Remind students of the use of symbolism in Mancala to represent agriculture, landscape and harvesting. Now the students are ready to decorate their games.Attatch these pieces using tape, glue or staples. Attatch the top pieces so they stick out enough to be the cups for the Mancala game. Take the two top pieces and attach them to the bottom of the remaining egg carton piece (side with cups).Halve the top of the carton, cutting width-wise down the middle.Cut the extra closure section off of the top of the egg carton.Instruct the students to cut the top off the egg cartons along the hinge and set the bottom (the egg-holding tray) to the side.Distribute decorating materials and egg cartons.See if children can pick up on the similarities and differences between the two. It may be best to show both African versions as well as American versions. You may use the information we’ve provided or research further. Start the class with some basic historical information on Mancala. Suitable game pieces: beans, paperclips, buttons, etc.Egg cartons (one-dozen-sized container).This lesson would be best suited for a pre-museum visit and is a great way to introduce students to African culture. The decoration and creation of Mancala boards is said to represent agriculture and landscape a depiction of land being turned into a productive field through clearing plowing, irrigation, and harvesting.
The slave trade brought the game to the Caribbean and the east coast of South America. North of the equator they use a “two-rank” board south of the equator, a “four rank” board is used. It is played all over Africa with two basic variations. Some even place Mancala among the oldest games in the world, with archaeological evidence reaching back perhaps as far as 6000 B.C.E. carved into the temple roofs of Memphis, Thebes and Luxor. Mancala is a generic name for this type of “count and capture” game and stems from the Arabic word which means “to move.” Examples of this game have been found in Egyptian ruins dated from 1400 B.C.E. A lesson plan by Rachel Burgess and Sarah Gamble from the University of Maine
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