.1 a. Six-strand lanyard 7.4.2 b. Bookmark using at least six strands 7.4.3 c. Four-strand dog leash using twine or wire for a core to braid around 7.5 5. Know how to start and end all projects. 7.6 References 8 Bread Dough 8.1 1. Make a list of materials and supplies needed for dough artistry. 8.2 2. Why is it important to have clean hands and use hand lotion while working with bread dough. 8.3 3. Explain the different techniques of tinting and painting the dough. 8.4 4. What type of finish do you use to protect and give a glossy appearance. 8.5 5. Make at least two different flowers with leaves and arrange into a container of your choice. 8.6 6. Make one of the following using tinted dough: 8.6.1 a. Sculpture arrangement 8.6.2 b. Small wall plaque 8.7 7. Make one of the following: 8.7.1 a. Kitchen refrigerator magnet 8.7.2 b. Pin 8.7.3 c. Choice of something you would like to make 8.8 References 9 Cake Decorating 9.1 1. List equipment necessary for cake decorating. 9.2 2. Learn from memory the two cake icings-butter cream and royal-and their proper uses. Name one other icing used for frosting. 9.2.1 Royal Icing 9.3 3. Learn and demonstrate proper construction of the decorating tube using parchment, wax papers, or a disposable bag. Show proper method of inserting tip, brushing with color, filling with icing, and folding of top. What is the name of the top fold? 9.4 4. Name three essential steps to good cake decorating. 9.5 5. Demonstrate pressure control with tubes. Learn the technique and name the proper tip (tube) used to make the following: 9.5.1 a. Star, fill-in and border 9.5.2 b. Rosette 9.5.3 c. Shell border 9.5.4 d. "S" design 9.5.5 e. Ribbon 9.5.6 f. Zigzag border 9.5.7 g. Leaves 9.6 6. Name four color techniques. Demonstrate two, including two-color icing. 9.7 7. Learn to make the following flowers: 9.7.1 a. Sweet pea 9.7.2 b. Rosebud 9.7.3 c. Full American beauty rose 9.7.4 d. Drop flower 9.8 8. Demonstrate writing technique using two different tips and methods. 9.9 9. Decorate a doll cake or a cake prepared in a specialty cake pan using star fill-in method. Use at least two colors to make the design or pattern. 9.10 10. Make a special occasion cake of your choice using two or more borders of different types, and a floral arrangement. 9.11 11. Make a heart cake using borders, florets, string work, and writing. 9.12 References 10 Candlemaking 10.1 1. Make at least five of the following: 10.1.1 a. Free-form sand candle 10.1.2 b. Layered colored candle 10.1.3 c. Candle made in a mold 10.1.4 d. Ice candle 10.1.5 e. Dipped candle 10.1.6 f. Dribble-wax candle 10.1.7 g. Perfumed candle 10.1.8 h. Pair of beeswax candles 10.1.9 i. Floating candle 10.1.10 j. Candle in a container/jar 10.1.11 k. Decorated candle 10.2 2. Know the two kinds of wax used for candle making and their uses. 10.3 3. Know sizes of wicking and which one will burn properly in each particular candle. 10.4 4. When should a metal core wick be used? 10.5 5. Know the safety techniques of candle making. 10.6 References 11 Ceramics (General Conference) 11.1 1. Tell briefly the history of early ceramics. 11.2 2. Know what is meant by the following terms: 11.2.1 a. Greenware 11.2.2 b. Bisque 11.2.3 c. Decal 11.2.4 d. Kiln 11.2.5 e. Glaze 11.2.6 f. Slip 11.2.7 g. Mender 11.3 3. Explain the use of cones in kilns. 11.4 4. Know how and when to use underglaze and glaze. 11.5 5. Know what tools are used in completing your projects in ceramics. 11.6 6. Complete one item using a crystal glaze. 11.7 7. Complete two of the following using underglaze on at least one item: 11.7.1 a. Cookie jar 11.7.2 b. Pie plate 11.7.3 c. Vase 11.7.4 d. Flower planter 11.7.5 e. Candy dish 11.7.6 f. Mug 11.7.7 g. Item of your choice 11.8 References 12 Ceramics (North American Division) 12.1 1. Tell briefly the history of early ceramics. 12.2 2. Know what is meant by the following terms: 12.2.1 a. Greenware 12.2.2 b. Bisque 12.2.3 c. Decal 12.2.4 d. Kiln 12.2.5 e. Glaze 12.2.6 f. Slip 12.2.7 g. Mender 12.2.8 h. Stain 12.3 3. Explain the use of cones in kilns. 12.4 4. Know how and when to use underglaze, glaze and stain. 12.5 5. Know what tools are used in completing your projects in ceramics. 12.6 6. Know the difference between glaze and food-safe glaze. 12.7 7. Complete two of the following using underglaze on one item, and food-safe glaze on the second item: 12.7.1 a. Cookie jar 12.7.2 b. Pie plate 12.7.3 c. Vase 12.7.4 d. Flower planter 12.7.5 e. Candy dish 12.7.6 f. Mug 12.7.7 g. Item of your choice 12.8 References 13 Copper Enameling 13.1 1. Know the difference between low-temp and high-temp enameling. 13.2 2. Name the materials on which the low-temp process can be used. 13.3 3. What is the proper method of cleaning items to be enameled? Why is it important to clean items to be enameled? 13.4 4. How is copper finished to prevent tarnishing? 13.5 5. Name the tools used in enameling. 13.6 6. What heat sources can be used for low-temp enameling? What safety precautions should be followed? 13.7 7. How are pin backs and magnets attached to the back of metal pieces? 13.8 8. Make at least five items using the following techniques: 13.8.1 a. Swirling 13.8.2 b. Stencil 13.8.3 c. Threads 13.8.4 d. Mosaic 13.8.5 e. Scraffito 13.9 References 14 Copper Enameling - Advanced 14.1 1. Have the Copper Enameling Honor. 14.2 2. Explain the use of a trivet. 14.3 3. What materials can be used to decorate enameled pieces for the appliqué technique? 14.4 4. Use four of the following techniques in completing requirement 5: 14.4.1 a. Counter enameling 14.4.2 b. Appliqué 14.4.3 c. Cloisonnes 14.4.4 d. Dry painting 14.4.5 e. Scraffito 14.5 5. Make four of the following projects: 14.5.1 a. Holiday decoration 14.5.2 b. Kitchen decoration 14.5.3 c. Foil flower 14.5.4 d. Pin or stick pin 14.5.5 e. Metal bookends 14.5.6 f. Metal switch plate 14.5.7 g. Three-dimensional item 14.5.8 h. Similar item of your choice 14.6 References 15 Counted Cross Stitch 15.1 1. Have a tote with cross-stitch materials, including at least one hoop, masking tape or Fra-check, needles, and scissors. 15.2 2. What is the difference between cross-stitching, counted cross-stitch, and embroidery? 15.3 3. Know at least four stitches used in counted cross-stitch. 15.4 4. Cross-stitch a simple object in three different sizes of aida cloth. Mount and label the size and name of aida cloth used, stating how many floss strands are to be used with each. 15.5 5. Make a counted cross-stitch of a quote with a border and frame it for hanging, using at least three different stitches. 15.6 6. Make at least a 5 x 7 inches (12.7 x 17.8 cm) counted cross-stitch on aida-14 of a nature scene. 15.7 References 16 Crocheting 16.1 1. Define and crochet the following: ST, SP, STS, RND, INCL, DEC, and INC. 16.2 2. Make squares of at least 20 stitches of the following: SC, DC, HDC, TR, and DTR. 16.3 3. Show how to measure stitch gauge or row gauge on sample squares. 16.4 4. Know how to care for items made out of wool, orlon, nylon, and cotton. 16.5 5. Know how to make a granny square, and show something you have made using a granny square, such as a hat, scarf, pillow cover, etc. 16.6 6. Show a sample of simple edging you have made out of thread. 16.7 7. Crochet one of the following out of yarn: hat, scarf, sleeveless sweater, or slippers. 16.8 References 17 Crocheting - Advanced 17.1 1. Have the Crocheting Honor. 17.2 2. Crochet a round doily out of thread. 17.3 3. Make a fancy hairpin lace for a pillow case or similar object. 17.4 4. Crochet a sweater (not sleeveless) or baby set. 17.5 5. Crochet an afghan or a throw rug. 17.6 References 18 Currency (United States) 18.1 1. Relate briefly the story of barter, showing three reasons why money came into being and naming at least ten strange forms of money used in place of coins or currency. 18.2 2. Relate briefly the history of coinage and paper currency in your country, making sure to mention the dates of the establishment of any mints or engraving plants. Also discover some change in the metal composition of a coin, giving any interesting highlights concerning such a change. 18.2.1 United States Mint 18.2.1.1 Current Facilities 18.2.2 Bureau of Engraving and Printing 18.2.3 Coin Composition 18.3 3. Explain how money is distributed in your country. 18.4 4. Define the following terms: 18.5 5. Describe the obverse and reverse for paper money of the six lowest denominations currently in use in your country. 18.6 6. Know how coins are graded in quality by collectors. 18.7 7. Collect and mount a type set of coins from your country of any date currently being minted or in circulation. Proof, commemorative, rare, silver, or expensive coins are not needed. 18.7.1 a. In your collection: Possess at least one coin from each mint in the type set. 18.7.2 b. In your collection: Locate and identify the mint mark (if any) on each coin. 18.7.3 c. In your collection: Locate and identify the initials (if any) of each coin's designer(s). 18.8 8. Do two of the following: 18.8.1 a. Make enlarged drawings of both sides of ten different denominations or forms of coins for your country no longer in circulation. 18.8.2 b. Collect, identify, and mount 25 different foreign coins. No two coins alike. 18.8.3 c. Collect and mount a type set of coins from your country minted during the 20th Century. 18.8.4 d. Collect and mount a date set of series of coins for your country beginning with your birth year. (Commemorative, gold, proof, expensive, or rare coins need not be included.) 18.9 References 19 Currency - Advanced (European Union) 19.1 1. Have the Currency (Coins) Honor 19.2 2. Select a coin or note from your collection and present an oral or written report on the historical or other significance of the person(s), place(s), item(s) or symbol(s) found on both sides. 19.3 3. What are the laws regarding counterfeiting in your country and what devices are used in your nation's currency to prevent it? 19.3.1 European Union 19.3.2 Anti-counterfeiting measures 19.3.2.1 Banknotes 19.3.2.2 Coins 19.4 4. Attend a meeting of a local coin club and report on your experience. Possible items to consider: a. Level of expertise of members as demonstrated by presentations and dialogues.b. Average general age of attendees. c. Ideas which might help the club extend its collector interest to a wider audience. d. How newcomer friendly is the organization. e. Suggestions on how these people might be reached with the gospel through a manner which they would find attractive. 19.5 5. Select one of the three categories of your collection as required under the Currency Honor requirements 7 and 8, and increase your collection to include twice the total number of specimens. 19.6 6. Add to your collection at least one of the unusual (odd and curious) forms learned about in requirement 1 of the Currency Honor requirements and have in your Currency Honor files, at least a paragraph summarizing how, when and where this item was used as currency. 19.7 References 20 Currency - Advanced (United States) 20.1 1. Have the Currency (Coins) Honor 20.2 2. Select a coin or note from your collection and present an oral or written report on the historical or other significance of the person(s), place(s), item(s) or symbol(s) found on both sides. 20.3 3. What are the laws regarding counterfeiting in your country and what devices are used in your nation's currency to prevent it? 20.3.1 United States of America (Law) 20.3.2 Anti-counterfeiting measures 20.4 4. Attend a meeting of a local coin club and report on your experience. Possible items to consider: a. Level of expertise of members as demonstrated by presentations and dialogues.b. Average general age of attendees. c. Ideas which might help the club extend its collector interest to a wider audience. d. How newcomer friendly is the organization. e. Suggestions on how these people might be reached with the gospel through a manner which they would find attractive. 20.5 5. Select one of the three categories of your collection as required under the Currency Honor requirements 7 and 8, and increase your collection to include twice the total number of specimens. 20.6 6. Add to your collection at least one of the unusual (odd and curious) forms learned about in requirement 1 of the Currency Honor requirements and have in your Currency Honor files, at least a paragraph summarizing how, when and where this item was used as currency. 20.7 References 21 Decoupage 21.1 1. Give the meaning and history of decoupage 21.2 2. Make a list of the materials and equipment needed in decoupage. 21.3 3. Describe how to prepare a wood or metal object for decoupage. 21.4 4. Describe three ways in which a print may be used in decoupage. 21.5 5. Use the basic steps in completing two of the following objects: 21.5.1 a. Modpodge print 21.5.2 b. Keyring 21.5.3 c. Bookends 21.5.4 d. Bottle 21.5.5 e. Tissue box 21.5.6 f. Reasonable choice 22 Digital Photography 22.1 1. Explain the following: 22.1.1 a. The principles of digital camera construction and how a digital camera works. 22.1.2 b. The effect of light on an image sensor. 22.1.2.1 Bayer Filter 22.1.3 c. How color images are created from the BW image the sensor captures. 22.1.4 d. What the camera lens does; what focal length means. 22.1.4.1 Camera Lens 22.1.4.2 Focal Length 22.2 2. How are lens aperture and depth of field related? 22.3 3. Describe pixels, image resolution, and image size. 22.4 4. What are the two types of image compression? 22.4.1 Lossless Compression 22.4.2 Lossy Compression 22.5 5. Name and describe three types of image formats. 22.6 Major graphic file formats 22.6.1 Raster formats 22.6.1.1 JPEG 22.6.1.2 TIFF 22.6.1.3 RAW 22.6.1.4 PNG 22.6.1.5 GIF 22.6.1.6 BMP 22.6.1.7 HDP 22.6.1.8 XPM 22.6.1.9 MrSID 22.6.2 Vector formats 22.6.2.1 SVG 22.7 6. Give the principle uses of photography: 22.8 7. Take pictures illustrating at least eight of the following techniques. Use comparison pictures for illustration: 22.8.1 a. Framing. 22.8.2 b. Camera Steadiness. 22.8.3 c. Direction of lighting - front, side, or backlighting. 22.8.4 d. Quality of light - shade, sunlight, and time of day. 22.8.5 e. Rule of thirds. 22.8.6 f. Angle - eye level, high, and low level. 22.8.7 g. Level horizon. 22.8.8 h. Distance from subject - fill the frame. 22.8.9 i. Use of leading lines. 22.8.10 j. Correct exposure - underexposed, overexposed, and correctly exposed. 22.8.11 k. Use of flash - proper distance and reflective objects. 22.9 8. Learn how to place photos in PowerPoint. Create a PowerPoint presentation showing the pictures you took using the above techniques. 22.10 9. Using a photo editing program on a computer, show ability to crop, color correct, sharpen, and adjust brightness/contrast to photos. 22.11 10. Complete at least three creative photographic projects in a photo editing program; such as a CD cover, a photo scrapbook page, a collage, etc. 22.12 11. Have a basic understanding of file organization techniques. 22.13 References 23 GNU Free Documentation License 23.1 0. PREAMBLE 23.2 1. APPLICABILITY AND DEFINITIONS 23.3 2. VERBATIM COPYING 23.4 3. COPYING IN QUANTITY 23.5 4. MODIFICATIONS 23.6 5. COMBINING DOCUMENTS 23.7 6. COLLECTIONS OF DOCUMENTS 23.8 7. AGGREGATION WITH INDEPENDENT WORKS 23.9 8. TRANSLATION 23.10 9. TERMINATION 23.11 10. FUTURE REVISIONS OF THIS LICENSE

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[edit] Aboriginal Lore

Part 1
Arts and Crafts General Conference	Skill Level Unknown
	Year of Introduction: Unknown

The Part 1 Honor is a component of the Artisan Master Award .

[edit] 1. Who are the Aborigines and where did they come from? How many tribes were there when European colonization commenced?

[edit] 2. Discuss the tribal system. What are totems?

[edit] 3. Discuss the food of the Aborigines:

[edit] a. Kinds

[edit] b. How obtained

[edit] c. How prepared

[edit] 4. Discuss their homes. Of what are they made and why are they not permanent? Where do the young men and boys sleep?

[edit] 5. How do they communicate with other tribes who may not understand their language? How do they send signals within the tribe? What is the purpose of the Tjuringa (or Churinga)?

[edit] 6. What are some of the articles of trade and exchange? What domestic utensils do they use.

[edit] 7. Describe some of the weapons used in hunting and warfare.

[edit] 8. What is a corroboree? Explain its purpose. What are clap sticks and the didgeridoo?

[edit] Corroboree

A corroboree is a ceremonial meeting of Australian Aborigines. The word was coined by the European settlers of Australia in imitation of the Aboriginal word caribberie. At a corroboree Aborigines interact with the Dreamtime through dance, music and costume. Many ceremonies act out events from the Dreamtime. Many of the ceremonies are sacred and people from outside a community are not permitted to participate or watch.

In the northwest of Australia, corroboree is a generic word to define theatrical practices as different from ceremony. Whether it be public or private, ceremony is for invited guests. There are other generic words to describe traditional public performances: juju and kobbakobba for example. In the Pilbara, corroborees are yanda or jalarra. Across the Kimberley the word junba is often used to refer to a range of traditional performances and ceremionies.

Corroboree and ceremony are strongly connected but different. In the 1930s Adolphus Elkin wrote of a public pan-Aboriginal dancing "tradition of individual gifts, skill, and ownership" as distinct from the customary practices of appropriate elders guiding initiation and other ritual practices. Corroborees are open performances in which everyone may participate taking into consideration that the songs and dances are highly structured requiring a great deal of knowledge and skill to perform.

Corroboree is a generic word to explain different genres of performance which in the northwest of Australia include balga, wangga, lirrga, junba, ilma and many more. Throughout Australia the word corroboree embraces songs, dances, rallies and meetings of various kinds. In the past a corroboree has been inclusive of sporting events and other forms of skill display. It is an appropriated English word that has been reappropriated to explain a practice that is different to ceremony and more widely inclusive than theatre or opera.

[edit] Clap sticks and the didgeridoo

Aboriginal people developed unique instruments and folk styles. The didgeridoo is commonly considered the national instrument of Aboriginal people, and it is claimed to be the world's oldest wind instrument. However, it was traditionally only played by Arnhem Land people, such as the Yolngu, and then only by the men. It has possibly been used by the people of the Kakadu region for 1500 years. Clap sticks are probably the more ubiquitous musical instrument, especially because they help maintain the rhythm for the song.

[edit] 9. What games do children play? How are young men trained? How are they initiated? What is the bora ground? What is a bull roarer?

[edit] 10. Discuss the two main types of Aboriginal art.

[edit] 11. Briefly relate the history of the Aborigines since the white man arrived in Australia, mentioning the government policies through the years and the work of missions.

[edit] References

[edit] Africa Lore

Part 1
Arts and Crafts East Africa Division	Skill Level 1
	Year of Introduction: 2001

The Part 1 Honor is a component of the Artisan Master Award .

[edit] 1. Be able to name and locate at least ten different African tribes of the present day and name several outstanding features of each.

There are many more African tribes than the ones listed here, but this should get you started.

Acholi

Children displaced by the insurgency of the Lord's Resistance army of northern Uganda into Labuje camp near Kitgum Town. Living conditions:Their traditional dwelling-places were circular huts with a high peak, furnished with a mud sleeping-platform, jars of grain and a sunk fireplace, with the walls daubed with mud and decorated with geometrical or conventional designs in red, white or grey. Religion:Most Acholi are Protestant, Catholic and, in lesser numbers, Muslim. Nevertheless, the traditional belief in guardian and ancestor spirits remains strong, though it is now often described in Christian or Islamic terms. Burial:When a man dies he is buried near the entrance of his hut. The grave is left open and guarded by a young person until it begins to decompose. At that time, it is considered safe to bury the corpse. After burial, a fence is erected around the grave, and trees are planted on top of it. The Acholi consider it unfortunate for a man to die of natural causes. It is considered lucky for a man to die while hunting or while fighting a war, even though the body is left unburied in these cases, left for the vultures. Location:Southern Sudan, Northern Uganda Members:750,000

More info on the Acholi can be found at http://www.gurtong.org/resourcecenter/people/profile_tribe.asp?TribeID=92

Amhara

Religion:Their predominant religion for centuries has been Christianity, with the Ethiopian Orthodox Church playing a central role in the culture of the country and of the Amharic ethnic group. Industry:About 90% of the Amhara are rural and make their living through farming, mostly in the Ethiopian highlands. Prior to the 1974 revolution, absentee landlords maintained strict control over their sharecropping tenants, often allowing them to accumulate crippling debts. After 1974, the landlords were replaced by local government officials, who play a similar role. Barley, corn, millet, wheat, sorghum and teff, along with beans, peppers, chick-peas and other vegetables are the most important crops; in the highlands one crop per year is normal, while in the lowlands two are possible. Cattle, sheep, and goats are also raised. Location:Central highlands of Ethiopia Members:23,000,000

[edit] Fula

[edit] Hausa

[edit] Igbo

[edit] Ijaw

[edit] Kikuyu

[edit] Kongo

[edit] Lingala

[edit] Maasai

[edit] Shona

[edit] Somali

[edit] Xhosa

[edit] Yoruba

[edit] Zulu

[edit] 2. a. Select for study an African Tribe. (If you belong to an African Tribe, select one other than your own.)
b. Find out detailed information on the tribe selected, in the following areas:
(1) Eating habits
(2) Initiation ceremony
(3) Witch doctors
(4) Living and worship conditions
(5) Education
(6) Burials
(7) Money
(8) Dress
(9) Industry

These details are described in the answers to requirement 1.

[edit] 3. Tell an African folk story bringing out its moral.

[edit] 4. Make a collection of at least 15 objects manufactured by African tribes (other than your own).

[edit] References

[edit] Airplane Modeling

Part 1
Arts and Crafts General Conference	Skill Level 1
	Year of Introduction: 1944

The Part 1 Honor is a component of the Artisan Master Award .

[edit] 1. Build and successfully fly an airplane from a kit made of balsa wood and tissue paper, and rubber band or gas powered.

Many kits are available for building that will meet this requirement.

[edit] SIG Manufacturing is a major supplier.

To help you navigate, SIG uses the following shorthand on their website.

F/F = Free flight C/L = Control line R/C = Remote control

BIY = Build it yourself ARF = Almost ready to fly RTF = Ready to Fly

Some possible models from SIG include:

[edit] AMA Cub

This model has been also called "Delta Dart" and has been sold by SIG for beginner modelers since 1968. Designed by Frank Ehling, these can be built by even younger modelers with little or no experience. Rubber band powered, the wing covering paper is pre-printed with markings to show where to glue the wood pieces. Kit includes everything you need except some glue. Likely the most cost effective model for club purposes as well.

Ask your local hobby shop if they stock this model, or order from SIG.

[edit] Thermal Dart

Basically a larger version of the AMA Cub.

As built by a Pathfinder.

[edit] SIG Parasol

Easy to build like a cub, this model looks a little more like a scale airplane.

[edit] SIG Cub

This model is more challenging to build than the AMA Cub, or Thermal Dart. The wing includes airfoil shape, and dihedral angle for stability. This model would be better suited for either older modelers or modelers with some experience already. A nice rubber band powered free flight model.

[edit] Guillow's is also a major supplier.

Some possible models from Guillow's include:

[edit] Cadet

A simple to build rubber band powered model.

[edit] Cloud Buster

Similar to the SIG Cub. This model has airfoil wing, and dihedral angle as well.

[edit] Fly Boy

This model involves more skill and work with it's built up (3D) fuselage. Still a fairly simple model, this kit will involve a larger time commitment, and a bit more skill. An experienced modeler to help instruct would be an asset for this kit.

[edit] 2. Build a balsa wood glider from a kit and observe its flying characteristics as related to variable positions of the wings.

[edit] SIG Manufacturing is a major supplier.

See the shorthand help above to navigate their site.

A possible glider model from SIG is:

[edit] Flip

This model is a nice free flight glider kit. It does not technically meet the needs of this requirement since the plans call for the wing to be in a fixed location. This does not allow the modeler to observe its flying characteristics as related to variable positions of the wings. With a bit of spare balsa and some simple modifications, this glider can be built with movable wings.

Flip with modified wing mount.

[edit] Guillow's is also a major supplier.

Almost all of their toy balsa gliders would qualify for this requirement since they all have the ability to adjust the wings forward or back. Some possible models include:

[edit] Eagle

Very basic balsa glider.

[edit] Jetfire

Similar to Eagle, with a wider wingspan and dihedral angle.

[edit] Do It Yourself "Penny Glider" plans.

Due to an ordering mix-up with our glider kit supplier, our club was forced to get creative to meet the glider requirement in this Airplane Modeling honor. The end result was that I designed a glider that could be made from stock pieces of balsa. The glider flew well for the students who made them, and the plans made for very cost effective kits. I found the most efficient way to use balsa sheets is to make 12 glider kits. I am publishing the plans here in the hope that other youth groups can make good use of them.

Penny Glider as built by a Pathfinder.

[edit] Stock pieces required.

One set of the following pieces will create twelve glider kits.

• (3) 3" X 36" X 1/16" sheet
• (4) 1/8" X 3/8" X 36"
• (1) 1/8" X 1/8" X 36"

[edit] Other required supplies.

Wood glue / Hobby knifes

Ruler (Metal is best)

Water based sanding sealer - (I used Varathane Crystal Clear Waterborne thinned 50% with water)

150 grit sandpaper

Pencil / Hobby paint brushes

12 Pennies

Hot glue gun and glue

One copy of plan page printed for each student.

[edit] Make the kits in advance

Cut the pieces from the stock to the sizes shown in the plan. Use a hobby knife and steel ruler.

Fuselage - Cut the ⅛” x ⅜” stock into 12” long sections to make 12 fuselages.

Wings - Cut 6 pieces 11” x 1½” from 2 of the 1/16” sheets to make 12 wings.

Wing Mounts - Cut ⅛” x ⅛” stock into 12 - 2½ ” sections.

Wing Mounts – Cut 24 - ¼” x 2½ ” parts for wing mounts from 1/16" sheet balsa.

Horizontal Stabilizer – Cut 12 - 3½” x 3/4” horizontal stabilizers from 1/16" sheet balsa.

Vertical Stabilizer - Cut 12 - 1½” x 1” vertical stabilizers from 1/16" sheet balsa.

(ensure grain runs the long direction on all 1/16" sheet balsa pieces)

Optionally cut the tapered notches in the fuselage for the horizontal stabilizer, or leave this step for the students depending on level of students ability with hobby knifes.

Each kit will contain one wing, one fuselage, one horizontal stabilizer, one vertical stabilizer, and the wing mounting pieces. One single kit is pictured below.

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