Education Programme on Primates in Peril - zooreach.org · intelligent pranksters. Primates form an important part of the food chain as prey species of many carnivores, especially

Guidelines

Education Programme on

Primates in Peril

Zoo Outreach Organisation &

Margot Marsh Biodiversity Fund Apenheul Primate Park, Netherlands

Flora and Fauna International Primate Conservation, Inc.

Thrigby Hall Wildlife Gardens Primate Society of Great Britain

SPONSORS Margot Marsh Foundation Established in 1995, the Margot Marsh Biodiversity Foundation was created to safeguard global biodiversity by providing strategically-targeted catalytic support for the conservation of endangered non-human primates and their natural habitats. The foundation gives highest priority to those projects in areas of high biodiversity under the greatest threat, thereby benefiting other groups of wildlife and plants. Apenheul Primate Park Apenheul Primate Park opened in 1971 as a small primate park with a revolutionary concept: to allow the monkeys freedom of movement and allow them to mingle with the visitors. However, visitors were - and still are - strictly advised to leave the animals in peace. Because of their freedom, many had been considered offspring were born and reared naturally by their own mothers. Even with species which, until then, ‘difficult’ to keep, did Apenheul achieve spectacular successes. Apenheul Primate Park holds Gorillas, Orangutans, bonobos and many other endangered primate species. Flora and Fauna International Founded in 1903, FFI is the world’s longest established international conservation body. It is one of the few organizations whose remit is to protect the entire spectrum of endangered plant and animal species on the planet. Fauna & Flora International works governments, NGOs, bilateral and multilateral donors, academic institutions, businesses and, most importantly, the local communities. FFI has developed a number of innovative alliances, including cross-sector partnerships and trailblazing initiatives with the business community. Primate Conservation, Inc. Primate Conservation, Inc., (PCI) is an all volunteer not for profit foundation [501(c)(3)] dedicated to studying, preserving and maintaining the habitats of the least known and most endangered primates in the world. Over 100 species, approaching half of all primates, are threatened or endangered. The tropical forests where most primates live are disappearing at an alarming rate. PCI provides grants to support the next generation of researchers and conservationists in the field. These grantees research the needs of species, focusing the attention of local people and the world. In many cases they are the endangered primates only defense against hunters and loggers. Thrigby Hall Wildlife Gardens Thrigby Hall Wildlife Gardens is a vigorous organisation that identifies and co-ordinates the efforts to breed seriously endangered species on a global basis. In recent years several generous donations called for the establishment of a fund to hold and disburse money given for conservation work supported by Thrigby Hall Wildlife Gardens. This cumulative generosity supports the Durrell Wildlife Conservation Trust and its work with the Pygmy Hog in Nepal, the Red Panda via Marwell Zoo, the Amur Leopard via the Tigris Foundation, and Zoo Outreach of India.

Primate Society of Great Britain The Primate Society of Great Britain was founded in 1967 to promote research into all aspects of primate biology, conservation and management. The Society is very strong scientifically and holds regular scientific meetings. In addition, the Society has launched a conservation appeal to help the urgent plight of primates in nature and in captivity. PSGB is a thriving society which invites membership from people with a serious interest in primates. PSGB publishes a Journal PRIMATE EYE thrice a year.

Guidelines

Education Programme for

Primates in Peril

Primate Programme - Concept Design Sally Walker and Payal Bhojwani

Compiled by

Sally Walker, K. Padma Priya, A.R. Binu Priya, Sanjay Molur, B.A. Daniel

Sponsors Margot Marsh Biodiversity Fund

Apenheul Primate Park, Netherlands Flora and Fauna International

Primate Conservation, Inc. Thrigby Hall Wildlife Gardens

Primate Society of Great Britain

Design, Printing and distribution Zoo Outreach Organisation

Contents Introduction 1 C.A.M.P. Workshop for Primates 3 Developing a programme around a species or event 5 Getting the best help from the press 7 Primates 11

Gibbon 11 Macaque 12 Langur 16 Loris 18

References 20 Games and activities related to primates 21

How many primates can fit in a tree? 23 Monkey say, Monkey do 24 Thumbs down 25 Debate 26 Monkey act 27 Choose your (pri)mate 28 Primate rescue 29 Primates and poachers 30 Primates chairs 31 Leaping langurs/monkey dance 32

INTRODUCTION Primates are both human and non-human. Monkeys are called ‘non-human’ primates by scientists. Both human and non-human primates share many similar characteristics. Maybe that is why non-human primates are such popular animals. They are among the most common of wildlife seen both in forested areas as well as in and around cities. Primates draw excited crowds at zoo exhibits. They are also popular characters for storywriters of children’s book as well as in folklore. In stories they are often depicted as intelligent pranksters. Primates form an important part of the food chain as prey species of many carnivores, especially big cats and other opportunistic predators such as hyaenas, dholes etc. Different types of primates need different types of forest habitats to survive. They face many threats in the wild due to deforestation, loss of food plants, hunting by man for meat, medicine, etc. Primates are trapped for the pet trade, for exhibition and for research laboratories. If these threats continue, primates may disappear altogether. A special workshop was held in Coimbatore, India in 2002 to discuss the threats to primates. Nearly 50 primate field biologists provided facts which showed that 31 of the 43 South Asian species and subspecies were in danger of extinction. This means that these primates may vanish die out completely. In zoos, probably because they are so similar to humans, primates attract more teasing and public feeding than almost any other animals. Visitors feed monkeys with wrong food they have bought or brought for themselves. Some mischievous visitors throw cigarettes or bottles at them. They also throw stones and other items to frighten them and make them run. People need to behave better in the zoo and learn more about primates, instead of persecuting them. Children need to learn about the destructive effects of trade on populations of primates Primates form an important part of Hindu culture. People pray to macaques and langurs throughout India as Lord Hanuman. Feeding temple monkeys and stray monkeys has become a part of a ritual. This is not good for monkeys because it mistakenly teaches them to approach human beings for food or search for food in human dwellings. Then people complain and call the forest department or the zoo. Some times people even harm these monkeys. Both adults as well as children need to be educated not to encourage stray monkeys. One way to educate the public about primates, their diversity and their importance is to focus on them as a theme, which we have done in the enclosed guidelines and packets. If you are a zoo director or zoo educator or volunteer, you know that people don’t want to come to the zoo and sit in a class, so take them outside in front of the primate enclosures to talk to them about monkeys. In the booklet and pamphlets included in the packet are many important facts about threats to non-human primates in South Asia and other topics. There is also an explanation of the method biologists use to assess and rank the level of threat each

species and subspecies face. This method was developed by the Species Survival Commission of the World Conservation Union (IUCN) and it is called the Red List Criteria and Categories. The World Conservation Union publishes a Red List of Threatened Species every two years which covers the whole world. Some of South Asia’s threatened primates that you read about in this packet will appear on this list … but not so much in the forests ! Protect Primates. They need your help! Things TO DO and NOT TO DO about Primates

• Save forests - Save trees by saving paper and plant more trees (Monkeys need forests to feed them!) • Educate your family and friends about protecting monkeys and other animals too. • Do not tease or feed monkeys at the zoo. • Do not feed stray monkeys at temples or anywhere. • Do not encourage monkey shows on the road. • Do not keep monkeys as pets at home. • Do not tease stray monkeys. They may attack you if irritated. • For monkey bites, consult a doctor immediately. C.A.M.P. Workshop for Primates There are 43 different species and subspecies of Primates which occur in South Asia. Fifty primate scientists and field biologists gathered in Coimbatore, Tamil Nadu at the State Forest Service College on 5-9 March 2002 for a Conservation Assessment and Management Plan (C.A.M.P.) Workshop for Primates of South Asia to contribute information about primates from different localities throughout South Asia. The field biologists who attended the workshop provided tonnes of information about all 43 South Asian species. This information was used to rank species into different categories, provided by the Internationa Union for Conservtion of Natural Resources (IUCN)’s Red List Categories.and the information was compiled into a Report. Certain special recommendations were also suggested and compiled. The Government, non-government institutions and individuals now know how they should plan research, management, conservation and education for the next few years for primates.

The Primate C.A.M.P. Workshop was sponsored by the Conservation International, Primate Conservation Inc., Chester Zoo, North Carolina Zoological Park, Lincoln Park Zoo, Oklahama City Zoo, European Association of Zoos and Aquaria and Appenheul Primate Park. It was attended by primate specialists from 6 countries, e.g. Bangladesh, India, Nepal, Sri Lanka, UK and USA. Dr. Ardith Eudey the Vice-Chair for Asia of the SSC IUCN Primate Specialist Group and Dr. Douglas Brandon-Jones a well known specialist in South Asian Primate taxonomy were among those present.

Primate Conservation Assessment and Management Plan (C.A.M.P.) Workshop, 2002

Primate species of South Asia that were categorised according to the IUCN Red List

based on its habitat, threats and population numbers

Scientific taxon name Status, 2002 1. Bunopithecus hoolock hoolock Endangered In South Asia 2. Loris lydekkerianus lydekkerianus Near Threatened 3. Loris lydekkerianus malabaricus Near Threatened 4. Loris tardigradus grandis Endangered 5. Loris tardigradus nordicus Endangered 6. Loris tardigradus nycticeboides Endangered 7. Loris tardigradus tardigradus Endangered 8. Macaca arctoides Critically Endangered 9. Macaca assamensis assamensis Endangered 10. Macaca assamensis Nepal population Endangered 11. Macaca assamensis pelops Endangered 12. Macaca fascicularis aurea Critically Endangered in South Asia 13. Macaca fascicularis umbrosa Near Threatened 14. Macaca leonina Endangered in South Asia 15. Macaca mulatta mulatta Least Concern 16. Macaca radiata diluta Least Concern 17. Macaca radiata radiata Least Concern 18. Macaca silenus Endangered 19. Macaca sinica aurifrons Endangered 20. Macaca sinica opisthomelas Endangered 21. Macaca sinica sinica Endangered 22. Nycticebus bengalensis Data Deficient 23. Semnopithecus (Trachypithecus) johnii johnii Vulnerable 24. Semnopithecus entellus achates Least Concern 25. Semnopithecus entellus ajax Critically Endangered 26. Semnopithecus entellus anchises (Indian pop) Near Threatened 27. Semnopithecus entellus entellus Near Threatened 28. Semnopithecus entellus hector Endangered 29. Semnopithecus entellus hypoleucos Endangered 30. Semnopithecus entellus schistaceus Near Threatened 31. Semnopithecus priam priam Vulnerable 32. Semnopithecus priam thersites Indian pop.Endangered 33. Semnopithecus priam thersites Endangered Sri Lanka population 34. Trachypithecus geei Endangered 35. Trachypithecus obscurus phayrei Endangered 36. Trachypithecus pileatus brahma Data Deficient 37. Trachypithecus pileatus durga Endangered

38. Trachypithecus pileatus pileatus Endangered 39. Trachypithecus pileatus tenebricus Endangered 40. Trachypithecus vetulus monticola Endangered 41. Trachypithecus vetulus nestor Critically Endangered 42. Trachypithecus vetulus philbricki Endangered 43. Trachypithecus vetulus vetulus Endangered

Developing a programme around a species or events* Education programmes using a species as a theme or an event as a reason can be long term, short term or periodical. For example, the Indian Sangai education programme was a long term programme, involving research and surveys as well as educational activities to a great variety of target groups. This extended over six years. A tiger cub naming ceremony held by the Friends of Mysore Zoo was a “one off” or short term event. The birthday of a popular animal could be held yearly. World Environment Day is held every year, as is Wildlife Week and other periodic “designated” calebratory “days”. Conducting programmes around species and/or events will enable a zoo or other educational facility or organisation to have something going on throughout the year. The following outline suggests ways of using species and events to focus your educational activities. Elements of developing a programme 1. Functions Functions may include — lectures, parades, parties, ceremonies, press conferences, discussion groups, contests, competitions, special tours, slide shows (both in-house and outreach), etc. 2. Materials Posters, newsletters, brochures, packets, brochure-stickers, stickers, stamps, rubber stamps, t-shirts, calendars, postal cards, carry-bags, etc. 3. Partners Collaborate on programmes with other organisations such as zoos, other NGOs, Rotary Club, nature clubs, conservation organisations, climbing and adventure clubs, churches, schools, businesses. Developing a programme around a species Threatened species, particular 1. An threatened species in your zoo. 2. An threatened species not necessarily in your zoo but in India, such as Giant Panda, Logo of WWF. 3. An threatened species not even in India but as a symbol in the world. Threatened species, general 1. A group of threatened animals which can highlight the destruction of a particular habitat or biome 2. The concept of threatened species/”vanishing species” 3. A “representative” group of threatened animals, i.e. a mammal, a bird, a reptile, a fish, an amphibian, an insect. 4. A whole Taxon group - Some taxon groups are neglected and can be highlighted as a whole, with individual species as components. Bats, rodents, insectivores, invertebrates, amphibians are some examples.

Engaging/attractive species — or — the very opposite 1. An “attractive” animal that is not necessarily in trouble but can serve as a focal point to attract public attention. 2. An “attractive” young animal that has a birthday, or is being “named” etc. that can serve as a focal point. 3. An unattractive or unpopular animal with a negative image but has a story to tell itself can be played upon to make a point on an environmental issue, such as vultures. Official / commercial animals 1. Your official, state or national animal 2. An animal that is the symbol or logo of a well-known industry of company (that might fund some programme). Events Events can be global , national, state, local, in house 1. World events such as World Environment Day, World Forestry Day, etc. 2. National, state or local events (do not necessarily have to be connected with wildlife or environment, i.e. Republic Day in India is a free day for children at the zoo. 3. Local events — can mean your city or your own zoo. Zoo Week, Clean-up Day in your community, Health day, etc. 4. In-house events — Zoo special events such as animal birthdays, zoo centenary, or national and international scientific meetings.

Getting the best help from the press* Writing a press release: Pointers for pleasing all media

1. PROVIDE COMPLETE INFORMATION : · who · what · where · when

2. Keep the item of LOCAL interest (but you can bring in foreign contacts)

3. Keep it as short as possible (one page double spacing best). If it is too long they will edit and if they edit they will get many things WRONG

4. Rephrase information for different media

5. Include quote if possible.

6. Type everything you send (if they can’t read it, they won’t use it.)

7. Give name, address, phone, etc. of local contact if there are questions. If you are having a programme, give the press release to the Director to issue. He should speak to the press.

8. Build up interest with advance news and background information.

9. NGOs : DO NOT – repeat – DO NOT use zoo education programmes as a platform to criticize the zoo.

Kinds of media Different types of media require different types of information Radio TV Newspapers Magazines Kinds of news

1. ANNOUNCEMENTS - of general interest programmes and activities to which the public are invited 2. HARD NEWS - Something specific happens, i.e. a birth, a death, an aquisition 3. FEATURES - Articles background, profile (animal or human), general

Pointers for specific media NEWSPAPERS

Press release of item · Can be longer than radio but not too long · If your press item is too long they will edit it; this can lead to BAD

mistakes · Photos: inclusion of a good photo almost guarantees inclusion of a press

item. · Rules of thumb for length:

Hard news item - 1 page, double spacing Announcement: 1/2 page, double spacing. Feature: 3-5 pages, double spacing.

T.V. Should be visually interesting and SHORT · T.V. time is costly; each second is gold · T.V. is visual; must SHOW something

RADIO Should be short and snappy

· Radio is audible so try and paint an audible picture of most important items; bring a vocal animal if possible

· Seconds are a long time on the radio · Rules of thumb of radio speaking time 10 seconds = 25 words 20 seconds = 50 words 60 seconds = 150 words

Inform the Press ahead. Even if a Reporter is not able to attend, prepare a short report and send it to the Press with appropraiate photographs and information about collaborators and sponsors. *ZOO ED Book, Sally Walker, Zoo Outreach Organisation, 1998

Resource materials

Primates Meaning of Primate “Primate” means “those that are first in rank”. This name was given by Carl Von Linné in 1758. What are their features? Primates (monkeys) are higher mammals. Mammals have hair or fur on their bodies and are warm-blooded. Primates range in size from that of a Mouse to that of a Gorilla. The density and type of hair on their body varies greatly. Primates are adapted for climbing trees as they have an opposable thumb and a toe that enables them to grasp. The face is usually round. Their eyes face forward. This allows them to focus on the same object with both eyes, giving them a good depth of field which is important for judging distances. This type of sight is called binocular vision. Primates also have the ability to see and differentiate colours, unlike many other types of mammals. Ears are usually human-like. They have a well-developed voice box. Where are they found? Primates are found in most warm countries of the globe except Australia. Primates belonging to three families, Hylobatidae (includes Apes and Gibbons), Loridae (Lorises) and Cercopithecidae (Langurs and Macaques), all of which are found in South Asia (Bangladesh, Bhutan, India, Nepal, Pakistan and Sri Lanka). What are their types? Four basic groups of Primates are found in South Asia - the Gibbons, Macaques, Langurs and Lorises - that includes one to several species. Each species is distinct from another although they contain several close common characteristics. GIBBONS Gibbons belong to the Ape Family. Apes are the closest relatives to humans. They do not have tails. They have long arms, that are double the length of their legs, for swinging and balance. They can walk on two legs like humans. Like humans, they have an opposable thumb which help them to grasp branches. They feed during the day and are territorial. Gibbons are classified as “Lesser Apes”. They are probably the fastest of all the primates; their mode of locomotion closely approaching flight. They brachiate from branch to branch gracefully and effortlessly. They form pairs for life. They make loud noise/songs to mark their homes. Hoolock Gibbon The Hoolock Gibbon (Bunopithecus hoolock hoolock) the smallest of Apes is the only species of Gibbon found in South Asia. It is also the only species of Apes found in South Asia.

The Hoolock Gibbon has very long and dense fur, and a white forehead band. They walk erect, using their outstretched arms for balance. Males are black in colour and females are golden coloured. Their young is born in cool weather, between December and March. Infants have pale brown hair with a yellowish tinge all over their body. The mother protects her young, carrying it on her back or holding it tight against her chest with one arm while leaping from tree to tree. They are omnivorous and feed on leaves, twigs, fruits, flowers, insects, larvae and spiders. They sip dew from leaves or by cupped in the hand. They are active in the morning and evening. Each family feeds within its own territory, moving through the same tree-tops each day and resting during the hottest hours in dense woodlands. They do not construct sleeping nests but show a preference for specific ‘sleeping trees’ where no other family group is tolerated. Distribution: Hoolock Gibbon live only on the highest branches of trees in tropical forests. They are found only in northeastern India, Bangladesh and Myanmar. Status: The Hoolock Gibbon is ENDANGERED. They are found only in few localities and are being hunted for their meat (for food and medicine). They are also traded as pets. Moreover, their forests are being destroyed for timber and firewood. Only about 600 hoolocks remain now in the forests of India and Bangladesh. MACAQUES Macaques are heavily built with compact robust limbs. The body weight is up to 13 kgs. They have distinct low brow ridges. They have a special pouch on their cheeks to store food to be eaten later in a safer place. They live in large troops that have more number of males. They feed on leaves, flowers, fruits, insects, larvae, spiders, lizards and frogs. They forage for food on the ground and on trees. Macaques live in different places like tropical forests, temperate forests and also human settlements. There are 14 kinds (species and subspecies) of macaques in South Asia. Lion-tailed Macaque - They are distinguished by all other species of macaques by a great mane of long dark gray or brownish gray hairs and by their glossy black coat. The tail is medium long with a conspicuous tuft. They are gregarious and live in troops of 12-20 animals or more. The call of the male is said to resemble the human voice. They feed on fruits, leaves and insects. Distribution: They are found in tropical rain forests and wet evergreen forests in the Western Ghats of Karnataka, Kerala and Tamil Nadu.

Status: They are ENDANGERED as their numbers are decreasing in the forests due to loss of habitat, hunting for their meat and pet trade. Pig-tailed Macaque - They are the largest of the macaques. Their tails are short and they live mostly on the ground. The males have long bulky muzzles like Baboons. Distribution: In South Asia, they are found in Bhutan and India. They live in tropical semi-evergreen, tropical wet evergreen and tropical moist deciduous forests. Status: It is ENDANGERED in South Asia due to deforestation, deliberate fires, hunting and trade for food and medicine. Stump-tailed Macaque - They are hardy animals with a dense, long- haired pelage on its back. They are heavily-built and massive. The stump-like tail is hairless and almost unmovable. The face is red and occasionally spotted. Distribution: They are found in tropical semi-evergreen, tropical wet evergreen and tropical moist deciduous forests of India, and probably Bangladesh. Status: They are CRITICALLY ENDANGERED in South Asia due to hunting, deforestation and human activities such as road construction. Assamese Macaque - They can be distinguished from the Rhesus by the absence of orange red hue on their loins and rump. They live in large or small troops. Coat colour is greyish to yellowish-brown. They eat plants and insects. They are opportunistic crop raiders. Their flesh is wrongly believed to have medicinal values so they are hunted. Distribution: They are found in the evergreen forests of Bangladesh, northeastern India and Nepal. Status: They are ENDANGERED mainly due to deforestation and hunting. Crab-eating / Long-tailed Macaque - They prefer to live in the vicinity of rivers and lakes. They fish in creeks and rivers and also swim and dive expertly after crabs and other crayfish. Coat colour is greyish-brown to yellowish-brown or darker. Distribution: They are found in the evergreen forests and coastal mangroves of Bangladesh and in Andaman and Nicobar islands in India. Status: They are CRITICALLY ENDANGERED in Bangladesh and NEAR THREATENED in India due to urbanisation and natural calamities such as cyclones in islands. Rhesus Macaque - They are heavily built. Because they are very common and also in conflict with humans and are captured, they are most frequently kept even in the smallest zoological gardens. The tail is medium-long and the hair colour is dull grey brown. They have been widely used in medical research. The Rh factor was detected in the

Rhesus monkey after which it was named. They are agile swimmers. They eat grain, fruits, seeds, tubers and small animals. They have orange red fur in their loins and rump. They feed mainly on the ground. Distribution: They are found in all types of habitats (Bangladesh, Bhutan, India, Nepal and Pakistan) in South Asia, probably Afghanistan and several countries in Southeast Asia. Status: They are categorised as LEAST CONCERN due to their wide distribution. Human-animal conflict and road kills are the major threats to these macaques. Bonnet Macaque - It is a medium sized, long-tailed macaque. A band or cap or bonnet of long dark hairs radiates in all directions on the head. Troops of as many as 20-30 animals may be found feeding on the ground or on trees. They are very social. They are more arboreal in habit than most macaques, hence the longer tail. They eat anything eatable (fruits, leaves, insects etc.). Coat colour greyish-brown with paler underparts. Distribution: They are found only in India in all types of habitat. Status: They are categorised as LEAST CONCERN due to their ability to adapt in all habitats. Toque Macaque - They are endemic to Sri Lanka, but their closest relatives are the bonnet macaques (Macaca radiata) of southern India. In both species the tails are long, the facial skin is pale (but may be red in adult females), and they possess a band or cap of hair on their crowns, to which they owe their popular names. Toque macaques differ from bonnets, however, because they are more colourful and varied. Black ears and lip pigment, and red and black spots adorn their faces. Three subspecies are distributed in relation to geographic and climatic zones. Among these subspecies the fur colour may vary from dark brown, to golden blonde and normally shows traces of orange. They live in groups of 5 to 50 members and forage at all levels of the forest for mostly fruit, tender vegetation and insects. Distribution: They are found in tropical wet and dry rain forests, only in Sri Lanka Status: Although common at some localities, they are persecuted as pests and are ENDANGERED. LANGURS Langurs are the best known and most diverse leaf monkeys of Asia. They are brownish grey or black in colour and pale on the underside. Tail is very long. Their thumbs are greatly reduced while their other fingers are hunted for their flesh, blood and organs as they are believed to have medicinal properties. Tribals hunt them with dogs. Distribution: They are found in the tropical wet evergreen, semi-evergreen, riparian forests and teak plantations of the southern Western Ghats of Karnataka, Kerala and Tamil Nadu in India.

Status: They are NEAR THREATENED due to hunting, road kills, deliberate fires and habitat loss. Grey Langur - The subspecies Semnopithecus priam thersites also occur in Sri Lanka (Common name: Grey langur). They differ from the Indian population by their peaked cap and a tail which is like an inverted question mark. Their fur colour is light grey but the hair of the chest and abdomen is dark rusty grey brown. Their faces are jet black. They are leaf-eaters with a varied diet, browsing the ground and lower canopy forest layers, often in open habitat. Social groups of usually 10 to 50 may exhibit dramatic territorial fights as well as infanticide (i.e. killing of young ones). Distribution: Grey langurs occur as one subspecies, Semnopithecus priam thersites, in Sri Lanka where they are widely distributed in the dry zone lowlands of the north, east and south. Status: They are ENDANGERED as they are persecuted as pests and are eaten in some localities. Capped Langur - Characterised by their fine fur, the Capped Langurs have hair tufts on their head which gives this monkey its name. Its slender graceful build distinguishes it from the macaque while its colour distinguishes it from other langurs. The dark gray colouring of its back and limbs contrasts sharply with the pale brown orange or golden red of the cheeks and underparts. The troops live on trees and rarely come to ground even to drink water. They take water from dew or rain-drenched leaves. They feed on fruits, flowers and leaves. Their young are brownish-yellow to rusty-red; the adults have fine fur, often with hair tufts on their head. Distribution: Four subspecies of Capped Langurs are found in the sub-tropical, broad-leaved, evergreen, deciduous forests of Bangladesh, Bhutan, India and Myanmar. Status: Of the four subspecies, two are ENDANGERED, the third is VULNERABLE and the fourth is DATA DEFICIENT, mainly due to habitat loss and hunting. Purple-faced Langur - The Purple-faced Langur’s face is so black that in some lighting conditions, it looks purplish. All of them have either charcoal gray or almost black fur and white beards. Subspecies differ in body size and the distribution of white fur on the rump and thighs. They are highly arboreal leaf-eaters and typically live in single-male social groups of 5 to 12 individuals. Their closest relatives are the Nilgiri langurs of southern India. Distribution: They are found only in Sri Lanka in areas ranging from tropical rain forest (natural undergrowth), to semi-urban and rural home gardens, rubber plantation and areas with adequate canopy cover.

Status: There are four subspecies of Purple-faced langurs, of which one is CRITICALLY ENDANGERED and the other three are ENDANGERED mainly due to habitat loss, hunting and trade for meat. They are persecuted as pests and eaten in some localities. LORISES They are the smallest primates in South Asia. They are nocturnal and arboreal. Snout is short. Hands are modified to hold on to branches. They have large eyes which face forward and are close together. They have medium-sized ears that are covered by hair and have a strong sense of smell. Tail is either short or vestigial (i.e. though present, it is not of any use). They move about in the forests very slowly. They eat leaves, insects, lizards and bird’s eggs. They live alone or in pairs, but never in groups. There are two types of lorises: Slender Loris and Slow Loris. Slender Loris - They are very slender with long arms and legs. Eyes are oval and large. Their colour varies from dark gray to earthy brown with silvery hairs. Eyes circled with black or dark brown. They live in open tree jungles and come down into the bushes to feed. They have fondness for the berries of Lantana bushes and also eat insects, lizards, small birds and tree frogs. Moisture from the leaves is sucked up from the fingers. Their eyes are wrongly believed to be a potent love charm and a cure for many eye diseases. Distribution: They are found in India and Sri Lanka. Status: Slender Loris is NEAR THREATENED in India and ENDANGERED in Sri Lanka mainly due to hunting and habitat loss. Slow Loris - The body is more round and plump, compared to the Slender Loris. A very distinct brown stripe marks the middle of its back. Their ears are covered with short hair and hidden in fur. Distinctive are also the brown circles around the lustrous owl-like eyes. They feed on fruits, leaves and insects. Distribution: In South Asia, they are found in tropical evergreen rain forests, semi-evergreen and moist deciduous forests of Bangladesh and India. Status: Not much information is known about the distribution of the Slow Loris, so they are classified as DATA DEFICIENT. They are threatened by habitat loss and hunting. References Conservation Assessment and Management Workshop for South Asian Primates, 5-9 March 2002 draft report. (unpublished). Burnie, D. and D.E. Wilson (2001). Animal. The definitive visual guide to the world’s wildlife. 624pp. CEE’s NatureScope India - Amazing Mammals, Volume I, Number I, 88pp. W. Dittus, Primate Biology Program, Smithsonian Institution and Institute of Fundamental Studies, personal communication.

Grzimek, H.C.B. ( editor) (1972). Grzimek’s Animal Life Encyclopedia, Vol. 10 Mammals I. Van Nostrand Reinhold company, New York. 627pp. Macdonald, D. (editor) (1984). The Encyclopedia of Mammals I. George, Allen and Unwin, 447+xxxiipp. Prater, S.H. (1971). The Book of Indian Animals. Bombay Natural History Society, 323pp. Rowe, N. (1996). The Pictorial Guide to the Living Primates. Pogonias Press, 263pp.

Games and Activities How many primates can fit in a tree? Materials required: One XXL t-shirt to be sacrificed (provided in your primate teaching kit) Number of participants: Maximum 6-8 Time limit: 10 – 15 minutes Age: 4-7 years The object of this exercise is to see how many youngsters can fit into an XXL primate t-shirt (especially provided in your kit). This exercise has to be carefully monitored so that no youngster is hurt or suffocated. Start with two youngsters and place the t-shirt over their heads with two heads in the collar. Then fill the t-shirt with youngsters, one by one. Probably more can get their head into the collar depending on the age of the students. When the collar fills up and starts to split, you can use the arms … probably two youngsters can occupy each arm. If you are really into this and it has not become dangerous, you can take blunt scizzors and cut a few holes in the t-shirt in strategic places so that other heads can come out and participants can breathe. Be sure and record the number of students that finally got in the t-shirt. Send a photograph. We will release this information nationally to the press. Locally, this will make a wonderful photo opportunity. Caution: be VERY sure no youngster is getting too much squeezed, trampled or suffocated or your photo op will turn into a photo-scandal.

Monkey say, Monkey do Materials required: None Number of students: A manageable number Age group: 6-12 years Time limit: 2 minutes Lesson: Monkey behaviour A leader is chosen and given simple instructions on primate behaviour. The other children follow the leader. Option The organizer gives the kids instructions to do certain monkey-based behavioural actions - but the kids must follow the instructions only if the organizer says “Monkey Says do this” if the organizer says “do this” and someone does the action then s/he is disqualified. For example: The Organiser jumps like a monkey by saying “Monkey Says do this”, all the children should do what he does. But if he does the same action by saying “Do this”, the children should NOT follow him. Instructions Monkey howling Monkey picks fruits to eat Monkey swings from tree to tree Monkey runs Monkey chatters, etc Thumbs down Materials required: Plaster (band aid) or cloth Number of students: A manageable number Age group: 6-14 Time limit: 1 minute Lesson: Opposable thumbs One of the special features primates have is an opposable thumb. Humans have opposable thumbs. Ask students to look at their thumb - its position, length, the way they

can move it etc. The thumb plays a major role in helping humans hold, like opening a door, eating etc. . Without an opposable thumb, it would be difficult. The same goes for primates. You can do a simple exercise to teach them about the importance of an opposable thumb. Help the children to tie their thumbs to their hands using a plaster or cloth so that they cannot be moved or used. Ask them to attempt some simple tasks like tying their shoelaces or eating chips. This can be timed to see who does it fastest. Debate Materials required: None Number of students: Any number Time limit: 10-15 minutes Age: 10-14 years

Divide the students into groups or pick out good teams.

The following issues or a topic of your choice on primates can be debated 1 Some people keep monkeys as pets. Do you think this is good for primates? 2 Is killing animals justifiable for any reason? 3 Myths about loris (eyes traded for medicine etc.) and substitute medicines 4 What do we do about Urban monkeys? Will they be able to survive in a forest? 5 Monkeys are banned to be used in medical research. Is it the right thing to do? 6 Primates are most teased animals in zoos. Why? Monkey Act Materials required: Masks with sticks, colours, papers Number of students: Depending on the number of characters Time limit: 10-15 minutes Age: 10-14 years • Select 5 groups of 5-8 students depending upon the strength of the participants. • Give them a theme or situation about primates (City monkeys, poaching, parental care, pet trade etc.) • Give them 15 minutes to develop the story based on those lines. • Allot a character to each member in the group based on the story. • The children can use the masks given in their packets also. • Instruct them to be as creative as possible and use materials like twigs, papers, colours, etc. provided where the skits are being conducted.

• Give them 10-15 minutes to practise their skit. • Finally give each group 5-10 minutes to perform. • You can give the best group a prize. Choose your (pri)mate Materials required: Rakhis and masks Number of students: Any number Time limit: 10 minutes Age: 10-11 years • Ask the participants to wear the masks. They should hold the rakhi’s that they got in their bags up so that they can be seen by all. • Ask each participant to find a partner whose rakhi matches their mask • Conduct a rakhi tying ceremony with each partner tying the rakhi on the other and pledging to protect primates as they care for their human brothers and sisters (or better, maybe!) Whoever conducts this exercise should make up a suitable short speech about caring for one another and caring for the wildlife in our world … particularly primates. Primate Rescue Number of students: Any number Time limit: As much possible Age: 10-15 years This game will demonstrate protection of primates. • Select 20 students. • Divide them into 5 equal groups • Name the first group as Primate Patrol, the second Gibbons, the third Loris, fourth Langurs, and the fifth Macaques. • Make the Primates wear their respective masks. • Draw 4 squares adjacent to one another. These squares depict primates in poachers trap. • Allot a gibbon, a loris, a langur and a macaque to each trap (square). • Draw 4 squares parallel to the primate traps and 25 meters away. • Allot one child from the Primate Patrol to each square. This square depicts his / her station.

• This way each team will have one primate patrol, one gibbon, one macaque, one langur and one loris. • When the whistle is blown, the patrol should run to the primates as fast as s/he can and bring back one primate with him / her to the starting point, leave the primate in the station and run back for the next primate. • Whichever team brings back all the primates first to the starting point will be the winners. • The winners can be given prizes if available Primates and Poachers Materials required: Rope for “tug of war” Number of students: 10-15 Age group: 6-12 Time limit: 30 minutes Select two children who are tall. One is a poacher and the other primate. Make them hold each others hands above their heads. The remaining students should go between the two children below their held hands chanting the following:

“Primates and Poachers The battle is on All the methods are so many The trees are cut and the traps are set Who’ll get caught in the net – net – net”

At the end of the chant they must catch one child who goes between them. Then they should ask the child who is caught if s/he wants to be a poacher or a primate. If the child says “primate” then s/he should go and stand behind the child who is the primate. If s/he wants to be a poacher then behind the Poacher. After all the children are caught in the similar manner and have formed two groups “Primates” and “Poachers”, the two groups will play a game of “tug of war”. Primate Chairs Materials required: Chairs Number of students: 10 Age group: 6-12 Time limit: 30 minutes A cluster of five to seven chairs is arranged in the middle of the room to represent trees where the monkeys dwell. The monkeys begin their day with a search for food.

Movement qualities are explored as children reach and leap. They leap out as if leaping from branch to branch and scuttle along the ground to gather food from below. The organizer claps his hands – as soon as the clapping stops the monkeys (children) have to climb onto the trees (chairs). A wood cutter cuts down a tree (remove a chair). The clapping starts again and the children again forage and behave like monkeys. This goes on till all the chairs are almost gone and the monkeys are clinging to one chair – if someone falls off he is out of the game. Leaping Langurs/Monkey Dance Materials required: Rakhis and masks, newspapers, music (optional) Number of students: 30 or any even number Time limit: 10 minutes Age: 3-17 years The piece of newspaper (one double sheet of standard large newspaper) represents the forest and the students or participants are primates. The primates should dance on their trees as much as they can. Once the trees in their forest are cut down slowly the monkeys have to live within the little space available. This game demonstrates habitat destruction. • Ask the students to match their masks with another student’s rakhi and form pairs of “primate” or partners • Give each pair of primates one sheet of a newspaper • Ask them to spread the full newspaper (open double sheet) on the floor and the partners or pairs stand on their piece newspapers • Start the music. If there is no music system you can substitute clapping (if there is an odd student or students who are too shy to participate, he or she can join you as “clappers” or “chanters”) • As long as you clap or play the music, the partners (pairs of primates) must dance – ON the newspaper • The moment the music/clapping stops, the partners must stop dancing, step out of the paper, fold the newspaper into exactly half and stand on it again. • Again the music starts and the primates start dancing on the folded paper • Throughout the game the partners should stand on the paper — whoever comes out of the paper is out of the game. • Only while folding the paper they can stand on the ground. • The organisers and the others students who are not participating or are out of the game can help to find out who falls out of the paper. • Each time the music is stopped the newspaper is folded once again. • Thus the game continues till one pair of primate is left on a small piece of folded newspaper. The winners can be given prizes. This game won’t take long and will be very funny to watch.

Zoo Outreach Organisation Zoo Outreach Organisation (ZOO) was started to be a positive force for zoos and reaches out to zoo personnel to improve their animal management; to public, teachers and children about zoo behaviour and conservation, to help government officials realise the importance of zoos so that they would facilitate better funding and smoother administrative functioning. The organization also hosts and runs five networks of field biologists for invertebrates, amphibians, reptiles, bats and rodents as well as a regional branch of the IUCN SSC Conservation Breeding Specialist Group and a continental network of zoo educators of all Asia. Over the years the organization has conducted over a dozen training courses in different countries and brought out many publications of packets, books, posters and other educational material. ARNIZE The Asian Regional Network of International Zoo Educators (ARNIZE) represents the International Zoo Educator Association in Asia. Over 100 zoo and natural history museum directors, forest and wildlife officers, conservation and environment NGO’s, teachers and students from India are members of ARNIZE and work with us to develop and disseminate education. Zoo Outreach Organisation P.B. 1683, Peelamedu, Coimbatore 641004, Tamil Nadu, India Email: [email protected]; Website: www.zooreach.org .