A Treasure Within: Parent/Teacher Resource Guide

A Treasure Within PARENT/TEACHER RESOURCE GUIDE

WRITTEN

AND

ILLUSTRATED BY

CHIKE

AKUA

Other Books by Chike Akua

A Treasure Within: Stories of Rememberance & Rediscovery (2001)

A Kwanzaa Awakening: Lessons for the Children (2000)

A Million Under One: One Man’s Perspective on the Million Man March (1996)

The Autobiography of the African American Self

(Justin Fenwick, TPFS Press, 1995)

See Order form on last page

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Treasure Within Parent/Teacher Resource Guide

Chike Akua ©2002

Published by Imani Enterprises 2840 Stone Bridge Trail Conyers, GA 30094

©2002 Chike Akua. All Rights Reserved Printed in the United States of America ISBN# 0-9704644-2-8 Library of Congress Control Number 2002110693 Parent/Teacher Resource Guide: A full companion curriculum for the stories in A Treasure Within

Cover illustration Larry Williams Layout and design BestPrint & Design

“Transforming educators, to transform students, to transform the world”

Funding for A Treasure Within was provided in part by the following African American businesses: The MATAH Network C.D. Moody Construction Company KACO Supply Company Special thanks to the follwing families for their generous support: Jason & Nitza Fenwick Wayne & Bianca Hamilton Michael & Tamura Lomax

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Table of Contents Student Creed ................................................................................................................................... 5 Introduction ...................................................................................................................................... 6 How to Use This Book ...................................................................................................................... 7 Preface: “An Ancient Answer to the Contemporary Question of Values” ......................................... 8 African Expressions: The Character of the Continent ...................................................................... 13 Activities for “A Treasure Within” .................................................................................................... 19 Synopsis ...................................................................................................................................................... 20 Character Analysis ..................................................................................................................................... 21 Discussion Questions ................................................................................................................................. 22 Story Worksheet ........................................................................................................................................ 24 Vocabulary Alphabetizing Exercise ........................................................................................................... 25 Vocabulary Worksheet ............................................................................................................................... 26 Story Outline Worksheet ........................................................................................................................... 27 Reading Comprehension: “Ptahotep and Ancient Kemet” ...................................................................... 28 Reading Comprehension: “The Ten Cardinal Virtues” ............................................................................ 30 Artistic Activity: “Ten Cardinal Virtues Scroll” ........................................................................................ 33 Written Expression ..................................................................................................................................... 34 Grammar Review ........................................................................................................................................ 35 Test .............................................................................................................................................................. 36 Activities for “A Reason for Being” ................................................................................................... 39 Synopsis ...................................................................................................................................................... 40 Character Analysis ..................................................................................................................................... 41 Discussion Questions ................................................................................................................................. 42 Story Worksheet ........................................................................................................................................ 44 Reading Comprehension: “The Ancient African Moral Code” ............................................................... 45 Study Questions ......................................................................................................................................... 47 Kemetic Symbols Worksheet ..................................................................................................................... 49 Kemetic Symbols Activity ......................................................................................................................... 50 Vocabulary Alphabetizing Exercise ........................................................................................................... 51 Vocabulary Worksheet ............................................................................................................................... 52 Story Outline Worksheet ........................................................................................................................... 53 Artistic Activity: “Seven Principles of Ma’at Mobile” ............................................................................. 54 Written Expression ..................................................................................................................................... 55 Grammar Review ........................................................................................................................................ 56 Test .............................................................................................................................................................. 57 Activities for “Daniel & the Djembe Drum” .................................................................................... 59 Synopsis ...................................................................................................................................................... 60 Character Analysis ..................................................................................................................................... 61 Discussion Questions ................................................................................................................................. 62 Story Worksheet ........................................................................................................................................ 64 Vocabulary Alphabetizing Exercises, (I, II, & III) .................................................................................... 65 Story Outline Worksheet ........................................................................................................................... 68 Reading Comprehension: “Sacred Symbols of African Heritage (Adinkra)” .......................................... 69 Artistic Activity: Sacred Symbols of Africa: Adinkra Symbols Chart ..................................................... 70 Reading Comprehension: “The Journey of the Drum: The Culture and the Craft” .............................. 72 Reading Comprehension: “Dealing With Death” .................................................................................... 75 Poem: “last night I played the drum” ............................................................................................................ 76 Written Expression ..................................................................................................................................... 77 Grammar Review ........................................................................................................................................ 78 Test .............................................................................................................................................................. 79 Answer Key ....................................................................................................................................... 81 Glossary ............................................................................................................................................ 86 Order Form ....................................................................................................................................... 88

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Transformation Affirmation Love and Light Truth and Transformation Healing and Harmony Across the Nation Compassion and Conviction Are the Tools for my Mission I open my Eyes To see with Inner Vision Peace and Blessings Be unto Humanity The change begins within The change begins with Me.

Resurrection Affirmation The resurrection of my people And the redemption of Humanity Hinges on whether or not I accept The call to Higher Consciousness.

Today, tomorrow, and evermore...

I accept the call.

nkyinkimie “selfless devotion to service”

Student Creed I am disciplined, focused, and on-time.

I am organized, respectful, and responsible.

I am on a mission to improve myself, my people and humanity.

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Introduction James Baldwin’s 1961nonfictional essay, A Talk to Teachers, begins: …. we are living through a very dangerous time….We are in a revolutionary situation, no matter how unpopular that word has become in this country. The society in which we live is desperately menaced, not [from without] but from within. So any citizen of this country who figures himself as responsible – and particularly those of you who deal with the minds and hearts of young people – must be prepared to “go for broke.”

And “go for broke” is exactly what author Chike Akua does in A Treasure Within: Stories of Remembrance and Rediscovery. His charge to teachers and parents to stir the embers of consciousness through knowledge of self and universal laws is revolutionary.

This revolution of higher consciousness is not like cymbals, loud and crashing, but it is jolting. Like the soft and gradual unfolding of seasons – slow, perceptible, relentless – the reader, just like Akua’s storybook characters, moves from winters of cold confusion to a spring of blossoming enlightenment.

There are many who say that this kind of education, this kind of teaching cannot occur in the nation’s public schools and that teachers who attempt these feats are sure to lose –lose parental support, lose the collegiality of their professional peers, and maybe even lose their job. But Akua, a veteran public school teacher and a Teacher of the Year, proves all these assertions are convenient myths. The truth is that the teacher who imparts the lessons of consciousness and universal laws marshals time and space energies that defy convention. The truth is that the teacher who imparts these lessons sows and reaps profound and powerfully positive relationships with his/her students. You can’t teach this way without knowing this way and you can’t know this way without living it! This is the way of a wise teacher and a learned student.

So, for teachers and parents who believe that classrooms and homes are places where the child’s spirit is cultivated and soars, A Treasure Within: Stories of Remembrance and Rediscovery and the accompanying Parent/Teacher Resource Guide provides a path—a path to knowledge and understanding. For those of you who administer schools— principals, central office directors and superintendents – you must understand that the ultimate aim of school leadership is to cultivate the fulfillment of the human capacity of children and adults, individually and collectively. The true purpose of your work and Akua’s writing is parallel, to serve as a constant conduit encouraging movement toward expanded awareness and the Light.

Leslie T. Fenwick, Ph.D. Professor of Educational Policy, Clark Atlanta University Visiting Scholar, Harvard Graduate School of Education December 2001

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A Treasure Within: Parent/Teacher Resource Guide

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How to Use this Book This resource guide is for parents who want to enrich their child’s educational experience at home. Home is the first classroom and ought to be a conscious reflection of that fact. Of course, this is also a guide for teachers who wish to enrich the educational experience of their students.

We have crafted a unit of activities around each story, such that these stories can be more than just a reading exercise, but a multi-modal experience. Each story includes the following resources to assist the parent(s)/teacher: • Synopsis - convenient overview of what the story is about • Character Analysis - background of characters and what they represent symbolically • Discussion Questions - effective questions for thought, reflection, and discussion which can be used as a written or oral assignment • Vocabulary Alphabetizing Exercise - a grammar enrichment activity using vocabulary words from the story • Vocabulary Worksheet - a developmental activity to assist students in picking up on context clues as new vocabulary words are introduced • Reading Comprehension Exercise - a reading selection related to the story in some way; includes multiple choice questions and is written in a format that students will recognize on standardized tests • Story Worksheet - basic fill-in questions from the story (basic low-level questions) • Story Outline Worksheet - students must identify the elements of fiction (including setting, exposition, plot, rising action, climax, resolution) [higher level] • Artistic Activity - students can express themselves creatively as they create a scroll, a mobile, and other fun crafts • Written Expression – an outline for a literary analysis (essay) for students to write based on reflections from the stories • Grammar Review – exercises in capitalization, punctuation and verb tense • Test - includes vocabulary questions, multiple choice and true false questions from the story With the diversity of activities, parents can hold their child accountable for what they are reading, even if the parent doesn’t have time to necessarily read the story themselves. Teachers can craft a unit around each story. They can stretch it out and break the story down chapter by chapter with students or pick and choose a few of the enrichment activities and tailor them to their time frame and needs.

It should be noted that this book is to assist the parents/teacher in presenting a dynamic unit, not act as a substitute for effective teaching. It is a rich and plentiful resource for those who wish to help students think deeper and more critically and increase basic and high level skills. It represents, once again, our humble attempt to fill a void in providing curriculum that is both culturally stimulating and academically enriching.

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“An Ancient Answer to the Contemporary Question of Values” PREFACE Every book has a purpose and A TREASURE WITHIN: STORIES

OF

REMEM-

& REDISCOVERY is no different. In writing these stories, I have had a clear and singular purpose: to reintroduce children to the ancient wisdom of African culture. I say reintroduce because I believe that the deeper teachings which comprise the wisdom of the ages lay dormant within us in a cultural reservoir which has been locked away for many years. This is a very deliberate attempt to open the buried treasure within and “clear the channels of access to cultural memory” as Mwalimu Shujaa has suggested. While the purpose is singular, it is multidimensional in scope. To meet the demands of the purpose, we sought to: · introduce characters that children can identify with · place these characters in real life situations which require critical thinking skills and the opportunity for character development · surround these characters with quality culturally conscious, spirituallycentered adults of high integrity · take these characters back to Africa to experience the modern utility of ancient African wisdom

BRANCE

I endeavored to share the ancient wisdom of African culture through story form rather than essay form because, quite obviously, stories are much more engaging. Though I have enjoyed a measure of success in introducing these ideas through essays to my students, once I put them in story form and gave the principles personality, a whole new dimension of understanding opened up for my students, allowing them a whole new level of insight and critical thought. I am indebted to Brother Carlos Edelin for suggesting to my wife that I try sharing higher truths through stories. And why not? This is an integral part of the African tradition. Storytelling was one of the chief vehicles for transmitting the culture. All the great teachers who have shared the wisdom of the ages used stories as vehicles of illustration and illumination. I view Christ as the greatest example of this.

In the first two stories (A TREASURE WITHIN and A REASON FOR BEING), the main characters are taken back to ancient Kemet (Egypt). In reintroducing children to the ancient wisdom of Africa, one might wonder why considerable time and attention is given to Kemet. We have chosen to do this for several reasons: • “The Senegalese multi-scholar, Cheikh Anta Diop, argued that until ancient Egypt was rescued and reconstructed, Africans would always appear as debtors to the world rather than vice versa which is the historical truth (Karenga, 1990).”

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•

“Kemetic education is our best window to ancient African education continent-wide. Kemetic education is a system that can and… should provide guidance for the organization of the education of our people today (Hilliard, 1995).”

• “There is, in fact, no field of study which does not have its foundation in Ancient Kemet (Akbar, 1994).”

• “We have been given the charge “to rescue Kemetic culture from alien hands, restore it and place it in the hands of the descendants of the people who produced it (Karenga, 1986).”

So in the first two stories, the main characters are reintroduced to the Ten Cardinal Virtues and the Seven Principles of Ma’at which comprise only a small, but very significant, portion of the ancient teachings.

The following books which I read and studied over the past few years were critical in providing me with the knowledge base and insight with which I penned the first two stories: • Addae, Erriel Kofi (1996) To Heal a People: Afrikan Scholars Defining a New Reality • Ashby, Reginald Muata (1995) Egyptian Yoga: The Philosophy of Enlightenment • Akbar, Na’im (1999) Know Thyself • Akbar, Na’im (1994) Light From Ancient Africa • Browder, Anthony (1992) Nile Valley Contributions to Civilization • Browder, Anthony (1996) From the Browder File II: Survival Strategies for Africans in America • Hilliard, Asa (1997) SBA: The Reawakening of the African Mind • Hilliard, Asa (1995) The Maroon Within Us • Karenga, M. & Carruthers, J. (1986) Kemet and the African Worldview • Karenga, Maulana (1990) Selections from the Husia • Karenga, Maulana (1984) The Book of Coming Forth By Day • Three Initiates (1940) A Study of the Hermetic Philosophy of Ancient Egypt And Greece The last story (DANIEL & THE DJEMBE DRUM) brings to the fore the richness of West African culture as opposed to the eastern African roots of Kemet. It is very significant since Africans were stolen from the west coast of the continent in what is now Mauritania, Senegal, Guinea, Liberia, Ivory Coast, Ghana, Togo, Benin, Nigeria, and Mali just to name a few of the countries. One of the central characters, Babatunde, who teaches Daniel the ancient art of drumming, is from Ghana. He represents a world view and body of wisdom which we have been cut away from. It has not, however, been severed from the subconscious. So Babatunde, in teaching Daniel the ancient art of drumming, only calls forth what was already inside of Daniel. This is what all Master Teachers do.

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The appearance of various Kemetic and Adinkra symbols is worth discussion here, also. In a society where children can readily identify symbols not their own (from the golden arches of McDonald’s, the Mercedes, BMW insignia, to Nautica, Hillfiger, Nike, Fila, and Timberland) it becomes imperative that we realize that symbols carry messages. The Adinkra symbol sankofa

means, in substance, “to

return to the past is the first step forward.” These symbols are native to Ghana.

This symbol is used with A TREASURE WITHIN because it signifies Marcus’ journey back to learn what he had lost.

In DANIEL &

THE

DJEMBE DRUM, the Adinkra symbol gye nyame

means,

“the one supreme omnipotent God.” It is used because the faith and spiritual focus possessed by Daniel’s grandmother and Babatunde are a reflection of the supreme and omnipotent God who is known by many names and worshipped in many ways.

It also represents the faith Daniel has in embarking on a cosmic and life-changing journey.

The ankh

is an ancient Kemetic symbol of everlasting life. It is used with

A REASON FOR BEING because Imani, having lost her focus, is reminded of her focus in this life. She is reminded that she is a vehicle and a vessel for the transmission of life, not just an object for the optical pleasure of males.

This resource guide contains lessons aimed at understanding a number of Kemetic and Adinkra symbols, including many that were not in the stories. Understanding these symbols is a lesson in character education, in and of itself. Each of the symbols have character traits attached to their meanings.

All of the stories in this book were inspired. I reached a point, particularly in the last two, where I became a vessel through which the story was written. I particularly felt this sensation in writing the conclusion to A REASON FOR BEING. With DANIEL & THE DJEMBE DRUM, I felt like someone was writing the story through me and I was just bearing witness to the process. I feel that this story will have some particularly healing qualities for many young people who have had to deal with the reality of death (far more than I ever had to as an adolescent).

I am eternally grateful to Bro. N.A.K. Mutota, proprietor of the African Spectrum Bookstore (Clarkston, Georgia). He gave me a great deal of insight into the historical, philosophical, and spiritual significance of the drum. For, as NiangoranBouah states, “the African has deposited the sum of his knowledge, his religious beliefs, and his attitude and behavior toward the sacred in this art object. The drum is more than a book; it is a fundamental institution (Olupona, 1991).”

I am also eternally grateful to Bro. Ennis Harvey for his technical insights and lessons about the djembe drum. He is a former student of the Senegalese Master 10

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Drummer, Mor Thiam. Without the contributions of both Mutota and Harvey, DANIEL & DJEMBE DRUM would have lacked authenticity. Additionally, Dese Zuberi, Tavares Stephens, and Michael Andrews have assisted me in finding the Universal rhythm of life.

Books that I found helpful in writing DANIEL & THE DJEMBE DRUM include: • Olupona, Jacob (1991) African Traditional Religions in Contemporary Society (Chapter 7: The Talking Drum) • Roberson, Erriel (1995) The Maafa & Beyond: Remembrance, Ancestral Connections and Nation Building for the African Global Community (Chapter 10: Drums From the Hills: Revolution and Reclamation in Music) • Sule Greg Wilson (1992) The Drummer’s Path: Moving the Spirit With Ritual and Traditional Drumming • Thiam, Mor (1980) Drum Talk I share the resources I have used in writing these stories to show that I did not just sit down and write these stories one day. Again, I had a clear purpose and it was not just to tell a story.

The question of character has been positioned front and center on the stage of American education. More and more states are coming to the conclusion that there is something terribly wrong with the moral fiber of this country and that school curriculum can do something about it. In Georgia, Governor Roy Barnes put forth an initiative to mandate that every public school would have a character education program by the fall of 2000.

There are certain values and character traits that are universal, however, with an emerging discipline which is still being shaped and defined, it becomes imperative that people understand that there is such a thing as “ancient African character education” from which we can draw great insights in developing contemporary models for character education programs. As a matter of fact, ancient systems of education in Africa had as their primary goal the development of character and spirit (Hilliard, 1995). Akbar suggests that “the first function of education is to provide identity.” He goes on to define identity as “the consciousness of our true nature (Akbar, 1999).”

The characters in these stories are really taken on a journey of remembrance and rediscovery to become conscious of their true nature. The journey is imperative for African American children and equally as necessary for all other students, as well. The issues are evident and the aim is quite clear. The sun has set on a millennium which saw African people as world leaders in every area of human endeavor transformed (or deformed) into disoriented and disillusioned people with limitless potential, but limited expression. This was not an accident. As the sun rises on a new millennium, we must plant now the seeds that we would like to A Treasure Within: Parent/Teacher Resource Guide

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harvest in the future. For we are taught through a Kemetic proverb, “Everything we do is sowing, and all of our experiences are harvests (Ashby, 1996).” As we welcome this age of higher consciousness, A TREASURE WITHIN: STORIES OF REMEMBRANCE & REDISCOVERY serves as a critical resource to transform students to become “disciplined, focused, and on-time; organized, respectful, and responsible.” It prepares them to be about the mission to improve themselves, their people, and humanity.”

A TREASURE WITHIN: PARENT/TEACHER RESOURCE GUIDE is a resource to transform teachers so that they may transform students who must, of necessity, transform the world.

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African Expressions: The Character of Continent Of course with any culture, there are many examples of how character is expressed through its history, its customs and traditions, and its theology. Africa is no different. The ways in which character is expressed is diverse, but even in the midst of the African diversity there is what Cheikh Anta Diop referred to as “the cultural unity of Africa.” What this means is that, though there are some differences, there are some distinct similarities which are consistent across the continent.

When we look at the values we want to teach and model, we must understand that the values that we agree upon still have myriad expression depending on the culture. If we talk about family, the African, the Native American, the Asian, the European, the Hispanic/Latino all have an expression of family, however diverse and similar. Character education, along with the multicultural push for universal tolerance, acceptance, and understanding must recognize and integrate the cultural expressions of character in its curriculum. This work is aimed at the knowledge, acceptance and understanding of the African cultural expressions of character which have a universal appeal.

Community of Caring is a non-profit organization aimed at promoting character development through the teaching and modeling of five core values: • Caring • Respect • Responsibility • Trust • Family If we take the core value of family again, we will see that the African concept of family is far different from the western concept of family. For example, the African family is not limited to the western concept of the nuclear family. The African concept of family is not only mother father and children, but aunts and uncles, grandma and grandpa, great grandparents, and cousins. It even includes those not directly related. Interestingly, there are contemporary expressions of this in the Black community even by those who are unaware of these cultural elements. Every man in the village is Baba (father) and every woman in the village is Mama (mother).

Thus we have the too often quoted, but little understood African proverb, “It takes a village to raise a child.”

To extend the family concept even further, in Let the Circle Be Unbroken, Marimba Ani states, “the African family consists of the living, the departed, and the yet unborn (Ani, 1980).” So there are rituals of remembrance like the Libation Ceremony in which the Creator is praised and the Ancestors are honored. The African A Treasure Within: Parent/Teacher Resource Guide

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could have this understanding because the African never separated Spirit from his everyday life. In other words, the concept of the separation of church and state is a purely western concept which has been imposed upon African people (and others) over the last 500 years. There was no separation between the spiritual and the material for they were one reality working in harmony.

The African understood that when a person dies in this life, it is only the body that perishes, not the Spirit. It was understood that one of the foundational laws of physics is that matter is neither created nor destroyed, it simply changes form. Thus a part of the cultural ethos was the honoring of the Ancestors along with the Creator.

Once the Elder left this life, he simply changed form, dropped the physical body and became an Ancestral spirit. Ani states, “While spiritual being gives force and energy to matter, material being gives form to spirit (Ani, 1980).”

There are many elements one would find in an African village or nation prior to colonization, including: • The Family: includes entire extended family, as well as the entire village; the living, the departed, and the yet unborn.

• The Griot: the storyteller who weaves together the history and traditions of the tribe/nation through the telling of myths, stories, and history.

• The Healer/Medicine Man: known for mastery of natural elements and using herbs and roots to bring the body, mind, and spirit back into complete balance.

• Elders: those in the village whose age tells of experience and wisdom; Elders were always honored at tribal celebrations and highly respected; they facilitated the rites of passage rituals which transformed girls into women and boys into men.

• Ancestors: still living in spirit and even interceding on behalf of those in this material world; always honored at all major celebrations and festivals.

• Nature: The sacred creation of the Creator; not to be dominated or conquered but to be lived with in harmony and great respect; mother earth was seen as a medicine bag: whatever one needed (be it food, shelter ,clothing, or medicine), earth (like a mother) could provide.

• The Master Drummer: the drummer’s duty was to find the universal rhythm and life force and communicate it to the people during ceremonies, rituals, and celebrations (Ani, 1980). Then the Master drummer must identify certain youth to carry on the tradition, take them away from the village and initiate them in the art of drumming. Sometimes the initiation could take up to and beyond seven years.

• The Children: sacred creation of the Creator; they belong to the entire village; an African proverb states, “Children are the Reward of Life.”

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The character of the continent has changed significantly since colonization. Today, Africa seems to be defined only by its internal strife, poverty, civil wars, and disease. What has been illustrated above is the primary ways African people existed prior to colonization and alien interference. These African ways still exist in places where western influence has been resisted and where there has been a renaissance and resurrection of African culture. But the character of the colonizer was one of “divide and conquer.” The character and core values of the colonizer was one of violence, greed, injustice, and oppression. On this point, Jomo Kenyatta, first president of Kenya states, “When the missionaries came, the Africans had the land and the ‘Christians’ had the Bible. They taught us to pray with our eyes closed. When we opened them, they had the land and we had the Bible (Stewart, 1993).”

With this in mind, we understand that the core values upon which America has been founded were not freedom, justice, and equality as many have been led to believe. Again, the character and core values of the colonizer was one of violence, greed, injustice, and oppression. Ask the Native American. Then ask the African.

With this in mind, one must have an understanding of the African concept of reciprocity: “you reap what you sew” or put more simply, “what goes around, comes around.” So America has looked on in the past few years at the pervasive and destructive violence with confusion and disillusionment. We have not understood reciprocity. For if we did, it would be easy to see that the violence America perpetrated in the beginning is now “coming around.” The extent to which we consciously or unconsciously embrace America’s original values is the extent to which we get caught in the violent crossfire. This is not an insensitive sentiment meant to be taken out of context, but a sober analysis of the fact that violence is one of the original American values, part of the ethos (guiding beliefs) which make up the cultural fabric of the nation.

It is said that an American reporter once asked Gandhi, “What do you think about western civilization?” Gandhi’s reply was, “I think it would be a good idea.” The truth is, the character education initiative might be one of the best opportunities for the transformation of America through its public schools. America will be forced to examine the historical character of its ways and amend them where necessary. If America does not do this, it looks like a hypocrite to the very children it tries to teach about love, respect, honesty, and caring.

In A TREASURE WITHIN: STORIES OF REMEMBRANCE & REDISCOVERY, we have attempted to reintroduce the original African core values. In the first story, A TREASURE WITHIN, we are introduced to the wisdom of Ptahotep and the Ten Cardinal Virtues. We are asked to examine the concept of nonviolence. IN A REASON FOR

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BEING, we are introduced to the seven principles of Ma’at. We are also asked to examine the concept of friendship in this story. In DANIEL & THE DJEMBE DRUM we examine the concept of Eldership and the wisdom and insight which is inherent in Eldership. We also examine concepts of death and dying, as well as the restoration of the village.

In reintroducing original African core values, we can codify the components of the African world view into the following nine values: • Respect for, faith in, and service to One Creator • Respect for Nature and all Life • Communal consciousness and commitment • Respect for Elders and Ancestors • Education and Wisdom are sacred • Culture and History are sacred • Cooperation is promoted over competition • Respect for and alignment with Universal Law • Diligent and honest Work Ethic Additionally, A TREASURE WITHIN definitively speaks to and illustrates the following values which many school systems are implementing in their Character Education programs: Citizenship Diligence Loyalty Respect for the Creator Self-control

Cooperation Courage Faith Honesty Nonviolence Patience Respect for Respect for Elders the Earth Self-determination

Courtesy Humility Perseverance Respect for Others Sportsmanship

Cultural Awareness Integrity Responsibility Respect for Self

In the final analysis, it must be noted that every culture has a truth worth telling. The reason why we push for Africentric and multicultural curriculum is because, “It is impossible to love other selves adequately unless you love your own self properly (King, 1988).” Everyone has something to share and everyone has something to learn. Somehow this idea must be communicated to students of all ages and not simply by saying it. We understand better from what we see. This idea that every culture has a truth worth telling must permeate every aspect of curriculum. Then we will see not just the character of children rise, we will see the liberating character of this nation emerge.

A TREASURE WITHIN: STORIES OF REMEMBRANCE & REDISCOVERY also offers us the opportunity to bring the spirit back into the classroom. Made fearful from legislation aimed at removing prayer from schools, many teachers stray from any opportunity to discuss spiritual issues while the children suffer. We must bring the 16

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spirit back. And while this is not an attempt to proselytize for any particular religion or denomination, it is and attempt to encourage teachers to allow their students to express themselves spiritually. Each of the stories in A TREASURE WITHIN: STORIES OF REMEMBRANCE & REDISCOVERY allow us to do this.

In truth, the expression of spirit cannot be taken out of the classroom experience. But the development of spirit in the classroom experience can and in most instances has been taken out of the classroom. Of course the separation of church and state is again a purely western concept. On this point, Sobonfu Some notes the devastating effects of removing the spirit from the educational experience as it has occurred in her homeland through western colonization: “Children in the cities of west Africa are already cut off from the day-to-day life connected to spirit. This is because they live apart from the village. When they go to school, they don’t learn about spirit or work on their connection to spirit. They don’t learn about their traditions. They go to schools in order to learn things that aren’t spirit-based, and to forget about their traditional ways.”

In crafting a character education program and in appreciating A TREASURE WITHIN: STORIES OF REMEMBRANCE & REDISCOVERY, the thoughtful words of Kwame Nkrumah, the first president of Ghana, should be considered as he addressed a nation torn by colonization and riveted by tribal disunity. He stated: “…we have before us not only an opportunity, but an historic duty. It is in our hands to join our strength, taking sustenance from our diversity, honoring our rich and varied traditions and culture, but acting together for the protection and benefit of us all.”

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Activities for

A Treasure Within SANKOFA

“TO GO BACK TO THE PAST IS THE FIRST STEP FORWARD.”

SYNOPSIS

A TREASURE WITHIN STORY LENGTH: 42 PAGES

While walking to his locker at the end of the school day, Marcus is knocked off his

feet by James. Rather than apologizing and helping him up, James arrogantly gets in Marcus’ face and challenges him to a fight. Just as the tension escalates, teachers arrive on the scene to break it up. Marcus, hits James in the jaw anyway. He is suspended for three days.

After receiving discipline and a heart to heart talk from his father, Marcus is transported in his sleep to ancient Kemet (Egypt). There he meets Ptahotep, an ancient scribe and teacher in the king’s court. Ptahotep gives Marcus a lesson in character, culture, and history through the Ten Cardinal Virtues to help him find better ways to deal with his anger. While in Kemet, he meets Queen Hatshepsut, who ruled as Pharoah of ancient Kemet during the Eighteenth Dynasty. He travels to Beni Hasan where he discovers the origins of the martial arts, and much more.

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Character Analysis Marcus: a boy who likes playing basketball; he does well in school, but needs the continual encouragement and support of his parents to keep his grades up.

James: a boy who challenges Marcus to a fight after accidentally knocking him over; he is rude and disrespectful and tries to act like a thug. James symbolizes Marcus’ lower self, that part of his being which is violent and disrespectful. This is why when he is confronted by James, he stoops to James’ level.

Mrs. Ashanti: Marcus’ science teacher; she taught her students about the flow of energy and how human beings are simply conductors of energy; she exhorts her students to control their flow of energy since it is the end of the year and many students are getting suspended for fighting and other foolishness.

Mr. Freeman: Marcus’ English teacher who offers him the opportunity to do an extra credit paper to boost his grade; he helps to break up the fight between Marcus and James.

Mr. Strong: Marcus’ father; a very caring, yet no nonsense man who instills in his son the values of strong character, spirituality, and discipline.

Mrs. Strong: Marcus’ mother; very supportive and very caring Ptahotep: an ancient scribe/sage who lived around 2350 B.C.E.; his book is the oldest complete text in the world consisting of 37 short teachings comprising an ancient African system of character education, conflict resolution, and wisdom literature. In the story, he acts as Marcus’ Ancestral Guide who teaches him the Ten Cardinal Virtues of the Kemetic Sacred Science System or what has been called the Mystery System by some Egyptologists. Ptahotep represents Marcus’ Higher Self emerging to a place of dominion over his lower self.

Queen Hatshepsut: a Pharoah who reigned in Kemet during the Eighteenth Dynasty (circa 1580 b.c.); her reign lasted 21 years and was characterized by complete peace throughout the land. In the story, Ptahotep calls upon her to aid him in teaching Marcus the value of peace, how to live it and maintain it. Hatshepsut also represents a part of Marcus’ Higher Self.

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Discussion Questions A Treasure Within Chapter One 1. What was Marcus planning to do after school?

2. Describe the setting.

3. Describe Marcus’ grades.

4. How did his parents feel about his grades?

5. What motivated Marcus to pull up his grades?

6. Describe what happened to Marcus on the way to his locker.

7. Describe James.

8. Explain how Marcus could have handled the situation differently.

Chapter Two 1. Describe Marcus’ father.

2. Describe how Marcus feels when he sees his father. Why do you think he feels this way?

3. How does Mr. Freeman explain what happened?

4. What punishment does Marcus receive from the school?

Chapter Three 1. Specifically, why was Mr. Strong upset with Marcus?

2. What mistake did Marcus make, according to his mother?

3. What punishment does Marcus receive from his parents?

4. Explain what Mr. Strong teaches Marcus about the way he acted.

5. What question did Marcus have for his father?

6. Describe Mr. Strong’s prayer for Marcus.

Chapter Four 1. Who is Ptahotep?

2. Why was Marcus sent to see Ptahotep?

3. What is Ipet Isut and why is it important?

4. What does Marcus learn in the temple at Beni Hasan?

5. What does Ptahotep’s name mean?

6. Ptahotep says, “The supreme art of war is to subdue the enemy without fighting.” What does he mean by this?

Chapter Five 1. Describe Queen Hatshepsut. What do most people remember about her reign as queen?

2. When does Marcus feel most powerful?

3. What does Ptahotep tell him he must do with this sense of power?

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Chapter Six 1. What does Ptahotep teach Marcus about his teachers?

2. What bridges the gap between what we should do and what we actually do? Explain.

3. Describe the difference between the Higher Self and the lower self.

4. To his surprise, who does Marcus see in the temple? Why do you think this person was in the temple?

5. What does Ptahotep tell Marcus he must do to help others?

6. What are Ptahotep’s parting words to Marcus?

Chapter Seven 1. What book does Marcus notice on the corner of Mr. Freeman’s desk?

2. What is unique about the book?

3. What happens when Marcus sees James again?

4. Explain the theme of the story.

5. What did you learn from reading this story?

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Name ______________________________________________ Date _______________________________________________

STORY WORKSHEET “A Treasure Within” Directions: Use the Word Bank at the bottom of the page to fill in the blanks.

1. The main character of the story is ___________________.

2. Marcus’ English teacher who gave him an extra credit assignment is _______________.

3. Marcus’ Science teacher who taught the class about energy and how it is conducted is _______________.

4. ____________ runs into the main character in the hallway and tries to start a fight with him.

5. Marcus’ father, who held him to high expectations, is ____________________.

6. Write out the Scripture which Marcus’ father shared with him. _______ ______________________________________________________________________ 7. After falling asleep, Marcus travels to ________________.

8. There he meets a scribe from the king’s court named ____________________.

9. The words medu neter refer to the ___________________ of ancient Kemet.

10. The Temple of ________________ is in the grand city of 11.)__________.

12 It was one of the first universities where over __________ people came from all over the world to study the 13. __________________ or 14. _______________ system.

15.The origins of the martial arts can be found in Kemet in the city of ________________.

16.Ptahotep’s name means ___________________________.

17. Marcus meets __________________ who ruled ancient Kemet for 21 years in complete peace.

18. Ptahotep tells Marcus, “You are the __________ of the world.”

19. The name of the book on Mr. Freeman’s desk is ___________________________________________________________________ 20.When Marcus sees James again, they ____________________.

WORD BANK Mr. Strong Embrace Mystery System Kemet

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Marcus Beni Hasan light Ptahotep

Ipet Isut Sacred Sciences Mrs. Ashanti Holy Writings

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Mr. Freeman Queen Hatshepsut James

Name ______________________________________________ Date _______________________________________________

VOCABULARY ALPHABETIZING EXERCISE “A Treasure Within” Directions: alphabetize the list of vocabulary words below. Be sure to check your spelling carefully. unique devoid fury proverb endure faze

transform discipline stately scriptures ebb rejuvenate

fortunate glare composure hover awkward

guarantee lunge consequence guidance scribe

1. ______________________________

12. ______________________________

2. ______________________________

13. ______________________________

3. ______________________________

14. ______________________________

4. ______________________________

15. ______________________________

5. ______________________________

16. ______________________________

6. ______________________________

17. ______________________________

7. ______________________________

18. ______________________________

8. ______________________________

19. ______________________________

9. ______________________________

20. ______________________________

10.______________________________

21. ______________________________

11. ______________________________

22. ______________________________

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Name ______________________________________________ Date _______________________________________________

VOCABULARY WORKSHEET “A Treasure Within”

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Name ______________________________________________ Date _______________________________________________

STORY OUTLINE WORKSHEET Directions: Use the story to fill in the blanks identifying the elements of fiction.

1. Exposition (setting, main & minor characters): ____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Plot (overview/summary of the story): _____________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. Conflict (a struggle between two opposing forces)[internal or external]: ________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. Rising Action (evidence of building suspense): ______________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. Climax (point of greatest suspense): _______________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 6. Resolution (conclusion of the story; how does the main character resolve the conflict?) _________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 7. Theme (the main underlying message about life that the writer wishes to share with the reader) ________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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PTAHOTEP AND ANCIENT KEMET Ptahotep was an ancient scribe in the king’s court in Kemet (Egypt). He was known for instructing children, in particular, the king’s son. As a scribe, his job was to copy the medu neter, or holy writings. Ptahotep’s writings are a part of a branch of literature referred to as wisdom literature. Wisdom literature is usually comprised of wise sayings and stories to illustrate the difference between a wise person and a fool.

Asa Hilliard, Larry Williams and Nia Damali have co-authored The Teachings of Ptahotep: The Oldest Book in the World, to reveal the wisdom of this ancient sage.

Ptahotep’s teachings are important for a number of reasons. It is the oldest complete surviving book, having been written over 4300 years ago. It contained 37 wise instructions for the king’s son. The purpose of these instructions was to teach values, morals, faith, and an overall behavior code to be lived at all times.

Ptahotep’s teachings would serve us well in modern times because 14 of the 37 teachings contain the oldest teachings on nonviolence in the world. Physical violence, however, is not the only kind of violence. There is also mental violence and verbal violence to which Ptahotep speaks insightfully. “If you meet a disputant in action, one who is your equal, one who is on your level, you will overcome him by being silent while he is speaking evilly. There will be much talk among those who hear and your name will be held in high regard among the great.”

Ptahotep’s name comes from two Kemetic words. Ptah means, “God - the source of all life, power, health, and creation.” Hotep means, “satisfaction; peace.” Together, Ptahotep means, “he who acts so that God is satisfied” or, more simply, “he who acts with the peace of God.” Ptahotep wrote that “every man teaches as he acts.”

In other words, we must ask ourselves, “what message do my actions send to others?” Though written many years ago, Ptahotep’s writings still ring true today. He is an ancient African voice of universal wisdom with an important message, even in this modern world.

1.

2.

3.

4.

5.

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Ptahotep was: a. the king’s son c. a pharoah b. the king d. a scribe in the king’s court Ptahotep’s writings are considered to be: a. comedy c. drama b. wisdom literature d. suspense/thriller What was the job of a scribe? a. to copy the holy writings c. to teach the king b. to teach the queen d. none of the above In the first paragraph, the word comprised means: a. made up of c. both a and b b. to bargain with someone d. none of the above In the first paragraph, to illustrate means: a. a sports magazine c. to show b. to write d. all of the above

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6.

7.

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15.

In the first paragraph, sage means: a. a foolish person c. a wise person b. a funny person d. b and c only Who wrote The Teachings of Ptahotep: The Oldest Book in the World ? a. Nia Damali c. Asa Hilliard b. Larry Williams d. all of the above Ptahotep’s writings were written to: a. his wife c. the king b. the king’s son d. the army Much of Ptahotep’s writings deal with: a. being a good student c. how to make a lot of money b. nonviolence d. all of the above Which of the following are the types of violence that Ptahotep talks about? a. physical c. mental b. verbal d. all of the above In the third paragraph, verbal means: a. spoken c. written b. chosen d. none of the above Ptahotep’s writings: a. contain 37 wise sayings c. contain 14 sayings on nonviolence b. are over 4300 years old d. all of the above In the third paragraph, a disputant is: a. one who argues with you c. one who agrees with you b. one who makes fun of you d. one of Ptahotep’s students How does Ptahotep suggest dealing with a disputant? a. be silent c. yell back at him/her b. make a joke about him/her d. all of the above Ptahotep’s name means: a. “he who acts so that God is satisfied” c. he who is wise b. “he who acts with the peace of God” d. a and b only

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The Ten Cardinal Virtues The Ten Cardinal Virtues represent one of the most ancient forms of character education known to humanity. The word cardinal means, “of great importance.” A virtue is a standard or mark of moral excellence and righteousness. In ancient Kemet [Egypt], the development of character was one of the whole purposes of education.

In ancient Kemet, there was a system of basic teachings which most people were introduced to. But there was also a system of higher teachings which one had to qualify to study. These were the Sacred Sciences. The Greeks came into ancient Kemet and studied many of these teachings. They referred to these teachings as the Egyptian Mystery System because it was a mystery to them how the Egyptians were able to build such incredible structures like the pyramids and the sphinx. It was a mystery to them how these African people were able to build such incredibly advanced kingdoms and civilizations.

In order to enter into the process of studying the Sacred Sciences, one had to first master the Ten Cardinal Virtues to show themselves worthy. The Ten Cardinal Virtues are very demanding standards of discipline. They are as follows: 1. Control of thoughts 2. Control of actions 3. Devotion of purpose 4. Faith in the ability of the Teacher to teach Truth 5. Faith in Self to learn Truth 6. Faith in Self to live the Truth 7. Freedom from resentment under the experience of persecution 8. Freedom from resentment under the experience of wrong 9. Ability to distinguish between right and wrong 10. Willingness to operate with a sense of values The reason “control of thoughts” is first is because our thoughts create our reality.

Thoughts are very powerful and have the potential to transform one’s life for better or for worse. When we understand just how powerful our thoughts are, we will be more careful of the thoughts we entertain in our minds.

Control of thoughts allows us to exhibit “control of actions.” Thought precedes [comes before] action. Right thinking leads to right action. Wrong thinking leads to wrong action. So many people in society exhibit little or no control over their actions. Because of this, it leads to theft, drug use, alcohol abuse, and all sorts of problems. But generally, a lack of control over one’s actions keeps people from reaching their highest potential.

“Devotion of purpose” refers to a person’s commitment to live according to their true purpose for being born in this life. Most people get caught up in their pursuit of money or paying their bills and often never really pursue their life’s true purpose. Everyone was created and sent to this time and this place for a very special reason. Most people are so far removed from their purpose because they have not sought to find out why they are here.

In ancient Kemet and throughout all of Africa, the tradition of education produced many Master Teachers. The Master Teacher was one who not only knew the content of what they taught, their wisdom was above and beyond that of the average person due to the diligence of their study. They also lived what they taught. The fourth Cardinal Virtue showed the necessity of the student to have faith in the ability of the Master to teach them the Truth.

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The Ten Cardinal Virtues 1. Control of thoughts 2. Control of actions 3. Devotion of purpose 4. Faith in the ability of the Teacher to teach the Truth 5. Faith in Self to learn the Truth 6. Faith in Self to live the Truth 7. Freedom from resentment under the experience of persecution 8. Freedom from resentment under the experience of wrong 9. Ability to distinguish between right and wrong 10. Willingness to operate with a sense of Values

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The teacher and the student had a very close relationship. The teacher was responsible for passing on the hidden wisdom which remained a mystery to so many.

It was the teacher’s responsibility to call forth the higher powers which were in the student. This could not be done unless the student had faith in the teacher to teach the Truth.

The student then had to have faith in themselves to learn the Truth. The student had to develop high self-esteem to believe that he could indeed activate the higher powers within himself. Then the student had to believe that he could live by the Truth. Many people today have a view of themselves that does not embrace their highest potential. They have been told that they are “bad” and they begin to believe they are bad and act that way. Others have never been told that they are special, therefore, they don’t exhibit self-respect and pride.

When we try to live our lives by high moral standards such as the Ten Cardinal Virtues, many forces will come against us. There are many people who are not interested in leading a virtuous life. The seventh and eighth virtue deal with accepting persecution as a part of the process of trying to live a virtuous life. If we harbor bitterness and resentment when others do us wrong, it blocks the flow of energy in our spirit and the ability for good to come to the situation. People like Gandhi and Martin Luther King, Jr. faced violent opposition for simply trying to help people and do what was right. Yet, because they were highly advanced spiritually, they harbored no resentment toward their oppressors. In fact, they taught others to seek to win the friendship and understanding of their oppressors. These two men certainly mastered the seventh and eighth virtue.

We live in a world in which fewer and fewer people are choosing to stand by strong morals and values. As a result, humanity seems to be losing the ability to distinguish between right and wrong. The ninth virtue challenges us to develop this ability and the tenth challenges us to operate with a sense of values once we have determined what is right and wrong. In other words, many people know the difference between right and wrong, however, they still choose wrong. We must not only know the difference between right and wrong, we must have the integrity and the courage to operate with a sense of high moral values in everything we do.

Africa has a timeless wisdom to share with those who are diligent enough to search her cultural treasures. The Ten Cardinal Virtues are perhaps the key that can open the lock on the vast insights that can be gained from studying African culture and history.

Questions for Thought, Reflection, and Discussion 1. What does cardinal mean?

2. What is a virtue?

3. Explain why the Greeks referred to the Sacred Sciences as the Mystery System.

4. Explain why control of thought is the first cardinal virtue.

5. Explain why most people do not know their true purpose.

6. Define Master Teacher. Explain the responsibility of the Master Teacher.

7. Explain how self-esteem relates to the fifth and sixth cardinal virtues.

8. Explain why it is not wise to harbor resentment and bitterness when someone does us wrong.

9. Explain what we must be able to do once we have distinguished between right and wrong.

10. Explain what you learned from reading this selection.

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Name ______________________________________________ Date _______________________________________________

ARTISTIC ACTIVITY Neatly write out the Ten Cardinal Virtues in the scroll. Then decorate the scroll with Kemetic symbols.

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Name ______________________________________________ Date _______________________________________________

WRITTEN EXPRESSION: “A TREASURE WITHIN” A literary analysis is an essay which examines the characters, conflicts, and theme of a piece of literature. After reading “A Treasure Within” write a literary analysis using the following format: •

Paragraph 1: Describe the setting (time, place) and characters (main and minor)

•

Paragraph 2: Describe the conflicts the main character deals with (internal/external)

•

Paragraph 3: Describe some of the lessons Ptahotep and Hatshepsut teach Marcus; which do you think is most important and why?

•

Paragraph 4: Explain the theme of the story (the main underlying message the writer wishes to communicate with the reader)

•

Paragraph 5: Using the information on p. 201, summarize key points about the life of the author (summarize…don’t copy)

•

Paragraph 6: I liked/disliked this story because…

• From reading this story I learned…

• I would/would not recommend this story for other students because…

Specifications: •

Typed

•

Double-spaced

•

Size 12-14 font

•

Cover page

•

Due Date: ___________________________

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Name ______________________________________________ Date _______________________________________________

GRAMMAR REVIEW: “A TREASURE WITHIN” Directions: Rewrite the following sentences making corrections in capitalization, punctuation, spelling, and verb tense where necessary.

1. marcus daydream about playin basketball 2. mrs ashanti warn the students about fightin 3. james knock down marcus in the hallway 4. marcus and james got into a fight 5. marcus father was very upset about the fight 6. mr strong have a long talk with marcus 7. he taught marcus how to control his temper 8. in a dream marcus travel to ancient kemet 9. marcus meet a scribe name ptahotep 10.ptahotep teach marcus the ten cardinal virtues 11.hatshepsut teach marcus the way of peace 12.marcus learn the wisdom of ancient africa 13.mr freeman had a book about ptahotep 14.asa hilliard wrote a book about ptahotep 15.at the end of the story marcus and james embrace in peace

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Name ______________________________________________ Date _______________________________________________

TEST: “A TREASURE WITHIN” Matching _____ 1. a wise saying _____ 2. to make a promise _____ 3. one who copies sacred writings _____ 4. not graceful _____ 5. to suddenly move forward _____ 6. graceful dignity _____ 7. a fierce or angry stare _____ 8. a holy book _____ 9. something following an action _____ 10. to stay suspended in air over one place _____ 11. to change greatly _____ 12. good news _____ 13. To bring back to strength _____ 14. control over emotions _____ 15. one of a kind _____ 16. completely lacking; empty _____ 17. leadership in the right direction _____ 18. training to produce a skill/behavior _____ 19. to fade away _____ 20. violent anger

a. unique b. discipline c. composure d. guidance e. scribe f. transform g. glare h. consequence i. hover j. rejuvenate k. fortunate l. lunge m. proverb n. ebb o. guarantee p. fury q. scriptures r. awkward s. devoid t. stately

Multiple Choice 21. In the story A Treasure Within, the setting is: a. At school b. At home c. In Africa d. All of the above 22. The main character is: a. Marcus b. James c. Mr. Strong d. Mrs. Strong 23. Which of the following is not a minor character? a. Mrs. Ashanti b. Mr. Freeman c. Mr. Strong d. Marcus 24. Why does Marcus get suspended from school? a. He lied to his teacher c. He skipped class b. He was caught fighting d. He was disrespectful to his teacher 25. Which of the following best describes James when he and Marcus had a run-in in the hall? a. Disrespectful c. mean b. Rude d. All of the above 26. What is the best way that Marcus could have avoided getting suspended? a. He could have waited until after school to beat James up b. He could have let James bully him and disrespect him c. He could have let the teachers handle it d. He could have let his friends jump James at another time 36

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27. What mistake did Mr. Strong tell Marcus that he made when fighting James? a. Marcus did not weigh his options and think about the consequences before acting b. Marcus did not beat James up bad enough; he should have hit him a few more times c. Marcus should have let James continue to disrespect him and beat him up d. Marcus should have run 28. Which of the following words of wisdom does Mr. Strong share with Marcus? a. An eye for an eye and a tooth for a tooth until the debt is paid. b. He that hath no rule over his spirit is like a city that is broken down and without walls. c. If somebody hits you, hit them back! d. The Me I see is the Me I’ll be.

29. When Marcus goes to sleep, he travels to: a. South Africa b. Ancient Kemet c. Atlanta d. Chicago 30. While traveling in his sleep, Marcus meets: a. Ptahotep b. Imhotep c. Queen Hatshepsut d. A and C only 31. Which of the following is not a city that Marcus travels to? a. Cairo b. Waset c. Beni Hasan 32. Hotep means: a. Hello b. How are you? c. What’s your name? d. Peace 33. “He was tall and stately with a long graying beard and a round halo-like afro.

He was clothed in an ornate white garment trimmed in gold.” Who does this describe? a. Ptahotep b. Mr. Strong c. Mr. Freeman d. Marcus 34. Ptahotep’s name means: a. Peace be with you c. Peace of God b. Walk in peace d. None of the above 35. Shemhotep means: a. Peace be with you c. Peace of God b. Walk in peace d. None of the above 36. Which of the following does Marcus witness in Waset: a. African people being violent toward one another b. The university of Ipet Isut where people came to study the Sacred Sciences c. African people displaying their ignorance d. none of the above 37. Who is Ptahotep? a. He is a scribe who copies the holy writings for the King b. He is a poor beggar c. He is the King d. He is a farmer 38. What did Marcus learn about while in the city of Beni Hasan? a. How the pyramids were made c. how the temples were built b. How the Sphinx was made d. The origins of the martial arts 39. What does medu neter mean? a. Peace be unto you c. Holy Writings b. That’s tight! d. That’s lame!

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40. What does Ptahotep tell Marcus about the purpose of the martial arts? a. To control and master the life-force energy within you b. To learn how to beat people up c. To learn how to intimidate people d. To show off what you can do 41. Which of the following is not true about Queen Hatshepsut? a. She was the first woman Pharoah b. She was known for being a fierce warrior and leading her people into battle c. She was known for ruling Kemet for 21 years and keeping complete peace d. Her temple was carved into the side of a mountain 42. Which of the following does not describes Mr. Strong? a. A responsible and loving father c. A deadbeat dad b. A strict disciplinarian d. A spiritual man 43. Which part of the Kemetic Sacred Sciences (Mystery System) does Marcus learn while in Kemet? a. The Ten Cardinal Virtues c. Seven Principles of Ma’at b. The 42 Negative Confessions d. Seven Principles of Kwanzaa 44. The resolution to this story is: a. Marcus and James end up fighting outside of school b. Marcus and James end up fighting in school when they return from suspension c. James continues to be disrespectful to Marcus d. Marcus and James end up making peace and embracing 45. Which of the following is not part of the theme of this story? a. Reconnecting to our history, culture, and Ancestors can teach us many lessons b. We must take the responsibility of creating and keeping peace wherever we go. c. We must tap into the power within us to truly make a positive difference in the world. d. You can’t really make a difference in the world; all you can do is look out for yourself.

True or False 46. Marcus goes through a transformation as a result of traveling to Kemet.

47. The Teachings of Ptahotep is a real book.

48. Marcus was right to hit James.

49. The supreme art of war is to subdue the enemy without fighting.

50. The purpose of the martial arts is to severely hurt or kill a person who bothers you.

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ACTIVITIES

FOR

A Reason For Being ANKH “EVERLASTING LIFE”

SYNOPSIS

“A REASON FOR BEING” STORY LENGTH: 59 PAGES

Imani Johnson is one of the founding members of the Sankofa Youth Group. This

group for teens meets at her church and discusses critical issues relevant to young people. This week’s discussion on male/female relationships is led by Bro. Kwame, the youth minister. The issue of the way some young women dress provocatively is discussed. At the end of the meeting, the brothers agree to always respect the sisters and the sisters agree to respect themselves.

After succumbing to peer pressure from her good friend Kia, Imani buys and wears an inappropriate dress to try to gain the attention of Jamal. After being talked to and punished by her parents, Imani is taken to ancient Kemet in her sleep.

There she meets Ma’at, her Ancestral Guide who teaches her Seven Principles which help to transform her awareness. On her journey, she also meets an ancient messenger named Tehuti, learns the secret wisdom of ancient Kemet, the mystery behind the pyramid, and insights into universal knowledge.

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Character Analysis Imani: a young girl who always strives to please her parents by doing well in school and carrying herself as a respectable, respectful, and responsible young lady. She is one of the founders of the Sankofa Youth Group. She is coaxed into disobeying her parents by buying and wearing a dress that is against school dress code and against her parents’ spiritual and moral code.

Bro. Kwame: the youth minister at Imani’s church who helps facilitate the Sankofa Youth Group and its weekly rap sessions. He is also a teacher at the local elementary school. He raises some serious issues under the topic of male/female relationships and leads an insightful discussion. [See if students can identify an adult in their family/community/place of worship similar to Bro. Kwame].

Pastor Reed: the pastor of Imani’s church who was very supportive of the idea to start a youth program. [See if students can identify an adult similar to Pastor Reed in their family/ community/place of worship].

Kia: Imani’s close friend since kindergarten who pressures her into buying and wearing an inappropriate dress to impress a boy. Kia represents Imani’s lower self. When accused of making Imani wear the dress, Kia replies (in truth), “I didn’t make you do anything that you didn’t already want to do.”

Mrs. Johnson: Imani’s loving and caring, but no nonsense mother. She has always been very proud of Imani, but emphatically shares her displeasure about Imani’s disobedience.

[Ask students if they can identify with Imani’s mother’s reaction].

Jamal: the object of Imani’s infatuation; [ask students about the things they have seen others do to gain someone’s attention as Imani did].

Mr. Johnson: Imani’s father who takes the approach of talking rationally with her since her mother had been more confrontational with her; he leads her to consider each of her actions carefully and the consequences of her hasty decisions; then he brings her back to the focal point of being a virtuous woman who is spiritually-centered.

Ma’at: acts as Imani’s Ancestral guide; a mythological representation of Truth in ancient Kemet, often represented by a feather. It was said that if a person lived their life by Ma’at (Truth) that when their heart was weighed on the scales of justice next to the feather, that the scales should be balanced. The heart would be lighter than a feather, not weighed down by wrongdoing. There are Seven Principles of Ma’at: truth, justice, righteousness, reciprocity, balance, order, and harmony. Ma’at teaches these principles to Imani. Ma’at is a representation of Imani’s Higher Self.

Tehuti: a mythological representation of a chief messenger and scribe in ancient Kemet.

The idea was that after continually copying the sacred writings of ancient Kemet, he would then come to the people as a messenger with the proper understanding of the writings and how to apply them to everyday life. Tehuti assists Ma’at in teaching Imani the Seven Principles and also represents an expression of Imani’s Higher Self.

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Discussion Questions Chapter One 1. Describe the setting.

2. Describe the Sankofa Youth Group.

3. What does the word/symbol Sankofa mean?

4. Describe Bro. Kwame.

5. Describe what is being discussed at the meeting and some of the opinions shared.

6. Share your thoughts on the topic of discussion.

7. “Do not cast your pearls before swine.” Explain what this quote means.

8. What message was Bro. Kwame trying to share with the youth?

Chapter Two 1. Describe how Imani feels about herself.

2. Describe the Boutique.

3. Describe what Kia tries to convince Imani to do.

4. Describe the relationship Imani has with her parents.

5. How does Jamal respond to Imani?

6. What does Mrs. Ashanti notice about Imani?

Chapter Three 1. How does Imani’s mother respond to what she has done?

2. What does Mrs. Ashanti tell Mrs. Johnson that some of the girls have been doing at school?

3. What does Imani blame Kia for? How does Kia respond?

4. Explain why Imani’s mother says she is more disappointed than angry.

Chapter Four 1. How does Imani explain to her father what she did?

2. What does her father tell her about the way she was dressed?

3. What is a virtuous woman?

4. Explain why Imani’s father chooses not to yell at her?

5. What is Imani’s punishment?

Chapter Five 1. Describe the sandstorm.

2. Describe the woman Imani meets in the storm.

3. Describe what Imani feels when she shakes the woman’s hand.

4. What does Ma’at tell Imani about the first principle?

5. Identify the second principle and explain what it means.

6. Identify the third principle and explain what it means.

7. Identify the fourth principle and explain what it means.

Chapter Six 1. What do Ma’at and Tehuti use to explain the fifth principle to Imani?

2. What examples do they use to explain the sixth principle.

3. How is the seventh principle explained to Imani?

4. Describe what she sees inside the pyramid.

5. What is Ma’at’s final message to all the children?

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Chapter Seven 1. Describe Imani’s outfit and why you think she chose to wear it.

2. What happens when Kia and Imani see each other at church?

3. Why does Pastor Reed ask the congregation to applaud Bro. Kwame?

4. What poem did Imani and Kia decide to recite? Why did they choose this poem?

5. Explain what this line from the poem means: “I am the dream and the hope of the slave.”

6. Explain how Imani found her reason for being.

7. How do you think Imani will/should interact with Jamal from now on?

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Name ______________________________________________ Date _______________________________________________

STORY WORKSHEET: “A REASON FOR BEING” 1. The main character of the story is ______________________.

2. At the beginning of the story, she is at a meeting of the _________________________.

3. The word sankofa means, “_____________________________________________.”

4. The word sankofa comes from the ______________ people of _______________ in west Africa.

5. The youth minister at the church is __________________.

6. The topic of discussion at the meeting is ___________________________.

7. Complete the following quote: “Do not cast your ________________ before swine.

8. Imani’s teacher, who notices that she is dressed inappropriately, is _____________________.

9. Imani’s parents are Mr. And Mrs. ___________________.

10. The boy who Imani was trying to impress was ________________.

11. Imani’s friend who persuades her to wear something inappropriate is _________________.

12. Write out the Scripture that Mr. Johnson shares with Imani. ________________________ ______________________________________________________________________________ 13. A woman who carries herself with respect, speaks and acts intelligently, and dresses appropriately would be a considered a ____________________ woman.

14. Imani’s Ancestral Guide is ____________________.

15. Another who offers Imani guidance is a scribe and messenger named ____________________.

16. Write the Seven Principles of Ma’at in the order that they appear in the story. a. First Principle: ____________________ b. Second Principle: ____________________ c. Third Principle: ____________________ d. Fourth Principle: ____________________ e. Fifth Principle: ____________________ f. Sixth Principle: ____________________ g. Seventh Principle: ____________________ 17. According to Ma’at, lying clouds your ___________________.

18. One set of the Holy Writings of ancient Kemet are referred to as the ________________.

19. Imani’s name means, “____________________.”

20. Imani and Kia recite a poem by _________________________ called 21. “__________________________.”

22. The final line of the poem says, “I am the _____________ and the 23. ______________ of the slave.

SOME WORDS THAT MIGHT HELP… judgement Mrs. Ashanti Maya Angelou Ma’at order

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hope Akan justice righteousness harmony

balance Ghana James Bro. Kwame

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dream faith Johnson reciprocity

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Imani truth Tehuti pearls

THE ANCIENT AFRICAN MORAL CODE

Long ago in ancient Kemet [Egypt], wise men and women recorded a set of moral codes that would be used to help shape the values of the kingdom. Morals are rules of good or correct conduct. It was understood that if this moral code was followed that a person would experience peace and prosperity in this life and would go on to paradise in the next life.

An egyptologist is one who studies the history and culture of ancient Kemet [Egypt].

An egyptologist studies the hieroglyphs which are the writings on the walls of the temples, tombs, and scrolls. These writings were referred to as the medu neter by the Kemetans.

Medu neter means “sacred/holy writings.” These writings were considered to be sacred and holy because it was believed that they contained the keys to everlasting life. The code has been given several names by egyptologists who have carefully studied the ancient Kemetic texts. Some have referred to it as The 42 Declarations of Innocence, The 42 Negative Confessions, and The 42 Confessions of Ma’at.

As you read through the list, you will probably notice that the Ten Commandments of the Bible bear a striking resemblance to the 42 Declarations. This is because Moses, who brought the Ten Commandments to the Israelites, grew up in Kemet and studied these writings. The book of Acts (7:22) in the Bible states, “Moses was learned in all the wisdom of the Egyptians and was mighty in words and deeds.” The 42 Declarations, which he studied, existed some 1,500 years before the writing of the Ten Commandments.

The ancient Kemetans believed that when someone died, their heart was judged.

The person was escorted into a chamber of judgement. Their heart was weighed on the Scales of Ma’at. Ma’at represented truth, justice, righteousness, reciprocity, balance, order, and harmony. Ma’at was symbolized by a feather. The feather was placed on one side of the scale. The deceased person’s heart was placed on the other side of the scale. The deceased would recite the 42 Declarations. After the deceased recited the Declarations it was determined if the deceased was telling the truth. If one’s heart was as light as a feather and balanced the scales, they would go on to an after-life of paradise. If, however, the person’s heart was weighed down with sin and wrongdoing, the scales would not be balanced and they would be sent to a place of punishment to serve the consequences of their wrongdoing.

So the whole purpose of life was to live a life that would balance the scales. If one followed the 42 Declarations, then they would be able to balance the scales on the day of judgement.

Interestingly, the Scales of Ma’at have been imitated by modern-day lawmakers.

Somewhere in most courthouses is a statue of a woman who is blindfolded with scales in her hand. The woman and the scales symbolize that justice is blind. In other words, you can’t tilt the true scales of justice in your favor using money, power, or fame. The scales will always tell the truth after the evidence is weighed. Of course we know that this is often not the case in the American criminal justice system.

Can you imagine if we tried to live by the 42 Declarations of Innocence today? It would certainly transform our community and nation and lead to the transformation of the world. These age-old, time-tested values can still work today, however, there must be a group of people who will be bold enough to actually live by them as an example to the world. In silence and solitude, recite the 42 Declarations below to yourself and see how it begins to transform your thinking.

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The 42 Declarations of Innocence 1. I have not done iniquity.

2. I have not robbed with violence.

3. I have not done violence (to anyone or anything).

4. I have not committed theft.

5. I have not murdered Man or Woman.

6. I have not defrauded offerings.

7. I have not acted deceitfully.

8. I have not robbed the things that belong to God. 9. I have told no lies.

10.I have not snatched away foods.

11.I have not uttered evil words.

12.I have attacked no one.

13.I have not slaughtered the cattle that are set apart for God. 14.I have not eaten my heart.

15.I have not laid waste to the ploughed lands.

16.I have not been an eavesdropper or pried into matters to make mischief.

17.I have not spoken against anyone.

18.I have not allowed myself to get angry without cause.

19.I have not committed adultery.

20.I have not committed any sin against my own purity.

21.I have not caused terror.

22.I have not done that which is abominable.

23.I have not uttered fiery words. I have not been a Man/Woman of anger.

24.I have not stopped my ears against the words of right and wrong.

25.I have not stirred up strife.

26.I have not caused any to weep.

27.I have not lusted or committed fornication.

28.I have not avenged myself, I have not eaten my heart.

29.I have not worked grief, I have not abused anyone.

30.I have not acted insolently or with violence.

31.I have not judged hastily.

32.I have not transgressed or angered God. 33.I have not multiplied my speech overmuch.

34.I have not done harm or evil.

35.I have not worked treason or curses on the king.

36.I have never befouled the water.

37.I have not spoken scornfully.

38.I have not cursed God. 39.I have not behaved with arrogance.

40.I have not been overwhelmingly proud.

41.I have never magnified my condition beyond what was fitting or increased my wealth, except with things that are [justly] my own possessions.

42.I have never slighted the God of my native town.

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The Weighing of the Soul - This hieroglyph, recorded on the Papyrus of Ani, illustrates the judgement and weighing of the soul on the Scales of Ma’at. The Papyrus of Ani is one of many ancient Kemetic sacred texts known as the medu neter (holy writings and sacred utterances).

Words you need to know…

Iniquity Pry Avenge Befoul

defraud mischief insolent scornful

deceitful abominable hasty arrogant

utter strife transgress magnify

slaughter deceased fornication solitude treason overwhelming

Study Questions 1.

2.

3.

4.

5.

What are morals?

Explain what an egyptologist does.

What are hieroglyphics?

What is the medu neter?

Explain why the Bible’s Ten Commandments appear to be so similar to the 42 Declarations of Innocence.

6. Ma’at is represented by _____ values. Name them.

7. Ma’at is symbolized by a _______________.

8. After reciting the 42 Declarations, describe how it made you feel.

*TEACHER NOTE Recite the 42 Declarations of Innocence to your students. Have students sit up straight, close their eyes and slowly control their breathing. Ask them to visualize everything you say. In the background, play some slow soothing instrumental music (jazz) or some light drumming (e.g. Pharoah Sanders, Jeff Major, John Coltrane, Alice Coltrane). Ask students to remain focused on your words and not to lose their focus if interrupted by an announcement or outside noise.

After reciting the Declarations, have students write about and discuss what they experienced. Ask them where the music took them. Ask them how they felt, what they saw, where they traveled in their minds/spirits. You will be amazed at their answers!

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Kemetic Symbols

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Name ______________________________________________ Date _______________________________________________

KEMETIC SYMBOLS Directions: Use the Word Bank at the bottom of the page to fill in the blanks.

1. Kemet is the original name for what is now called ________________.

2. The _______________ are the sacred/holy writings of ancient Kemet, often referred to as hieroglyphics by the Greeks.

3. The ______________ is a symbol of transformation. It follows the path of the light of the sun.

4. The ______________ represents the eternal spirit of man/woman which returns to its Creator at the end of this life.

5. The ______________ were said to be used for the weighing of the heart on the day of judgment.

6. The ______________ is a symbol of everlasting life. It is related to the female principle who is entrusted with the responsibility to bring forth new life in this world.

7. The ________________ symbolically represents our ability to see and gain insight with more than just our two physical eyes.

8. The ________________ symbolizes strength and stability. These were called obelisks by the Greeks and could often be found in front of most temples in ancient Kemet.

9. The ________________ symbolizes the four dimensions of the nature of man and woman.

The four dimensions of the nature of man and woman are: 10. ____________ 11. ____________ 12. ____________ 13. ____________ The Seven Principles of Ma’at are: 14. ____________________ 15. ____________________ 16. ____________________ 17. ____________________ 18. ____________________ 19. ____________________ 20. ____________________ 21. One who studies about the culture and history of ancient Egypt is called a(n) ________.

22. Rules for good conduct are called _______________.

23. The __________________________ were written 1500 years before the Ten Commandments.

24. When a person’s heart was being weighed on the day of judgment, the heart must be lighter than a _______________ in order for the deceased to go on to paradise.

25. Often referred to as the conscience, the part of a person which gives right guidance warns of wrong direction is called the _______________________.

26. The part of a person which is powerful, but often leads one in the wrong direction is called the _______________________.

WORD BANK Ankh Third Eye Egyptologist Pyramid

scarab feather Higher Self medu neter

Scales of Ma’at truth reciprocity 42 Negative Confessions

spiritual righteousness tekhen physical

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emotional order balance mental

ka Egypt lower self

justice

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27. _________________________________________________

28. _________________________________________________

29. _________________________________________________

30. _________________________________________________

31. _________________________________________________

32. _________________________________________________

33. _________________________________________________

34. _________________________________________________

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Name ______________________________________________ Date _______________________________________________

VOCABULARY ALPHABETIZING EXERCISE “A Reason For Being” Directions: alphabetize the list of vocabulary words below. Be sure to check your spelling carefully. productive reluctant honesty mastery exhilarating

outspoken envision virtuous garment adorn

flirtatious violation inquisitive responsibility

accessories

misconception humiliation universal intuitive awaken

stern solemn gigantic transfixed

1. ______________________________

12. ______________________________

2. ______________________________

13. ______________________________

3. ______________________________

14. ______________________________

4. ______________________________

15. ______________________________

5. ______________________________

16. ______________________________

6. ______________________________

17. ______________________________

7. ______________________________

18. ______________________________

8. ______________________________

19. ______________________________

9. ______________________________

20. ______________________________

10.______________________________

21. ______________________________

11. ______________________________

22. ______________________________

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Name ______________________________________________ Date _______________________________________________

VOCABULARY WORKSHEET

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Name ______________________________________________ Date _______________________________________________

STORY OUTLINE WORKSHEET Directions: Use the story to fill in the blanks identifying the elements of fiction.

1. Exposition (setting, main & minor characters): ____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Plot (overview/summary of the story): _____________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. Conflict (a struggle between two opposing forces)[internal or external]: ________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. Rising Action (evidence of building suspense): ______________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. Climax (point of greatest suspense): _______________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 6. Resolution (conclusion of the story; how does the main character resolve the conflict?) _________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 7. Theme (the main underlying message about life that the writer wishes to share with the reader) ________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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Seven Principles of Ma’at Mobile Materials Needed One hanger 9 index cards crayons/markers/colored pencils yarn/string/thread Directions 1. On the first index card, write, THE SEVEN PRINCIPLES OF MA’AT. 2. On the back of the first card write a few sentences explaining the importance of this ancient African value system.

3. On the second card, write TRUTH. 4. On the back of the second card, write what truth means to you in a couple of sentences.

5. Do the same thing with the other index cards using the rest of the principles of Ma’at.

6. Decorate the border of each card with Kemetic symbols.

7. Punch a hole in the upper left and right hand corner of the each card and in the bottom corners of the card.

8. Use a small piece of yarn/string/thread to tie each of the cards together and to the hanger.

9. Cover the hanger with African cloth, white paper or colored construction paper and decorate it with Kemetic symbols.

10.Once you have tied all the cards together, your mobile is complete.

11.Display all mobiles in the class. Or, if space is limited, have a vote to see which mobiles are the most colorful, neat, and creative. Award prizes for the top mobiles and put them on display.

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Name ______________________________________________ Date _______________________________________________

WRITTEN EXPRESSION: “A REASON FOR BEING” A literary analysis is an essay which examines the characters, conflicts, and theme of a piece of literature. After reading “A Reason For Being” write a literary analysis using the following format: •

Paragraph 1: Describe the setting (time, place) and characters (main and minor)

•

Paragraph 2: Describe the conflicts the main character deals with (internal/external)

•

Paragraph 3: List the Seven Principles of Ma’at; which do you think is most important and why?

•

Paragraph 4: Explain the theme of the story (the main underlying message the writer wishes to communicate with the reader)

•

Paragraph 5: Using the information on page 201, summarize key points about the life of the author (summarize…don’t copy)

•

Paragraph 6: I liked/disliked this story because…

• From reading this story I learned…

• I would/would not recommend this story for other students because…

Specifications: •

Typed

•

Double-spaced

•

Size 12-14 font

•

Cover page

•

Due Date: ___________________________

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Name ______________________________________________ Date _______________________________________________

GRAMMAR REVIEW: “A REASON FOR BEING” Directions: Rewrite the following sentences making corrections in capitalization, punctuation, spelling, and verb tense where necessary.

1. imani was one of the founding members of the sankofa youth group 2. bro kwame was the youth minister for the group 3. they talked about respecting one another 4. imani and kia went shopping at the boutique 5. imani buys and wears an inappropriate dress to get jamals attention 6. imani s parents are very upset when they find out 7. mr johnson have a long talk with imani about being a virtuous woman 8. in her sleep imani travel to ancient kemet 9. imani meets ma’at who shares ancient wisdom with her 10.she also meets a messenger named tehuti 11.imani learns her true reason for being 12.imani and kia apologize to each other 13.imani and kia recite a poem call still I rise 14.the poem still I rise is by maya angelou 15.the crowd is very pleased with the presentation

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Name ______________________________________________ Date _______________________________________________

TEST: “A REASON FOR BEING” Vocabulary Matching ___1. something that adds to the appearance of something else ___2. to decorate with something beautiful ___3. to wake up ___4. to imagine or picture something in the mind ___5. to cause the feeling of joy or happiness ___6. words or body language meant to attract another person ___7. an article of clothing ___8. very large ___9. the quality of being truthful ___10. to make someone feel bad ___11. to ask many questions; eager to learn ___12. able to sense what is about to happen ___13. complete control or dominion ___14. a mistaken idea ___15. speaking out without hesitation ___16. able to get things done ___17. unwillingness ___18. liable to account for anything that happens or goes wrong ___19. deeply serious ___20. hard, harsh, or severe in manner ___21. to be entranced or mesmerized ___22. affecting the whole world or universe

a. productive b. reluctant c. honesty d. mastery e. exhilarating f. outspoken g. envision h. transfixed i. Garment j. adorn k. flirtatious l. gigantic m. inquisitive n. responsibility o. accessories p. misconception q. humiliation r. universal s. intuitive t. awaken u. stern

v. solemn

Multiple Choice 23.

24.

25.

26.

27.

28.

At the beginning of the story, the youth group is discussing: a. poverty in the community c. the need for more jobs b. crime and violence d. male/female relationships The name of the youth group is called: a. Sankofa c. Imani b. Harambee d. Kia “Do not cast your pearls before swine,” means: a. don’t buy jewelry for animals b. don’t share that which is valuable with those who don’t appreciate its value c. don’t eat anything that comes from a pig or any other animal d. none of the above Why doesn’t Imani want to buy clothes from The Boutique? a the clothes are too tight and revealing c. the clothes are too big for her b. the clothes are ugly d. the clothes are too small for her How does Kia convince Imani to buy clothes from The Boutique? a. she tells Imani that it’s okay and her parents won’t mind b. she tells Imani she’s old enough to do what she wants c. she tells Imani that wearing those clothes will get Jamal’s attention d. all of the above Sankofa means: a. Africa c. you can foresee the future b. Egypt d. going back to the past is the first step forward

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29.

Why was Imani upset with Kia? a. because Kia encouraged her to lie b. because Kia encouraged her to do something that she knew wasn’t right c. because Kia gave her bad advise d. all of the above 30. What is a “virtuous woman?” a. one who carries herself with respect and dignity b. one who is loud and boisterous c. one who dresses inappropriately d. none of the above 31. Who does Imani meet with in ancient Kemet? a. Hatshepsut c. Tehuti b. Ma’at d. B and C only 32. Complete the following African Proverb: “The lips of wisdom are sealed except to the ears of ___________________________.” a. truth c. love b. understanding d. faith 33. What was the purpose of Scales of Ma’at? a. to weigh precious metals like gold and silver b. for decoration c. to weigh herbs and spices for sale d. to weigh the heart on the day of judgment 34. Why is Ma’st symbolized by a feather? a. because Ma’at is a bird c. because one’s heart should be as light as a feather b. because Ma’at could fly d. one’s heart should be heavier than a feather 35. Complete the following words of wisdom: “As above, so ________________.” a. so below c. is the ceiling b. you can see the stars d. none of the above 36. The youth minister who led the youth group was: a. Pastor Reed c. Imani’s father b. Imani’s mother d. Bro. Kwame 37. The poem that Imani and Kia recite is entitled: a. Ego-trippin c. Dreams b. Still I Rise d. Phenomenal Woman 38. The poem Imani and Kia recite is by: a. Nikki Giovanni c. Maya Angelou b. Mari Evans d. Rita Dove

True or False? ___39. It was Kia’s fault that Imani got in trouble. ___40. Imani and Kia apologize to each other at the end of the story. ___41. Imani is moved to try to live her life by the Seven Principles of Ma’at. ___42. Imani visited ancient Ghana in her sleep. ___43. Imani’s parents were very supportive and had high expectations for her.

Write out the Seven Principles of Ma’at 44. _____________________________ 48. _____________________________ 45. _____________________________ 49. _____________________________ 46. _____________________________ 50. _____________________________ 47. _____________________________

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Activities for

Daniel and the Djembe Drum GYE NYAME “SUPREME GOD”

SYNOPSIS

“DANIEL & THE DJEMBE DRUM” STORY LENGTH: 94 PAGES aniel is a young man who has just come through a Manhood Training program at D the Heritage Park Community Center. Yet Daniel is still disillusioned by the untimely death of his father, and struggles to deal with peer pressure from his two friends Jerome and Johnny. Daniel’s grandmother shares the tragic story of how his father died, and gives him the drum his father used to play. He is then introduced to Babatunde, an elder in the community who plays the drum.

Babatunde introduces Daniel to the ancient art of drumming. He learns the history of drumming and the internal aspects of the art. Through Babatunde’s teaching, Daniel receives the guidance necessary to resolve many of his conflicting feelings surrounding his father’s death and how to deal with the pressures of growing up. The lessons of Babatunde lead Daniel to a cosmic and life-changing encounter.

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Character Analysis

Daniel: a young man coming of age; he has just completed Manhood Training, a nine month rites of passage program sponsored through the Heritage Park Community Center; he is dealing with the confusion and disillusion of the untimely death of his father; he is seeking guidance.

Jerome: Daniel’s friend who is known for joking and clowning; the two have known each other since fifth grade and hang together all the time along with Johnny; he represents the friend who has a good heart, but who is led astray by false images of manhood.

Jerome has a strong leadership presence but uses it in the wrong way. [Ask students if they know anyone like this].

Johnny: Daniel’s friend who tends to be a follower; he usually follows Jerome’s lead; he also represents a friend who has a good heart, but is led astray by false images of manhood. He is a representation of Daniel’s lower self which wants to do the right thing, but is not yet strong enough to confront those who do the wrong thing. [Ask students if they know someone who is a follower like Johnny].

Grandma: Daniel’s Grandmother who provides consistent guidance and direction to him; she is very spiritually centered; she represents the traditional wisdom of the Elders and is the family matriarch. She is an expression of Daniel’s Higher Self. [Ask students if they have a grandmother or aunt in their family who serves the same function].

Mother: Daniel’s mother who is working more often than not, to provide for Daniel and his grandmother; she too, is still dealing with the untimely death of her husband, though it happened many years ago.

Father: Daniel’s father, a former serviceman and police officer killed in the line of duty; he was shot by members of a gang he had been a member of years earlier; he had cleaned himself up and took pride in keeping the community safe for his son; he is killed when Daniel is four years old.

Bro. Kofi: the leader of the Manhood Training and rites of passage program at the Heritage Park Community Center; he is knowledgeable, resourceful, and disciplined in holding the young Initiates accountable.

Twelve Initiates: the young men who are taken through the nine month rites of passage; they endure many trials to test their character, commitment, and discipline; they bond as brothers through the process.

Babatunde: a Master Drummer from Ghana who instructs Daniel in the ancient art of drumming; he represents Daniel’s reconnection to his Ancestral Roots and to his father; he also represents the wisdom of the Elders who had the ability to see with more than the two physical eyes. He is an expression of Daniel’s Higher Self.

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Discussion Questions Chapter One 1. Describe the setting.

2. Describe the main character and his two friends.

3. What is a rites of passage?

4. Describe the old man Daniel meets.

5. What do you think the old man meant when he said, “to whom much is given, much is required.”

Chapter Two 1. Explain how Daniel’s grandmother responded when he complained about how hard the rites of passage was.

2. How did she respond to the fact that Daniel’s friends were not involved in the rites of passage?

3. Describe the camping trip during the rites of passage.

4. Why were the Initiates made to work in a garden?

5. What had Daniel learned as a result of participating in the rites of passage?

6. What is a Libation Ceremony?

7. What did Daniel recite during the rites of passage ceremony?

8. What is a talisman and what is its purpose?

9. What is the gye nyame and what does it mean?

10. Explain why Daniel felt mixed emotions at the end of the rites of passage ceremony.

Chapter Three 1. Grandma says, “Every closed eye ain’t ‘sleep and every open eye ain’t woke.” What do you think this means.

2. Describe how Daniel’s father was as a teen.

3. Describe how Daniel’s father began to change.

4. Explain why Daniel’s father chose to become a policeman.

5. How did he deal with the stress of being a policeman?

6. Describe what happened at the convenience store.

7. Describe Grandma’s dream.

Chapter Four 1. What does Bro. Babatunde’s name mean?

2. List at least three facts about the djembe drum.

3. Explain how the drum brings together all the elements of the circle of life.

4. Explain how the drum was used by Africans?

5. How was it used during the times of slavery?

6. Explain the breathing technique Bro. Babatunde teaches Daniel.

Chapter Five 1. Explain the purpose of the breathing and stretching exercises that Daniel had to do.

2. Explain why goat skin was chosen for the djembe drum.

3. List the six basic tones of the drum.

4. What did Bro. Babatunde tell Daniel to do after his lesson?

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Chapter Six 1. What did Bro. Babatunde tell Daniel when he noticed that Daniel had not practiced?

2. Describe the basement.

3. Describe what happened to Daniel as he practiced in the basement.

4. What was inside the old army trunk?

Chapter Seven 1. Describe three of the businesses on Independence Avenue.

2. Explain why Jerome was put out of the community center?

3. What does Jerome say that he’s going to do to get revenge on Mr. Smith?

4. How does Daniel respond?

5. How does Daniel deal with Jerome’s rage?

Chapter Eight 1. Why does Bro. Babatunde tell Daniel that he is proud of him?

2. How does Daniel now feel about Jerome?

3. What is a cypher? What does Bro. Babatunde tell Daniel about the cypher?

4. Describe how Daniel is like the impala.

5. What things does Bro. Babatunde tell Daniel he must do to enter the cypher?

6. What does Bro. Babatunde give Daniel?

Chapter Nine 1. Explain Daniel’s thoughts about contacting Jerome. Do you think he should?

2. What does Jerome say to Daniel?

3. Jerome jokes a lot with Daniel at the beginning of the story. But how does Jerome really feel about Daniel as a friend?

Chapter Ten 1. Describe how Daniel dealt with not being able to eat all day.

2. What does Grandma run to give Daniel before he goes to meet Babatunde?

3. Describe the journey of the drum that Marcus takes.

4. What did Daniel see in the center of the cypher? What does he learn?

5. What does Daniel find out about Jerome?

6. “If we say the names of the departed, they never die.” Explain what this African proverb means.

7. According to Babatunde, why was he sent to instruct Daniel in the drum?

8. Describe Babatunde’s feelings about Daniel’s father’s death.

9. As Daniel leaves Heritage Park, he feels a slight breeze. What does the breeze represent?

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Name ______________________________________________ Date _______________________________________________

STORY WORKSHEET “Daniel & the Djembe Drum” Directions: Use the Word Bank at the bottom of the page to fill in the blanks.

1. The main character of this story is _____________________.

2. His two friends, ______________________ and _____________________, try to pressure him into smoking with them.

3. The setting at the beginning of the story is ____________________.

4. Daniel first receives guidance from his ________________ about his father’s death.

5. Daniel’s father was a _____________________.

6. Daniel’s rites of passage ceremony was held at the _________________________.

7. Daniel was among the __________________ who were taken through Manhood Training.

8. The elder who ran the rites of passage ceremony was _________________.

9. During the ceremony, Daniel recited the poem__________________ by ___________________.

10. The ___________________ is a time to remember the struggles and victories of the Ancestors.

11. “You will recognize your ________________ by the way they act and move throughout the world.”

12. An object which serves as a reminder of an important event in one’s life is called a _______________.

13. ________________ is an ancient Adinkra symbol which means “The Supreme God.” 14. The name of the man who instructed Daniel in the ancient art of drumming was ____________________.

15. The ________________ is a type of drum native to west Africa which can be heard up to 20 miles away.

16. Daniel’s drum instructor’s name means, “__________________.”

17. List three things needed to activate the drum: a. ____________________________ b. ____________________________ c. ____________________________ 18. The drum was used to communicate with _____________ and the ______________.

19. Before going into law enforcement, Daniel’s father was in the ________________.

20. An _______________ is an antelope that is native to southern Africa. It can jump to a height of over 10 feet and cover a distance greater than 30 feet.

WORD BANK Impala Father returns Jerome Police officer Johnny human hands

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Libation Ceremony Haki Madhubuti Bro. Babatunde Heritage Park Community Ctr. Ancestors Twelve Initiates

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army brothers grandmother Heritage Park goat skin rites of passage

Chike Akua ©2002

The Book of Life gye nyame talisman Bro. Kofi wood djembe

Name ______________________________________________ Date _______________________________________________

VOCABULARY ALPHABETIZING EXERCISE “DANIEL & THE DJEMBE DRUM” (PT. I) Directions: Alphabetize the list of vocabulary words below. Be sure to check your spelling carefully. sarcastic rite potential economics meditate

radiant sponsor disastrous encourage impeccable

apparent appreciate compass ancestor subside

entranced bond critical conclude sane

transform initiate culture uplifting enthusiastic

1. ______________________________

14. ______________________________

2. ______________________________

15. ______________________________

3. ______________________________

16. ______________________________

4. ______________________________

17. ______________________________

5. ______________________________

18. ______________________________

6. ______________________________

19. ______________________________

7. ______________________________

20. ______________________________

8. ______________________________

21. ______________________________

9. ______________________________

22. ______________________________

10.______________________________

23. ______________________________

11.______________________________

24. ______________________________

12.______________________________

25. ______________________________

13.______________________________

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Name ______________________________________________ Date _______________________________________________

VOCABULARY ALPHABETIZING EXERCISE “DANIEL & THE DJEMBE DRUM” (PT. II) Directions: Alphabetize the list of vocabulary words below. Be sure to check your spelling carefully. awestruck mahogany assume imitate priority

embroidery apprehension vibrant profuse precision

symbolize dutifully directives posture instinct

untimely rejuvenated

gateway mesmerize

reminisce

infested privilege flexible permanent sanctuary

1. ______________________________

14. ______________________________

2. ______________________________

15. ______________________________

3. ______________________________

16. ______________________________

4. ______________________________

17. ______________________________

5. ______________________________

18. ______________________________

6. ______________________________

19. ______________________________

7. ______________________________

20. ______________________________

8. ______________________________

21. ______________________________

9. ______________________________

22. ______________________________

10.______________________________

23. ______________________________

11.______________________________

24. ______________________________

12.______________________________

25. ______________________________

13. ______________________________

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Name ______________________________________________ Date _______________________________________________

VOCABULARY ALPHABETIZING EXERCISE “DANIEL & THE DJEMBE DRUM” (PT. III) Directions: Alphabetize the list of vocabulary words below. Be sure to check your spelling carefully. amends intricate quiver aura

impala burden dignitary revisit

disillusioned ceremonial cadence

summon talisman floodgates

dumbfounded

destination

specifications effortless traumatic technique

1. ______________________________

11. ______________________________

2. ______________________________

12. ______________________________

3. ______________________________

13. ______________________________

4. ______________________________

14. ______________________________

5. ______________________________

15. ______________________________

6. ______________________________

16. ______________________________

7. ______________________________

17. ______________________________

8. ______________________________

18. ______________________________

9. ______________________________

19. ______________________________

10.______________________________

20. ______________________________

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Name ______________________________________________ Date _______________________________________________

STORY OUTLINE WORKSHEET Directions: Use the story to fill in the blanks identifying the elements of fiction.

1. Exposition (setting, main & minor characters): ____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Plot (overview/summary of the story): _____________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. Conflict (a struggle between two opposing forces)[internal or external]: ________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. Rising Action (evidence of building suspense): ______________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. Climax (point of greatest suspense): _______________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 6. Resolution (conclusion of the story; how does the main character resolve the conflict) _______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 7. Theme (the main underlying message about life that the writer wishes to share with the reader) ________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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Sacred Symbols of African Heritage In any society, symbols are very important.

Symbols communicate deep underlying messages.

Most people are familiar with symbols such the peace sign, the Black Power fist, and the red, black, and green African flag developed by Marcus Garvey. Symbols awaken certain thoughts and feelings in the subconscious mind. So symbols can raise our awareness or lower our awareness, depending on what the symbol is.

Many years ago, people on the west coast of Africa, developed a number of symbols which would represent them as a people and also represent the character of their nation. The Ashanti people and Gyaman people of the Ivory Coast and the Akan people of Ghana all used these symbols. They are called Adinkra symbols. There are over 80 Adinkra symbols.

It was around the 19th century that the Ashanti people developed their unique art of Adinkra printing, according to Dr. Kwaku OforiAnsa. These symbols are stitched into African cloth, or dyed into African cloth used to make clothes. These symbols were also carved into drums, furniture and other woodwork. This was done to share the deeper messages of the culture in all walks of life.

Today, Adinkra cloths are used for a wide range of social activities and special occasions such as festivals, weddings, naming ceremonies, rites of passage, and church-going. They are also used for clothing accessories, interior decoration, packages, and book covers.

The symbols represent a wide variety of character traits, cultural concepts, and spiritual beliefs. The names of the symbols are written in the Twi language (the language of the Akan). Understanding and using these symbols today can awaken our African consciousness and awareness.

These symbols can help us reconnect to our roots and regain contact with the culture of our Ancestors and millions of our brothers and sisters on the continent of Africa. Using these symbols can remind us of the original values for the development of our character as a people away from our Homeland.

1. Why are symbols so important? a. they actually are not important b. they awaken thoughts in the subconscious mind c. they are African d. all of the above 2. Adinkra symbols were developed by all of the following people except: a. Ashanti b. Gyaman c. Mandinka d. Akan 3. Adinkra symbols were developed by each of the following nations, except: a. Zaire b. Ghana c. Ivory Coast d. none of these

gye nyame: an Adinkra symbol which stands for the One Supreme God; African people have always had a strong faith in God though many outsiders didn’t understand it.

sankofa: an Adinkra symbol which means, in essence, “to return to the past is the first step forward.” It refers to the need for one to know their history, heritage, and culture.

4. What century did the art of Adinkra printmaking begin? a. 16th c. 18th th b. 17 d. 19th 5. Who developed the art of Adinkra printmaking? a. Ashanti c. Zulu b. Gyama d. Akan 6. Adinkra symbols could be seen on all of the following, except: a. cars b. clothes b. woodwork d. drums 7. Today, these symbols are used in each of the following except: a. weddings c. sports b. church d. festivals 8. The language spoken by the Akan is: a. Hausa c. Yoruba b. Fulani d. Twi True or False?

9. Using Adinkra symbols today can helps us reconnect to our roots.

10. Adinkra symbols no longer exist.

11. Adinkra symbols represent character traits, cultural concepts, and spiritual beliefs.

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THE SACRED SYMBOLS OF AFRICA Below are the original words of the Adinkra symbols in the Twi language of the Akan along with the translation and meaning. Keep in mind that the symbols have multiple dimensions of meaning from the literal to the symbolic and allegorical. Thirty of the over 80 symbols are on the next page. For a better understanding, make flashcards. Trace or draw the symbol on the blank side of the card and the meaning on the other. After studying the cards, students can drill each other on the meanings.

1. GYE NYAME: Supreme God 2. SANKOFA: “to return to the past is the first step forward” 3. AYA: endurance, perseverance, defiance against difficulties 4. DAMEDAME: intelligence and strategy 5. AKOBEN: (war horn) call to arms, call to readiness and collective action 6. EBAN: (fence) safety, security, and love 7. BESESAKA: affluence, power, abundance, togetherness, and unity 8. AKOFENA: (ceremonial swords) state authority, legitimacy, legality, and heroic deed 9. FOFO: (seeds of a plant) warning against jealousy 10. ADINKRAHENE: greatness, prudence, firmness 11. KRAMOBONE: warning against deception and hypocrisy 12. SENE TEKREMA: growth and interdependence 13. EPA: law and justice 14. MMUSUYIDEE: presence of and spirit of goodness 15. NYAME BEWU NA MAWU: the perpetual existence of man’s spirit 16. OSRAE NE NSORMMA: faithfulness, love, femininity 17. TOBANO: strength, confidence, and persistence 18. OWU ATWEDEE: the ladder of death will be climbed by all 19. NKONSONKONSON: unity and responsibility 20. MATE MASIE: wisdom, and knowledge 21. NKYINKYIMIE: toughness and selfless devotion to service 22. NKOTIMSEFO: readiness to serve 23. NSEREWA: (cowries) affluence 24. SEPO: executioner’s knife 25. MMARA KRADO: seal of law 26. NKURUMA KESEE: greatness 27. NSOROMMA: (star) child of the Supreme Being 28. NYAMEDUA: God’s presence everywhere 29. SUNSUM: spiritual purity 30. ANI BERE A ENSO GYA: defiance of odds

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Adinkra Activity Make a copy of this page. Cut out each symbol and place them in a basket. Have students pick a symbol randomly from the basket. Each student must then draw and color the symbol (enlarged) on a piece of white paper. Then, on the back, explain what it means.

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Journey of the Drum: The Culture and the Craft One of the first things that young listeners hear in music today is not the lyrics to the song, but the beat and the rhythm. The reason for this is because the drum has always been a part of the African cultural tradition since the beginning of recorded history. The drum was second only to the voice, which is the first instrument. Africans believed the drum to be a very unique instrument because it brought together the elements of the circle of life. For a drum to be used, one needed wood from a tree, a skin from a goat (or other animal), human hands, and the spirit of God operating through the hands of the human. So all of these natural elements were brought together to produce one of the most sophisticated, spiritually, and technologically advanced systems of communication. Most people don’t think of the drum this way, but this is due to a lack of knowledge and understanding on the subject.

The drum was intended to be a reflection of the beating heart of man. Just as there is no life without the beating of the heart bringing the precious lifeblood to all the systems of the body, there is no such thing as an African festival, ritual, ceremony, or celebration without the drum. It was used for communication with God. It was also used to communicate with and welcome the presence of the Ancestors. It is used to assist with dance, prayer, meditation, and a whole host of other African traditions. For these reasons, the drum was a sacred object. It was not to be tampered with in any way, shape, or form. Most tribes, villages, and nations had a group of drummers and a master drummer who would instruct and initiate the novices (beginners).

Once the sculptor finishes carving and shaping the drum, it is blessed for its sacred use. It is usually carved and sculpted from a special tree trunk. The wood chosen doesn’t warp or give way, regardless of the environment. However, there are some drums made out of baked mud, and even of metal. The drum may take any shape.

1. Lyrics are: a. words b. background sounds

2. The first instrument was: a. the drum c. the voice b. the violin d. the guitar 3. The drum has been a part of African culture since: a. 1000 b.c. c. the early 1700’s b. the late 1700’s d.the beginning of recorded history 4. Which of the following is used to make a drum a. a tree trunk b. a goat skin c. human hands d. all the above 5. What does the drum symbolize? a. African music b. African people c. the beating heart of man d. none of the above 6. The drum was considered sacred, because it was used for: a. communication with God and the Ancestors b. ceremonies and festivals c. for meditation and prayer d. all the above 7. Most tribes had: a. a group of drummers b. a master drummer c. a and b only d. none of the above 8. Which of the following are African drums not made from? a. metal b. plastic c. baked mud d. wood

above: a set of bongos below: a djembe drum

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c. cymbals d. drums

Chike Akua ©2002

There are many different kinds of drums, like the bongos, a small instrument which is known for producing higher tones.

The congas are long and tall metal drums which produce a range of tones. African people are not the only people who hold the drum as an important part of the their culture. Native Americans, Asians (from many different countries), and Hispanics and Latinos use drums as a part of their cultural traditions, as well.

The djembe drum (pronounced jim - bay) is native to many West African nations. It is specially crafted to produce a wide range of notes, tones, and rhythms, from very high to very deep bass tones. The djembe, with its resonating bass tones, can actually be heard up to 20 miles away. Others, like the talking drum, can be heard up to 5 miles away. Again, this represents a very advanced system of communication.

In fact, during slavery in the Americas and during the colonial period throughout Africa, drums were banned. Thousands were taken and destroyed. Europeans said the sacred instrument was satanic and actually even managed to convince other Africans of this lie. In the Americas, some enslaved Africans continued to use the drum as a means of communication late in the night. Messages could be sent from plantation to plantation to plan revolts, keep up with current events, or send for various kinds of help. When slavemasters began to realize that the enslaved Africans were communicating through the drum, the drums were taken and destroyed. With the destruction of the drum came yet another part of our culture destroyed.

From the spiritual perspective, the drum helps to open gateways of inner vision for the drummer and the listener, if he/she knows how to listen meditatively. Again, Africans use it to communicate with God and the Ancestors. Europeans, not fully understanding the depth of African spirituality, considered the use of drums in this way to be satanic.

9. A long, tall, drum known for a wide range of tones is the: a. bongos c. congas b. djembe d. all above 10. a small drum known for producing higher tones a. bongos c. congas b. djembe d. all above 11. The ___________ is native to West Africa and can be heard up to 20 miles away. a. bongos c. congas b. djembe d. all above 12. The __________ can be heard up to 5 miles away. a. Bongos c. congas b. Djembe d. talking drum 13. Why were many drums destroyed during slavery and the colonial period? a. Europeans didn’t like the sound b. Europeans made their own c. Europeans realized Africans were communicating with the drum d. all of the above 14. Africans in the Americas used the drum to: a. send messages from plantation to plantation b. plan revolts c. send for help d. all of the above 15. If one knows how to listen correctly, the drums can: a. make them move to the beat b. open the way for inner vision c. make a person sing and shout d. none of the above 16. Satanic means: a. evil c. greatness b. goodness d. okay

An African man playing the talking drum

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Drumming is much more complex than most people would imagine. When a young boy is instructed in the way of the drum, he is taught a number of stretches that must be properly performed to maintain flexibility and dexterity.

Proper breathing is a must for the drummer to maintain endurance. Abdominal breathing provides the drummer with the best opportunity to regulate his breathing and enter the meditative state. The life force energy resides in the solar plexus area (upper region) of the abdomen and is sent to different energy centers in the body. Improper breathing causes loss of endurance and the inability to properly transmit that energy to the drum Many African ceremonies require drumming nonstop for hours. This requires great precision, focus and endurance on the part of the drummers.

Posture is also extremely important. The spine must be straight and remain straight during the entirety of the drumming. The life force energy, though it resides in the solar plexus, travels up and down the spine as it is sent to different energy centers in the body. It is sent from the solar plexus up through the spine, into the arms, the hands, and then into the drum. So proper posture is important not just for drumming, but for playing other instruments as well, like the piano, for instance.

Even today, what draws the attention of many young people to the popular hip-hop music first, is the beat and rhythm of the drum. Remember, sometimes these rhythms put the listener in a meditative or hypnotic state. Unfortunately, too many of today’s songs contains messages of violence, illicit sex, and other non-African values which get dropped into the minds of the people behind African rhythms. Many hip-hip artists and fans do not understand the history of the craft from the beats and rhythms to the rhyming and free-styling. In order for hip-hop to become a healthier form of entertainment, both artists and fans must come to understand the history and the culture of the craft as it extends back to Africa. Then it will become what rapper KRSONE calls “edutainment” instead of just entertainment; that is, music with a message of consciousness and awareness.

One cannot understand fully the depth of African culture unless one understands the journey of the drum. It is used by Africans on the continent, Africans in the Americas, and the Caribbean. It is a central part of our history and culture.

17. To learn drumming, one must learn: a. breathing c. dancing b. stretching d. a and b only

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18. The life force energy resides in the: a. brain c. spine b. solar plexus d. feet 19. Drummers need: a. endurance b. flexibility c. focus d. all the above 20. For a drummer, posture is important because: a. the life force energy travels up and down the spine b. drumming causes back problems c. posture isn’t important 21. Edutainment is a. the incorrect spelling of entertainment b. music with a message of consciousness c. music that makes people ignorant d. a and b only

True or False?

22. Abdominal breathing helps a drummer’s endurance.

23. The solar plexus is the lower region of the abdomen.

24. Drugs, violence and illicit sex are non-African values.

25. Drums are only used on the continent of Africa.

a conga drum

Dealing With Death It seems like today, young people are forced to deal with death more so than youth of earlier times. The reality of death can leave some people feeling discouraged and disillusioned, especially if it appears that a person died at a young age.

There are however, many ways of viewing death.

For instance, ancient African customs hold that the family is comprised of the living, the dead, and the yet unborn. What this really means is that those we think of as dead are actually alive in spirit, but not in physical form.

This is the understanding behind why African people honor their Ancestors. The Ancestors are still alive, just not physically.

An example of this fact can be seen every January 15th when millions of people celebrate the life and work of Dr. Martin Luther King, Jr. Dr. King was assassinated in 1968, however, the understanding is that his work and his dream still live on the hearts of those who believed the powerful message of love, peace, equality, and brotherhood that he shared. Remembrance keeps him and “the dream” alive. There is an African proverb which states, “If we say the names of the departed, they never die.” Other ancient African writings instruct us to, “[honor] your father and mother who rest in the valley of the departed…do not forget to do this even when you are away from home.”

There are several things we can do to ease the pain of the loss of a loved one. Some guidelines for the difficulty of dealing with death are: • talk about it with an elder that you trust • make a habit of remembering the good that the deceased person did in their life • make a habit of honoring the deceased person by continuing to do the good works that that person did • encourage others who knew and loved the deceased person to also do good works • understand that oftentimes we know neither the day nor the hour at which we will be taken from this life and that we must live it to the full to help others.

While death of a loved one can be a source of fear, confusion, and discouragement, it has also led many people to rearrange their lives and reorder their priorities.

Death often makes people think about what is really important. As a result of the death of a loved one, some people become more committed to a cause. Some people change their lives for the better, leaving behind those things that were holding them back. Some people realize just how short life really is and begin to stop wasting time in their life. The point is, death is not the end. For many people it marks a new beginning for the deceased as well as those the deceased left behind.

The season of winter represents a kind of death in nature. Leaves change color and fall from the trees in autumn. Winter leaves the trees bare and naked—seemingly dead. But then, in the spring, an amazing transformation begins to take place. The same trees which appeared to be dead, become full of life once again. Winter looked like the end, but it was just setting the stage for a new beginning, a rebirth. Perhaps, this is how we should think of those that we love who have departed from this life.

1. Disillusioned means: a. happy b. mad c. confused d. smart 2. The African family includes: a. the living b. the unborn c. the dead d. all of the above 3. “If we say the names of the departed, they never die.” This proverb suggests: a. the Ancestors are still living spiritually, but not physically. b. death doesn’t exist c. none of the above d. both a and b 4. Dr. King is still alive because: a. people keep his memory, dream, and life’s work alive b. he was killed in 1968 c. only his physical body is dead d. a and c only 5. Some things that we can do to ease the pain from the loss of a loved one include: a. remember the good about the person b. talk with an elder you trust c. honor the deceased by doing good works d. all of the above 6. Deceased means: a. dead c. unborn b. living d. all of the above 7. How has the death of a loved one actually helped some people? a. death often makes one think about what’s really important in life b. Some people change their lives for the better c. Some people stop wasting time in their lives d. all of the above 8. What are priorities? a. things that are unimportant b. things that are the most important c. things that a person really doesn’t think about d. all of the above 9. What season represents a kind of death? a. winter c. summer b. spring d. fall 10.Which season represents a a rebirth? a. winter c. summer b. spring d. fall

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last night I played the drum

Chike Akua 12/18/99

last night I played the drum it was resonating and reverberating in the higher dimensions of my soul I connected with the Ancestors by way of the rhythm with God through the changing beat it was the djembe that opened gateways of transcendence it was the congas that engaged in the conversation the bongos completed the cypher of initiation it was the ups and the downs the highs and the lows the beat and the rhythm leading me to the seat of the soul it was the talking drum that made me listen increasing exponentially my inner vision last night I played the drum it was in me, about me, and all around me the vibe was tight and the tribe was right last night I played the drum no longer to be blind, deaf, and dumb and the rhythm of life still flows through me— each beat one by one

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Written Expression: “Daniel & the Djembe Drum” A literary analysis is an essay which examines the characters, conflicts, and theme of a piece of literature. After reading “Daniel & the Djembe Drum” write a literary analysis using the following format: •

Paragraph 1: Describe the setting (time, place) and characters (main and minor)

•

Paragraph 2: Describe the conflicts the main character deals with (internal/external)

•

Paragraph 3: Describe some of the life lessons Bro. Babatunde shares with Daniel; which do you think is most important and why?

•

Paragraph 4: Explain the theme of the story (the main underlying message the writer wishes to communicate with the reader)

•

Paragraph 5: Using the information on page 201, summarize key points about the life of the author (summarize…don’t copy)

•

Paragraph 6: I liked/disliked this story because…

• From reading this story I learned…

• I would/would not recommend this story for other students because…

Specifications: •

Typed

•

Double-spaced

•

Size 12-14 font

•

Cover page

•

Due Date: ___________________________

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Name ______________________________________________ Date _______________________________________________

GRAMMAR REVIEW: “DANIEL & THE DJEMBE DRUM” Directions: Rewrite the following sentences making corrections in capitalization, punctuation, spelling, and verb tense where necessary.

1. daniel jerome and johnny are close friends 2. daniel spends a lot of time a the heritage park community center 3. bro kofi leads the manhood training at the community center 4. daniel meet bro babatunde and asks him to teach him how to drum 5. bro babatunde is a master drummer from ghana (west africa) 6. for his manhood training daniel has to recite a poem called the book of life 7. the book of life is a poem by haki madhubuti 8. daniel s grandmother tell him the story of how his father die 9. jerome and daniel almost got into a fight 10.daniel carefully prevents a fight from happening 11.daniel s awareness increases the more he studies the ancient art of drumming 12.the djembe drum can be heard up to twenty miles away 13.the djembe is made from wood and goat skin 14.bro babatunde guides daniel into a better understanding of his father s death 15.daniel has a life-changing encounter while drumming with bro babatunde

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Name ______________________________________________ Date _______________________________________________

TEST: “DANIEL AND THE DJEMBE DRUM” Vocabulary Matching ___1. The place to which a person is going ___2. Something given or done to make up for injury ___3. An act performed in honor or celebration ___4. A distinctive air or spirit about a person ___5. Measured or rhythmic flow ___6. Something that is carried; a load ___7. To call together ___8. Complicated, elaborate ___9. To visit again ___10. A statement giving an exact description ___11. To shake with a slight motion ___12. An African antelope ___13. A person of high rank or position ___14. A barrier used to control the flow of water ___15. Rquiring little energy to do ___16. T make speechless ___17. Cnfusion and bewilderment ___18. A necklace serving as a reminder of an event ___19. Aprocedure sed to accomplish a task ___20. something very stressful

a. amends b. aura c. burden d. cadence e. ceremonial f. destination g. dignitary h. disillusioned i. Dumbfounded j. effortless k. floodgates l. impala m. intricate n. quiver o. revisit p. specifications q. summon r. talisman s. traumatic t. technique

Multiple Choice 21.

22.

23.

24.

25.

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At the beginning of the story, Daniel’s friends try to convince hi to: a. drink c. lie b. smoke d. steal When Daniel first meets Bro. Babatunde, Bro. Babatunde tells him a. “You’re not talented enough to play the drum.” b. To whom much is given, much is required.” c. “You shouldn’t hang with friends like that.” d. “I will teach you how to drum A rites of passage is: a. preparation for a time later in life such as manhood/womanhood b. the trip by ship from Africa to America c. a necklace to remind you of an event d. none of the above The setting at the beginning of the story is: a. Heritage Park c. Daniel’s home b. Heritage Park Community Center d. none of these Why did Daniel not want to participate in the Manhood Training at first? a. because he felt he was already a man c. it took too long b. because his friends didn’t want to do it d. it was too tough A Libation Ceremony is for the purpose of: a. pouring water c. using a plant b. honoring the Ancestors d. honoring the Initiates At the end of the Manhood Training, each of the Twelve Initiates received: a. a talisman c. a book

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b. a scholarship d. all of the above Gye nyame means: a. to go back to the past is the first step forward c. Supreme God b. courage d. slavery Daniel recited the poem: a. Dreams c. The Book of Life b. Heritage d. Yet Do I Marvel The poem he recited was by: a. Amiri Baraka c. Hank Stewart b. Haki Madhubuti d. Tavares Stephens How did Daniel’s father die? a. he was shot b. heart attack c. cancer d. none of these Daniel’s father was a: a. fireman b. policeman c. writer d. engineer Daniel’s grandmother was: a. told him about how his father died c. was spiritually faithful b. saw Bro. Babatunde in a dream d. all of the above The type of drum Daniel had was a: a. talking drum b. conga c. djembe d. dun dun The drum brings together all the elements of the circle of life including: a. the skin of a goat c. the hands of a human & the Spirit of God b. the wood of a tree d. all of the above Drums were used for: a. rituals and ceremonies c. to communicate with God & the Ancestors b. festivals and celebrations d. all of the above Why did Jerome get put out of the community center? a. for cursing c. for fighting b. for stealing d. for selling drugs What does he plan to do when he leaves? a. vandalize Coach Smith’s truck c. rob Jackson’s General Store b. go home to play basketball d. none of these What does Bro. Babatunde tell Daniel he must do to prepare for his “special lesson?” a. fast (go without food) c. meditate b. pray d. all of the above A cipher is a: a. square b. triangle c. circle d. rectangle Bro. Babatunde told Daniel that Daniel was being called to: a. be a minister c. build a business b. the Cypher of the Ancestors d. none of the above Before Daniel’s special lesson, Bro. Babatunde gives him: a. $20 b. a bag of fruit c. an African outfit d. all of these Who did Daniel meet in the midst of his ?special lesson?” a. Ptahotep b. Tehuti c. Ma’at d. his father Bro. Babatunde’s name means: a. “Father/elder returns b. strength c. drummer d. faithful

True or False?

45.

46.

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48.

The story illustrates that our Ancestors live beyond this life.

Daniel was told that he comes from a long line of priests and drummers The drums of Africa are evil.

The breeze Daniel feels at the end of the story reminds him that his father is still with him.

49. Bro. Babatunde did not help Daniel deal very effectively with his problems.

50. Daniel gains strength and courage as a result of his encounter at the end of the story.

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ANSWER KEY

ANSWER KEY

9. ebb 10. fury 11. faze

20. Lunge

A Treasure Within Story Worksheet (p. 20) 1. Marcus 2. Mr. Freeman 3. Mrs. Ashanti 4. James 5. Mr. Strong 6. “He that hath no rule over his spirit is like a city that is broken down and without walls.”

7. Kemet 8. Ptahotep 9. Holy Writings 10. Ipet Isut 11. Waset 12. 80,000 13. Sacred Sciences 14. Mystery System 15. Beni Hasan 16. “Peace of God” 17. Queen Hatshepsut 18. Light 19. The Teachings of Ptahotep: The Oldest Book in the World 20. Embrace Alphabetizing Exercise (p.21) 1. awkward 12. guarantee 2. composure 13. guidance 3. consequence 14. hover 4. devoid 15. lunge 5. discipline 16. proverb 6. ebb 17. rejuvenate 7. endure 18. scribe 8. faze 19. scriptures 9. fortunate 20. stately 10. fury 21. transform 11. glare 22. unique Vocabulary Worksheet (p. 22) 1. guarantee 12. Endure 2. awkward 13. Guidance 3. glare 14. Unique 4. consequence 15. Rejuvenated 5. fortunately 16. Transform 6. composure 17. Hover 7. devoid 18. Scripture 8. discipline 19. Stately

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Ptahotep and Ancient Kemet (p. 24) 1. D 9. B 2. B 10. D 3. A 11. A 4. A 12. D 5. B 13. A 6. C 14. A 7. D 15. D 8. Q

TEST: 1. M 2. O 3. E 4. R 5. L 6. T 7. G 8. Q 9. H 10. I 11. F 12. K 13. J 14. C 15. A 16. S 17. D 18. B 19. N 20. P 21. D 22. A 23. D 24. B 25. D

“A Treasure Within” (p. 32-34) 26. C 27. A 28. B 29. B 30. D 31. A 32. D 33. A 34. C 35. B 36. B 37. A 38. D 39. C 40. A 41. B 42. C 43. A 44. D 45. D 46. TRUE 47. TRUE 48. FALSE 49. TRUE 50. FALSE

A Reason for Being Story Worksheet (p. 40) 1. Imani 2. Sankofa Youth Group 3. “to return to the past is the first step forward” 4. Akan, Ghana 5. Bro. Kwame 6. Male/Female Relationships 7. Pearls 8. Mrs. Ashanti Chike Akua ©2002

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Johnson Jamal Kia “Who can find a virtuous woman? For her price is far above rubies.”

Virtuous Ma’at Tehuti Truth, Justice, Righteousness, Reciprocity, Balance, Order, Harmony Judgement Medu neter Faith Maya Angelou “Still I Rise” dream hope

Kemetic Symbols Worksheet (p. 45) 1.

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Egypt Medu neter Scarab Ka Scales of Ma’at Ankh Third Eye Tekhen Pyramid Spiritual

14. Truth 15. Justice 16. Righteousness 17. Reciprocity 18. Balance 19. Order 20. Harmony 21. egyptologist 22. morals 23. 42 Negative Confessions

[Declarations of Innocence]

11. Mental 12. Emotional 13. Physical

24. feather 25. Higher Self 26. lower self

Alphabetizing Exercise (p. 47) 1. accessories 2. adorn 3. awaken 4. envision 5. exhilarating 6. flirtatious 7. garment 8. gigantic 9. honesty 10. humiliation 11. inquisitive 12. intuitive 13. mastery 14. misconception 15. outspoken 16. productive 17. reluctant 18. responsibility 19. solemn 20. stern

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transfixed universal violation virtuous

Vocabulary Worksheet (p. 48) 1. G 2. S 3. F 4. D 5. J 6. P 7. I 8. B 9. H 10. L 11. R 12. C 13. A 14. E 15. V 16. O 17. M 18. K 19. T 20. U 21. Q 22. N

TEST: 1. O 2. J 3. T 4. G 5. E 6. K 7. I 8. L 9. C 10. Q 11. M 12. S 13. D 14. P 15. F 16. A 17. B 18. N 19. V 20. U 21. H 22. R 23. D 24. A 25. B

“A Reason for Being” (p. 53) 26. A 27. C 28. D 29. D 30. A 31. D 32. B 33. D 34. C 35. A 36. D 37. B 38. C 39. FALSE 40. TRUE 41. TRUE 42. FALSE 43. TRUE 44. TRUTH 45. JUSTICE 46. RIGHTEOUSNESS 47. RECIPROCITY 48. BALANCE 49. ORDER 50. HARMONY

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Daniel & the Djembe Drum Story Worksheet (p. P. 60) 1. Daniel 2. Johnny, Jerome 3. Heritage Park 4. Grandmother 5. Policeman 6. Heritage Park Community Center 7. Twelve Initiates 8. Bro. Kofi 9. The Book of Life, Haki Madhubuti 10. Libation Ceremony 11. Brothers 12. Talisman 13. Gye nyame 14. Bro. Babatunde 15. Djembe 16. “father/elder returns” 17. a. skin of a goat b. wood c. Spirit of God 18. God, Ancestors 19. Army 20. impala Alphabetizing Exercise (Pt. I) (p. 61) 1. ancestor 2. apparent 3. appreciate 4. bond 5. compass 6. conclude 7. critical 8. culture 9. disastrous 10. economics 11. encourage 12. enthusiastic 13. entrance 14. impeccable 15. initiate 16. meditate 17. potential 18. radiant 19. rite 20. sane 21. sarcastic 22. sponsor 23. subside 24. transform 25. uplifting Aphabetizing Exercise (Pt. II) (p. 62) 1. apprehension 2. assume 84

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awestruck directives dutifully embroidery flexible gateway imitate infested instinct mahogany mesmerize permanent posture precision priority privilege profuse rejuvenated reminisce sanctuary symbolize untimely vibrant

Alphabetizing Exercise (Pt. III) (P. 63) 1. amends 2. aura 3. burden 4. cadence 5. ceremonial 6. destination 7. dignitary 8. disillusioned 9. dumbfounded 10. effortless 11. floodgates 12. impala 13. intricate 14. quiver 15. revisit 16. specifications 17. summon 18. talisman 19. technique 20. traumatic

Sacred Symbols of Africa (p.65) 1. B 7. C 2. C 8. D 3. A 9. TRUE

Chike Akua ©2002

4. D 10. FALSE 5. A 11. TRUE 6. A Journey of the Drum (p. 68-70) 1. A 2. C 3. D 4. D 5. C 6. D 7. C 8. A 9. C 10. A 11. B 12. D 13. C 14. D 15. B 16. A 17. D 18. B 19. D 20. A 21. B 22. TRUE 23. FALSE 24. TRUE 25. FALSE Dealing With Death” (p. 71) 1. C 2. D 3. A 4. D 5. D 6. A 7. D 8. B 9. A 10. B

TEST: “Daniel & the Djembe Drum” (p. 75-76) 1.

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B D C Q M O P N L G K J I H R T S B B A A B B A C C B A B D C D D A A D C B C D A TRUE TRUE FALSE TRUE FALSE TRUE

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GLOSSARY Ankh (onk):

an ancient Kemetic (Egyptian) symbol of everlasting life

Beni Hasan (ben-ee hah-sahn): a city of ancient Kemet where the origins of the martial arts can be found written on the walls of the temple Djembe drum (jim-bay): a drum native to west Africa; used in ceremonies, celebrations and the everyday life of the people Ghana (gon-nah): a small country on the west coast of Africa Gye nyame (jee-nee yah-may):

ancient adinkra symbol used among the people

of Ghana, West Africa; it refers to the Supreme God of the universe Hatshepsut (hat-shep-soot): a woman of ancient Kemet who emerged as the first woman Pharoah; her reign lasted for 21 years and was characterized by complete peace in the land Hotep (ho-tep): a Kemetic word meaning, “peace” Ipet Isut (I-pet I-soot): an ancient learning center in Kemet located in the city of Waset; some 80,000 students came from all over Kemet and around the world to study the Sacred Sciences there Kemet (Ke-met): the original name for what is now called Egypt; it means, “land of the black/burnt-skinned people Ma’at (mo-ot): represented by a feather, Ma’at was the principle of truth Medu neter (me-doo net-ter): the holy writings of the ancient Kemetans; the Greeks referred to them as hieroglyphics Obelisk (o-bel-isk): a tall, four-sided pole with a pyramid capstone; often built just outside of Kemetic temples; the Washington Monument is a replica of the Kemetic obelisk (the original name was tekhen) Ptahotep (tah-ho-tep): an ancient scribe in the king’s court from Kemet; his writings represent the oldest complete text in the world (see The Teachings of Ptahotep) Sacred Sciences: the secret studies of ancient Kemet including science, mathematics, astrology, alchemy, architecture, spirituality; referred to by the Greeks as the Mystery System

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Sankofa (san-ko-fah):

ancient adinkra symbol used among the people of Ghana,

West Africa; it refers to understanding one’s history in order to go forth intelligently into the future Scales of Ma’at:

on one side of the scales was placed a feather to represent

truth and justice; on the other side of the scales was placed one’s heart on the day of judgement; the idea was that one’s pure heart should balance the scales and not tilt the scales Seven Principles of Ma’at: truth, justice, righteousness, reciprocity, balance order, harmony; the seven principles upon which a person’s life was said to be judged Tehuti (te-hoo-tee): known as a messenger in ancient Kemet; responsible for bringing the proper interpretation of the medu neter (holy writings) The Teachings of Ptahotep: a book co-authored by Asa Hilliard, Nia Damali, and Larry Williams which shares the 37 proverbs taught by Ptahotep Waset (wa-sett): city of ancient Kemet [Egypt] where one of the greatest learning centers of the ancient world can be found

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