A Kwanzaa Awakening

“Effective use of A Kwanzaa Awakening allows for all of us to employ and practice the principles of Kwanzaa that will increase our understanding and appreciation of our history and culture. In this book, Chike Akua offers numerous opportunities to involve children and adults in the mastery of specific concepts and language relevant to Kwanzaa and the celebrations surrounding it.”

James C. Young, Professor Department of Curriculum, Clark Atlanta University “The Seven Principles of Kwanzaa are not seasonal, but perennial. They speak clearly to the enduring need for community development coupled with personal devotion. Thank you Rev. Akua, for calling us back to the cultural and spiritual foundations of our people.”

Dr. Kenneth L. Samuel, Pastor & Organizer Victory Baptist Church (Stone Mountain, Georgia) “There are many who say that children are our future, but Chike Akua acts on this belief with a wonderfully organized book. A Kwanzaa Awakening is a template, a guide that every educator, every parent, and every church leader should have. Brother Akua has helped us along the journey to discovering our rich legacy and passing it on to the children.”

Erriel Kofi Addae, Author/Publisher (Kujichagulia Press) The Maafa & Beyond, Reality Revolution

A Kwanzaa Awakening

“Through this book, Akua provides ways for us to value the lives of our children, and ways to teach them who they are as children with a rich African heritage. This book…challenges us to train our children in ways that will affirm our past and secure our future.”

James C. Anyike, M.Div. Author, African American Holidays

“A Kwanzaa Awakening is a scholarly , premiere resource for anyone who strives to make a major impact on the lives of children. Every school media center would benefit from the addition of this book to its collection. As a Media Specialist for twenty-three years, I am happy to have such a timely resource to help foster the whole child. Mr. Akua has made a major contribution to the literary world, and above all, to our children.”

Carol B. McFalls, School Library Media Specialist Stephenson Middle School

More and more people are discovering the rich legacy of African culture that can be found in the celebration of Kwanzaa. At a time when students are in need of life-affirming values to counteract many of society’s self-destructive values, this timely book is a valuable resource for teachers (K-12), religious leaders, parents, and community/ youth group leaders. This book ensures participation from the whole family and community so that Kwanzaa will not just be a seasonal celebration, but a way of life.

Chike Akua

Chike Akua is a 1992 graduate of Hampton University and a 2003 graduate of Clark Atlanta University. With over 12 years of classroom teaching experience, Bro. Akua has distinguished himself as an educator, lecturer, and author. In 1995, he was selected as a Teacher of the Year for Newport News (Virginia) Public Schools. In 1996, the Dekalb County Board of Education (Atlanta, Georgia) awarded him the Achievement Award for teaching excellence and service to youth. Akua has since conducted system-wide staff development and was described as “a master teacher.” Selected as one of Ebony magazine’s “50 Leaders of Tomorrow” (November, 1995), Akua has appeared on radio and television talks shows sharing his perspectives on education, spirituality, and self-knowledge.

Additionally, he has facilitated workshops on sexual abstinence, youth advocacy, and African cultural awareness for the Tavis Smiley Foundation’s annual “Youth 2 Leaders” Conference. Akua, a Christian minister and consultant with Imani Enterprises, is the author of several books including: A Treasure Within: Stories of Remembrance & Rediscovery, A Treasure Within: Parent/ Teacher Resource Guide, A Kwanzaa Awakening: Lessons for the Community, The African Origins of Our Faith and WORDS OF POWER: Ancient Insights & Modern Messages for Teachers.

Akua is a member of Imani Christian Center (Stone Mountain, Georgia) where he teaches “The African Origins of Our Faith.” He has served as an educational consultant for Georgia State University’s teacher certification program and the North Carolina Center for Advanced Teaching. Akua continues to train teachers and develop Afrocentric and multicultural curriculum.

IMANI ENTERPRISES • 2840 STONE BRIDGE TRAIL, CONYERS, GA 30094-5652

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A KWANZAA AWAKENING LESSONS FOR THE COMMUNITY Written and Illustrated by Chike Akua

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Other Books by Chike Akua The African Origins of Our Faith (2004) WORDS OF POWER: Ancient Insights and Modern Messages for Parents and Teachers (2004) A Treasure Within: Stories of Remembrance and Rediscovery (hardbound & softbound 2001) A Treasure Within: Parent/Teacher Resource Guide (2001)

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Published by

*IMANI ENTERPRISES 2840 Stone Bridge Trail Conyers, GA 30094-5652 ©2004 All Rights Reserved Printed in the United States of America Cover Design: Chike Akua Layout and cover digital conversion: BestPrint & Design ISBN 0-9704644-0-1

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IMANI ENTERPRISES “Bringing the Knowledge to the People”

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

“Creating a Curriculum of Higher Consciousness”

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ACKNOWLEDGMENTS Each of the following have contributed to the publication of this book in one way or another.

Whether through specific technical assistance, financial, spiritual, or moral support, this publication could not have been completed. May the peace, providence, protection, prosperity, and power of the Most High be with you all.

Family Support Willette Akua

Leslie Fenwick

Amari Elijah Akua

Jahbari Joseph Akua

J.R. & LaFonda Fenwick

Joseph Fenwick

Jason & Nitza Fenwick

Faye Fenwick

Jaelyn Fenwick

Russell Fenwick

Ileana Fenwick

William “Pop” Smith

Spiritual Support Dr. Kenneth L. Samuel

Rev. Daniel Buggs

Dr. Lewis T. Tate

Rev. Lisa Tate

Rev. Mark Thompson

Dr. Mark Lomax

Dr. Langston Bannister

Phyllis Daniel

Wayne Evans

Jodi Merriday

Special Thanks to Bro. Mutota & Sis. Fanta (The African Spectrum Bookstore) The Dozier Family

The Hamilton Family

The Yale Family

The Williams Family

The Edelin Family

Barney Simms

Jahi Chikwendu

Musheera Rozzalin Biddings

Dr. Jim Young

Warren Sinclair

Latrice Gresham

David Vaughn

Lorna Hood

Rodney Foster

Darren Reed

James Hayden

The MATAH Network

COMPRO-TAX, Inc.

Dudley Products, Inc. Many brothers and sisters of the same mind at Stephenson Middle School (Stone Mountain, Georgia) Editorial Assistance Tavares Stephens

Dese Zuberi

Michael Andrews

Karen King

Fred Middleton

Sharrod Willaford

Tray Morris Special Thanks for research and technical support and assistance Carol B. McFalls

Charles Daniels

Gwen Russell Green

Cheryl Chew

Ted Smith

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All Praise Is Due

In the Name of the Most High, who is known by many names and worshipped in many ways, I am thankful for the opportunity to share this book.

I have come to know the Most High through an abiding relationship with my Lord and Savior Jesus Christ—the Light of my Life and the center of my joy—the man whom I seek to be like in all ways possible.

May my writing, teaching, preaching, words, and deeds be acceptable in His sight.

In the Spirit of our righteous Ancestors on whose mighty shoulders we endeavor to stand tall and in whose path we seek to walk with integrity and excellence—we offer this book as a living testament which bears witness to the truth of the Nguzo Saba.

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Contents Foreword—James C. Young, Ed.D., Professor, Dept. of Curriculum, Clark Atlanta University ........................................... ix Introduction—James Anyike, M.Div. ...................................................................................................................................... xi Preface ....................................................................................................................................................................................... xiii Setting Objectives ........................................................................................................................................... xv Closing the Gap .............................................................................................................................................. xix A Brief History of Kwanzaa ............................................................................................................................ 1 The Nguzo Saba (Seven Principles) ....................................................................................................................................... 2 The Seven Symbols .................................................................................................................................................................. 3 Discussion Questions ............................................................................................................................................................... 4 The Libation Ceremony .................................................................................................................................. 7 A Sample Libation Ceremony ................................................................................................................................................. 9 Discussion Questions ................................................................................................................................................................ 11 A Kwanzaa Awakening ................................................................................................................................... 13 Study Questions ....................................................................................................................................................................... 20 Kwanzaa in Christ .......................................................................................................................................... 21 Kwanzaa and the Qu’ran ............................................................................................................................... 29 Kwanzaa Classroom Activities ....................................................................................................................... 37 Kwanzaa Mobile ....................................................................................................................................................................... 38 Higher Ground ......................................................................................................................................................................... 39 Discussions ................................................................................................................................................................................ 40 Setting Up the Show ................................................................................................................................................................ 42 Show Format ............................................................................................................................................................................. 43 A Kwanzaa Classroom Celebration ......................................................................................................................................... 44 Writing Activity I ..................................................................................................................................................................... 45 Writing Activity II .................................................................................................................................................................... 46 Writing Activity III .................................................................................................................................................................. 46 Sample Essay ............................................................................................................................................................................ 47 Questionnaire for Elders .......................................................................................................................................................... 48 Messages From the Media ....................................................................................................................................................... 49 Questions for Thought, Reflection, and Discussion .............................................................................................................. 51 The Akua Media Rating Scale I .............................................................................................................................................. 52 The Akua Media Rating Scale II ............................................................................................................................................. 53 Selected Movies ........................................................................................................................................................................ 54 Quality Programming ............................................................................................................................................................... 55 The Fabled City of Pali—Retold by Ishakamusa Barashango ............................................................................................... 56 Discussion Questions ............................................................................................................................................................... 57 The Willie Lynch Speech ......................................................................................................................................................... 58 Discussion Questions ................................................................................................................................................................ 59 I Knew Jim Crow by: William T. Smith .................................................................................................................................. 60 Ujamaa in Action ............................................................................................................................................ 63 The MATAH Movement .......................................................................................................................................................... 64 COMPRO-TAX ......................................................................................................................................................................... 67 The Dynamic Story of Dudley Products ................................................................................................................................. 70 Mater of the Craft: The Journey of a Jeweler ........................................................................................................................ 73 Never Too Young To Make a Difference .................................................................................................................................. 76 Lessons for the Little Ones ............................................................................................................................. 79 The Story of Kwanzaa .............................................................................................................................................................. 81

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.............................................................................................................................................. 89 Create a T-shirt ......................................................................................................................................................................... 90 Color the Seven Symbols ......................................................................................................................................................... 92 Crossword Puzzle & Word Search ................................................................................................................. 93 Crossword Puzzle ..................................................................................................................................................................... 94 Word Search ............................................................................................................................................................................. 95 Kwanzaa Grammar Review ...................................................................................................................................................... 96 Worksheets ...................................................................................................................................................... 97 Kwanzaa Worksheet I ............................................................................................................................................................... 98 Kwanzaa Worksheet II ............................................................................................................................................................. 99 Kwanzaa Quiz ........................................................................................................................................................................... 100 A Lesson in Swahili .................................................................................................................................................................. 101 Kwanzaa Test ............................................................................................................................................................................ 103 Answer Key ...................................................................................................................................................... 107 Kuumba Literary Corner ................................................................................................................................ 111 Spirit of Spoken Word ............................................................................................................................................................. 112 Are You The One ...................................................................................................................................................................... 113 We Got Work to Do ................................................................................................................................................................. 114 I Am ........................................................................................................................................................................................... 115 Take Your Rightful Place .......................................................................................................................................................... 116 The Element of Fire (for a Chosen Generation) .................................................................................................................... 117 Commencement Ascension (for Jason) ................................................................................................................................... 118 Be ............................................................................................................................................................................................... 119 Giving Up Is Not An Option (for Makeda) ........................................................................................................................... 120 The Awakened Ones ................................................................................................................................................................ 122 Reflections of a Negro Student ................................................................................................................................................ 123 A Kwanzaa Thought ................................................................................................................................................................ 125 Passing the Torch ...................................................................................................................................................................... 126 I AM .......................................................................................................................................................................................... 127 High on the Hog ....................................................................................................................................................................... 128 Am I Not Woman ..................................................................................................................................................................... 130 Great Black Women ................................................................................................................................................................. 131 Who among us ......................................................................................................................................................................... 133 PROMISE ................................................................................................................................................................................. 133 Realization ................................................................................................................................................................................ 134 One Day .................................................................................................................................................................................... 135 Incantation 1 ............................................................................................................................................................................ 136 Black Is ...................................................................................................................................................................................... 137 The Ten Commandments of Blackness .................................................................................................................................. 140 My Nana ................................................................................................................................................................................... 141 Good Morning, America .......................................................................................................................................................... 142 10/16/95 (The Million Man March) ...................................................................................................................................... 143 Reflections From the Trenches ................................................................................................................................................. 144 Spoken Word Biographies ........................................................................................................................................................ 147 Additional Books on Kwanzaa ................................................................................................................................................ 150 Appendix ......................................................................................................................................................... 151 Glossary ..................................................................................................................................................................................... 157

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Foreword The title is simple, but forceful - A Kwanzaa Awakening. To awaken is to arouse or come into awareness of something. That something, in this particular case, is Kwanzaa. Kwanzaa is a celebration that continues to bring more members of the African American family into the fold each year. The embracing of Kwanzaa occurs both here in America and on the continent of Africa.

It has been thirty-five years since Dr. Maulana Karenga introduced this non-political, non-religious, cultural holiday celebration. Initially, Kwanzaa was treated as an extension of “traditional” Christmas by those who did not understand the scope of its purpose and meaning. Kwanzaa celebrates the gathering of African people with the use of the seven symbols and the teaching of the Nguzo Saba (Seven Principles).

In his book, The Maroon Within Us, Dr. Asa G. Hilliard tells us that there are times when a people must have family gatherings. These meetings must be called by the family and sponsored only by the family, to plan for survival and development. He goes on to tell us that we must be strategic and systematic in our responses to survive. A Kwanzaa Awakening allows us to gather with our children, family, and friends to teach them lessons for survival and development.

If we are to survive as a people, there must be proper socialization for African American children. That socialization must begin with knowledge of self and be continually nurtured. It is a known fact that all humans have needs demonstrated by Maslow’s Heirarchy of Needs. Therefore, in consideration of one’s need to know one’s own origins, Kwanzaa becomes an example of annual assurance that we celebrate our origins. If there is a lack of knowledge of self, inequity is inevitable. This inequity can result in the lack of existence, relatedness, and growth for our children.

The African American community has been savagely ripped apart. Many of our children have been disconnected from their roots for so long that they and many of us are in denial of our connectedness to the Motherland. We disregard our own culture and fuse everyone else’s into our lifestyle. Such behavior cheats our children from an identity that connects them to who they are.

Many African American children suffer in silence; they lack self-esteem and believe that they are nonexistent. This sensation can lead to frustration and regression. To alleviate this emotion, teachers, parents, religious workers, and other significant members of the community who participate in the lives of children must believe in and understand the intellectual and spiritual nature of our children. High standards must be set for them to achieve. In the pursuit of excellence, an overriding goal for our children should be the assurance that each individual has a right to optimal emotional, physical, cognitive, cultural, and social development. A Kwanzaa Awakening focuses us in that direction. It is only through purposeful guidance that is based upon an acceptance of our African culture that African children will begin to flourish in cultural and academic excellence. A Kwanzaa Awakening provides lessons for the children that lead to deep levels of healthy and holistic development.

There are five major institutions that are responsible for the socialization and education of our children: the family, the community, the church, the school, and the civil government. These institutions function differently, but should work in concert with each other to fully develop our children. Such is not the case, however. Many adults working with our children cannot teach them what they themselves have not learned. One of the most important effects of these institutions is the relationship that forms between children and the adults who interact with them.

Effective use of A Kwanzaa Awakening allows for all of us to employ and practice the principles of RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR ix RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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We must define and create the framework from which curriculum for African children is derived. A Kwanzaa Awakening is a definite step in that direction. It is a book that is not only inviting, but offers a number of challenges for children of all ages.

James C. Young, Ed.D Professor Department of Curriculum Clark Atlanta University

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Introduction As African Americans who appreciate and celebrate Kwanzaa, we have not done enough to liberate Kwanzaa from being limited to its one week popular observance. Many of us pull out our Kinaras once a year like one pulls out their Christmas tree each year. Christmas is generally not spoken of until November and quickly pushed into our past memories by January. Similarly, Kwanzaa is often not spoken of until December and tucked away after January.

Through A Kwanzaa Awakening: Lessons for the Community, Chike Akua reminds us that the seven-day Kwanzaa observance (December 26th to January 1st) is the highpoint of an ongoing cultural celebration of life affirming values, and not a specified boundary which confines the celebration to a set time.

A Kwanzaa Awakening is a very valuable work for several reasons, but the most important reason is because it aims at influencing our children. Throughout the world billions of dollars are being spent by advertisers seeking to capture the minds of our children—trying to influence them to eat a certain hamburger, listen to a certain rap group, or wear a certain brand of gym shoe. In some cases, this influence has been so strong that some of our children have resorted to murder in order to take those expensive shoes off the feet of another youth who is just like them. The media message is clear in expressing the value of the shoe, yet it places no value on the priceless life of the one wearing the shoe. Through this book, Akua provides ways for us to value the lives of our children, and ways to teach them “who they are” as children with a rich African heritage.

Since Kwanzaa was founded by Dr. Maulana Karenga in 1966, millions of people have come to accept and appreciate this cultural celebration as a very fulfilling event in several ways. In many ways, Kwanzaa fulfills our need to have fun, because it is a fun-filled celebration. It fulfills our need to affirm and re-affirm values which facilitate our survival and growth against the odds.

It complements and enhances our various religious commitments and beliefs. Kwanzaa, like other African American holidays, is an opportunity for African Americans to prove that we have grown to be a unique cultural force who has its own holidays and is not limited to festive expressions motivated by the culture of another.

Akua uses the Kwanzaa celebration and principles (Nguzo Saba) as a framework for the lessons in A Kwanzaa Awakening. Though he places special emphases on using these lessons in the school setting, these lessons can and should be used in the home, church and community as well. The lessons are both practical and powerful. The refreshing sincerity of the author is richly present on every page. Akua makes his commitments clear by stating his “Reasons Why We Study About Our History & Culture.” He affirms his role as an African educator committed to setting the pace for educating African children in the 21st century in a way that will be meaningful and relevant to who they are, and who they must become.

Readers who are not familiar with the movement to infuse the educational curriculum with African history and values will appreciate the introductions made by Akua to this movement and some of its main contributors (e.g., Jawanza Kunjufu, and Wade Nobles). Akua also provides excellent illustrations of how to give libations, and how to present a play which better informs an audience about the meaning of Kwanzaa and its principles.

Though Kwanzaa is a cultural celebration, Akua proves its value to the Christian and Islamic celebrants. In particular, he provides Biblical references which support the seven principles.

Likewise, this revised edition adds specific Qu’ranic references, which also support the principles.

Some of the activities in the book are just as much fun as they are sobering. Children and RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR xi RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR adults will enjoy constructing a Kwanzaa mobile and completing the coloring activities. Children and adults will be challenged to face the severity of the attempts made to destroy us by the exercise of reading and reflecting on “The Willie Lynch Speech” and William Smith’s “I Knew Jim Crow.”

Akua provides a framework for conducting a “Higher Ground” talk-show activity. I was recently invited to be a guest of one of these programs at Stephenson Middle School in Stone Mountain, GA, where Akua teaches. I was very impressed with how well the children prepared for and presented the program. It was obvious to me that these programs were very effective in improving the students communication skills, as well as the knowledge of history, culture and current events.

The “Kuumba Poetry” section exhibits the creative expressions of Akua and other writers who seek to impact the mind set of the reader through poetry that is informative, insightful, and well-written.

Teachers, in particular, will appreciate the “A Kwanzaa Classroom Celebration” and “Lessons for the Little Ones” sections of A Kwanzaa Awakening. I have often been asked by educators about where they may find worksheets and ideas for celebrating Kwanzaa in the school.

These sections answer this need quite well, providing a sample format, a writing activity, an essay activity, and other activities for primary and elementary school-age children. The crossword puzzle, worksheets and quizzes will be fun for children in any setting (school, home, church and community).

The discovery and development of African American culture is a relatively new historical occurrence. We are still figuring out who we are, and who we will become as a people. This book helps us in this process by challenging us to train our children in ways that will affirm our past, and secure our future.

James C. Anyike, M.Div. Author of African American Holidays Indianapolis, IN

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Preface Over the past ten years that I have been teaching, I have been blessed with ideas in teaching the principles of Kwanzaa to my students. I have been listed as a seventh and eighth grade English/ Literature teacher. I, however, consider myself a teacher of Life as well as a student of the same. I began in my third year developing ways to share the wealth of tradition and culture that is represented in the Nguzo Saba (seven principles). The intention of this resource book is that Kwanzaa will not just be for them a celebration from December 26-January 1, but that it will become a way of life. This book allows for everyone to participate. From the youngest to the oldest, there are activities for all.

This book is our humble attempt to fill a void. When I first set out to teach my children these life affirming principles, I did so from scratch. When I searched for educational materials on the subject for children, I was not able to find anything to meet my children’s needs. So I see this book as a critical resource which teachers can use to more effectively teach the desired objective. A creative teacher can use this book to meet the needs of students anywhere from K-12, and even beyond.

Obviously, certain activities would have to be modified where necessary. The lessons and activities in this book could easily take three to four weeks time in the classroom. Since I teach in the public school system, I usually start right after the Thanksgiving break and end at the beginning of Christmas break.

However, many of the resources contained herein, I may actually cover at a different time during the year. There is no need to cram our culture into a narrowly confined space. You can make time modifications where necessary.

But this book does not just meet the needs of teachers. It can be used by parents, church leaders, and youth group leaders to facilitate an understanding of the principles of Kwanzaa.

Again, this book is not just for use during the Kwanzaa season. There are many activities which need to be reinforced year round. In particular, the reading selection on the Willie Lynch speech and Jim Crow are both fundamental lessons on understanding some of the roots of the Maafa (great suffering, enslavement, oppression of African people) and its continued contemporary expression.

The lesson “Messages From the Media” is a fundamental lesson on how we perpetuate our own mental enslavement. The Akua Media Rating Scales should be in every home in America to make us think about what we view. The section “Higher Ground,” is an exercise which asks some of the most simple, yet penetrating questions which we must be able to answer.

This Revised Edition allows for the whole family and community to participate in the ongoing process of the African cultural renaissance. This is truly a movement whose time has come. For teachers, maximize the educational opportunities within these pages. For religious leaders, help our people understand their “faith within the context of their culture.” For family, turn off the “plug-in drug” and tune into the “knowledge of self ” represented here. For we are taught through an African Proverb that “the ruin of a nation begins in the home.” If this is so (and it is), then the resurrection of a nation can begin in the home, as well.

As always, we give thanks to Almighty God for the opportunity to share this work with you and we honor the Ancestors whose work, blood, sweat, and tears paved a way that we might have this opportunity today. May this book be yet another revolutionary footprint in the sands of time as we continue to seek to disconnect ourselves from self-destructive ways and values and as we seek to reconnect ourselves to our rich and glorious African heritage. Peace and blessings.

Chike Akua Atlanta, Georgia RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR xiii RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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SETTING OBJECTIVES: A WORD ABOUT CULTURE “If we want to build a successful tomorrow, we must begin today.”

-African Proverb

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“The key crisis in African American life is a cultural crisis— that is, the views and the values. Until we break the monopoly the oppression has on our minds, liberation is not only impossible, but unthinkable.”

–Maulana Karenga SETTING OBJECTIVES: A WORD ABOUT CULTURE In teaching, regardless of age or level, it is important to set objectives. In other words, it is important to let students know why they are studying what they are studying. It is important to let them know what they should expect to know and understand as a result of studying a particular subject, unit, or story.

Studying culture is very important. Many times we are observing expressions of culture and don’t even know it. Every time you see an American flag, you are looking at culture. When you see a monument, you are looking at culture. When you see the way people dress, speak, interact, handle money, conduct business, sing, dance, celebrate, mourn, worship, or work, you are observing culture. Culture is the lens through which we not only view the world, but it also the lens through which we analyze our place in the world. So teaching your students their proper place in the world as well as exposing them to their purpose in the world at this particular time and place is critical dimension in the educational process.

Marimba Ani has taught us that culture is “ordered behavior.” It affects what we see, think, hear, and do. With this definition in mind, it does not take long to see that things are out of order in our communities. Many children have been led to believe that ignorance, apathy, and underachievement are a part of our cultural tradition. They have been disconnected from their true cultural tradition. There must be a systematic process for reconnection and Kwanzaa is a cultural avenue to help us reach the destination. A thorough understanding of our culture can aid in the process of rebuilding our communities. Wade Nobles notes that culture “makes cooperation natural.”

Over the years, I have taught in settings which were racially mixed. I have also taught in settings which were predominantly Black. I have experienced teaching thoughout the socioeconomic class structure of America, from the low income to the middle and upper class. Though it was a formidable task, I had to develop ways to infuse the teaching of African culture (and other cultures) in my English class while at the same time teaching the objectives of English such as reading, writing, grammar, and speaking. It then became necessary to develop curriculum to meet the needs of my students. Every teacher who intends to be effective has the same responsibility one way or another.

I have always taken the position that if I did not teach my students who they are, then it is most probable that they would go through their whole public education without having been thoroughly and profoundly exposed to the richness of their own culture. To articulate this to them, I developed a list of “Reasons Why We Study About Our History and Culture.” The list is on the next page. You may want to share this list with your students.

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Reasons Why We Study About Our History & Culture Having a better understanding about what African People have been through helps us...

1. ...appreciate where we are today and where we must strive to be.

2. ...understand that the triumphs and victories of the past can inspire us today in situations that appear difficult and hopeless.

3. ...understand the mistakes we made in the past (and the patterns of those mistakes) so that we don’t make the same ones in the present and in the future.

4. ...understand that we must take full advantage of the accomplishments that Our Ancestors fought to give us. Not to do so is an insult to their memory.

5. ...understand our role as citizens of the global community (and the Universe) and our responsibility to improve world conditions.

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CLOSING THE GAP “…there still remains a widening chasm between Afrocentric theory and classroom practice.”

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CLOSING

THE

GAP

African people have produced prolific scholars in ancient, recent, and contemporary times. In recent times, amidst, colonization, exploitation, and general oppression, there arose a cadre of African scholars who began to restructure the patterns of European cultural thought that had been imposed on African people. They began to put European cultural thought in its proper perspective and resurrect the African worldview. They began to resurrect and piece together vestiges of the African world view against fierce opposition from the historic oppressor and even from their own people. There were scholars like the self taught J.A. Rogers and John Henrik Clarke. There was the Senegalese multi-scholar Cheikh Anta Diop who wrote The African Origin of Civilization (among many other classics). There was DuBois, whom Dr. Clarke said was “perhaps the greatest single intellect that the western world has ever produced.” Then there was George G.M. James, author of Stolen Legacy and Carter G. Woodson, author of the classic Miseducation of the Negro.

To carry on the rich legacy of scholarship, there has emerged genuine Africans in America who were sent to carry the torch and keep the flame burning. Molefi Asante Asa Hilliard, Marimba Ani, Na’im Akbar, Maulana Karenga, Frances Cress Welsing, Ivan Van Sertima, Jacob Carruthers, and Yosef benJochanan represent the vanguard of African scholars seeking to redefine and reconnect Africans worldwide to their truest selves. However, all along, in this process of reclamation and resurrection, there has been a wide gap between the findings of these scholars and the application of their findings in school curriculum.

There have been efforts on the part of Anthony Browder and Jawanza Kunjufu to make the works of the greats more digestible for the general population and their work is certainly to be commended without question. However, there still remains a widening chasm between the Afrocentric theory and classroom practice.

The chasm is continually widened as teachers themselves continue to be mis-educated and pass on this deadly virus to their students, oftentimes unknowingly. This book is an attempt to begin to close the gap, so to speak. Certainly one book won’t do it. Nor can one teacher do it. But for those teachers who are really interested in taking their teaching to another level and impacting their students for a lifetime, a re-education is necessary, regardless of how much we think we know. It becomes our responsibility to take the findings of the great scholars listed above and put them into meaningful activities, worksheets, units, stories, and general texts that are suited for children of every level. Clearly, this is the work of the African educator for the new millennium. However, we cannot teach and develop curriculum for that which we do not know. So we must study. If we cannot do this, Our Children will continue to be fed the same “HumptyDumpty, Dick and Jane” stories that many of us grew up on. These are the same stories, activities, worksheets, and units which kept us culturally inebriated until we found the rest of our minds. Some of us are still searching for the rest of our minds. The extent to which we embrace who we are and immerse ourselves in the knowledge of ourselves is the extent to which we regain and maintain our sanity as a People.

As a starting point, after you finish this book, we would like to offer the following books to be perused for the serious educator: Hilliard, Asa. SBA: The Reawakening of the African Mind Browder, Anthony. From the Browder Files, Pt. II: Survival Strategies for Africans in America Browder, Anthony. Nile Valley Contributions to Civilization Akbar, Na’im. Breaking the Chains of Psychological Slavery Akbar, Na’im. Know Thyself Addae, Erriel Kofi. To Heal A People: Afrikan Scholars Defining a New Reality This is not light reading, but it is insightful and rewarding reading which gives clarity to the problems and solutions. These books are not simply to be read, but carefully studied. They only represent a starting point. These works have profoundly influenced my teaching, writing, preaching, and even the quality of my commitment. Read them. Study them. Meditate upon them... and let’s close the gap.

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A BRIEF HISTORY OF KWANZAA “To go back to tradition is the first step forward.”

-African Proverb

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A BRIEF HISTORY

OF

KWANZAA

Kwanzaa is an African American cultural holiday. The celebration of Kwanzaa is centered around two major themes. One is a theme of celebrating through our culture and heritage the “first fruits” of what we have been blessed with. The second theme is one of values—what we should value and why. In 1966, Dr. Maulana Karenga set out to establish a value system that African people in America could live by. This value system would not be based on religion (but there is a spiritual thread which runs through it), sex, social status, class or any of the other things which have traditionally divided us as a people. This value system, however, was to be adopted regardless of religion, sex, social status and class because he wanted to bring African American people together despite differences on the surface.

In the book Restoring the Village, Values, and Commitment, Dr. Jawanza Kunjufu asks some critical questions like: “Can you imagine traveling across the country without a map? Would you try to assemble a piece of equipment with over 100 parts without referring to the instructions?” If you think this would be difficult, imagine trying to grow up, find a career, stay married and raise children without values and morals. Dr. Kunjufu says, "We are trying to develop and build families Dr. Maulana Karenga without a map...directions and values." So values are like our road map as a community to help us rise to the level we want to get to.

The ideas expressed by Dr. Kunjufu are some of the same ideas that Dr. Karenga had considered over thirty years ago. He had witnessed the riots in Watts, a predominantly Black area of Los Angeles, California. He had seen many people killed, many injured, and most of the community in flames. At the time, he was a graduate student at UCLA. He went on to earn his Ph.D. (Doctor of Philosophy Degree) and began teaching at California State University. As the burden to help his people increased, he began studying ancient African customs. He studied the culture of many different tribes such as the Yoruba, the Ashanti, the Ibo, and the Zulu.

He noticed that there were distinct similarities between all the tribes. In other words, though they were all different tribes, they all seemed to be strikingly similar in many ways.

One of the ways the tribes were the same was in their celebration of a harvest festival. Each of the tribes gathered together at a specific time of the year to celebrate the blessings of an abundant harvest. It was a way of rewarding everyone for their hard work and commitment because everyone had a job to do, from the smallest child to the oldest elder.

THE NGUZO SABA (SEVEN PRINCIPLES) After studying the culture of the tribes and the values that kept them together as a people, Dr. Karenga developed the seven principles of Kwanzaa. These were not new principles, they were simply put in a form which would make it easier for African Americans to understand and practice the principles. The seven principles were in connection with seven days from December 26 through January 1 in which these principles would be highlighted. When asked, most people think Kwanzaa is "a Black Christmas" or "an African way to celebrate Christmas." This is not true; it is simply assumed to be true because Kwanzaa is celebrated near the time of Christmas. If one were to compare Kwanzaa to a European holiday (and we really shouldn’t), it would be more appropriate to RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 2 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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You will notice that the seven principles are written in Swahili, an African trade language, which is spoken by many different tribes, but does not belong to one particular tribe. This is a good language to use because many African Americans do not know which tribe their Ancestors were stolen from. So this allows us to communicate in unity regardless of tribe. The seven principles are referred to as the Nguzo Saba (pronounced: nn-GOO-zoh SAH-bah) in Swahili. The seven principles (with pronunciations) are as follows: 1. UMOJA [oo-MOH-ja] (Unity): to strive for and maintain unity within the family, community, nation, and race.

2. KUJICHAGULIA [KOO-jee-chah-goo-LEE-ah] (Self-determination): to define ourselves, name ourselves, create for ourselves, and speak for ourselves, instead of being defined, named, created for and spoken for by others.

3. UJIMA [oo-JEE-mah](Collective Work and Responsibility): to build and maintain our communities together and to make our sisters' and brothers' problems our problems and to solve them together.

4. UJAMAA [OO-ja-mah](Cooperative Economics): to build and maintain our own stores, shops, and other businesses together and to profit from them together.

5. NIA [NEE-ah] (Purpose): to make as our collective vocation the building and developing of our communities in order to restore our communities to their traditional greatness.

6. KUUMBA [koo-OOM-bah] (Creativity): to do always as much as we can in the way that we can in order to leave our communities more beautiful and beneficial than when we inherited it.

7. IMANI [ee-MAH-nee](Faith): to believe with all our hearts in our parents, teachers, leaders, and people and in the righteousness and victory of our struggle.

The major focus of this book will not be the actual celebration of Kwanzaa from December 26 through January 1. Our focus will be understanding the Nguzo Saba and putting them into practice on a daily basis. In other words, we want to make these principles a way of life.

THE SEVEN SYMBOLS A symbol is something that stands for something else. So if you are in a car and you see a red light, it means "stop." If you pick up a certain containers with harmful chemicals on them, you might see a skull and cross bones to let you know that the chemicals are harmful. There are many symbols throughout society. Dr. Karenga recognized how important symbols are and included seven symbols to go along with the seven principles of Kwanzaa. The symbols he chose, of course, stand for or reflect some ideas that will help us grow culturally. The seven symbols are as follows: 1. MKEKA [im-KAY-kah](Straw Mat): symbolic of the foundation of our African tradition and history.

2. KINARA [kee-NAH-rah](Candle Holder): symbolizes the roots of our origins.

3. MISHUMAA SABA [mee-shoo-MAH SAH-bah] (Seven Candles): symbolize the Seven Principles.

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5. ZAWADI [zah-WAH-dee] (Gifts): symbolize the rewards of rights action and working together.

6. MAZAO [mah-ZAH-oh] (Crops): represent the fruits of our labors; in other words, the result of hard work.

7. KIKOMBE CHA UMOJA [kee-KOM-bay chah oo-MOH-ja] (Unity Cup): the oneness of our purpose as a people (used in the Libation Ceremony explained later).

We see signs and symbols everyday. Symbols are important because they conjure up images (either positive or negative) in the subconscious mind. Subconscious imaging often leads to action. Our minds process these symbols so fast that we would be surprised how many we recognize. We recognize the symbols for Mercedes-Benz and BMW. Receiving these symbols into our minds often gives us the desire to acquire these cars. We recognize “the golden arches” which symbolize McDonald’s as well as the symbols of many other restaurants. Receiving “the golden arches” into our minds often leads to a desire for the food which McDonald’s provides.

The point is that these symbols are not of great importance, yet they are etched in our subconscious mind. To give us keener insight, Listervelt Middleton offers the following words of wisdom: “Sharpen your eye, tune your ear, so you will know what you see, understand what you hear.” We need to make space in our minds for the righteous symbols of Kwanzaa and other African symbols which foster the cultural understanding and growth that we need. Receiving these symbols will, in turn, move us to desire to move toward right action.

DISCUSSION QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

What are the two major themes of Kwanzaa?

When and by whom was Kwanzaa founded?

Explain why values are important.

Name at least four cultures that Dr. Karenga studied as he developed Kwanzaa.

Explain the purpose of the harvest festival in African culture.

Describe what one might see at an African harvest festival.

What is swahili?

What is a symbol? Why are symbols important?

Describe the symbolism behind Garvey’s red, black, and green flag.

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Words of Wisdom “Sharpen your eye, Tune your ear, So you will know what you see, Understand what you hear.”

-Listervelt Middleton

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THE LIBATION CEREMONY “If we stand tall, it is because we stand on the shoulders of our Ancestors and Elders.”

–African Proverb

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THE LIBATION CEREMONY It has always been a tradition among African people, that before any major gathering of the tribe, a Libation Ceremony is performed. The purpose of the Libation Ceremony is to call the names of the Ancestors. It is for us to pause and meditate on their trials and tribulations as well as their triumphs and victories. We must draw on their strength, wisdom, and example and continue on the road which they paved. There is an African proverb which says, “If we stand tall, it is because we stand on the shoulders of our Ancestors and Elders.” Through the libation ceremony, we not only cherish their memory, we honor them through our consciousness, words, and deeds.

In The African American Holiday of Kwanzaa, Dr. Karenga cites The Book of Ani (from ancient Kemit [Egypt]) in explaining the sacred significance of pouring libation: “...pour libation for 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.” We are instructed to honor our father and mother (the Ancestors) by pouring libation for them. It says not to forsake them or forsake this important ritual even when we are away from home. As Africans living in America, truly we are away from our homeland. But we cannot forsake the traditions of our people. These traditions serve as a constant reminder of who we are and where we come from. We must remember and reclaim our traditions and guard them carefully.

According to Dr. Karenga, there are five basic reasons for pouring libation: 1. To remember and honor those who walked and worked before us and thus paved the path down which we now walk.

2. To reaffirm our link to them and life through them.

3. To raise models before the community that instruct and inspire.

4. To express recommitment to the legacy they left by preserving and expanding it.

5. To maintain a model of how our children will later honor our work, struggles and sacrifices.

For the Libation Ceremony, a wooden cup, water and a plant are needed. (If it is being performed outside a plant will not be needed). The wooden cup symbolizes mother earth. The water is symbolic of many things. The science of biology tells us that our bodies are 90% water.

As a child is born, it comes through a bag of waters released by its mother. Water is also used in religious ceremonies for baptism. So the water represents life itself and the sustaining power of its peace and purity. Just as we need water to survive, we need the remembrance of our Ancestors and the example they set for us to live a fruitful life. The plant also represents mother earth and the growth that needs to take place.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR The participants stand in a circle (cypher) or a semi-circle, depending on the number of participants.

A leader begins the ceremony by giving a brief explanation of the importance of pouring libation.

Then the leader recites the name of an Ancestor. It should be said in the following manner: “I pour libation for _______________.”

As the name is said the leader pours a few drops of water into the plant (or into the earth if the ceremony is conducted outside). Everyone in the cypher then says in unison, “ashe (ah-shay)” which means “I agree.” The cup is then passed on to the next person in the cypher who recites the name of another Ancestor and pours a few drops of water. After each person in the cypher has had the opportunity to name one or two Ancestors, the leader concludes by pouring the remainder of the water into the plant (or earth) and says, “For all those named and un-named, we all say together— “ashe!”

A variation of this ceremony which can be used at a large gathering would be to simply have the leader hold the cup and pour the water each time rather than passing it around. Also, in large gatherings (such as in an auditorium), the leader may ask the participants to say the names of Ancestors at random and in no particular order.

The following is a sample Libation ceremony.

A SAMPLE LIBATION CEREMONY Leader: The purpose of the Libation Ceremony is to call the names of the Ancestors. It is for us to pause and meditate on their trials and tribulations as well as their triumphs and victories. We must draw on their strength, wisdom, and example and continue on the road which they paved.

There is an African proverb which says, “If we stand tall, it is because we stand on the shoulders of our Ancestors and Elders.” Through the Libation Ceremony, we not only cherish their memory, we honor them through our consciousness, words, and deeds.

Leader: We begin the Libation Ceremony by calling the names of different Ancestors. We pour drops of water into a plant to show that, though they have passed on to the next life, their spirit is still alive and well, inspiring us in all that we do.

Leader: As we hear the names of the Ancestors, we thoughtfully and silently consider their contribution to our struggle to be complete and become all that God has created us to be. After the reciting of each name, we all say together, “ashe”, which means, “I agree.” Please join us in pouring libation for the Ancestors.

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1. for the African Father of Medicine, Imhotep.”

2. for Queen Hatshepsut who ruled ancient Kemit (Egypt) in peace for 22 years. We are in need of peace today” 3. for the captive Africans who died and those who died in the Middle Passage which is the trip by ship from Africa to America.”

4. for those who survived the Middle Passage only to be enslaved in North America, South America, and the Islands of the Caribbean.”

5. for Sojourner Truth.”

6. for Frederick Douglass.”

7. for Denmark Vesey, Gabriel Prosser, and Nat Turner who all fearlessly led slave revolts against the oppressor.”

8. for Harriet Tubman.”

9. for Ida B. Wells.”

10. for Booker T. Washington.”

11. for W.E.B. DuBois.”

12. for Marcus Mosiah Garvey.”

13. for Mary McCloud Bethune.”

14. for the courageous souls who lost their lives on the front lines and in the trenches of Civil Rights Movement and the Black Power Movement.”

the

15. for the courageous souls who lost their lives on the front lines and in the trenches of every major and minor war in America, many of whom fought and died for liberties they had not yet attained.”

15. for Medgar Evers.”

16. for Elijah Muhammad and Malcolm X.” 17. for Martin Luther King, Jr.” 18. for Fanny Lou Hamer and Barbara Jordan.”

19. for Arthur Ashe and Ron Brown.”

20. for Earl Shinhoster and Derwin Brown.”

21. for Gwendolyn Brooks and Hosea Williams.”

22. for Ken Bridges, co-founder of the MATAH Network.”

Leader: For all those named and un-named, we all say together— “ashe!” *Note: The ceremony can be shorter or it can be a bit more lengthy. Add or delete names where necessary. Insist that the people in the cypher/audience reply “ashe” in a strong, unified, and consistent voice. Do not make the ceremony too long because audience participation will begin to wane. *Note: If a name that you are unfamiliar with is called, you have some research and studying to do!)

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DISCUSSION QUESTIONS 1. What is the purpose of the Libation Ceremony?

2. Why do we call the names of the Ancestors?

3. Explain the quote, “If we stand tall, it is because we stand on the backs of our Ancestors and Elders.”

4. What is needed for the ceremony?

5. What does water symbolize?

6. What does “ashe” mean?

7. How is the ceremony concluded by the leader?

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A KWANZAA AWAKENING “I am because we are; we are because I am. I can do nothing without you; you can do nothing without me. We are One.” -African Proverb

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“A KWANZAA AWAKENING” Characters: Marcus: an intelligent young man who is not working up to his potential in school Imani: Marcus’ friend and classmate Mrs. Johnson: Imani’s mother Grandma: Imani’s great-grandmother of 95 years who is visiting for the holidays Setting: The story takes place at Imani’s house. Marcus goes to her house to study for a test on Kwanzaa.

It is the night before the last day of school before the winter holiday break. Marcus rings the front door bell.

Act I Mrs. Johnson: Well hello, Marcus.

Marcus: Hi, Mrs. Johnson.

Mrs. Johnson: How are your Mom and Dad doing?

Marcus: They’re fine. My mom said to thank you for letting me and Imani study over here. She said she and my dad were really looking forward to seeing the Gospel concert tonight.

Mrs. Johnson: Tell her it’s no problem. It’s a pleasure having you.

Imani: Hey Marcus.

Marcus: What’s up?

Mrs. Johnson: So what are you all studying for?

Imani: We have a test in Mr. Freeman’s class on the seven principles of Kwanzaa.

Marcus: I hate learning that stuff!

Mrs. Johnson: Don’t be so down on it Marcus. It’s good information to know.

Marcus: But why does he have to give us a test on the last day before our break begins?

Mrs. Johnson: He probably wants to give you something to think about over the break.

Marcus: The only thing I want to think about over the break is not going to school.

Imani: Well, right now we need to be thinking about reviewing our notes.

Mrs. Johnson: You all can come back here in the kitchen and study while I finish some of my paperwork. Imani, you can introduce Marcus to your great grandmother.

Imani: Okay, let’s go.

Act II Imani: Grandma, this is my friend, Marcus. We go to school together.

Grandma: Well, how are you, Mr. Marcus?

Marcus: Just fine, Ma’am and you?

Mrs Johnson sits down in the background.

Grandma: Oh, I’m blessed, thank you for asking.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR Imani: Can I get you anything, Grandma, before we sit down to study?

Grandma: No, child. I’m just fine here with my book.

Marcus: Man, I wish we didn’t have to learn this stuff! Why did Mr. Freeman have to give us a test on the last day before Christmas break?

Imani: It’s not so bad. We don’t have time to complain anyway. The test is tomorrow. Remember what Mr. Freeman said, A good education will cost you a lot of time and money— Marcus (interrupting with an exasperating tone):I know, I know... “but ignorance will cost you even more.”

Grandma: Just what are you two studying, sweetheart?

Imani: We’re studying about Kwanzaa, Grandma. Do you know anything about it?

Grandma: Do I know anything about it? Of course, child. I been around for many, many years.

Fools don’t normally live long lives. Now Mr. Marcus, why don’t you like Kwanzaa?

Marcus: The words are hard to say, then I gotta learn what the words mean. I just think it’s a whole lot of work for something that isn’t very important.

Grandma: Oh, the Ancestors must be weeping...another child who doesn’t want to work and learn?!

Marcus: You sound like Mr. Freeman.

Imani: Grandma, what can you tell us about Kwanzaa?

Grandma: Well, read me some of your notes and I’ll fill in the gaps.

Mrs. Johnson: Imani, your great grandmother is a walking piece of history. She might’ve been there when God said, “let there be light.” (She says this slightly laughing) (Grandma smiles) Imani: Dr. Maulana Karenga developed the seven principles in 1966 after studying a lot of different cultures in Africa. He wanted to create a harvest celebration that would raise pride in Black people while teaching them about their history and culture.

Grandma: Very good.

Marcus: The Nguzo Saba is the seven principles. The first principle is Umoja which means unity.

Grandma: Well, Mr. Marcus, you don’t seem to have so much of a problem with the words.

Marcus: It says we must strive for and maintain unity within the family, community, nation, and race.

Grandma: You’re doing a fine job. Now, let me tell y’all a little something ‘bout unity.

Mrs. Johnson: Can I get you all something to drink?

Everyone nods, Marcus and Imani are focused on Grandma’s words.

Grandma: Everybody always talkin’ bout Black folks ain’t unified. Well, I been watchin’ for plenty years now. I see some young people unified in gettin’ put out of school. Some folks are unified in selling and using drugs...nothin’ but pure poison! We’re unified in getting arrested and going to jail. Many of the adults are unified in takin’ all their money to other communities before shoppin’ in their own community first. We got to turn that negative unity into what?

Imani and Marcus (together): Positive unity.

Grandma: Now what’s the next principle?

Mrs. Johnson brings drinks.

Marcus: Now this is the one I don’t know how to pronounce. Kuji-...KuImani: Kujichagulia!

Marcus: Why can’t we just learn in English.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR Grandma: Mr. Marcus, I’m sure a smart and intelligent young man like you knows that when we were brought here to America against our will, our language was taken from us. Africans from many different tribes were brought to America. There are many thoughts and words in our original languages which cannot be expressed in English.

Imani: Mr. Freeman said that Dr. Karenga gave us the principles in Swahili because it is a language that many different tribes know.

Grandma: That’s right! It’s a trade language which developed over the years.

Marcus: So you’re saying that we should learn it because our original languages were taken from us?

Grandma: Exactly. Now what does Kujichagulia mean?

Marcus: Um... (pause) self-determination: to define ourselves, name ourselves, create for ourselves and speak for ourselves instead of being defined named, created for, and spoken for by others.

Grandma: Yes. Self-determination is that inner drive that helps you press on in life no matter what obstacles are in your way. Don’t wait around for folks to give you somethin’. Be determined enough to find a way or make your own way in life...people will respect you for it...and listen up now, givin’ up is not an option.

Marcus: My Daddy says, “winners never quit and quitters never win.”

Grandma: Mr. Marcus, your father sounds like a very intelligent man. That must be where you get it from. (Marcus smiles) Now let me see...if my memory serves me correctly, I believe Ujima is next.

Imani: Yeah. It meansGrandma: Yeah?! (she looks at Imani to remind her how to speak respectfully to her elders) Imani (she straightens up): I mean-yes Ma’am. (Grandma nods her head in approval) Ujima means Collective Work and Responsibility: to build and maintain our communities together and to make our sisters’ and brothers’ problems our problems and to solve them together.

Grandma: Read that last part again, sweetheart.

Imani: Um... “to make our sisters’ and brothers’ problems our problems and to solve them together.”

Grandma: You know, there was a time not long ago when Black folks used to look out for one another much better than we do now. We had to in order to survive. We used to have to worry ‘bout other folks hangin’ us from the nearest tree, now we shootin’ and killin’ one another. Lord, have mercy...

Marcus: Mr. Freeman said that Black on Black crime and violence is a result of internal hatred for ourselves that we learned through slavery. He said that if we really knew who we were and where we came from, we wouldn’t be doin’ that stuff.

Grandma: That’s right, but some folks become “successful” and forget where they came from.

They don’t want to go back and help nobody. See, we can’t look to nobody else to solve our problems. We used to do that and the problem either didn’t get solved right or it didn’t get solved at all. Black folks got to solve their own problems. Now, can y’all promise me one thing?

Imani and Marcus: Yes Ma’am.

Grandma: Promise me that when you become successful that you will bring your money and your talents back to your community to help your people.

Imani and Marcus: We promise.

Grandma: If you keep your promise, when the Lord calls me home to be with Him, I will truly RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 16 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR rest in peace... (she pauses and looks off into the distance) now what’s the next principle in your notes?

Marcus: Ujamaa.

Grandma: And it means...?

Imani: Cooperative Economics.

Marcus: See! That’s what I’m talkin’ about. What do those words mean?

Grandma: Mr. Marcus, “cooperative” just means workin’ together. “Economics” is just a bigsoundin’ word for money...ways of makin’ money and creating jobs to keep the money flowing in your community.

Imani: It says here, “to build our own stores, shops, and other businesses together and to profit from them together.”

Grandma: Child, I’ll tell you ‘bout a man who was a master at that! The Honorable Marcus Mosiah Garvey, God rest his soul. I was just a young girl in Harlem—had just moved there from down South—when he started the Universal Negro Improvement Association. Yes sir! He started all kinds of businesses for Black folks to make their own money and determine their own destiny.

Black folks had so much pride in it. Through the UNIA, Mr. Garvey built factories, laundries, restaurants...he even had a fleet of ships.

Mrs. Johnson: Grandma, tell them about how you used to work for Mr. Garvey.

Marcus: You used to work for Marcus Garvey?! My Daddy named me after Marcus Garvey and Mr. Freeman taught us all about him.

Grandma: I worked for The Negro World.

Marcus: That was the newspaper he started, right?

Grandma: ...Printed in French, Spanish, and English (she says proudly) to reach Black folks all over the world. Over 200,000 loyal readers worldwide. I wish we could put our resources together to do more things like Mr. Garvey did back then. I see folks puttin’ all their money into fancy cars...young people puttin’ their money together to buy music and video games and so forth.

Mercy me, I could talk about that all night. But Mr. Marcus, I’ll tell you what. I got a feelin’ in these old bones that you gonna do a great work someday, just like Mr. Garvey. What’s the next principle?

Imani: Nia—it means “purpose.”

Marcus: To make as our collective vocation the building and developing of our communities.

Grandma: Children, did you know that everyone is born with a purpose and a mission in life?

Everybody comes to this life with a very special job to do. So many people never seek to find out what their purpose is and so they never work to fulfill their purpose.

Marcus: My Momma told me the same thing. She said to keep seeking my purpose in life and I would find it.

Grandma (leaning in and looking Marcus deeply in the eyes, almost whispering): Mr. Marcus, when you find out what your purpose is, don’t let nothin’ or nobody keep you from fulfillin’ it. Don’t let nobody turn you ’round.

Marcus: Yes Ma’am. (Marcus looks off in the distance pondering what she said).

Imani: Kuumba is next. It means Creativity. (Imani nudges Marcus).

Marcus: Um...okay, here it is: “to do always as much as we can in the way that we can in order to make our communities more beautiful and beneficial than when we inherited it.”

Grandma: I see so many talented young folk using the creativity they been blessed with to put

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR out a negative image of our people. It’s so sad. Years ago, we understood that if you made it big, you were creating opportunities for others behind you. No matter what you did, you were representing your people and you had better do it with excellence and integrity.

Imani: All of us haven’t gone astray, Grandma. I’ll never do anything that would represent us in a negative way.

Grandma: I know you won’t, child. Did you know that some of your greatest entertainers today came out of the Black church? They were nurtured and raised in the church. Now you look on TV and they singin’ and dancin’ ’bout anything and everything but God...cursin’ and takin’ off they clothes in front of the world. We got to have more pride and common sense than that! Lord have mercy...I could go on and on about that, too. Mr. Marcus, tell me somethin’ about Imani.

Marcus: Well, yesterday she got in trouble in social studies because she— Imani: Marcus!!! (she glares at Marcus as if to say shut up?)

Grandma: No child, I mean the seventh principle, Imani. (laughing) Imani: Faith! That’s what my name means. Momma and Daddy named me that because the doctor told Momma she couldn’t have any children. But they prayed and had faith...and here I am!

Grandma: And you sure are a blessing.

Marcus: Imani means to believe with all our hearts in Our Parents, Our Leaders, Our Teachers, and Our People, and in the righteousness and victory of our struggle.

Grandma: Child, those some powerful words you speakin’. Yes sir...I don’t know if you really know what you just said. Faith is about believin’ in God, yourself, and your people. With faith you can get through anything...it don’t matter what’s in your path. Faith is what keeps you in the game when everybody else is ready to give up. If you ain’t got faith you ain’t got nothin’, and that’s the sho’nuff truth!

Marcus: But it seems like we have so many problems to overcome. Sometimes I feel like giving up, it doesn’t seem worth it to keep going on. But somethin’ pushes me on.

Grandma: Boy, it’s not just “somethin’ ” pushin’ you on. That’s God and the Ancestors nudgin’ you on. If my grandmother and grandfather who were slaves didn’t give up under that kinda pressure, and my mother and father who were sharecroppers didn’t give up under the threat of lynching and rape then neither can you! You gots to be strong, you understand me, boy?!

Marcus: Yes Ma’am.

Grandma: Imani, would you mind gettin’ Grandma a blanket? I feel a little chill comin’ on.

Imani: Okay, Grandma. I’ll be right back. (She walks out of the room) Grandma: Mr. Marcus, you’re such an intelligent, fine young man, I would be honored if you would call me Grandma, like Imani.

Marcus: Oh...(straightening up) ...yes Ma’am—I mean Grandma. Thank you for helping us study and sharing your stories with us. I think I’m gonna do very well on the test tomorrow.

Grandma: I’m sure you will.

Imani re-enters the room with a blanket.

Imani: Here you go, Grandma (laying the blanket over her and kissing her on the cheek). We’re gonna let you get some rest now, Grandma.

Grandma: Thank you, Baby.

Mrs. Johnson: Well, are you all just about finished.

Marcus: Actually, Mrs. Johnson, we’re just getting started. We’ve got a lot of work to do with our People.

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Act III Marcus and Imani take their test on Kwanzaa in Mr. Freeman’s class. Both of them score well. But on New Year’s Day, which is the last day of Kwanzaa (called Imani), Grandma dies. Marcus sees Imani at school a few days later. He is excited and wants to share with Imani that he did well on the Kwanzaa test; but he is also a bit reluctant. He wants to also express his sympathy to Imani for the loss of her grandmother. He feels awkward, but approaches her at her locker anyway.

Marcus: Hey, Imani!

Imani: What’s up, Marcus?!

Marcus: Guess what?! I got a 93% on Mr. Freeman’s Kwanzaa test. He was real proud of me.

Imani: I knew you could do it once you stopped complaining (smiling).

Marcus: He also invited me to join the African History Club.

Imani: But he’s been asking you to join all year. Why are you gonna join all of a sudden now?

Marcus: I’m trying to be a positive brother in the midst of many of my lost brothers and sisters who continue to display their ignorance.

Imani: Yeah right! (Laughing) Is that what he told you to say? C’mon, let’s start getting to class; the bell is about to ring.

(They walk toward the classroom).

Marcus: No, but seriously...I don’t know. I guess I just got more interested studying about Kwanzaa, you know? And all that stuff your Grandma shared with us, it was deep. Um, hey...by the way, I’m sorry about your Grandma dying. I mean...I knw you two were real close.

Imani: Thanks. I was real sad at first. I even cried. But then I remembered that she told me she was ready to go. It’s almost like she’s still here with me, like her spirit is still here because I keep remembering all these things she used to tell me.

Marcus: But how did she die? I mean...she wasn’t sick or anything was she?

Imani: No. The doctor said that she died in her sleep of natural causes. When Momma went to check on her one morning, she was laying on her back in bed with her arms folded over her chest.

Marcus: This is spooky.

Imani: Not really... I mean, she was ready to go. But if that was spooky to you, listen to this: she also died with a slight smile on her face.

(They take their seats in the classroom).

Marcus: A smile?!

Imani: Yeah. Momma said she must have seen an angel and smiled as he came to take her away.

The bell rings for class.

Having completed her purpose in this life, Grandma passed on to the next life. She was given wings and was sent to watch over and guide Imani. Imani and Marcus carried the Spirit of the Ancestors with them in everything they did from that day forth.

Everyone: “I am because we are. We are because I am. I can do nothing without you and you can nothing without me. We are one. If we stand tall, it is because we stand on the backs of our Ancestors and Elders.”

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STUD Y QUESTIONS TUDY 1.

2.

3.

4.

5.

6.

7.

8.

Who are the four characters in the play?

Why does Marcus go to Imani’s house?

Give two reasons why Marcus doesn’t like Kwanzaa.

Describe what Grandma says about Umoja.

Describe what Grandma says about Kujichagulia.

What promise does Grandma have Marcus and Imani make?

What does Grandma say about Ujamaa?

Who did Grandma say was a good example of Ujamaa? Why was this person a good example of Ujamaa?

9. What did Grandma do when she moved to New York from the South as a young girl?

10. What does she say about Nia? 11. What does Grandma say about many of today’s entertainers?

12. What does Grandma say about the principle Imani?

13. In your opinion, what does Marcus learn about Kwanzaa?

14. Why does Marcus join the African History Club?

15. Explain why Grandma had a smile on her face on New Year’s Day.

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KWANZAA IN

CHRIST: CELEBRATING KWANZAA

IN THE

CHURCH

“The harvest truly is plenteous, but the labourers are few...”

-Matthew 9:37

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR At Victory Baptist Church in Stone Mountain, Georgia, Kwanzaa is celebrated every year.

Each Sunday in the month of December, two teens present two principles during the morning worship services. The principles are then linked to Biblical principles and practical everyday application. The pastor, Dr. Kenneth L. Samuel is known to mention the principles throughout the year in his sermons, as well. Dr. Samuel believes what esteemed theologian Dr. Jeremiah Wright has said, “We are unashamedly Black and unapologetically Christian.”

At New Bethel A.M.E Church in Lithonia, Georgia, members congregate for the annual Kwanzaa celebration on the last Sunday of December. The alter is draped with kente and other colorful cloths from Africa. There is a carving of the mythical Sankofa bird which symbolizes knowing your past in order to move into the future. The kinara sits on the alter waiting for the candles to be lit by the children of the congregation who come forth to explain what the principles mean. An Ashanti stool sits majestically in front of the alter bearing witness to our royal past.

Pastor Mark Thompson understands the richness of celebrating Kwanzaa in the church. “Kwanzaa represents Christ within us,” says Pastor Thompson. It is the ability of each believer to plant righteous seeds, for God to shine the light and add the increase. Thereby each believer bears fruit in his/her daily walk.

At First African Presbyterian Church, also in Lithonia, Georgia, members gather each evening at 7pm during the week of Kwanzaa. Dressed in African clothing, the people come to the church to praise the Lord and celebrate who the Lord made them to be. Dr. Mark Lomax, the pastor, believes that we must “celebrate our faith within the context of our culture.”

A growing number of Christians are coming to see the significance of Kwanzaa and the need to celebrate it in one of the oldest and most powerful Black institutions in America: the church. Kwanzaa is a harvest festival. It is the celebration of the first fruits. In Matthew 9:37, Jesus tells us, “the harvest is plenteous, but the laborers are few.” It has alway been a struggle to get full participation from all the members of the church or at least a greater percentage. Church studies show that most of the work done in churches today is done by 5-10% of the membership.

There is a need to continue to teach and preach on Ujima, collective work and responsibility because much of the Black churches’ potential remains dormant.

In the book African American Holidays, James C. Anyike encapsulates the essence of Kwanzaa: “Kwanzaa clearly represents the three dimensions important to African culture and history.

The first dimension is the past, represented by the spirits of our Ancestors and their collective experiences. The second dimension is the present, which is represented by our consistency in maintaining our culture and our commitment to uplift our race. The third dimension is the future represented by the children that are not yet born, the children that we hope and pray will experience real freedom in their lifetime.”

Simply stated, Kwanzaa in its most authentic state gives praise to the Most High (for an abundant harvest), honors the Ancestors (for their contributions), and celebrates life for the living. Kwanzaa has something for everyone.

In this chapter, we will look at how to facilitate an understanding of the Kwanzaa principles using the Scriptures. With regard to the libation ceremony, we call forth the names of Ancestors who were luminaries in our midst. We read earlier the writings of our Ancestors from Kemet (Egypt), which stated, “pour libation for your father and mother who rest in the valley of the departed… do not forget this even when you are away from home.” Interestingly, there are Scriptures in the Bible which share the same sentiment. In the book of Deuteronomy (32:7), we find, RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 22 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR “Remember the days of old, consider the years of many generations: ask thy father, and he will shew thee; thy elders, and they will tell thee.” Here the Lord is sharing with the children of Israel the need to always remember their history and their ancestry.

This should not be surprising because throughout the Old Testament after the Exodus from Egypt, God always introduces Himself as “the God of Abraham, Isaac, and Jacob.” Who are Abraham, Isaac, and Jacob? They are the cherished, honored, and respected Ancestors of the children of Israel. They represent a part of the story of a people to follow the path of God. We too, have Ancestors worthy of honor, remembrance and respect. Proverbs 10:7 tells us that, “The memory of the just is blessed.”

The Children of Israel incorporated very specific rituals into the observance of the Feast of the Passover to ensure that the story would always be remembered. Passover marks the celebration of the angel of death “passing over” the houses of the Israelites while in bondage in Egypt (see Exodus 12). To ensure remembrance, the youngest child in the family (who is of age) is required to recite the story. This ensures a spiritual and cultural continuity that transcends time and bridges generational gaps. This is a profound example of what we must do to ensure that our children remember what too many of us have forgotten.

To facilitate an understanding of the principles of Kwanzaa in Bible study or Sunday school, we will look at Biblical examples of each of the principles.

1. Umoja (Unity): “How good it is for brethren to dwell together in unity.” (Psalms 133:1) • Read the story of how Joshua united the children of Israel to bring down the walls of Jericho (Joshua 6:1-20). This could only be accomplished with a unified people behind Joshua who were completely submitted to God. • Compare this to the unity needed to bring down many of the oppressive walls of injustice in America. Why is Black unity so elusive. Study the Willie Lynch Speech to add historical clarity (the text of the Willie Lynch Speech can be found in the Kwanzaa Classroom Activities Section).

• Consider the following Scripture with regard to interdenominational unity. “Now I beseech you, brethren, by the name of our Lord Jesus Christ, that ye all speak the same thing, and that there be no divisions among you; but that ye be perfectly joined together in the same mind and in the same judgment.” (I Corinthians 1:10) • “Is Christ divided?” (I Corinthians 1:13) • “Behold, how good and how pleasant it is for brethren to dwell together in unity.”

(Psalms 133:1) 2. Kujichagulia (Self-determination): “I press toward the mark for the prize of the high calling of God in Christ Jesus.” (Philippians 3:14) Read the story of Moses’ calling and how he ran from it. Moses had many excuses for the Lord. How could he go back to the very people he had turned his back on and claim to work in their behalf as a prophet of God . How could he go to pharoah, in whose house he was raised, and say, “Thus saith the Lord God of Israel, Let my people go...” (Exodus 1-5) • Compare the tyranny of the Egyptians (during the Exodus under Rameses II) to America’s tyranny against African Americans. Talk about the slave mentality of many of the Hebrews who had become content with oppression. Some thought that the attainment of civil rights would be our “Promised Land,” but today, we see that this is not the case.

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•

With integration, we seem to have lost more than we gained in many resepcts. Dr. Jawanza Kunjufu states, “We got what we asked for and lost what we had.”

Saul was a Pharisee. He was known for ruthlessly persecuting Christians. Then one day, on the road to Damascus, he was struck down by the light of Christ. That day he accepted Christ into his life. His name was no longer Saul. He was now the Apostle Paul. As a Christian, he now had to go back and preach the Gospel to the same people who helped him persecute Christians. For the rest of his life, he experienced the same persecution that he used to dish out. What implications does this story have for those who have been delivered from drugs, alcohol, and other abusive vices? How did Paul exemplify kujichagulia?

3. Ujima (Collective Work and Responsibility): “So built we the wall: and all the wall was joined together unto the half thereof: for the people had a mind to work.” (Nehemiah 4:6) • Study the story of how Nehemiah rebuilt the walls surrounding Jerusalem. He received word that his homeland had been besieged. Though he was neither priest nor prophet, elder nor statesman, he felt a sense of responsibility to restore his people and his holy city to its traditional greatness.

• Discuss what Nehemiah did once he received word of Jerusalem’s ruins. He didn’t complain. Nor was he an “armchair revolutionary” who talks about the problem but does nothing about it. He fasted and prayed (1:4) and God began to honor his sacrifice with opportunity.

• Discuss the naysayers described in chapter 2:19. There will always be those who discourage a godly vision or mighty move from the Lord.

• Psalms 11:3 says, “If the foundations be destroyed, what shall the righteous do?” Describe how the walls surrounding Black America seem to be in ruins. Describe how the foundational elements of our faith and values seem to be declining and how we can take an example from Nehemiah in what we can do about it.

4. Ujamaa (Cooperative Economics): “..and great grace was upon them all. Neither was there any among them that lacked: for as many as were possessors of lands or houses sold them, and brought the prices of the things that were sold.” (Acts 4:34,35) • Study in Acts 4 how the early believers in Christ had to break from Jewish tradition in claiming Christ as Lord and Savior. They had to establish a nation within a nation on their own. in turn, they had to bear one another’s burdens and care for one another.

They did it under the power of the Holy Spirit using Ujamaa.

• Explain how before the welfare system was established in the 1940’s, the Black Church acted as a social agency to exclusively meet the needs of the people in the community. We did it back then because we had to. If we don’t do it today, who will?

• Explore Biblical principles for economic development and share your findings with the class.

• Describe and discuss how Solomon used Ujamaa in building a temple unto the Lord.

He did not just use resources from among the Hebrews. He formed an alliance with Hiram, King of Tyre. King Hiram was not a Hebrew, however, Solomon saw him as a brother and their relationship resulted in the building of the temple. Oftentimes, AfriRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 24 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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Discuss how being religiously close-minded can block our blessings when it comes to pooling resources and seeking social change. (I Kings 5:1-5) 5. Nia (Purpose): “Then the word of the Lord came unto me saying, Before I formed thee in the belly I knew thee: and before thou camest forth out of the womb, I sanctified thee, and I ordained thee a prophet unto the nations.” (Jeremiah 1: 4,5) • Explain how God revealed Jeremiah’s purpose to him. Discuss the fact that every person comes to this reality, this time, and this space with a specific, divine, purpose, and mission.

• Discuss the consequences of living life without knowing your purpose. Someone once said, “Most people die at 21, but don’t get buried until they’re 65.” This refers to the fact that most people live life without knowing their purpose.

• Discuss the importance of relentlessly seeking God for the revelation of your personal purpose.

• Use the TAP method to find out your purpose: T - talents A - abilities P - prayer P - people • Look carefully at your talents and abilities. Pray about your purpose. Allow God to speak to and through your talents and abilities and there you will find your purpose.

Then God will send certain people to you to confirm was He has revealed to you about your purpose. Like Jeremiah, God knew you before he formed you. Before you came out of the womb, He sanctified and ordained you to be a ___________ unto the nations.

Your job is to seek until you can fill in the blank, then make it a reality.

• Read Myles Munroe’s three book series: Understanding Your Potential, Releasing Your Potential, and Maximizing Your Potential.

6. Kuumba (Creativity): “Praise him with the sound of the trumpet: praise him with the psaltery and harp. Praise him with the timbrel and dance: praise him with stringed instruments and organs. Praise him upon the loud cymbals: praise him upon the high sounding cymbols.

Let everything that hath breath praise the Lord. Praise ye the Lord.” (Psalms 150:3-6) • African people are very creative people. This is seen in everything we do, but in particular, in the way we sing and dance. Discuss the creativity used by popular Gospel musicians who sing for the lord in a way that attracts a wide secular audience (examples are: Kirk Franklin, BeBe & CeCe Winans, Sounds of Blackness, Mary, Mary, Donald Lawrence and Tri-City, and others).

• Why is it that many of the top Black singers got their start in the church as children, but what they sing about now has nothing to do with the Lord?

• Why do some artists make songs and videos that contradict God’s Word; then when they win an award, the first thing they do is thank God and Jesus. What message does this send to people who are young in the Lord?

• Music is not the only sphere in which African people are creative. We bring our creativRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 25 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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ity and spirit to everything we do. How about Daniel Hale Williams creatively performing the first successful open-heart surgery without any of the modern medical instruments used today? What about Harriet Tubman’s creativity in dressing as a man to disguise herself from slave catchers while there was a $40000 bounty on her head.

What about Malcolm X’s creative use of metaphors and parables to “make it plain.” It was said that he could speak to a bum on the street and a Ph.D.; both would completely understand him and neither would feel as if he were insulting their intelligence.

In Revelations 1:19, Jesus says to John the Revelator, “Write the things which thou hast seen, and the things which are, and the things which shall be hereafter.” African Americans have produced great writers such as Countee Cullen, Paul Lawrence Dunbar, Zora Neal Hurston, Langston Hughes, Gwendolyn Brooks, Amiri Baraka, James Baldwin, Maya Angelou, Nikki Giovanni, and many more. What responsibility do Black writers have when it comes to sharing the richness of our culture in a God-centered way through their writing.

What responsibility do Black actors have? It used to be that Whites would dress up in Black face to degrade and insult us on TV. Now we do it ourselves. It used to be White screenwriters who wrote programs which portrayed us as fools, clowns, and buffoons.

Now we do it ourselves. Are there any actors/actresses who have expressed their faith and do not compromise it in their work?

The hip-hop culture has come under fire for producing music, videos, and a culture that is anti-social. Oftentimes the church leads the way in the onslaught against hip-hop.

But in truth, the backbone of hip-hop is the beat. The foundation of the beat is the drum. This is what attracts young listeners before they even hear the lyrics. The drum in ancient Africa was supposed to be a reflection of the beating heart. Drums were used to communicate profound spiritual messages which could not be communicated through the spoken or written word. In America during slavery, the drum was outlawed because the slavemaster found out that we were communicating across plantations since the djembe drum can be heard up to five miles away.

It appears that satan has taken a part of our culture and twisted it to serve his purposes.

There are many rappers who have tried to change the negative image. Do some research on The Last Poets, KRS-ONE, Chuck D and Public Enemy, Outkast, and the Goodie Mob. See what some of the conscious rappers are saying and comment on the above commentary.

7. Imani (Faith): “Now faith is the substance of things hoped for, the evidence of things not seen.” (Hebrews 11:1) • Review the story of how Jesus came to the Apostles walking on the water. They were afraid and thought Jesus was a ghost. To be sure it was really Jesus, Peter suggested that the Lord let him walk on the water. Discuss why Peter was able to walk on the water.

Discuss why he began to sink.

• How has the faith of African American people gotten us through the middle passage, slavery, lynching, raping, Jim Crow, segregation, and all of these years of oppression.

Consult James Washington’s Conversations With God which chronicles the prayer legacy of the enslaved Africans.

• “Lift Every Voice” is the Black National Anthem written by James Weldon Johnson and RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 26 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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his brother, J. Rosemond Johnson. Get a copy of all three verses and discuss how it expresses the faith legacy of our people in America.

When establishing independent Black businesses it requires many of us to step out on faith. This becomes particularly difficult if we already have a “good” job with “good” benefits. The Bible tells us that the just shall live by faith (Romans 1:17). Why is it so difficult for so many brothers and sisters to establish independent Black businesses or at least work uncompromisingly for their people if they are employed by a non-Black company? Discuss and comment.

The Bible tells us that faith cometh by hearing and hearing by the Word of God (Romans 10:17).” Talk about the quality of preaching in today’s church. What do you look for when you listen to someone preach? What should you look for?

Jesus tells us that we can move mountains if we just had faith the grain of a mustard seed (Matthew 17:20, 21:21). Identify mountains that need to be moved in the Black community, in America, and in the world. Identify some personal mountains in your life. Begin keeping a “faith file” which documents how the Lord delivered you through life’s difficulties over time. Consult it from time to time when your faith is weak and use it also as a tool of testimony.

The Gospel of Luke records a story in which Jesus healed ten lepers (Luke17:11-19).

Jesus, after healing them, told them that it was their faith that made them whole. What does this say about the power of faith to heal whatever ailment we may have (whether spiritual, mental, emotional, or physical). Share testimonies of friends and family members that you know who were healed by faith.

As Believers, we know that faith is necessary, but oftentimes it is a formidable challenge to “let go and let God.” A man from out of the multitudes came to Jesus and asked for him to heal his son who had a “dumb spirit.” The boy was known to have suicidal tendencies, fits, foam at the mouth, grind his teeth, scream, etc. all under the power of a spirit that was in him. Jesus told the man, “If thou canst believe, all things are possible to him that believeth.” Through tears, the man replied “Lord, I believe; help my unbelief.”

Share a time when you needed help with your unbelief.

The Bible says, “Without faith, it is impossible to please him (God) (Hebrews 11:6).”

Search the Scriptures and find examples of faith which were pleasing to God. Share testimonies where the Holy Spirit strengthened your faith in the midst of a trial.

As you can see, God’s Word is rich with examples which can give insight into the principles of Kwanzaa. For those Christians who truly want to maximize the season, in the book CHRISTKWANZA, Ndugu T’Ofori-Atta shares a liturgy which has been developed to restore the celebration of the birth of Christ with a value system to undergird the authentic spiritual meaning and purpose of the season. It is a very insightful work which illustrates the undeniable relationship between our African spirituality and our abiding faith in God through Christ. Pastor Mark Thompson notes, “Each principle of Kwanzaa is laced with God’s spirituality at its foundation. It is through our spirituality that we can with disciplined insight rise once again as a people.”

God’s Word is rich with insight into how we can rise once again as a people. It shows us the rise and destruction of individuals and nations. It shows us how some people found favor with God and how others strayed from the path of God. We can learn much by studying to show ourselves approved as the Bible tells us (II Timothy 2:15). Dr. Karenga has referred to the RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 27 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR Nguzo Saba (Seven Principles) as “the moral minimum.” In other words this ought to be the very least we expect from one another in our community. However, we are far from actualizing these life-affirming principles. Share the Scriptures in this chapter and ideas about how Kwanzaa relates to our faith to family, friends, and church members. By all means, get this information into the hands of pastors, ministers, deacons, and other church officials. It will stimulate new revelations and higher levels of consciousness moving people from membership to discipleship and leadership.

This book by Lewis T. Tait and Christian Van Gorder challenges many of the racist notions of faith that have been used to fuel the expression of white supremacy and European domination in the Church.

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KWANZAA AND THE

QU’RAN ISLAMIC EXPRESSIONS OF THE SEVEN PRINCIPLES

BY

ASHAHED MALIKI MUHAMMAD

“Not one of you is a Believer until he wants for his brother what he wants for himself.”

-Prophet Muhammad (PBUH)

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR In this chapter, we will examine the principles of Kwanzaa and how they relate to the Holy Qur’an and the Islamic expression of faith. Allah (God) is the revealer of all truths and the sender of all prophets. The Islamic way of life is one of sharing and communalism. The followers of Islam are implored to make a distinction between that which belongs to us, and that which belongs to God. Of course, in reality, all things belong to God therefore; we are not to be selfish with that which Allah (God) has blessed us.

The American way of life, which has given birth to the society in which we live, thrives on conflict and division. The haves versus the have-nots. In this society, the haves actually seem to derive pleasure from this. Greed is another characteristic of American society that exalts those who have achieved a certain level of material and financial success, with little or no regard for the methods by which this success was gained, nor the morality of those who have acquired it.

Responsibility for our actions and what is done with what we have of material resources as well as what is done as a result of our level of knowledge is the determining factor of whether one is living the principles of righteousness as it relates to any of our religions. In this hectic world, often times our quest for material and economic gain leaves our spiritual lives to suffer. It is for this reason that a spiritual revival is needed and Christians, Muslims and Hebrews must unite to create God-centered consciousness among the peoples of the Earth.

In the Holy Qur’an, the book of scripture for Muslims, Surah (chapter) 2:284 gives guidelines to man in the following manner: To Allah belongs whatever is in the heavens and whatever is in the earth.

And whether you manifest what is in your minds or hide it, Allah will call you to account according to it.

So He forgives whom He pleases and chastises whom He pleases.

And Allah is Possessor of power over all things.

As a small boy, in Chicago, I remember my mother and I celebrating the principles of Kwanzaa.

We have watched it grow to the point where we are now not only discussing the characteristics of the Kwanzaa celebration, but also demonstrating its principles, using it not as a source of division, but as a catalyst for unity. How is this done? It is done by placing the emphasis on that which unites our religious communities as opposed to that which divides us.

There is a cultural component that binds us as Black people, demonstrated by examining the principles of Kwanzaa and how the universal principles of Freedom, Justice and Equality span religious divisions and even cultural and ethnic divisions, once we begin to understand the truths that act as the foundation these principles.

Umoja (Unity) To strive for and maintain unity in the family, community, nation and race.

When Muslims stand in prayer, we are to be side-by-side, shoulder-to-shoulder, in straight lines, with no spaces between us in unity of movement and oneness of mind following the Imam, or spiritual leader of prayer in Islam, so as not to create any dissension.

As outlined in Surah 62:9, the congregational prayer called Jum’ah prayer exhibits unity. This special prayer is held on Fridays. Though it is not a Sabbath day, as is practiced in Judaism and Christianity, it is similar to a Sabbath, so for the purposes of this writing, it could be thought of in those terms.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR No matter what is going on, how much business is being conducted, what activities are taking place, the Friday congregational prayer is when all Muslims are to come together in unity. It is preceded by a sermon or Kutbah regarding topics relevant to the community.

In Islam, community celebrations such as weddings, births, as well as Islamic holidays are joined in by one and all. Were it not for the constant unity preached by Prophet Muhammad (Peace Be Upon Him) and practiced by the early adherents and followers, Islam would not have spread and had the impact that it has had in bringing forth the miracle of the Holy Qur’an.

There is a Surah of the Holy Qur’an, Surah 112, that is called Al-Ikhlas (The Unity) which reads: Say: He, Allah is One. Allah is He on Whom all depend.

He begets not, nor is He begotten; And none is like Him. This Surah alone puts to rest the misunderstandings of many who have referred to Muslims as polytheists. It also is a reminder that no matter how much power, prestige, influence and authority we gain, Allah (God) is the nourisher and sustainer of all. He is the ultimate authority.

Kujichagulia (Self-Determination) To define ourselves, name ourselves, create for ourselves and speak for ourselves, instead of being defined, named, created for and spoken for by others.

Allah (God) changes not the condition of a people until they first change themselves. This is a universal principle that is practiced in all of Allah (God’s) revealed religions. When Prophet Muhammad was sent to the Arab people, they were in a shameful and barbaric condition. They did not take immediately to the inspired words which the Prophet brought. The Prophet’s life was constantly in danger simply for revealing the truth to them which Allah had revealed to him. The self-determination exhibited by Prophet Muhammad (PBUH) is an example of the self-determination needed today amongst the community of Believers to uphold the principles and pillars of the faith. The eternal message of Muhammad transformed the Arabs from barbarians to world scholars.

Surah 49:13 states: “Oh mankind, surely We have created you from a male and a female, and made you tribes and families that you may know each other.

Surely the noblest of you with Allah is the most dutiful of you.

Surely Allah is Knowing, Aware.”

Allah (God) gives above-mentioned instructions to the Islamic community, the faithful, experiencing the gathering of different families under the unified title of Muslim. Prophet Muhammad utilized self-determination in bringing together the people under the banner of Islam.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR Ujima (Collective Work and Responsibility) To build and maintain our community together and make our brother’s and sister’s problems our problems and to solve them together.

One of the signs of belief as given to us by Prophet Muhammad(PBUH) is that a Muslim wants for his brother what he wants for himself. Your brother’s problem is your problem, your sister’s problem is your problem, and as a family or ummah (community) all resources are used to solve problems, whether, spiritual, financial or otherwise.

The Mosque or Masjid (temple of worship) is a central focus of an Islamic community. It is a place of high importance for a community of Believers in Islam. It is the place of assembly and prayer, community and festivals take place there, in fact at the advent of Islam the believers lived close to the masjid. For that matter, the courtyard of the house of Prophet Muhammad (PBUH) is believed to have been the first gathering place for the early converts. In this type of environment, it is easy to see how tight community and family bonds can be developed.

Not only is this helpful from an economic standpoint, it also provides security, affirmation of cultural systems, and a faith-based belief system. It also provides for an extended family of responsibility whether for raising children, or caring for the sick or elderly, we are responsible for all who are within our sphere of experience and influence.

HQ 108:2 “So Pray to thy Lord and sacrifice.”

Ujamaa (Cooperative Economics) To build and maintain our own stores, shops and other businesses and to profit from them together.

One of the characteristics of Muslims has been the propensity to develop and promote businesses and establish trading. From the inception of the Islamic community over 1400 years ago, to the modern dispensation of Islam here in America, business and industry exists to fulfill a need for Islamic communities comprised of immigrants or American converts to Islam.

Maintaining our own stores for a Muslim society is paramount. As you probably know, Muslims are required to maintain special dietary requirements as well as specific manners of dress at specific times. It is for this reason that the importance of Muslim businesses cannot be underestimated. Surah 2:267 states: “O you who believe, spend of the good things that you earn and of that which We bring forth for you out of the earth, and aim not at the bad to spend thereof, while you would not take it yourselves unless you connive at it.

And know that Allah is Self-sufficient, Praiseworthy.”

A related text in Surah 3:91 reads: “You cannot attain righteousness unless you spend out of what you love.”

Many times, during the establishment of Islam, the Believers were asked to sacrifice, and give out of what they had obtained, for pubic utility such as national defense during times of war, or other public or private works that would benefit the whole Islamic community.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR Holy Qur’an Surah 2: 2:215 illustrates this principle in a beautiful manner: “They ask thee as to what they should spend. Say: Whatever wealth you spend, it is for the parents and the near of kin and the orphans and the needy and the wayfarer.

And whatever good you do, Allah surely is Knower of it.”

Nia (Purpose) To make our collective vocation the building and developing of our community in order to restore our people to their traditional greatness.

Consider this from Surah 2:212: “The life of this world is made to seem fair to those who disbelieve, and they mock those who believe. And those who keep their duty will be above them on the Day of Resurrection.

And Allah gives to whom he pleases without measure.”

This is important because at this particular time, there were immigrants who had made sacrifices, left behind all of their material gains, and were reduced to poverty. At that time, wealthy Jews mocked them and lent money at very high rates of interest. However, despite this lack of material resources of the followers of Islam, they were morally superior to those at that time who had material resources and there is prophetic reference to the fact that those who were once mocked, would be in fact raised to a level, not only of spiritual elevation above others, but material as well. Were it not for the firmness of purpose to establish a community of Believing men and women.

Kuumba (Creativity) To do always as much as we can, in the way we can, in order to leave our community more beautiful and beneficial than we inherited it.

Much has been said by scholars over the years regarding the beauty of the Holy Qur’an as sacred literature. Undoubtedly, it is one of the most significant religious and legal texts ever. In its arrangement, it is unparalleled. Many commentators have remarked that the Holy Qur’an generated a major transformation of those who were present during that time. The creativity with which it was revealed to the Prophet should be employed in how it is revealed to the people.

Many Believers today can be seen using creativity in the manner in which they build grocery stores and bakeries and make African and Islamic clothes, incense and oils, and many other things.

Imani (Faith) To believe with all our heart in our people, our parents, our teachers, our leaders and the righteousness and victory of our struggle.

Allah is the Friend of those who believe – He brings them out of darkness into light. In the Holy Qur’an, faith is spoken about as light, while disbelief is spoken about as darkness. Through-

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR out the entire text, the followers of Prophet Muhammad (PBUH) are commanded to be faithful people even in the face of substantial opposition. We are told to be true to belief using the light of faith as a guide. Surah 48:4 states: “He it is who sent tranquillity into the hears of the believers that they might add faith to their faith.”

In the history of Prophet Muhammad (PBUH), the treaty of Hudaibiyah illustrated this principle. The truce actually set in motion that which made Muslims masters over the whole of Arabia. Earlier sacrifices made by the members of the Islamic community paid off in the end because of their faith and patience during the effort to achieve the goal.

Just at the time when Mecca seemed to lose its chance at becoming an Islamic center, and Muslims were in danger of being thoroughly wiped out, then came a mighty prophecy that Mecca would be the universal center of Islam and that Islam would spread throughout all of the countries of the world. Surah 113 in the Holy Qur’an (Al-Falaq: The Dawn) reads: Say: I seek refuge in the Lord of the dawn, From the evil of that which He has created, And from the evil of intense darkness when it comes, And from the evil of those who cast (evil suggestions) in firm resolutions, And from the evil of the envier when he envies.

This is insightful because through out the years, we have watched our great organizations and leaders as they have been vilified and treated with contempt and dishonesty by the media. Unfortunately, our lack of faith in our leaders, teachers and our people are the reason for our presently fragmented condition. We are a people with a common language, a common cultural experience and a common history, yet the level of unity has not produced collective gains for the masses of our people.

It is undeniable that there have been some perceived gains in the areas of civil rights for Black people here in America and abroad, however, our inordinate hatred and distrust of self prevents us from accomplishing great things as a collective.

The principles of Imani (Faith) and Umoja (Unity) are principles that must be inculcated in the very fiber of our being if we are to improve the condition and uplift a fallen humanity. Without living these principles, we will never regain our position of power and prominence that is spoken of in all of the revealed books of scripture, and foretold by all of God’s prophets.

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MINISTER ASHAHED MALIKI MUHAMMAD Born in Brooklyn, New York and raised on the South Side of Chicago, Minister Ashahed Maliki Muhammad was initiated into the liberation struggle by his mother, who enrolled him in Haki Mahdubuti’s independent school, The Institute of Positive Education (IPE). He currently works as online correspondent for the Final Call Newspaper (FCN); he is the founder and executive director of the Truth Establishment Institute (TEI); and he serves as the Minister of Information for the Southern Region of the Nation of Islam.

Ashahed is a writer whose works have appeared in the Final Call Newspaper (FCN), The Arizona Republic, The State Press, The Enlightener, and numerous online publications. His writings span such diverse issues as politics, the conflict in the Middle East, challenges in higher education, uses of technology in modern society, and examination and correction of the established historical record.

You may have seen or heard him speak on CSPAN or National Public Radio (NPR). He has been interviewed by MSNBC, USA Today, Washington Post, Associated Press, and Reuters. He was featured in an Upscale Magazine article, which appeared in March 2000 titled “Who is Our Next Black Leader?”

He is a bright, up-and-coming journalist and commentator who is a frequent speaker on college campuses across the United States.

Reach the Truth Establishment Institute (TEI) on the web at www.truthinstitute.org or via email at truth@truthinstitute.org.

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KWANZAA CLASSROOM ACTIVITIES

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KWANZAA MOBILE A Kwanzaa Mobile is easy to make and a fun activity for your class. It will help your students learn the principles and the symbols of Kwanzaa more effectively.

Materials: (per child) one hanger 10 index cards crayons/markers yarn one-hole punch Directions: 1. On the first index card, write “KWANZAA”.

2. On the second index card write “Dr. Maulana Karenga.”

3. On the third index card, write “Nguzo Saba” on one side and “seven principles” on the other.

3. On cards 4-10, write the name of each principle in Swahili on one side of the card and its English translation on the other side. Decorate the border of each card with crayons/markers.

4. Punch two holes in the upper left and right hand corner of each card. Use a small piece of yarn to tie each if the cards together and to the hanger.

5. Once you have tied all the cards together, your Kwanzaa Mobile is complete. *Note: All mobiles should be displayed. Also, a teacher mobile can be made using the pages in the Appendix. The teacher’s mobile will be larger. Simply copy the pages in the appendix at the end of this book. Center and paste these pages on sheets of red, black, and green construction paper.

Laminate the pages and cut them out neatly. Punch holes in the upper left and right hand corner of each page and tie together with yarn. The display can be hung from the ceiling.

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HIGHER GROUND Higher Ground is a talk-show activity which requires the participation of every student. It is an activity which seeks to find the answers to some of life’s critical questions that are particularly relevant to Black youth. Answers are found through guided discussion and the use of community guests selected by the teacher and students. Separate students into nine groups. Each group will be given a topic with a list of critical questions to discuss. Each group will be responsible for discussing the questions, using their creativitiy to create a poster for their topic, and conducting an interview with a community guest.

Plan one show a week (Thursday or Friday is a good day). Invite a member from the community to be interviewed by members of the group. All of the other students serve as the studio audience. The first few shows, the teacher may need to serve as the host to model the proper way to speak and move the show along. Then students can eventually host and produce the whole show. Use students to operate a video camera and videotape the show. Choose some appropriate theme music. It should be something catchy and upbeat. The discussion questions below will generate and stimulate lively discussion. However, the discussion must be carefully guided with discipline. Encourage students to do research. Opinions should be backed up by research and a sound argument.

If you choose not to use this to produce a show, it can be used for interesting discussion and debate in class, church, or at home as an alternative to television and video games. It can be used for a semester or throughout the year.

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Discussions 1. Group 1: Raising the Levels of Black Images -How are Blacks portrayed on TV, in movies, on the news, in the newspaper?

-Why are Blacks portrayed this way?

-How do these images affect the psyche (mind) of Blacks? In other words, how does it affect the way we see ourselves?

-How do these images affect the way other people see us?

-How does the portrayed image match up with the realistic image?

-What are some specific images we should demand to see in programs about us?

-What’s wrong with the “gangsta image?”

-How can we begin to change the negative images?

2. Group 2: Black on Black Crime -Why is Black on Black crime a problem in our communities?

-How did it start?

-How long has Black on black crime been a major problem in the Black community?

-What factors outside of our community have affected crime within our community?

-How has this apparent lack of respect for life developed in our communities?

-Is the "gansta mentality related to crime in our communities?

3. Group 3: Sexual Abstinence -Why is it that most people no longer wait until they get married to engage in sex?

-Is it possible to wait until you’re married to engage in sex?

-How do many males look at the issue of sex before marriage?

-How do many females look at the issue of sex before marriage?

-Why would a person want to abstain from sex before marriage -For what reasons do people engage in sex before marriage?

-What do many of your peers think about this subject?

-What does God have to say about the issue of sex before marriage -In what order should the following occur in a person’s life?

Career Diploma Spouse Child(ren) Degree 4. Group 4: African Excellence and Achievement -Why do many of our young people think that to be Black means to be/act ignorant?

-What role do school systems play in the lack of knowledge about African excellence?

-What are some historic models and examples of Black achievement against the odds?

-What are some examples of achievement around you (family, neighborhood, church, school, etc.)

-What do you hope to achieve in your lifetime for your people?

5. Group 5: Violence & Drug Abuse Among Teens -What causes the violence in our communities?

-Why is it worse than it’s ever been before?

-What makes people risk their lives to take drugs? What are people trying to escape from?

-Does music/videos/TV have an influence on the choices we make with regards to drugs?

-Why is doing drugs wrong?

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-What was the purpose for putting drugs in the Black community?

-What does God have to say about the way some are abusing themselves with drugs/alcohol?

6. Group 6: The Roots of Hip-Hop -Define hip-hop -How did it develop as an art form?

-How does the music draw your interest as a listener?

-Who were some of the first rappers?

-How is hip-hop related to African culture?

-What image is the hip-hop culture portraying of Black people?

-How does hip-hop affect the way we see ourselves as a people?

-How does hip-hop effect the way others see us as a people?

-Who are the 5 most popular artists today? What image are they portraying?

-How has hip-hop changed over the years?

7. Group 7: Black Business Development -Come up with a list a the top companies in America -How many on that list are Black owned?

-Name the clothing and footwear companies which are heavily supported by Blacks.

-How many of them are Black-owned?

-What are some of the skills one would need to open and operate a business?

-How does one decide what would be a good business to go into?

-What businesses does the Black community need the most? (examples: grocery stores, banks, cleaners) -What businesses does the Black community need the least (examples: liquor stores, check cashing stores, etc.)

-Why is it that other minorities can come into the Black community, set up shop, and profit from us? Examples?

-What can be done to counter this?

8. Group 8: The Responsibility of Manhood and Womanhood -What is a man?

-What is a woman?

-What is the difference between a male, a boy and a man?

-What is the difference between a female, a girl and a woman?

-What was God’s purpose for the man and woman during their creation?

-Why do we have so many people in our communities today (adults and children) who know nothing of what it means to be a man/woman?

-What was done in ancient Africa to insure that people had a full understanding of what manhood and womanhood was all about?

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SETTING UP

THE

SHOW

Carefully review “5 Things Needed for a Great Show” with your students. Have each group fill out the questionnaire below on the show’s format. It will help them to clarify many of their ideas and what they hope to accomplish on their show.

5 Things Needed For a Great Show: 1. Audience respect: pratice active listening skills by not talking; no sighing or sucking teeth when a person expresses an opinion you don’t agree with.

2. Audience participation: applause when appropriate; volunteer intelligent questions/insights on the topic of discussion.

3. Group Preparation: groups presenting the show must be prepared! Be ready to speak with enthusiasm to get the audience interested in your show!

4. Correct Grammar: one of the negative images of Black youth is that we don’t know how to speak. Let’s be careful to make sure we express ourselves in an intelligent manner.

5. Audience Encouragement: it is not easy to get up in front of people to speak; chances are, someone will make a mistake and it doesn’t help when people laugh at you; let’s learn from each others mistakes and keep improving upon each show!

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SHOW FORMAT 1. The beginning of a show should grab the audience’s attention. Think of how some other shows accomplish this and then decide how you want your segment of the show to begin. a. A poetry reading related to your subject matter b. A student sharing statistics about your topic c. Other ______________________________________________________ ______________________________________________________________ 2. Which 3 members of your group will engage in the panel discussion on camera? _____________________________________________________________ 3. Write a list of questions you would like to ask the guest on your show based on their occupation and experience. a. _____________________________________________________________ b. _____________________________________________________________ c. _____________________________________________________________ d. _____________________________________________________________ e. _____________________________________________________________ f. _____________________________________________________________ g. _____________________________________________________________ 4. List at least 5 things you want your audience to learn as a result of the program you have planned. a. ____________________________________________________________ b. ____________________________________________________________ c. _____________________________________________________________ d. _____________________________________________________________ e. _____________________________________________________________

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A KWANZAA CLASSROOM CELEBRATION After the history of Kwanzaa has been read and discussed, the principles have been learned and reviewed, and the classroom is now decorated with colorful Kwanzaa mobiles, it is time to think about a culminating activity. Since most schools are not in session during the week of Kwanzaa, it is a good idea to have a Kwanzaa celebration day. Invite parents, students, and special community guests to participate. Send a l;etter to parents soliciting their assistance. Request that everyone where African attire. For those who do not have African attire, request that they wear all black. Kwanzaa, like all African rituals is a multisensory experience. The appearance of everyone wearing African clothing makes all the difference. If possible, find someone who knows traditional African drumming. Let the celebration begin with the rich rhythms of the Ancestors.

After the drumming introduction, prepare the audience/class for the Libation Ceremony. Everyone should participate in the Libation Ceremony while one person leads (review the chapter on the Libation Ceremony [p.7]). The Libation Ceremony will remind everyone of why they are there to participate in the Kwanzaa celebration.

Prepare seven students to be able to present the principles to the audience/class by reciting the principle and then giving a practical example of it. Each student should then be responsible for lighting the candles in the kinara. The first candle to be lit is the black candle in the center.

This is the unity candle. Then light the first red candle on the left for kujichagulia. Then light the first green candle on the right for ujima. Continue to alternate sides until all the candles are lit.

Have seven other students who can present the seven symbols and explain their significance.

It would also be very effective to have students to present the play “A Kwanzaa Awakening.”

The play takes anywhere from 20-30 minutes to perform. If not, choose a guest speaker from the community. Be sure to choose someone that you know will be able to hold the attention of the youth. Also, the speaker should be one who is familiar with Kwanzaa and the seven principles.

The speaker should not speak more than 15-20 minutes. The whole program should not last more than an hour. Unfortunately, after that attention begins to wain.

After the guest speaker, it is time for the Karamu (Feast). This is the time for everyone to mingle and socialize. It is an opportunity to enjoy some traditional African foods. Special attention should be given to try preparing healthy foods and limit the amount and types of meats.

Parents should be asked to bring a dish and other supplies such as paper plates and cups, plastic forks and spoons, and beverages. With a culminating activity like this, your students are bound to remember and appreciate the significance of Kwanzaa.

Here is an outline of what a Kwanzaa classroom celebration should be like:

Kwanzaa Classroom Celebration (Sample Format) I. Traditional African Drumming Introduction II. Libation Ceremony III. Presentation of the Nguzo Saba (Seven Principles) or Presentation of “A Kwanzaa Awakening” play IV. Lighting of the Candles

V. Presentation of the Seven Symbols VI. Guest Speaker VII. Umoja Karamu (Unity Feast)

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V. Presentation of the Seven Symbols

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WRITING ACTIVITY I Have students choose a quote from below and in a paragraph, explain how it relates to a particular principle.

Umoja N N

“Cross the river in a crowd and the crocodile cannot eat you.”

“The locusts have no king, yet they go forth in bands.”

Kujichagulia N N

“Success demands a specific plan of action and giving up is not an option.”

“When life knocks you down, land on your back because if you can look up, you can get up!”

Ujima N N

“Each one teach one and each one reach one.”

“If we work together, we shall profit together.”

Ujamaa N N N

“We must learn to manage our money carefully so that our dollars will make some sense.”

“It is the fool whose own tomatoes are sold to him.”

“The borrower is servant (slave) to the lender.”

Nia N N

“Your potential is in your purpose and potential is what you can do but have not done yet.”

“If you explore your talents and abilities long enough, there you will find your purpose.”

Kuumba N N

“Use your creativity to display your intelligence, not your ignorance.”

“Copying everybody else all the time, the monkey then cuts his own throat.”

Imani N N

“Life is fragile, handle with prayer.”

“Faith is the substance of things hoped for, the evidence of things unseen.”

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WRITING ACTIVITY II Carefully select newspaper articles current or past which reflect the use of one or many of the principles of Kwanzaa. Make up questions for the students to answer and have them tell how the articles apply to that principle.

Example 1: Find an article about the Million Man March/Million Woman March/Million Youth March/Million Family March World Day of Atonement or one of the anniversaries and have students write about how it was a display of Umoja.

Example 2: Find an article about hip-hop music or movies and have a discussion and writing assignment about Kuumba.

Example 3: Find an article about a Black-owned business (check Ebony, Emerge, Essence, Black Enterprise, or your local newspaper). Have students discuss and write about Ujamaa using the article.

WRITING ACTIVITY III Have students view a movie such as “Cool Runnings”, “The Lion King,” or “Race to Freedom: The Underground Railroad.” For homework, they must write an essay examining how the main characters used each of the seven principles of Kwanzaa in accomplishing their goal. Here is an example of the format using “Cool Runnings” as an example: Directions: Use your notes to write a one and a half to two page essay on the history of Kwanzaa.

Define each of the principles and give an example of each from the movie. Each paragraph after the introduction should contain an explanation of at least one principle. Remember, a paragraph is at least five to seven well-developed sentences.

Para Para Para Para Para Para

1: Brief history of Kwanzaa (founder, year, reason, language, culture, when it’s celebrated) 2: Umoja and Kujichagulia 3: Ujima and Ujamaa 4: Nia and Kuumba 5: Imani 6: Conclusion

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SAMPLE ESSAY Para 1: Kwanzaa is an African American holiday developed by Maulana Karenga in 1966. He founded this harvest celebration as a way of reuniting African Americans with their heritage and culture...

Para 2: The first principle is Umoja, which means...In the movie “Cool Runnings,” the four members of the Jamaican bobsled team used unity by... They also used Kujichagulia, which means...They were very determined to...

Para 3: The third principle is called Ujima. It means...The characters in the movie used Collective Work and Responsibility by... After Ujima comes Ujamaa which means... The bobsledders used Cooperative economics by...

Para 4: etc.

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QUESTIONNAIRE

FOR

ELDERS

Our Elders possess a great deal of wisdom and insight. It is because of this, that Africans have always honored and revered their elders. Unfortunately, there is a gap between the Elders and the Children that needs to be bridged and oftentimes, Elders do not receive the respect they deserve.

Traditionally, it was understood that the Elders had to pass on their wisdom and insight to the youth. The youth possessed strength and energy and if properly guided with wisdom, great and wonderful things could happen. If that strength and energy was not given direction through the wisdom of the elders, the results would be terrible.

This exercise is meant to help bridge that gap between Elders and Children. It is meant to help students gain an appreciation for the struggles that their elders had to endure to give us rights and privileges that we now enjoy. Have students interview an Elder, preferably a grandparent. If grandparents are not available, parents, aunts or uncles will do or other elder members of the community (neighbors, church members, etc). This may not be an assignment that can be completed in one evening, depending on how much is shared. Have students write an essay detailing their interview and what they learned as a result of it.

1. When and where were you born?

2. What were some major events happening in America and the world at that time? (at the time of your birth, teen years, young adult years, etc.)

3. Describe the community you lived in.

4. What were some of the struggles that African Americans faced at that time?

5. What type of education did African Americans receive at this time? How far did you go?

6. What was your first job?

7. What was your immediate and extended family like?

8. How much did you learn about African American history and culture at school? At home?

9. How important was religion in your home growing up? Explain. What are your spiritual beliefs? Explain.

10. What similarities do you see between the youth of your day and the youth of today? What differences?

11. What words of wisdom can you offer to young people?

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MESSAGES FROM

THE

MEDIA

It is no secret that the media plays a powerful role in shaping the consciousness (or lack of consciousness) of the American people. There has been a systematic history of misinformation propagated about African Americans over the years. Not only this, but there has also been a systematic onslaught of negative images of African Americans in the media over the years, as well.

It began in 1915 with D.W. Griffith’s famous motion picture “Birth of a Nation.” This movie was very popular and very well publicized. It was one of the first motion pictures at that time.

However, the movie portrayed African Americans terribly. It showed Black elected officials barefoot and eating chicken in the Capital building while conducting political business. It showed Black men trying to take advantage of white women. It showed the KKK coming to the rescue to restore the South to its racist past. The movie was a hit.

Back then, oftentimes, white actors would dress up in “blackface” to portray Black people in negative ways. They would paint their faces black and paint around their eyes and mouth white.

African Americans were almost always portrayed as servants maids, ignorant negroes, clowns, and buffoons. One of the most famous “blackface” entertainers was Al Jolson. Whites would pack theatre houses to see him perform. But one of the most popular Black performers who upheld the image of the ignorant acting negro was a man named Lincoln Perry, better known as “Steppin’ Fetchit.” In a five year period, he earned two million dollars to portray his people as fools to the world. It is very sad when one also considers how good he was at it.

With actors like Lincoln Perry, it soon became evident to Hollywood that there would no longer be a need to get white actors to play “blackface.” They could just wave some money at some of us and we would make fun of ourselves for the world to see. Even today, things haven’t changed that much. African Americans are still in a great deal of movies which portray Black men as irresponsible, womanizing, clowns or ignorant, eneducated, and violent criminals. Black woman continue to be portrayed as “sex objects” dressing in next to nothing to attract the attention of irresponsible males. Yet Hollywood has no trouble finding Black actors who are willing to play these roles. The problem is, the actors and actresses that we love the most are enticed into destroying the minds of their own people by playing these roles. Then, we pay to see ourselves as fools. In Survival Strategies for Africans in America, Anthony Browder states:

“If you examine the image of African and African Americans in the media, you will find that we are, more often than not, portrayed as savages, clowns, criminals, and social derelicts. Is this an accurate portrayal, or is this how others wish to see us? Why is there no consistent outcry among African American politicians, clergy, business, and community leaders. Have we accepted these images as a true reflection of our worth as a people?”

There were, however, some African Americans who tried to uphold positive images in film.

Paul Robeson was a man of integrity. He had lettered in four sports (football, basketball, baseball, and track) at Rutgers College and graduated at the top of his class in 1910. He went on to earn a law degree from Columbia University. But his first love was entertainment. He was a very talented actor and vocalist who refused to perform in musicals, plays, and movies which portrayed Blacks negatively. Oscar Michaeux was a pioneer in the film industry. He was an African American who raised money and produced his own films. So just how do programs make it to the television screen? How do movies make it to the big screen? For television programs, polls are RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 49 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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The Nielson ratings, however, are only based on quantity, not quality. Nielson only measures what’s popular, not whether it is a good, decent, and wholesome program.

In January of 1999, Super Bowl XXXIII aired on Fox. According to ABC News, Fox Sports charged $1.6 million for a 30-second commercial spot. Big businesses are willing to pay that much because they know how much this type of advertising influences viewers to buy their products.

Advertisers study psychology carefully and how the mind works. They study how to create a desire within the viewer and how to make a person feel as though they need what is being advertised. So, what we watch does affect our actions. There is no doubt about it. The evidence can be measured in the billions of corporate dollars brought in every year. If this is the case with commercials, how do the images in the programs affect us? The media has a powerful influence which many people are not aware of and are unwilling to admit.

The quality of programming became so bad that recently, Kweisi Mfume, the president of the NAACP, challenged many of the networks to present African Americans in a more positive and progressive light. He even threatened to sue some networks. The Akua Media Rating Scale was developed to make viewers think about what programs are really saying. It is intended to measure the quality of the program and make African American viewers think more critically about what they call “entertainment.” It is actually possible to be entertained and not insulted every time we watch a movie or television program. The problem is, many of us don’t even know we’re being insulted. The Akua Media Rating Scale I is designed to make us think more carefully about the images we allow into our minds. Choose a movie or television program with a predominantly Black cast, then fill out the Scale on the next page. Take your time and be honest. Add up the scores from the different categories and see what grade your movie/program gets. Use a standard ten point scale: A: 90-100, B: 80-89, C: 70-79, D: 60-69, F: 0-59 What grade did your movie/program get?

The Akua Media Rating Scale II is a rating instrument for all programs and movies, not just those with a predominantly Black cast. Indeed, we must be mindful of what we’re watching at all times and all Americans should be thoughtful and critical about the degenerate images of sex, violence, and greed that continue to occupy the airwaves.

So we must bear in mind that the negative images are not just a problem in terms of race and culture. The problem also involves excessive and graphic images of sex and senseless violence (regardless of what ethnic group is doing it). This affects not only people throughout America, these images affect people all over the world. Television has a powerful potential to influence people in a positive way or a negative way. So there may be programs that we view that do not necessarily have any or many Black characters. However, the quality must still be viewed and analyzed in terms of the values that are shared in the program (morals, family life, manhood, womanhood, etc.). We must take more responsibly for what we watch.

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QUESTIONS

FOR

THOUGHT, REFLECTION,

AND

DISCUSSION

1.

2.

3.

4.

5.

Describe “Birth of a Nation.”

What is “blackface?”

Who was “Steppin’ Fetchit?”

How are African American men and women usually portrayed in the media?

Name two early African Americans in the film industry who tried to put forth a positive image of Black people.

6. Explain how programs are chosen for TV. 7. Explain the difference between the Nielson Ratings and the Akua Media Rating Scales.

8. Explain television’s powerful potential.

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THE AKUA MEDIA RATING SCALE I The Akua Media Rating Scale I was developed for the purpose of encouraging African Americans, and indeed all people, to look carefully and critically at the images presented in the media. Through careful and critical analysis, we can see how our minds are being shaped and thus make more effective choices about what we will view and what movies, programs, directors, and producers we will support.

Movie/Program: _______________________________________________________________ Genre (category: drama, comedy, romance, action, documentary, horror): ________ Starring Actors/Actresses: _______________________________________________________ This movie was marketed to: ____________________________________________________ Consider the following and rate each category from 0-10 (ten being the highest).

____ 1. What image of Black Manhood is presented? ____ 2. What image of Black Womanhood is presented? ____ 3. What image of Black Family Life is presented? ____ 4. There is no unnecessary profanity spoken or implied (rate this a 10 if there is no profanity). ____ 5. There are no explicit/unnecessary sex scenes (rate this 10 if there are no sex scenes). ____ 6. The movie/program had a good message which was not overshadowed by negative images. ____ 7. The main character(s) operate with a sense of high moral values or undergo a change in the course of the movie/program which leads them in that direction. ____ 8. The music/soundtrack (whether instrumental or lyrical) has a positive message and is effective. ____ 9. The main character(s) could be considered “healthy” mentally, emotionally, culturally, and spiritually. ____ 10. This movie/program raised my level of consciousness and made me think deeply, truthfully, and righteously about the issues that it dealt with. ____ TOTAL Would you recommend this movie to others? Explain why or why not.

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THE AKUA MEDIA RATING SCALE II The Akua Media Rating Scale II was developed for the purpose of encouraging all Americans, to look carefully and critically at the images presented in the media. Through careful and critical analysis, we can see how our minds are being shaped and thus make more effective choices about what we will view and what movies, programs, directors, and producers we will support. We must make a conscious decision about the values we will embrace by what we view Movie/Program: _______________________________________________________________ Genre (category: drama, comedy, romance, action, documentary, horror): ________ Starring Actors/Actresses: _______________________________________________________ This movie was marketed to: ____________________________________________________ Consider the following and rate each category from 0-10 (ten being the highest).

____ 1. What image of Manhood is presented? ____ 2. What image of Womanhood is presented? ____ 3. What image of Family Life is presented? ____ 4. There is no unnecessary profanity spoken or implied (rate this a 10 if there is no profanity). ____ 5. There are no explicit/unnecessary sex scenes (rate this 10 if there are no sex scenes). ____ 6. The movie/program had a good message which was not overshadowed by negative images. ____ 7. The main character(s) operate with a sense of high moral values or undergo a change in the course of the movie/program which leads them in that direction. ____ 8. The movie/program did not present negative images of people of color. ____ 9. The main character(s) could be considered “healthy” mentally, emotionally, culturally, and spiritually. ____ 10. This movie/program raised my level of consciousness and made me think deeply, truthfully, and righteously about the issues that it dealt with. ____ TOTAL Would you recommend this movie to others? Explain why or why not.

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SELECTED MOVIES

The following is a list of movies and documentaries with positive, consciousness-raising themes.

Most can be found at major video stores and libraries. Take the time to view these movies with family and friends. Though they all have a positive message, they still need to be viewed and analyzed critically, because no one movie/documentary can tell the complete story of African People. If it is a movie/documentary based on true events, do some research before watching to see how close the movie is to the Truth. Movies and documentaries are not substitutes for reading and research, but they can complement your research. Discuss the meaning and the message of each movie. Then rate them using the Akua Media Rating Scale. This list is by no means complete.

When you see a positive movie or program, add to it.

A Time to Kill Africans, The Africans in America (PBS series) Amistad Assault at West Point: The Johnson Whittaker Story Ali Antwone Fisher Autobiography of Miss Jane Pittman, The Black History: Lost, Stolen, or Strayed (with Bill Cosby) Blue Chips Bopha!

Bowling for Columbine Boy Who Painted Christ Black, The (from HBO’s “America’s Dream”) Brother Future Color of Friendship, The Cool Runnings Daughters of the Dust Deacons for Defense Ditchdigger’s Daughters, The Drumline Eyes on the Prize (PBS series) Farenheit 9/11 Father Clements Story, The Four Little Girls Freedom Song RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 54 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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Scandalize My Name Tuskegee Airmen, The Unchained Memories (HBO documentary) When We Were Kings

QUALITY PROGRAMMING The following networks oftentimes present quality programming well worth viewing. Though most of the programming is good, it still needs to be viewed critically, as well. Parents and children can learn a great deal from viewing some of these networks together.

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THE FABLED CITY

OF

PALI

RETOLD

BY

ISHAKAMUSA BARASHANGO

There was a traveler who had gone around the world. He had been to many different countries. One day he was in the western portion of *Alkebu-lan and he came across a city named Pali.

As he stumbled upon this city, he walked from one end of it to the other and spent all day there.

His mouth opened in amazement because he had never seen anything like this in all of his travels throughout the world. He had seen many things, having traveled and studied different cultures, cities, and nations. He kept walking around shaking his head because he could not believe what he saw.

Finally, he saw a venerable old man in the direction of the setting sun. As he was moving along, he said to the man, “Sir, please forgive me for disturbing you.”

The elder said, “What can I do for you, my brother?”

He said, “Look, I’m perplexed. I need you to help me. I’m wondering if I got sunstroke as I was traveling or maybe I’m suffering from some type of hallucination. What kind of experience am I having?”

The elder, not quite understanding the traveler, said, “Just what is it? What is happening with you, my son?”

“Well, I have traveled this whole city and every place I went, I saw fine homes, every one of them looked like mansions. Everybody in the city is dressed well, they wear the finest **kinte cloth. They have a look on their face—a glow of happiness. They seem to be prosperous. They look healthy. The children are safe. I see them everywhere, all over the city. I have not been able to find one piece of trash on the streets. I have not found one poor person in the whole city. Not one beggar! Now that cannot be! Everywhere I have traveled in this world, you have the rich, a middle class, and on the bottom, you always have the impoverished. No matter where I go, this is the case. Even on this great continent of Alkebu-lan I have experienced this. This is the only city I have ever visited where I have not had that experience.”

It was a shock to the traveler and he just couldn’t seem to understand.

“What I’m seeing,” he continued, “is that everybody in this city is wealthy! Is it true?!”

“Yes, they are,” replied the elderly man.

The traveler replied, “But how can this be? How did you all accomplish this?”

The elderly man replied, “Well sir, whenever someone comes to this great city of Pali and they desire to become a resident, we meet in council. The Council of the Elders and the Mothers of the City come together. We interview the person and present them with questions. After our spiritual priests and priestesses observe the person, we meet again in a close session. If we decide that this person has the kind of character we would want in our community and that they will bring something of value to this community, then we accept them as a resident. On the day that we welcome them into the city of Pali, there is a large gathering and celebration. Everybody brings a brick and a dollar.”

The traveler asked, “Well… how many residents do you have?” *Alkebu-lan - one of the original names of what is now called Africa **kinte cloth - a colorful hand-woven cloth from Ghana (the west coast of Alkebu-lan). Historically it was only worn to by royalty and each pattern of the cloth told a story. Today, many people wear different types of kinte cloth and use it for decoration, as well.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR The elderly man thought for a moment. “Just over 100,000. So on the day you are welcomed into the city, each person presents you with a brick and a dollar. That’s why everyone in the city has a mansion. We also help you build it. When you come here, you start out with a mansion and $100,000.

DISCUSSION QUESTIONS 1.

2.

3.

4.

What was troubling the traveler?

What is Alkebu-lan?

What did the traveler notice about the city of Pali that he had never seen before?

What did the traveler note about how other cities were set up in terms of those who had wealth and those who did not?

5. How did the city of Pali maintain the wealth of its people?

6. Explain how each of the Seven Principles of Kwanzaa are represented in this story.

7. Explain the moral of this story.

VOCABULARY venerable

perplexed

prosperous

impoverished

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THE WILLIE LYNCH SPEECH Willie Lynch was a British slave owner in the islands of the Caribbean, supposedly Jamaica. It is from his name that the term lynching is derived. A lynching is an act of hanging, burning at the stake, or murdering a Black person some other way. Lynch was known for using a system of mind control to create and maintain slaves. He was invited to Virginia in 1712 to teach his slave-making methods to other slave owners there. These words are a haunting indication of just how the slave mentality of yesterday has become the “nigga” mentality of today.

Gentlemen: I greet you here on the banks of the James River in the year of Our Lord one thousand seven hundred and twelve. First, I shall thank you, The Gentlemen of the Colony of Virginia, for bringing me here.

I am here to help you solve some of your problems with slaves. Your invitation reached me on my modest plantation in the West Indies where I have experimented with some of the newest and still oldest methods for control of slaves. Ancient Rome would envy us if my program is implemented. As our boat sailed south on the James River, named for our illustrious King, whose version of the Bible we cherish, I saw enough to know that your problem is not unique. While Rome used cords of wood as crosses for standing human bodies along its old highways in great numbers, you are here using the tree and the rope on occasion.

I caught the whiff of a dead slave hanging from a tree a couple miles back. You are not only losing valuable stock by hangings, you are having uprisings, slaves are running away, your crops are sometimes left in the field too long for maximum profit, you suffer occasional fires, your animals are killed, gentlemen, you know what your problems are; I do not need to elaborate. I am not here to enumerate your problems, I am here to introduce you to a method of solving them.

In my bag here, I have a fool proof method for controlling Black Slaves. I guarantee everyone of you that if installed correctly, it will control the slaves for at least 300 years. My method is simple and members of your family and any Overseer can use it.

I have outlined a number of difference(s) among the slaves; and I take these differences and make them bigger. I use fear, distrust, and envy for control purposes. These methods have worked on my modest plantation in the West Indies and [they] will work throughout the South. Take this simple little list of differences, think about them. On top of my list is “Age” but it is there only because it begins with “A.” The second is “Color” or “Shade,” there is intelligence, size, sex, size of plantation, status of plantation, attitude of owner, whether the slaves live in the valley, on a hill, East, West, North, or South, have a fine or coarse hair, or is tall or short.

Now that you have a list of differences, I shall give you an outline of action but before that, I shall assure you that distrust is stronger than trust and envy is stronger than adulation, respect and admiration.

The Black Slave, after receiving this indoctrination, shall carry on and will become self-refueling and selfgenerating for hundreds of years, maybe thousands.

Don’t forget you must pitch the old black versus the young black and the young black male against the old black male. You must use the dark skin slave vs. the light skin slaves and the light skin slaves vs. the dark skin slaves. You must also have your white servants and overseers distrust all blacks, but it is necessary that your slaves trust and depend on us. They must love, respect and trust only us.

Gentlemen, these Kits are keys to control, use them. Have your wives and children use them, never miss an opportunity. My plan is guaranteed and the good thing about this plan is that if used intensely for one year the slaves themselves will remain perpetually distrustful.

Thank you, gentlemen.

Source: Fraser, George (1994). Success Runs in Our Race. William Morrow & Co.: New York.

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DISCUSSION QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

Who was Willie Lynch?

What was the purpose of his speech?

When and where does it take place?

What guarantee does he give?

What differences does he use to make a slave?

How does he suggest disunity can be created and maintained?

How did you feel reading this?

What have you learned reading this?

How does it relate to African American people today?

VOCABULARY derive envy

implement adulation

elaborate indoctrinate

enumerate perpetual

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I KNEW JIM CROW

BY:

WILLIAM T. SMITH

Jim Crow, Sr. is dead. But Jim Crow, Jr. is a live and well. Unlike his father who just loved to discriminate, who got his joy from our pain and his pleasure from our lynching, Junior is different.

Oh yeah, he likes to discriminate; but unlike his father, he gets his joy from watching us lynch ourselves.”

Kweisi Mfume President & CEO of the NAACP Jim Crow laws were laws enacted in the southern United States that ended reconstruction and put black people “in their places.” Growing up in the rural south… I knew Jim Crow. Jim Crow said I had to walk a mile across town to a four room “Colored” high school” with outside toilets when there was a “ white” high school less than a quarter mile from my house. Jim Crow said I was to sit in a raggedy, hand–me–down desk with the names of former white students scratched in it.

These were the desks that the white schools threw out because they were getting new ones. Many of the names I recognized; they were now on the city council. I knew Jim Crow.

Jim Crow said the only public library I was allowed to visit was at that same schoolhouse where I could barely read the thirty year old, dog eared text in the hand-me-down books because of those same city council member’s names scrawled over it. So was the separate, but equal system. I knew Jim Crow. Jim Crow said when I went to a movie house I entered through a side door and went upstairs to sit in a hot balcony. Drinks were not allowed because they could spill down on the white people below. I knew Jim Crow.

Jim Crow said when I walked through a white neighborhood I looked straight ahead and endured the cat calls and racial slurs and never, ever look directly at a white female of any age. If so I could be arrested for “reckless eyeballing.” (Disturbing the peace. A catch-all charge mostly applied to Blacks). Jim Crow said black people could be arrested, beaten, lynched, or just come up missing with no arrest warrant or any record of them ever having been in police custody. I knew Jim Crow.

Jim Crow said as the leader of a singing group in the 50s which patterned itself after The Platters we could entertain in the White clubs but I couldn’t mingle with the patrons and we couldn’t use the bathrooms. White nightclubs had no “colored” bathrooms. Jim Crow said when I painted a detailed water color of the human heart, cut away to show every chamber, every valve, every vein and every artery for an American Heart Association poster contest, I could only get the certificate reserved for the winner for the “colored” school while the white winner got a savings bond for a cut-and-paste poster I would have been ashamed to submit. I knew Jim Crow.

Jim Crow said the public parks, swimming pools, golf courses, tennis courts, and bowling alleys were off limits to “coloreds.” We swam in dammed up creeks, played basketball in alleys, played baseball in cow pastures and vacant lots. I knew Jim Crow. Jim Crow said my mother and sisters had better know what size dress they wore when they went uptown shopping because they couldn’t try them on in the store and they couldn’t return them if they didn’t fit. Jim Crow also said when they went uptown to spend their money they could only drink from the water fountains marked “colored.” (Always uptown because black folks lived in the river ”bottoms” which by the way, also presented the least challenging routes for the railroad tracks). I knew Jim Crow.

Jim Crow said when we went to a strange town and we wanted to dine in a public place we RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 60 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR looked for a café, not a restaurant. If we needed to lodge overnight and didn’t want to sleep in the car, we bypassed the hotels and looked for the “colored” section of town and a boarding house. I knew Jim Crow. Jim Crow said we couldn’t vote unless we paid our “poll taxes” and knew the Constitution word for word. I knew Jim Crow. Jim Crow said I could join the military service and go to a foreign land and kill people I didn’t know for freedom, democracy, and the American way and return home to the same “American Way” where I couldn’t sit down with the White buddies I had pledged to live and die for and have a meal or drink in a public place. We could share a fox hole half a world away but we couldn’t share a dinner table or a bar in the “land of the free and the home of the brave.” I knew Jim Crow.

We confronted Jim Crow in the 50s in Little Rock and Montgomery. We attacked him in Selma, Meridian, Dallas, Atlanta and countless other battlegrounds in the 60s. We combated his influence in Cicero, White Plains, Los Angeles, Baltimore and Detroit in the 60s and 70s. We fought him in the streets and killed him in the courts. Jim Crow died a slow, hard, bloody death inflicting deep wounds and everlasting scars on an entire nation.

And so, my young brothers and sisters, we pass the sword of freedom on to you. With all your frustrations about racism in this country be glad you never knew legalized segregation. Jim Crow was born because emancipated Black people were ignorant, uneducated, uninformed, uninvolved, and waited for the “Gub’mint” (government) to take care of them. And so, my people, be vigilant. Get involved in government at every level. We knew, survived, fought, and killed Jim Crow. It is you who must insure that his hellish soul never rises again.

Discussion Questions 1. What were Jim Crow laws?

2. Where did the writer grow up and what did he experience in school?

3. Describe the books in the library.

4. What is “reckless eye-balling?”

5. Describe the writer’s singing group and the discrimination they faced.

6. Describe the American heart Association poster contest.

7. Describe how the writer’s mother and sisters were treated in the stores uptown.

8. Describe the writer’s experience in the military.

9. Why do you think William Smith took the time to write this? Explain.

10. What advice does he offer to young people?

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UJAMAA IN ACTION

“It is a fool whose own tomatoes ares sold to him.”

-African Proverb “Find a need and fill it.”

-A.G. Gaston, “Green Power”

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The MATAH Movement In 1997 a bold step for African empowerment and liberation was made.

Al Wellington and Ken Bridges founded the MATAH Network. Inspired by the historic Million Man March, these two men brainstormed on what they could do to help improve conditions in the Black community. They knew that they wanted to help raise people’s awareness of the rich heritage of African people. At the same time, they wanted to create an economic system which would provide employment and investment opportunities for Black people. They knew that Black people in America earn almost $600 billion dollars annually and that less than 6% of that money actually stays in the Black “Those people of community.

African decent These two visionary men also knew that in 1865, shortly after many Black people were physically freed from slavery, Blacks conwho GIVE and trolled less than 1% of the wealth in America. In 2002, African BUY Black.”

Americans controlled less than 1% of the wealth in America, but made up 13% of the population. Think about this for a moment.

See if you can make a list of 10 Black-owned businesses. How many of them are national or international and are able to employ a large number of people?

Understanding the Kwanzaa principle of ujamaa, cooperative economics, Wellington and Bridges set out to create a line of products that would be made and manufactured by African American people. They started out with three. Today, the MATAH Network is nation-wide and will soon be international. Currently, there are more than one hundred products in the Network, 95% of which are made and manufactured by African American people. MATAH manufactures laundry detergent, dishwashing liquid, hand and body lotions, oils, and soaps. These are just a few of the products that people use on a daily basis. Wellington and Bridges set out to get Black people to do three things: · Raise their African consciousness (raising awareness through books and tapes) · Redirect their spending (by keeping the money in the community) · Restore African people to their traditional greatness (as the fifth principle of Kwanzaa, nia [purpose] states) Very, very few products made and manufactured by Black people make it to the popular drug stores and the supermarkets of America. So Black manufacturers find it difficult to stay in business and end up working for non-African companies. Through MATAH, Wellington and Bridges sought to create an alternate channel of distribution. This would keep Black manufacturers in business and generate more revenue for Black people. Through MATAH, Network Business Centers (NBCs) have an opportunity to sell and distribute the products. Individuals, churches, businesses, and organizations who sign up as NBCs get a percentage of the money from the products they sell.

The more products they sell, the more money they get in return. MATAH has allowed thousands of African Americans to own their own businesses by becoming NBCs.

MATAH

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR The word MATAH was made up by Wellington and Bridges and means, “those people of African decent who GIVE and BUY Black.” They describe MATAH as, “an African-centered economic solidarity movement.”

When Fr. George Clements, a Catholic priest, found out about the MATAH Network, he was so impressed, he joined as an NBC. Fr. Clements has been a long time freedom fighter from the Black Power Movement and the Civil Rights Movement to the MATAH Movement. There was a movie made about him in the eighties called “The Fr. George Clements (center) withMATAH co-founders Al Wellington (left) and Ken Bridges (right) Father Clements Story” which detailed his experiences as he pastored a church in the inner city of Chicago and tried to adopt a young African American boy. Fr. Clements started programs like “One Church, One Child,” which encouraged Black churches to set up adoption programs. He founded “One Church, One Inmate,” to encourage churches to start prison ministries and adopt inmates. But he didn’t stop there. He started “One Church, One Addict,” to help churches set up drug rehabilitation ministries for drug addicts.

When Fr. Clements joined MATAH, he saw it as an incredible opportunity for Black people. But he felt it would not be completely successful unless the Black Church was involved, because the Black Church had been at the forefront of every major movement in the Black community. With this in mind, Fr. Clements created “One Church, One Channel,” through MATAH to encourage churches to become distribution centers for MATAH products. Churches could use the money to fund youth programs, pay off building mortgages, and raise money for various church ministries. Many churches have signed on since this brilliant idea came about.

When the history books describing the events of the twentieth century are written, they will, no doubt, describe the Harlem Renaissance of the 1930s-1950s. These books will mention the Civil Rights Movement and the Black Power Movement of the sixties. They will mention the push for affirmative action in the seventies, eighties, and nineties. They will speak of the historic Million Man March, the Million Woman March, the Million Youth March, and the Million Family March. But if the story is told correctly, the history books will not be able to deny the critical impact of MATAH. As the sun set was setting on the 20th century and rising at the dawn of a new millennium, African people were awakened to a system which has brought together the best of African ingenuity, intelligence, and achievement. It is called MATAH.

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Vocabulary liberation distribute mortgage

economics decent affirmative action

visionary solidarity

manufacture rehabilitation

generate forefront

Questions for Thoughts, Reflection, and Discussion 1.

2.

3.

4.

5.

Name the two founders of the MATAH Network.

They wanted to build a business that would do what?

How much money do African Americans spend annually?

What percentage of that money stays in the Black community?

How many products did the MATAH Network start out with and how many does it have now?

6. Name at least five products manufactured by MATAH. 7. Name three things the founders of MATAH wanted to get African American people to do.

8. What does the word MATAH mean?

9. Name four programs that Fr. George Clements started.

10.Why did he start “One Church, One Channel” through MATAH? 11.How can churches benefit from MATAH? 12.Explain how the founders of MATAH had to use Kujichagulia (self-determination to make it successful.

13.Explain how MATAH is an example of Ujamaa (cooperative economics.

African Americans spend more than $4 billion per year on laundry detergent alone. What would happen if Africn Americans began to purchase MATAH laundry detergent (left), rather than their current brand?

MATAH’s Grenada Nutmeg Oil (GNO) is an all natural topical pain reliever (right). It can be used for backaches, joint aches, muscle strains, arthritis, sinus headaches, tooth aches, and much more. It’s a drug-free alternative for pain without harmful side effects.

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COMPOR-TAX: Empowering the Community Through Tax Preparation and Business Opportunity If you ask anyone in America, “What’s special about April 15?,” the unanimous reply will be, “taxes are due!” Oftentimes people are trying to figure out how to get a good tax return or how to prevent having to pay the IRS additional monies. The late Black multi-millionaire A.G. Gaston once said that the secret to success was simple: “Find a need and fill it.” So while many complain about taxes, a group of conscious African people in America decided to capitalize on it. Jackie Mayfield, Yusuf Muhammad, and Craig Johnson founded COMPRO-TAX, Inc. in 1982. For more than 25 years, they have provided COMplete and PROfessional tax preparation and tax planning services. Thus the name, COMPRO-TAX. With a background in insurance sales and a number of other entrepreneurial ventures, cofounder Jackie Mayfield knew that tax preparation was an untapped market, in which a group of skillful and determined African Americans could compete. Growing up in the midst of the Civil Rights Movement and the Black Power Movement, Mayfield was an activist in fighting for the rights of his people. During the movement, Mayfield later discovered that it was economic impotency that rendered Blacks vulnerable to substandard housing, unemployment, police brutality, and miseducation. He vowed inwardly to be a voice and example of progressive economic and cultural empowerment.

Mr. Mayfield believed then, and still believes today, that economic empowerment is essential, because oftentimes African Americans look for funding from the same system that oppresses them. These federal, state, or corporate funds come with expectations that may compromise the goal of liberation. Economic empowerment allows African American people to determine their own destiny with no strings attached.

With neither a high school diploma nor a college degree, Jackie Mayfield began selling insurance in 1973. In 1975 Craig Johnson came on board, and in 1976 Yusuf Muhammad joined them. They became very successful throughout Texas and Louisiana. But they noted that to provide the proper life insurance needs of their clients, they had to have sensitive information about their clients’ finances and taxes. This was the seed which made them begin to research the possibility of starting a tax preparation business. Since its founding in 1982, COMPRO-TAX has prospered steadily, but for Co-founder Yusuf Muhammad, personal prosperity was not enough to satisfy him. “One of the things that has been a driving force in my life is a desire to see an improvement in the deplorable condition of African people in America and abroad. I continue to be quite concerned about the miseducation of Black people.” To deal with this issue, Mr. Muhammad established COMPRO-TAX’s Department of Tax Education to train associates in tax preparation and business development. In the process, he developed the company’s recruiting material, seminar presentations, marketing brochures, and questionnaires. Mr. Muhammad has personally trained more than 500 tax professionals and prepared more than1200 tax returns each tax season since 1995.

Co-founders Jackie Mayfield, Yusuf Muhammad, and Craig Johnson understood that perRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 67 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR sonal prosperity is worthless, if there is not an opportunity to empower others. So today, COMPROTAX has more than 100 offices nationwide. It offers one of the most lucrative and timely opportunities for Black people who want to determine their own destiny. Additionally, COMPRO-TAX educates its associates on tax preparation, marketing, and business development. The company prepares associates to open new offices for a fraction of the investment that most franchises offer.

A testament to its growth, success, and contributions to the Black community is the $4 million COMPRO Event Center, which will be developed as a unique African American owned cultural and business center in Beaumont, Texas. This will allow COMPRO-TAX to hold its annual convention in its own facility rather than paying large sums of money to rent facilities in hotels. It will also allow other companies to rent office space or banquet facilities and train youth in entrepreneurship.

After serving in the capacity of company president for 13 years, Yusuf Muhammad resigned to allow for the continuation of growth and leadership within the company. He recommended Ron Fontenot, then the company’s executive vice president, to become the new president and CEO. Muhammad was then re-elected chairman of the Department of Tax Education and executive consultant.

To get the positive attention of the African American community, things have to be done in a way that let’s people know you’re serious about doing business. With the many business meetings, conferences and trainings that COMPRO-TAX is involved in, it requires someone who can coordinate with others to make business functions run smoothly. Frederic Zeno is the vice president for logistics and event planning. He masterfully coordinates events in such a way that people know without question that COMPRO-TAX is first class all the way.

If any business is to function effectively, there must be someone to manage files, computer programs and critical paperwork. There also must be someone to receive incoming calls, and “hold down the fort.” Maxine Giles does it all. She is the corporate secretary who efficiently runs the corporate office in Beaumont, Texas.

COMPRO-TAX illustrates that African American people can provide quality goods and services and prosper exceedingly while improving the community. But to be successful, COMPROTAX had to compete directly with non-African tax preparation companies, who had set up shop in the Black communities and profited handsomely.

Of this phenomenon, Yusuf Muhammad states, “…when we examine how mis-education manifests itself, we can hardly overlook the disrespect we show for one another—the tendency we still have not to do business with each other…” This sentiment expresses the need not only to support Black businesses, but also to go out of our way to do so and to let others know about these businesses. There are many in the Black commu(clockwise) Jackie Mayfield, nity who still think “other Co-Founder, Treasurer; people’s ice is colder.” To Craig Johnson, Co-Founder, Exec.V.P., & V.P. of Bus. compete effectively and Dev.; Yusuf Muhammad, win the business of its own Co-Founder, Chairman of people, COMPRO-TAX the Dept. of Tax Ed.; Ron Fontenot, has had to be creative in its President & CEO; Fredreric design, thorough in its marZeno, V.P. of Logistics & Event Planning; Maxine Giles, Corporate Secretary

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Discussion Questions 1.

2.

3.

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7.

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11.

12.

13.

Explain the quote by A.G. Gaston in the first paragraph.

What did the founders of COMPRO-TAX decide to do instead of complaining about taxes?

Name the three founders.

What type of work did the co-founders do before COMPRO-TAX? Why is economic empowerment important to Jackie Mayfield?

How did they get the idea to start COMPRO-TAX? What is the driving force that inspires Yusuf Muhammad?

What is the purpose of COMPRO-TAX’s Department of Tax Education?

What is the purpose of the COMPRO-TAX Event Center?

Name the current president and CEO. Describe Frederic Zeno’s job.

Describe Maxine Giles’ job.

What did COMPRO-TAX have to do to compete with other businesses?

www.COMPROTAX.com

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The Dynamic Story of Dudley Products

By Chike Akua

Who would guess that a man labeled mentally retarded as a child would go on to be one of the most successful businessman in the world? Joe Dudley was born on May 9, 1937. He grew up in a wooden shack in rural Aurora, North Carolina. That wooden shack was home to a family of thirteen which included Joe’s parents, grandfather and all of his brothers and sisters.

They worked long hours on the farm only to have a meager existence.

As a boy in school, Joe acted up in class to try to The house in North Carolina where Joe Dudley grew up with 12 other family members. hide his speech impediment and academic weaknesses.

“Joking around was my way of getting other people to laugh with me and not at me.” His teacher told his mother that Joe was slow and mentally retarded. Joe continued to struggle through school, getting in trouble for disruptive behavior. He got whipped so much that eventually he didn’t even care. He would continue to act out and get whippings just to get attention.

But one day in high school, Joe found he had nothing to laugh about when his girlfriend dumped him. She informed him that she was seeing someone else. When he a found out who she was seeing instead of him, Joe said, “but he’s ugly!”

“Well maybe so,” she replied, “but at least he’s smart.” This remark crushed Joe’s spirit. All the thoughts of struggling through school, not understanding the lessons, his speech impediment and kids making fun of him came rushing back to him. His first response was anger. He wanted to find “Mr. Brains” (the boy his former girlfriend was now dating) and beat him up. He walked around town in a rage but never did find him. He went home and cried his eyes out, the words, “…but at least he’s smart…but at least he’s smart!” echoing through his head.

Word got around school and around his small hometown that Joe had been dumped and many people remarked that they weren’t surprised. Soon his mother realized that it was time for a heart-to-heart talk. She began to speak words of hope into him when he needed it most. “I’ve always believed that you could do anything you set your mind to . I believe in you. You can be somebody. I want you to fool Joe Dudley as a 17-year-old them all.” high school student. Notice It has been said that “the difference between those who do and his eyes and facial expression. How do you think he those who do not is that the doers take their pain and turn it into feels about himself? power!” Joe made a dramatic academic turnaround. He literally started re-reading his books from first grade, second grade, third grade…all the way up to high school. Every evening he read and read, gradually developing a more advanced vocabulary and comprehension skills. “Reading evolved into a habit that I continued throughout my life. I now believe that reading people are ruling people.”

Joe went on to become a student at North Carolina A&T State University. He worked his way through school selling Fuller beauty and hair care products. S.B. Fuller was a Black millionRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 70 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR aire who had a commitment to mentoring young people in business and sales. Little did Joe know when he started selling the products, that it would lead him to find his purpose in life and find his fortune.

S.B. Fuller eventually came to work closely with Joe teaching him all the skills needed to become an effective businessman. Joe used this knowledge to develop Dudley Products, Inc., a highly successful, international hair care and personal-care product, manufacturing and distribution company.

Not only does the company formulate its own products, it mass produces and packages the products in their own manufacturing plant in Kernersville, North Carolina. For years, African Americans have been locked out of the distribution industry because it is a highly profitable industry. Distribution means getting the products to the customers, oftentimes through drug stores and grocery stores. But Joe Dudley purposely does not put his products in stores. He let his sales people make millions of dollars by selling directly to the cosmetologists who use his products.

Dudley Products also has a Cosmetology University, a hotel, and an event center where special business conferences and meetings take place. Who ever would have thought that a man with such humble beginnings would go on to serve, find success and build such an emJoe as a 20-year old pire. Joe Dudley says, “You spend the first 1/3 of your life learning, the college student after second third of your life you spend earning. The last third of your life transforming himself you spend sharing. I don’t need anymore money. I want to help other academically. Look at the expression on his face. people become millionaires.” Joe Dudley wants to help create 220 How do you think he feels Black millionaires to continue the about himself now? work of his mentor, Mr. S.B. Fuller.

Joe Dudley tells the dynamic story of his dramatic transformation in his book Walking by Faith.

He describes his rise from humble beginnings to how he prepared himself to be a world-class business leader. It also includes powerful tips and techniques for those who asDudley Products, Inc. corporate office. pire to find success and fulfillment in life.

Recently, Dudley Products, Inc, has combined its services and resources with The MATAH Network and COMPRO-TAX, Inc. This powerful business relationship has come to be known as “The Black Alliance.” This Dudley Cosmetology University in alliance is empowering the African Kernersville, NC American community through entrepreneurship and self-reliance.

“It makes me smile when I think of my mother’s words, “Fool them , Joe,” but that’s exactly what I’ve done. I’ve come from being a mentally retarded prankster with a speech impediment to who I am today: Joe Louis Dudley, millionaire by the age of 40, President/CEO RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 71 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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Questions for Thought, Reflection, and Discussion 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

Describe the home Joe grew up in.

Explain why Joe act up in school.

Describe the incident that crushed Joe’s spirit.

What did Joe’s mother advise him to do?

The difference between those who do and those who do not is that the doers take their pain and turn it into __________.

How did Joe improve his academic skills?

Reading people are __________ people.

Where did Joe go to college?

How did he work his way through school?

Who was S.B. Fuller?

How did Joe become such a great businessman?

What does Dudley Products, Inc. produce?

Explain why Joe Dudley refuses to put his products in stores.

“You spend the first part of your life__________. You spend the second part of your life __________. You spend the third part of your life __________.”

Joe Dudley’s book is called ___________________.

What is The Black Alliance?

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Master of the Craft: The Journey of a Jeweler African people have produced some of the finest craftsmen in the world dating back thousands of years. Because Africa is so plentiful with precious metals, many of these craftsmen became masters at creating beautiful furniture, instruments, statues, and jewelry. In the finest tradition of African people, Baba Fujay Raufu-Bey is leaving a lasting legacy of excellence in the jewelry business.

Like many boys, growing up, young Fujay wanted to be an athlete. He was steadily making a name for himself in track and field. He was so talented that he earned a scholarship to run track at the University of San Diego. There he was an elementary education major.

But he was well on his way to This gold Ankh pendant is becoming an outstanding an ancient Kemetic sprinter in the 100 and 220 (Egyptian) symbol of life. meters until he had a careerending injury. After severely pulling a muscle during a race, Fujay was forced to give up the sport he loved. Discouraged and disillusioned, he didn’t realize that this injury would lead him to his destiny.

Fujay came from a family of jewelers. He had reluctantly learned the craft from his grandfather who was from Haiti. Their family had specialized in traditional west Indian bangles, also called slave bracelets and charm bracelets. These bracelets were often coded with African symbols and imagery and their family had made quite a name for themselves in the business. But Fujay wanted nothing to do with jewelry. He wanted to be a track star. However, when he was sidelined by his injury, it forced him to give the family business another consideration.

It was not long after his injury that he had a great awakThis gold Gye Nyame ening in 1972. By this time, Dr. Maulana Karenga had given pendant is an Adinkra (west him the name Fujay, which in Sawhili means, “leader of the way.”

African) symbol which refers The name Raufu is Arabic and means, “compassionate and gento the omnipotence of God erous.” As he continued in the family business, he came to understand that his purpose and mission was to awaken his people through coded, finely handcrafted jewelry. 1975 proved to be a major turning point as Fujay began ancient Kemetic (Egyptian) symbols and west African Adinkra symbols. The more he studied the culture and the symbols, the more he experimented with carefully placing these symbols into rings, bracelets, earrings, and necklaces. The African American community of consciousness responded well and increasingly began to support his unique and creative work.

Fujay’s brother-in-law, also a jeweler, influenced him greatly. His brother-in-law lived in RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 73 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR New York where there was a growing community of consciousness who would support the work they were doing. As they designed more jewelry, they sold their pieces to Asians who were also in the business. But this created two problems. First, the Asian jewelers did not give them a good price for their unique creations. Secondly, once the Asian jewelers had bought a few original pieces, they would copy it, mass produce it, and sell it for much less. This is when Fujay realized that they needed their own base of operation and needed to sell directly to their people.

Fujay worked tirelessly creating new pieces and showcasing them at trade shows, professional conferences, and cultural festivals. But Fujay knew that his people would not support his work unless they had the consciousness to understand how deeply significant it was. So he founded the House of Khamit Bookstore.

The bookstore would help to educate the people to have an appreciation for the type of jewelry he was creating.

Many entertainers began to take note of his work also. “Stevie Wonder gave me my first big break back in the day,” Fujay recalls.

Since then, other entertainers were referred to him, as well. R&B singer Jill Scott, jazz vocalist Dianne Reeves, and comedian Sinbad are just a few of the entertainers who have been long time supporters of his work.

The House of Khamit is now in two locations: Washington, D.C. and Stone Mountain, Georgia, just outside of Atlanta. The House of Khamit sells books, jewelry, incense, African clothes, artifacts, and much, much more. Baba Raufu, as Fujay is affectionately known in the community, continues to get special orders from people who understand, appreciate and value his work. He currently has several apprentices he works with to pass on the craft of conscious jewelry making.

This gold Third Eye pendant is an ancient Kemetic (Egyptian) symbol which represents deep spiritual insight

These earrings are in the shape of Besesaka, an Adinkra symbol which represents affluence, power, abundance and prosperity.

This gold and diamond ring is crafted in the shape of the star and crescent. The star and crescent is a symbol of the Islamic faith.

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Questions for Thought, Reflection, and Discussion 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Name three things that traditional African craftsman would create.

Growing up in California, young Fujay wanted to be an ___________________.

He earned a scholarship to the University of __________________ where he was an ________________________- major.

What was Fujay’s career-ending injury?

Fujay’s grandfather was from _________________.

Fujay’s family specialized in what type of jewelry?

The name Fujay means, “_______________________.” The name Raufu means, “_______________________.”

Who gave Fujay his name?

What did Fujay begin studying that led to a turning point in his business?

Name two problems that Fujay faced as he sold his jewelry to Asian jewelers.

Name three types of events where Fujay sold his jewelry.

Why did Fujay found the House of Khamit?

Name at least 3 entertainer who have supported Baba Raufu’s work.

Name at least three things that the house of Khamit sells.

Baba Raufu works with several apprentices in order to ____________________.

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Never too young to make a difference: Kenya James and the beginning of Blackgirl Magazine Kenya Jordana James has been an innovator almost from the time of her birth in 1989. An excellent and advanced student, Miss James has always possessed a natural curiosity and interest in the world around her. Encouraged by her mother, marketing entrepreneur Karen Mason, to pursue her interests as a student and as a young social commentator, Miss James is both an entrepreneur and community activist.

As the publisher, founder and editorial director of Blackgirl Magazine, the first magazine of its kind, her focus is on promoting positive messages and imagery among African American teens, while offering insightful coverage of history, culture, lifestyle and entertainment news from a unique perspective.

Capturing the essence of today’s teen movement, Blackgirl Magazine is emerging as an important voice for a segment of the population often overlooked and misunderstood. It is is available by subscription and published bi-monthly. Its goal is “to enlighten, inspire and entertain teens across the globe while encouraging them to lead and to excel.”

The magazine also provides a forum for young people to express themselves through creative writing, commentary and the arts.

Doing for self has always been an important part of her upbringing.

Born in New York City, Ms. James started her first business in 3rd grade with some of her classmates. They made bracelets and sold them to their friends, teachers, and administrators. She later launched her Kenyajordana Cakes, where she handled the baking (all from scratch), icing and delivery. The savings from this venture later helped to launch Blackgirl Magazine.

Her mission was to create a magazine that would reflect history, entertainment and culture, all of which she was immersed in from an early age. Having been born in to an “activist” household, Ms. James grew up in and became a member of the United African Movement and the National Action Network before she could walk.

Through these organizations and their weekly lectures and rallies, Kenya was exposed to scholars like Dr. John Henrik Clarke, Dr. Molefi Asante, Dr. Yosef ben Yochanan and others who helped to develop her strong sense of history and culture. This early exposure gave Ms. James the foundation needed to explore and pursue all her endeavors.

She says, “Attending those lectures allowed me to meet acclaimed scholars such as the late Dr. John Henrik Clarke, Dr. Ben, Dr. Molefi Asante, and others. Without the lecture series, I really RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 76 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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Noted for its exclusive profiles of newsmakers of the day, in the recent past, Blackgirl Magazine has featured exclusive notables such as Lauryn Hill, Venus and Serena Williams, B2K, India.Arie, Monica, Outkast, Jimmy Jam, Mario and Jill Scott, as well as insightful coverage of issues such as teen prostitution, lynching, and Black Wall Street. Inspired by the spirit of entrepreneurship upon which her family was founded, Kenya also developed a groundbreaking piece on the nation’s first African American female millionaire, hair care specialist, Madame C.J. Walker.

When asked about the success of her daughter, her proud mother, Karen Mason, responds, “There is nothing so special about Kenya. She is only doing what other youth in our community can do when they are exposed to the right kind of education and guidance.”

Kenya James’ entrepreneurial ventures have gained wide media exposure including appearances on The Oprah Winfrey Show, The Tom Joyner Morning Show, in Essence magazine, 106 & Park, Teen Summit, Teen Preneur and many local newspapers and radio stations across the country. Most recently she was selected by YM Magazine as one of the Top 20 Coolest Teens in America, and she is featured in the new Essence magazine coffee table book, The 40 Most Inspiring African Americans.

In 2003 Ms. James was selected by the leading Black business publication, Black Enterprise Magazine as “Teenpreneur of The Year” and was recently honored by Women’s Enews as one of “21 Leaders For the 21st Century”.

Kenya currently resides in Atlanta, Georgia, where she is home schooled. She plans to launch a clothing line, Modest Apparel when she grows up and will become a midwife/obstetrician.

She is a member of a number of professional and social/community organizations including the National Action Network, The Atlanta Business League, The Atlanta Association of Black Journalists, The Southwest Atlanta Business Organization and the Ben Carson Science Academy.

Kenya encourages young people to submit articles and poetry to be considered for publication. She can be contacted at: Blackgirl Magazine Post Office Box 90729 Atlanta, Georgia 30364 www.BlackgirlMagazine.com

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Discussion Questions 1.

2.

3.

4.

5.

6.

7.

What does Blackgirl Magazine focus on?

Describe Kenya’s first two business ventures.

Name two community organizations that Kenya was a part of in her early childhood.

Name three scholars who influenced Kenya’s awareness.

Name at least 7 celebrities who have been featured in Blackgirl Magazine.

Name some of the magazines and shows that Kenya has appeared in or on.

Name two of Kenya’s goals for the future.

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LESSONS FOR THE

LITTLE ONES “Children are the reward of life.”

-African Proverb

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LESSONS

FOR THE

LITTLE ONES

This chapter includes activities for the primary grades (K-3). The variety of activities are designed to engage and stimulate left and right brain functions. These high-interest activities will keep students focused and enhance their understanding of Kwanzaa and related cultural foundations. This chapter includes: • The Story of Kwanzaa • Test Your Reading (Worksheet) • The Seven Principles of Kwanzaa (Worksheet) • Kuumba Coloring Activities I Color the Kinara I Raise the Flag, Wave the Colors!

I The African Emblem I Design a t-shirt I Happy Kwanzaa Utilizing “Lessons for the Little Ones” is an excellent way to introduce children from the primary grades to the richness of Kwanzaa.

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THE STORY

OF

KWANZAA

Maulana Karenga saw many terrible things happening to Black people while he was growing up. He discovered that part of the problem was that many people did not know enough about their past or heritage. So he studied everything he could about his own African heritage. Then in 1966, he developed a celebration called Kwanzaa.

Kwanzaa is a Swahili word which means “first fruits.” Swahili is a language spoken by many African people. He chose the word “Kwanzaa” for the celebration because African people always had celebrations after the harvest. A harvest is when people gather together all the crops they have planted.

They picked all of the fruits and vegetables they had grown. Then they had a large festival which lasted anywhere from 3-14 days. During the celebration, they would praise the Creator who had blessed them.

Then they would honor the Ancestors who had set an example for them.

There was singing, dancing, eating, and good times for all.

Dr. Karenga decided that his celebration would last seven days. He also decided that it should be at the end of the year from December 26th to January 1st. It is a week filled with activities, arts, crafts, games, singing, dancing, speeches, and performances. All of these are used to celebrate the beauty of African people, what we have done in the past, what we must do today, and what we must do in the future.

Dr. Karenga created the Nguzo Saba which are the Seven Principles that are focused on. It shows what African people have always valued.

The principles are also written in Swahili. These are the Seven Principles: Umoja (Unity): To work together in peace with our family, our community, our nation, and our race.

Kujichagulia (Self-determination): To make up our minds to accomplish the goals we have set for ourselves.

Ujima (Collective Work and Responsibility): to team together to solve problems and to make our community a safe and productive place.

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Ujamaa (Coooperative Economics): To build and maintain our own stores, shops, and other businesses together and to profit from them together.

Nia (Purpose): to have a plan for the future and to be willing to help other succeed, as well.

Kuumba (Creativity): To always do as much as we can in order to leave our communitya better and more beautiful place.

Imani (Faith): To believe with all our heart in our people, our parents, our teachers, and our leaders, and in the righteousness and victory of our struggle.

Though these principles are celebrated during the week of Kwanzaa, they should also be used throughout the whole year. If they are used throughout the year, we wil see ourselves become better and our communities become better, as well.

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NAME: ______________________________ TEST YOUR READING 1. Our history is also called our: ___ ___ ___ ___ ___ ___ ___ ___ 2. The man who developed Kwanzaa was: ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___

3. “Kwanzaa” means:

___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___

4. The word “Kwanzaa” comes from what language?

___ ___ ___ ___ ___ ___ ___ 5. When people gather together all of the crops they have planted, this is called a ___ ___ ___ ___ ___ ___ ___.

6. During the celebration, the people praise the ___ ___ ___ ___ ___ ___ ___.

7. During the celebration the people honor the ___ ___ ___ ___ ___ ___ ___ ___ ___.

8. What are the Swahili words for Seven Principles? ___ ___ ___ ___ ___ ___ ___ ___ ___ 9. List at least five things that you can expect to see during the week of Kwanzaa. ______________ ______________ _______________ ______________ ______________ 10. The week of Kwanzaa is from __________ to ________.

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NAME: ___________________________________ THE SEVEN PRINCIPLES OF KWANZAA Directions: Fill in the blanks with the Swahili word that matches the English word. There are clues to help you.

1. Unity U ___ ___ ___ ___ 2. Self-determination ___ U ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 3. Collective Work and Responsibility ___ ___ ___ ___ A 4. Cooperative Economics ___ ___ ___ ___ ___ A 5. Purpose ___ ___ ___ 6. Creativity ___ U ___ ___ ___ ___ 7. Faith ___ M ___ ___ ___ Word Bank Ujima Imani

Ujamaa Kujichagulia

Umoja Kuumba

Nia

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COLOR

THE

KINARA

Color the kinara (candle holder), the mishumaa saba (seven candles), and the mkeka (straw mat). The candle in the middle is the Unity candle and should be colored black. The three candles on the left should be colored red. The three candles on the right should be colored green.

AFRICA,

THE

MOTHERLAND

Africa is the center of the world and the birthplace of humanity. As the second largest continent, it holds many of the world’s most precious resources. It also holds the artifacts of some of the greatest civilizations ever known.

RAISE

THE

FLAG, WAVE

THE

COLORS

Color the bendera (flag) red, black, and green. The red stands for blood shed by our Ancestors in pursuit of freedom. The black represents African people. The green represents Africa, the Motherland.

CREATE

A

T-SHIRT

Design a t-shirt with a colorful and creative positive slogan or image (or both). You may want to begin with a pencil in case you make a mistake.

When you have created the design with a pencil, then do it in crayon, marker, or colored pencil.

COLOR

THE

COVER

Color the black and white picture of the cover of this book.

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AFRICA

The Motherland RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 88 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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Raise the flag!

Wave the Colors!

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Create a t-shirt (front) RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 90 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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CROSSWORD PUZZLE AND WORD SEARCH

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Name: ____________________________ Date: ___________

KWANZAA CROSSWORD PUZZLE

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Founder of Kwanzaa Purpose Original Name for Africa Self-determination Unity Faith Unity

Seven Principles Crops Collective Work & Responsibility Ears of Corn Creativity Cooperative Economics Unity Feast African Trade Language Candle Holder

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KWANZAA WORD SEARCH

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Alkebu-lan Ashanti Ibo Imani Karamu Kinara Kujichagulia Kuumba Maulana Karenga Mazao

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Mishumaa Saba Mkeka Muhindi Nguzo Saba Nia Swahili Ujamaa Ujima Umoja Yoruba

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KWANZAA GRAMMAR REVIEW Directions: On a separate sheet of paper, write the following sentences correcting capitalization and punctuation. Remember, every sentence should begin with a capital letter and end with punctuation. Book titles should be underlined.

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do you celebrate kwanzaa dr maulana karenga is the creator of kwanzaa dr karenga created kwanzaa in 1966 in los angeles california kwanzaa begins on December 26th and ends on new years day kwanzaa is an african american cultural holiday it is based on traditional african harvest celebrations dr. karenga studied african tribes like the ibo, the zulu, and the ashanti dr. karenga is a professor of african studies at the university of california, long beach kwanzaa has seven principles, seven symbols, and seven days swahili is the language that is used during kwanzaa kwanzaa is celebrated by millions of african people around the world maulana and tiamoyo karenga travel around the world sharing the teachings marcus garvey created the red, black, and green flag dr karenga has written several important books on african culture he has written introduction to african studies he has written the book of coming forth by day he has also written a book called selections from the husia dr karenga has translated ancient egyptian sacred writings studying about our history and culture helps us understand where we came from and where we are going we must practice the seven principles of kwanzaa year round, not just the last week of december

ANCIENT AFRICAN LANGUAGE ARTS The art of language and writing has its origins in Africa. This hieroglyph (dated 2400 B.C.) shows two scribes copying the medu neter or “sacred writings.”

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WORKSHEETS AND QUIZZES

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Name: ___________________

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KWANZAA WORKSHEET I Directions: Using the clues in Swahili, write the English translation in the space provided.

The Seven Principles of Kwanzaa _________________________________ 1. _________________________________ 2. _________________________________ 3. _________________________________ 4. _________________________________ 5. _________________________________ 6. _________________________________ 7.

Faith Self-determination Unity Cooperative Economics

Kujichagulia Nia Umoja Imani Kuumba Ujima Ujamaa Purpose Creativity Collective Work & Responsibility

The Seven Symbols of Kwanzaa _________________________________ 8. Mkeka _________________________________ 9. Mazao _________________________________ 10. Kikombe cha Umoja _________________________________ 11. Muhindi _________________________________ 12. Zawadi _________________________________ 13. Mishumaa Saba _________________________________ 14. Kinara Crops Mat Candle Holder Ear of Corn Gifts Unity Cup Seven Candles

Additional Information _________________________________ 15. Nguzo Saba _________________________________ 16. Founder of Kwanzaa _________________________________ 17. Language of Kwanzaa _________________________________ 18. Karamu _________________________________ 19. Original name for Africa _________________________________ 20. Year Kwanzaa was founded Unity Feast Seven Principles Maulana Karenga Alkebu-lan Swahili

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Name: __________________ Date:_____ KWANZAA WORKSHEET II Directions: Using the clues in English, write the words in Swahili in the space provided.

The Seven Principles of Kwanzaa _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Kujichagulia Ujamaa

Umoja Kuumba

1. Cooperative Economics 2. Collective Work and Responsibility 3. Creativity 4. Faith 5. Unity 6. Purpose 7. Self-determination

Ujima Nia

Imani

The Seven Symbols of Kwanzaa _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Mazao Muhindi

8. Mat 9. Candle Holder 10. Seven Candles 11. Crops 12. Ears of Corn 13. Gifts 14. Unity Cup

Mkeka Zawadi

Kikombe Cha Umoja Mishumaa Saba

Kinara

Additional Information _______________________________ 15. Seven Principles _______________________________ 16. Feast _______________________________ 17-20. Name at least four tribes Dr. _______________________________ Karenga studied while doing _______________________________ research for Kwanzaa. _______________________________ Ibo Ashanti

Karamu Zulu

Yoruba

Nguzo Saba

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KWANZAA QUIZ Name: ________________________ Date: ___________ Directions: Fill in the blanks using the Swahili words listed at the bottom of the page. ______________________________ 1. Purpose ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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The Seven Principles The Seven Candles The Original Name for Africa Candle Holder Cooperative Economics Collective Work and Responsibility The Language of Kwanzaa Creativity Founder of Kwanzaa Crops Unity Faith Gifts First Fruits Unity Feast Unity Cup Mat Ears of Corn Self-determination

Some words that might help...

UMOJA KUUMBA MKEKA MUHINDI ALKEBU-LAN

KUJICHAGULIA Kikombe cha Umoja Mishumaa Saba Nguzo Saba Maulana Karenga

UJAMAA IMANI KINARA KARAMU KWANZAA

UJIMA MAZAO ZAWADI SWAHILI NIA

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A LESSON IN SWAHILI When African people were enslaved by Europeans and brought to America, they were no longer allowed to speak their native languages. The original languages that were spoken allowed African people to communicate. As a result of losing the right to speak their own languages caused a communication gap. African languages contain ideas and concepts which cannot be expressed in English and other European languages.

It is for this reason that many people, particularly in the 1960s, decided to make a concerted effort to learn African languages. Also at this time African Americans were seeking to gain a better understanding of their culture. Many were moved to change their names, hairstyles, and style of dress to reconnect to their African roots.

In most public school systems, European languages are learned. Students from elementary school all the way to college can choose from French, Spanish, German, and Latin if they want to learn another language. A few systems even offer Japenese and Chinese. Few schools offer opportunities for the study of Swahili or any other African language.

Swahili became a popular African language to know because it is the most widely spoken African language on the continent. It is not native to one particular tribe; rather, it is spoken by many different tribes and nations, particularly in east Africa. Some of the countries which use Swahili widely are Kenya, Malawi, Mozambique, Somalia, Tanzania, Uganda, and Zambia to name a few.

The proper name for the Swahili language is actually Kiswahli. Swahili does not a have the Q or X sound. Therefore, there are only twenty-four letters in the Swahili alphabet. Many of the root words come from the Arabic language. Additionally, Swahili is not a difficult language to learn because it is similar to English and Spanish.

Dr. Maulana Karenga popularized the use of Swahili for African Americans when he developed the cultural celebration called Kwanzaa. He made the Swahili language a part of the celebration by using Swahili words for the seven principles (Nguzo Saba) and the seven symbols.

As African people throughout the world seek to unite and understand one another better, it is important that a common language of communication be utilized. Over 45 million people speak Swahili on the continent of Africa. For many, Swahili is a logical choice for the common language of African people throughout the world.

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Why is it important for African people to speak their own languages? a. it is not important for African people to speak their own languages b. because African languages have ideas that cannot be expressed in other languages c. so that Europeans will speak African languages d. none of the above

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Which of the following did many African Americans change in the 1960s? a. style of dress c. names b. hairstyles d. all of the above

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In paragraph 2, the word concerted means: a. a performance of music c. both A and B b. planned together with others d. none of these

4. True or False?: Most schools in America do not offer Swahili or any other African language as an option to be studied.

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Why did Swahili become popular for African Americans to know? a. it is the most widely spoken African language on the continent b. it was used on TV a lot in the U.S. c. it was used on the radio a lot in the U.S. d. none of the above

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Which of the following countries does not speak Swahili widely? a. Tanzania c. France b. Uganda d. Mozambique

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What is Kiswahili: a. the proper name for Swahili b. the tribe that speaks Swahili c. the country where Swahili is spoken d. the person who created the language

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Many of the root words in Swahili come from: a. English c. French b. Spanish d. Arabic

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In paragraph 5, popularize means: a. to make widely known c. to make fun of b. to make popcorn d. all of the above

10. How did Maulana Karenga popularize Swahili? a. by refusing to speak any other language b. by writing a book about Swahili c. by making Swahili a part of Kwanzaa d. all of the above 11. Why is it important for African people throughout the world to have a common language? a. so they can communicate better b. so they can reconnect to their African roots c. both A and B

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SWAHILI Words 1.

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Moja: one Mbili: two Tatu: three Nne: four Tano: five Sita: six saba: seven nane: eight tisa: nine kumi: ten jambo: hello habari gani: what’s the news bendera: flag rafiki: friend mzee: elder mwalimu: teacher asante: thank you harambee: let’s all pull together ashe: I agree umoja: unity kujichagulia: self-determination ujima: collective work and responsibility ujamaa: cooperative economics nia: purpose kuumba: creativity imani: faith tutaonana: goodbye baba: father mama: mother chakula: food dawa: medicine tafadhali: please heshima: respect ibada: worship karibu: welcome lipo: payment ngoma: drum and dance

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shule: school uzuri: beauty watoto: children nguzo saba: seven principles zawadi: gifts muhindi: ears of corn mazao: crops mkeka: straw mat kikombe: cup tambiko: libation kinara: candle holder karamu: feast amani: peace njema: good news maafa: great suffering

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KWANZAA TEST Name:________________________ Date: ___________ Matching _____ 1. Umoja _____ 2. Kujichagulia _____ 3. Ujima _____ 4. Ujamaa _____ 5. Nia _____ 6. Kuumba _____ 7. Imani _____ 8. Nguzo Saba _____ 9. Mkeka _____ 10. Kinara _____ 11. Muhindi _____ 12. Mazao _____ 13. Zawadi _____ 14. Mishumaa Saba _____ 15. Kikombe Cha Umoja _____ 16. Karamu _____ 17. Swahili _____ 18. Libation Ceremony _____ 19. The Negro World _____ 20. Alkebu-lan

A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Q. R. S. T.

Candle Holder Straw Mat African trade language Seven Principles Seven Candles Purpose Faith Crops Unity Cup Cooperative Economics Creativity Collective Work & Responsibility Gifts Feast Newspaper founded by Marcus Garvey Original Name for African Calling the names of the Ancestors Ears of Corn Unity Self-determination

Multiple Choice _____ 21. The two major themes of Kwanzaa are: a. cultural heritage and values c. gift giving and receiving b. music and dancing d. Africa & Alkebu-lan _____ 22. Who founded Kwanzaa? a. Jawanza Kunjufu c. Nelson mandela c. Ishakamusa Barashango d. Maulana Karenga _____ 23. The founder of Kwanzaa studied many different tribes in Africa to develop the seven principles. Which of the following is not a tribe in Africa? a. Ibo b. Saxons c. Ashanti d. Zulu _____ 24. Why are values important? a. values can help us make money b. values are a road map which keep us on the right path c. having values means you won’t have any problems in life d. values are not important _____ 25. The founder of Kwanzaa finished his graduate studies at: a. USC b. Stanford c. FAMU d. UCLA

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR _____ 26. Kwanzaa is a ____________. a. Black Christmas c. an African American cultural holiday b. African way of celebrating Christmas d. a national holiday _____ 27. Kwanzaa is celebrated: a. from December 26th to January 1st c. the week after Easter b. the week before Thanksgiving d. Labor Day _____ 28. If we stand tall, it is because we stand on the shoulders of our ___________ and __________. a. athletes and entertainers c. Ancestors and Elders b. business people and millionaires d. money and cars _____ 29. Which of the following would one not see at an African harvest celebration? a. fighting and disrespect c. music and dancing b. worship and praise d. food and drink _____ 30. The red in the red, black, and green flag symbolizes: a. blood shed by brothers killing brothers c. the red in the American flag b. blood shed in an African ritual d. blood shed in pursuit of freedom _____ 31. The black in the red, black, and green flag symbolizes: a. the dark of night c. the absence of light b. African people throughout the world d. evil _____ 32. The green in the red, black, and green flag symbolizes: a. Africa, the Motherland c. money b. a Christmas tree d. an evergreen tree _____ 33. “If we want to build a successful tomorrow, we must begin __________.” a. in the future b. today c. tomorrow d. December 26th _____ 34. What is the purpose of the Libation Ceremony? a. to follow tradition b. To remember and never forget the contributions of Our Ancestors c. to get everyone to participate d. it has no purpose _____ 35. Why do we call the names of the Ancestors? a. to meditate on their triumphs and victories as well as their struggles b. to learn new names c. because it is a custom and tradition d. to disrespect them _____ 36. Which of the following is not needed for the Libation ceremony? a. water b. a plant c. a trumpet d. a wooden cup _____ 37. After each name is called, everyone says, “ashe,” which means: a. “no” b. “I agree” c. “I disagree d. “yes” _____ 38. In the play “A Kwanzaa Awakening,” Marcus tells Imani’s grandmother that he was after: a. W.E.B. DuBois

b. Martin King

c. Marcus Garvey d. Frederick Douglass

_____ 39. Imani’s grandmother used to work for: a. The Final Call c. The New York Times b. The USA Today d. The Negro World

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR _____ 40. Why was Marcus over at Imani’s house? a. to study for a test on Kwanzaa c. he liked her b. her mother invited him for dinner d. he was working in the yard _____ 41. What does Grandma say about unity? a. there isn’t enough of it b. Blacks were never unified and never will be c. there’s no such thing as unity d. negative unity must be turned into positive unity _____ 42. What does Grandma say about today’s entertainers? a. many were raised in the church but have forgotten where they came from b. many are doing a fine job as role models c. they should have stayed in school and gotten an education d. they shouldn’t be entertainers _____ 43. What promise does Grandma have the children make? a. just say no to drugs b. stay in school and get a good education c. respect your elders at all times d. bring your talents and money back to your community to help your people _____ 44. Why doesn’t Marcus like Kwanzaa at first? a. because he doesn’t like Black people c. because he’s lazy b. the words are too hard to pronounce d. he’s ashamed to be Black _____ 45. According to Grandma, why should Black people not look to others to solve their problems? a. because when Blacks look to others, the problems don’t get solved b. Blacks should look to others to solve their problems c. the government will solve Blacks’ problems d. the President will solve Blacks’ problems True or False? _____ 46. Kwanzaa is a religious holiday. _____ 47. Starting a business in the Black community is an example of Ujamaa. _____ 48. The Million Man March is a good example of Umoja. _____ 49. If you write a song/rap with positive lyrics, this is a good example of Kuumba. _____ 50. Refusing to help clean up a mess you didn’t make is a good example of Ujima.

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ANSWER KEY

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR KWANZAA WORKSHEET I 1.

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self-determination purpose unity faith creativity collective work and responsibility cooperative economics mat mazao unity cup

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ears of corn gifts seven candles candle holder seven principles Maulana Karenga swahili feast Alkebu-lan 1966

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mazao muhindi zawadi kikombe cha umoja nguzo saba karamu (#17-20 can be in any order) Ibo Yoruba Zulu Ashanti

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mazao umoja imani zawadi Kwanzaa karamu kikombe cha umoja mkeka muhindi self-determination

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A D A C C

KWANZAA WORKSHEET II 1.

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ujamaa ujima kuumba imani umoja nia kujichagulia mkeka kinara mishumaa saba

KWANZAA QUIZ 1.

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nia nguzo saba mishumaa saba Alkebu-lan kinara ujamaa ujima swahili kuumba Maulana Karenga

A LESSON 1.

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B D B True A C

IN

SWAHILI

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

TEST YOUR READING 26. C 27. A 28. C 29. A 30. D 31. B 32. A 33. B 34. B 35. A 36. C 37. B 38. C 39. D 40. A 41. D 42. A 43. D 44. B 45. A 46. FALSE 47. TRUE 48. TRUE 49. TRUE 50. FALSE

1. HERITAGE 2. MAULANA KARENGA 3. FIRST FRUITS 4. SWAHILI 5. HARVEST 6. CREATOR 7. ANCESTORS 8. NGUZO SABA 9. SINGING (in any order) DANCING ACTIVITIES EATING SPEECHES PERFORMANCES GAMES 10. DEC. 26—JAN.1

THE SEVEN PRINCIPLES 1. UMOJA 2. KUJICHAGULIA 3. UJIMA 4. UJAMAA 5. NIA 6. KUUMBA 7. IMANI

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KUUMBA LITERARY CORNER POEMS AND SHORT STORIES FROM THE FRONT LINES OF THE BLACK MIND

“With pride I speak for the unspoken.”

-Darren Reed

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SPIRIT

OF

SPOKEN WORD

Dating back thousands of years to the Akhnaton’s “Hymn to the Aton, ” African people have always had a way with words. Since being brought to America, African people have had to master a language not their own and make it say what was needed. Using an alien language to communicate is no small feat, especially when trying to communicate liberating ideas which the English language has no words for. Poet Maya Angelou says, “The writer has to use words to try to make people laugh, to make them weep, to make them want to go to war, or make them long for peace.”

The poet has the arduous task of taking life experience, dreams, fantasies, visions and prophesies—and somehow the poet must bring these things to life on paper. The poet is called to give form to the formless and to bind thoughts which are boundless. The African American poet must use a language not his own to reach a people disconnected from the realities he is writing about. She must, of necessity, use her words as a vehicle to call forth remembrance, restoration, healing, and rediscovery, These are the words of those who have taken it upon themselves to make the language speak their thoughts. They ask with Countee Cullen “what is Africa to me?” They be “egotrippin’ like Nikki Giovanni. They speak of rivers like Langston Hughes. Like James Weldon Johnson, they speak of “creation.” They bid us to “go back, Black” like Amiri Baraka. Like Haki Madhubuti, they open “the book of Life.” Like the griots of old they tell the story.

Like the ancient priests and priestesses, they call forth and invoke the Spirits. Like the tribal elders, they pour literary libations to Ancestors who would not be destroyed. These writers represent African voices of remembrance and rediscovery who excavate and resurrect our African consciousness, digging deep into the soul. These are they who embody the spirit of spoken word.

Darren Reed says it best in “Good Morning, America” when he says, “with pride I speak for the unspoken.”

Many of these poems lend themselves as proud and strong statements of who we are, where we came from, and where we are going. Elements of the seven principles of Kwanzaa can be found in each of these poems though they may not be stated directly. Many of these would be excellent for presenting at school assemblies, religious ceremonies, and family/community gatherings.

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Are You the One?

Chike Akua

Are you the One? That’s what the field hands used to whisper to a newborn infant, not long after the umbilical cord was cut ‘Dear God, is this the one to take us to freedom?’ that’s what they said, this is what I’m told I was born on Saturday, day after good Friday, day before Easter, Resurrection Day One day I woke up in a strange place called Reality wondering uncontrollably ‘what am I here for?

The Sprits of the Ancestors began to speak to me, so I thought it might be best if I took note and Listened But they didn’t say much, or speak long They just looked at each other, then looked at me and said, ‘Are you the one?”

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“Nobody can do everything, but everybody can do something. Everyone must play a part, everyone’s got to go to work…knowing all you know, what are you gonna do?”

-Gil Scott-Heron

We Got Work to Do

Chike Akua

This is not an angry poem, crying out in rage.

It’s not a happy poem, no celebration or jubilation.

Not even a sad poem, matter of fact hardly none of it even rhymes Just a no-joke, comin’-straight-atcha, lookin’ you right in the eye kinda poem, sayin, ‘Wake up!’ stand up, get yourself together… and then Do something for Your People.

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I Am

Chike Akua

I be a member of the tribe who first inhabited earth.

My people gave rise to medicine, religion, philosophy, and agriculture.

We were there at each birth.

I come from a land far away from this place, but I am also a native of these “united states.”

I vacationed west before God sent the Son. Before any other, we solved the mysteries given by the Almighty One. My blood flows like the waters of the Mississippi and the Ohio, only to become one in the Atlantic Like Langston, I speak of rivers, but when I see the sturdy branches of a sycamore tree I panic.

I Am My mother is Queen and Mother of all Humanity, my sister bears the fruit of new generations.

My father is Warrior, King, and Protector and for him I pour Libation.

My brothers have nations which encompass the earth.

Of history, language, science, and mathematics, we gave birth.

Children of the Sun, governed only by the Highest One. Still I reach for my kingdom lost.

Still we rise above and beyond the root of the cause.

Slowly, but surely, we move back to the Motherland where I’ll sing in righteous Community with my Family hand-in-hand I Am.

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“Our crowns have been bought and paid for, all we have to do is wear them.”

-James Baldwin

Take Your Rightful Place

Chike Akua

My Brother and My Sister, The Day of Reckoning has come.

The Ancestors are watching and you’re the only One. It’s time to take your rightful place your place upon the throne All God’s creation awaits Responsibility—each of us has his own.

The Ancestors are looking down on us they’re looking on from afar.

You were once a Prince and Princess now Kings and Queens you are!

Sun, moon, and stars are waiting Mother Earth, Father Time, and space.

How much longer, Brother and Sister, until you take you rightful place?

Before you resolve to take your seat, first you must stand righteously.

A mission and purpose you must meet and many won’t take you seriously.

Remember, tears have been cried and blood has been shed.

Our future is in your precious hands ‘Life for me ain’t been no crystal stair,’ it’s been said And now you must learn The Master Plan ‘Your crowns have been bought and paid for’ carefully on your head it must be placed.

Peace and Blessings, Brother and Sister, Take your rightful place!

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The Element of Fire (for a Chosen Generation)

Chike Akua

All it takes is a spark!

To start a Fire the air breezes the embers as the flames rise higher and higher brothers and sisters—core and essence of the flame Ancestors and embers—all one in the same produced by circumstance only given one critical chance Fire can be used to burn and destroy not to be carelessly held by the ignorance of a boy out of control! Ravaging the old taking evil and making it bold!

But fire can be used to sterilize and purify this generation must use it carefully to save fragile lives Fire can be used to warm and to Light, but this generation must use it to guide in the fight Fire can be used on the journey from darkness to Illumination this generation must use it to raise a righteous nation.

Control Your Burning Desire to be Free— so that you can.

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Commencement Ascension (for Jason)

Chike Akua

The Ancestors are drumming they’re pounding out a beat The rhythm is in you Spirit all the while, it’s benn guiding your feet The Creator is a percussionist Your pulse is in the the Divine Hand a mission is what you’re preparing for For this reason you must take a stand Great preparation has certainly been taken Precious in the sight of the Most high, don’t be mistaken Walk to the rhythm of your Chosen Path Take a long look in the looking glass Excellence is in you, you might as well face it but struggle is inevitable, you just can’t escape it.

To everything there is a season under the sun which will prevail? Righteousness or wickedness carefully choose one Seek within for guidance without the wise know this is what it’s all about Peace be unto you, enlightenment and illumination Blessing of the highest favor, on this the day of your graduation.

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Be

Chike Akua

be, brother just be who the Creator created you to be be, sister just be who the most High called you to be remember that I Am Who Am sent you and me to be if you and me would just be then we could see we could see reality be, brother, be, sister, just be

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Giving Up Is Not An Option (for Makeda)

Chike Akua

What if Harriet Tubman had given up?

Many people would never have seen Freedom Land.

What if Malcolm had given up?

Many wouldn’t have had the courage to stand.

What if Maya had given up?

We wouldn’t know why the caged bird sings.

What if James Weldon Johnson had stopped writing?

We wouldn’t know that we need to ‘Lift Every Voice and Sing.’

What if Kweisi Mfume had given up?

What would have happened to the NAACP? What if Mary McCloud Bethune had given up?

We might not know that knowledge is the key.

What if Marcus Garvey had given up?

We wouldn’t have had the UNIA. Giving up is not an option.

We must return to the African Way. What if Marion Wright Edelman had given up?

We wouldn’t have the Children’s Defense Fund.

What if Farrakhan had not called th Million man March?

We might not understand that truly We are One. My dear Brothers and Sisters, giving up is not an option.

This is the simple message I’m trying to share.

Because many of Our People have been deceived and mis-educated and many don’t even care.

The Creator has a special purpose for you in this time and space.

Spirit of the Ancestors shall reveal your mission if you missed it, just in case.

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My job as your Teacher is to prepare you for what is to come.

To help bring out the best in you so you will see that you are the One. So take courage when things get difficult, Understand that this too shall pass.

Giving up is not an option Because as Martin said…

Soon we will be ‘free at last.’

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“The United States of America was conceived in sin…racism and white supremacy are the true parents of this nation.”

-Anthony Browder

The Awakened Ones

Chike Akua

The people sleep while the power elite creep Creating retrograde policy Based on straight up fallacy So generation next just sits back and Accepts bad checks Insufficient insight, not insufficient funds Will they see the Kingdom when It comes?

Without Truth, themselves they cannot defend So they sit pitching a fit Wondering what happened Programmed to be damned, consistently flim-flammed Many don’t even seek to understand But as the Great Awakening takes place Those who go astray desperately seek to save face So while the Awakened Ones slowly arise The ignorant will be surprised That the world they thought was reality Was really an illusion based on insanity Rise Awakened Ones; rise and resist Liberation won’t be taken with a fist In the Eternal Now, Freedom is a choice So lift your voice Create a new creation Let the Creator reveal the Liberating Revelation

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OF A

NEGRO STUDENT

CHIKE AKUA

There is a class that I took in my senior year at Hampton University that I will never forget.

The class was “Blacks in Politics” and the teacher was Dr. Mamie Locke. Some of my friends were Political Science majors and had taken the class and recommended it highly. They said Dr. Locke was “no-joke” and very strict, but that I would learn a lot.

On the first day of class, Dr. Locke’s first words were, “Everything you’ve heard about me is true.” “How did she know what I had heard about her?” I though to myself. She had said it in such a matter-of-fact tone that it made me a little anxious. She meant that if someone had told us that she was strict and that this was a difficult class, it was true. She said, “right now, you’re just a negro. But if you think and study hard in this class, hopefully be the end of the semester, you’ll be an African American.” She meant that most of us didn’t even have any knowledge of our history and culture, and because of that, we weren’t even qualified to call ourselves, African Americans, yet.

It is said that when Harriet Tubman took escaped slaves north to freedom, many were so afraid that they tried to turn back. Often it was the men, gripped with fear of being caught.

Harriet had to use a gun to convince them to go on. The journey from negro to African American is just as complicated. Many would prefer to remain a negro. But Dr. Locke had a way of quietly insisting that we evolve into conscious, critical thinking African Americans. She didn’t wield a gun, but her insight was just as persuasive. Once enrolled in her class, there was no turning back.

She lectured about the involvement of Blacks in politics fom the time of the Civil War to the 1990’s. some of the most notable people we learned about were Frederick Douglass, Ida B. Wells, Booker T. Washington, W.E.B. DuBois, A. Philip Randolph, Martin Luther king, Jr., Fannie Lou Hamer, Huey Newton, Bobby Seale, Fred Hampton, Malcolm X, and many others. Shae also showed us videos from the “Eyes on the Prize” series.

When I came out of her class in Phenix Hall, I was always spellbound and in a trance as I walked to my next class in Armstrong Hall. On more than one occasion, friends told me that they had passed me on the way to my next class or had waved to me and I didn’t respond. I was so entranced by Dr. Locke’s lectures and the videos she showed us that would walk like a zombie across campus wondering what mission God was preparing me for. She had, in a sense, deprogrammed me and then re-programmed me. Walking into her class was like taking a step outside of the matrix of lies we have been taught about ourselves and taking a step into the reality of truth which would lead to our liberation. I found it difficult to concentrate in the next class because of this. I would sit in the next class, wondering after studying about all these great people and all the difficulties that Blacks have overcome and are still fighting to overcome—what was my responsibility to My People? What could I do to change the fate of so many of My People who are still languishing and in such great need?

Looking back, her class marked an important part of my mental rebirth and rise. Dr. Locke had a strong, yet carefully controlled voice, an imposing, yet inviting demeanor, a commanding intellect, an unspoken pride, and a great deal of knowledge and insight to share. She helped to broaden and refine the little bit of knowledge that I already had and gave me a thirst for knowledge that still has yet to be quenched. To me, my college education would not have been complete if I hadn’t taken her class. As a matter of fact, I suggested to her that the class should be two semesters rather than one. The first semester could focus on the pre-Civil War period and the second could focus on the post-Civil War Period.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR To this day, Dr. Locke’s final exam, which was multiple choice, was probably the most difficult written test I’ve ever taken in my life. Perhaps it was symbolic of how difficult it is to work for work uncompromisingly for Black people even though you love them so. I once heard a great leader say, “In order for me to work for you (Black folks), I’ve got to love you more than you hate yourself!” He said this because we often act in such self-destructive ways as a people. We tend to undermine and destroy those who lead us in an uncompromising fashion. The symbolism behind the multiple choice questions on her exam is that this struggle for liberation and independence comes with what appears to be many attractive choices and alternatives. But, like the test, there is only one correct answer.

Dr. Locke’s class helped me to crystallize my budding sense of purpose. Nuances of my purpose were revealed to me at the age of twenty. Through my prayers, meditations, and readings, of the Scriptures, and other relevant books, I began to put the pieces of God’s purpose for me together. As I teach, I find that many young people are operating without a sense of purpose.

Many critical, life-altering decisions are made before the age of twenty for more and more of our young people. Some are even dying before they reach the age of twenty. So I feel a fierce sense of urgency to let young people know that they have a mission and a purpose in life; they must seek it until they find it. God showed me that part of my purpose was to instill in the youth that same inward reflection that Dr. Locke gave me. I want each of my students to walk out of my class at one time or another (even if it’s just one day out of the year) as mesmerized as I was in “Blacks in Politics.”

I received a “B” in Dr. Locke’s class, but I put forth my best effort. Today, I am a teacher, yet still a student—a student of life. In my eight years of teaching seventh and eighth graders, I have used the same ideas, examples, and even some of the same videos that she did. And I still study what she taught me, because I never want to be a negro again.

Dr. Mamie Locke was elected as the first African American and the first female mayor of the city of Hampton, Virginia in 2000.

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A Kwanzaa Thought

Gwen Russell Green

Ujamaa: Cooperative Economics Choose your goods and services from those Whose service is good When we watch the green of our dollars Move within our Black community We avenge the blood red whip welts Suffered across ancient seas When we discover the power Of bleeding economic oppression dry The diamond tears of our ancestors Water our lives When we shop near our homes And buy from each other Our neighborhoods thrive For our sisters and brothers It evens our hand When our bankroll nestles in our unity bowl We can map the course For those of us with skin like coal When we oil our consciousness With Tommy wear and Ralph gear There’s an ancient fact that should be clear We consume what we don’t produce So we continue to be shackled And I fear we won’t get loose There are times in our lives When we must see The power of living cooperatively Rely on me depend on you Let’s give the best in all we do Continue to strive for unity Work to support our community We must each work to do our part Push our green like blood Through our collective heart With power and strength I know it’s true We can move forward in what we do When we choose our goods and services RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 125 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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From those whose service is good

Passing the Torch

Rodney Foster

What does passing the torch mean to me?

Passing the torch is the commitment of each generation to prepare the way for the succeeding one.

Passing the torch is fathers and sons, mothers and daughters, the young and the old, mentors and students working together to preserve our rich legacy.

It’s adding another rung to Jacob’s ladder, so that all people can climb one rung higher.

It means people taking pride in their ancestry and in themselves.

Therefore, passing the torch is a powerful motivator that encourages each of us to be the best we can be.

Passing the torch is recognizing and accepting God’s purpose for our very existence.

It’s leaving indelible, positive footprints in the sand so that others may follow.

But why should we pass the torch?

Because passing the torch is “the fare each of us should pay for our journey here on earth.”

My friends, is that asking too much?

Passing the torch is a symbol of unconditional love; love of self, love of people, and love of heritage.

It’s a reminder of the undaunted faith of our ancestors on whose shoulders we stand tall, who despite the whips and chains, sang: We shall overcome.

It’s loving memories of our heroes and heroines, past and present: Martin Luther King, Jr., Rosa parks, Jesse Owens, Arthur Ashe, Sojourner Truth, Mary McCleod Bethune, Jesse Jackson, Thurgood Marshall, Muhammad Alia, and a host of others.

Today, passing the torch is people bonding together when the evil winds of racism, bigotry, and sexism, threaten to extinguish our flames.

Therefore, just like our foreparents did in the olden days, we must join hands and cup the flame whenever our light flickers or weakens.

Remember that we are the descendants of survivors of the miserable Middle Passage.

Not even the inhumane and destructive forces of four hundred years of slavery and racism could destroy us.

We survived then and, by the grace of our God, we shall endure today, tomorrow, and forever.

In this new millennium, what does passing the torch mean to us?

It means love, the greatest of our gifts.

Dr. Martin Luther King said, “We must learn to live as brothers or we shall perish together as fools.”

My friends, the choice is ours.

Let’s all live by the Golden Rule: Love thy neighbor as thyself.”

Yes, my brother, my sister, are you passing the torch today?

Are you passing the torch today?

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I AM I I I I

Lorna Walls Hood

am the strengths and the promises of tomorrow. am the hope of today. am the belief in my history and my heritage. am a sister making a way.

I am never yielding.

I am confident.

I am who I am.

Who am I?

I I I I

am 2,000 years of abuse. am often misunderstood. am always trying to stay ahead of the game. am always trying to do good.

I am intelligent.

I am giving.

I am what I am.

What am I?

I am a strong black woman full of diversity, uniqueness, love, confusion, needs, wants, conviction, concern, anger and passion.

I am who and what I am…

I AM ME.

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High on the Hog

Lorna Walls Hood

(A gift of love from the late Anthony Jackson) Take my share of soul food I do not wish to taste the pig Of either gut or grunt from bowel or fowl I want caviar, shrimp soufflé and sherry champagne And not because the are the white’s domain, But because I am entitled For I have been Vodooed enough Tabooed enough Ho-caked fed, knock kneed enough, To eat High on the Hog I’ve been hired last, fired first enough I’ve sugar-watered my thirst enough Been lynched enough Slaved enough Died enough Been deprived, yet survived enough To eat High on the Hog

Keep the black-eyed peas and grits The blood pressure chops and gravy pops I want asparagus supreme, baked Alaskan Something suave, cool For I’ve been considered a faithful foolFrom 40 acres and a mule…

I’ve been slighted enough Civil righted enough And up-tighted enough And I want High on the Hog

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For dragging the cotton sack on bended knees in burning sun In homage to the Great King For priming the money-green tobacco, and earning pocket change For warming by coal and soot For eating the leavings from others tables I’ve lived enough life between domestic rats and fought wars Carted to my final rest; in second hand cars But I’ve been leeched enough Dixie-peached enough And I want High on the Hog Oh, I’ve heard the Mau Maus screaming- romanticizing pain I hear them and think that they go against the grain But I’ve lived in shacks long enough Had strong black beaten backs enough And I’ve been Urban-planned enough Been man-handed enough And I want High on the Hog

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Am I Not Woman

Lorna Walls Hood

I looked up woman in my Webster and what I saw wasn’t me.

It was a blonde-haired, blue-eyed, 5’ 10”, long legged goddess; Is that what I am suppose to be?

So, Webster doesn’t define me as a Woman and now I’m asking the question why?

Is it the centuries of holding my people together in a country founded upon lies? Is it my caramel skin, my juicy lips, and big hips and thighs?

Why am I not seen as a Woman; I must know the reason why.

Is it the strength that I share with all Black Women who are the backbone of their family? Is it the fact that I dance with so much rhythm and soul inside of me?

What part of me isn’t Woman? What part doesn’t fit the mold?

Is it the part of me that is the history of Black Woman young and old, who have single-handedly raised their children and sometimes yours too? Is it the part of me that you still consider jigaboo?

I’m not sure which part of me isn’t a Woman; my body, my heart, or my soul, so help me to know.

Maybe it’s the part of me that’s sassy enough to read Mr. Webster as if he were a best-selling novel, or any other Mr. who doubts my ability to be a Woman.

How dare you Mr., judge the contents of my Womanhood; unless you’ve cooked the meals that I’ve cooked and stood in the lines that I’ve stood.

Unless you, Mister, have bore and raised the children that I have, then please do us both a favor and don’t define the Woman that I am.

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Great Black Women

Lorna Walls Hood

This is about great Black women, but maybe not the women that you know This is about Clara Louise Jackson who turned into Clara J. Walls so that her son could have a father/ who turned into Clara J. Daniel so that her son and daughter could have; have something not everything, but something/ who turned into Clara J. Walls again because the Daniel part turned out to be a DEVIL/ who turned into Clara J. Knight to simply make herself happy This is about Clara Rice who treated me with so much respect at age eight and I didn’t even know what respect was/ Clara Rice who turned into Auntie/ who gave me my first cup of coffee when I was only seven to her it was quality time spent with someone she loved to me it was a rites of passage/ Clara Rice who turned into my Auntie Bannie/ who turned into a friend who broke my heart when she left me in this world alone; without her This is about Mildred Johnson who thinks that I transformed before her eyes from a princess into a beautiful young woman when it was actually the other way around This is about Millie R. Jackson who had a hand in making sure that all these great black women and others came into being/ who is my grandmother/ who is constantly improving upon perfection; herself This is about Linda Walls/ who is the biggest saint to ever live; that is in the city of Decatur/ who is Lynn/ who took on the role of my father because he seemed to have forgotten that the role existed

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This is about me because I have a little of each of these women inside of me This is about me because I try to do better for Clara J. Knight, and for Clara Rice, and for Mildred Johnson, and Millie Jackson, and for Linda Walls and even for me.

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Who among us

Dese Zuberi

if a martyr lives among us awaiting a signal to alert! the masses are patiently awaiting the upliftment of their souls.

(Instead of taking control of fate) Generations die while some are shun As they wait for their leader to be born.

Sure: Malcolm, Martin and Marcus were heroes who defied the odds.

So let’s wait for the next leader to come take charge.

Another soul was lost to direction For lack of someone to offer protection.

We are wondering who our next leader will be We need someone to relieve this mental slavery We debate on the best qualifications Someone to give us some direction.

But………. if we looked in the mirror we would find This leader whom we seek has been there all the time Until we believe in our own abilities everything will fail But when we trust in our spirits, all will prevail

PROMISE

Dese Zuberi

To myself until my days are through…

To Live in love to Speak through truth Assist those not as fortunate Uplift my community and self Respect struggles my ancestors endured have faith in dreams, keep my heart pure.

This promise is not made to be broken and before reality comes these words must be spoken So as I make this promise let me not forget My life will not be complete until this promise is met.

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Realization

Dese Zuberi

I am a son of Africa, who speaks the enslaver’s tongue Sometimes I feel ashamed for what I have become.

I want to speak all the languages of the world Since my first words weren’t Ibo, Oromo, Twe or some other African language.

I am a son of Africa, who speaks the enslaver’s tongue I want to reverse the time to when Africa was one Mouth the dialects of my ancestors Then I would fell closer to home I am a son of Africa who speak in the enslavers’s tongue Now is the time to reclaim my culture cherish the gifts stolen, ensure our customs will last Teach forthcoming generations to learn from the past I am a son of Africa and that I am proud to be through the spirit of my ancestors One day I will be free

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One Day

Dese Zuberi

Seeds of Africa grow within my soul it’s wind flows through my whisper I long to grasp within my hands and express how much I miss her.

She’s the mother who gave me heredity of which no other can compare she’s given me powerful cheekbones, rounded lips and kinky hair She has induced me with rhythms that control the movement of my heart I know all she’s given was there from the start Please remember I am always with you In spirit and mind and we will always be together though separated by the distance of time.

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Incantation 1 Rise ancient spirits like mist of word spoken Bring life in the coming of the dawn.

Children of freedom await possession by L’Ouverture Douglass Turner Children of freedom await.

We will compromise no longer.

Rise ancient spirits to fill the night air with a song of freedom /your children/ await a day in which the rains shall no longer hide our tears

Tavares Stephens but release our souls that thunder may roll upon the face of the deep and come down with great vengeance.

A time must come when freedom is not but a word spoken but the promise kept by warriors who rose when then there was light darkness /revolution/

Ancient spirits rise and lift our souls to be as one with the many who died that spirit may live and breath/ of revolution of freedom/ God of night spirits Rise Bring your children home to freedom.

We await your promise Bring us home to freedom.

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Black Is

William T. Smith Black is a color, or the absence of it Black is the beginning, black is the end Black is the night, Black is time Black is the basis to all color to lend Black is Cleopatra, queen of the Nile Black is Hannibal, glory and gold Black is Maqueda, queen of Sheba Heroes whose stories scream to be told Black is the ship that sails the black sea Black is it’s cargo, Black is the hour Black is the memory, Cruel is the pain Distant is deliverance, but God is the power Black is the chains, shackles and tethers Black is the plantation, Tobacco and cotton Black is “Gwan home to glory” All of these things soon to be forgotten Black is “Steal Away” and “Wade In The Water” Black is “Lift Every Voice And Sing” Black is to walk “That Milky White Way” Black is to hear” Dem Golden Bells Ring”

Black is to strut, black is to dance Black is to push your soul through a horn Black is the shadows where we listen and wait And watch as brand new culture is born Black is the restaurant where you may not go Black is the business that you may not own Black is the dream you have for your children That things will be better when they are grown

Black is the schoolhouse away from the ghetto With the National Guard to be sure that you go Black is the playground where they know but one game And it always begins: “Enie, meny, miny, mo” RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 137 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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Black is the awakening to the beauty of black Black is the afro, the dashiki and rap Black is to wake up and discover who you are While the rest of the world is taking a nap

Black is resilient, stalwart and proud Not boy or girl, but Mr., Mrs., or Ms Black is Doctor, Lawyer, Businessman, Educator Black is beautiful, That’s what black is.

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The Ten Commandments of Blackness

William T. Smith

1. Thou shalt have no other god before me.

Let not thine job to buy thine waterfront property, thine Lexus, and to pay for thine vacation to the Bahamas cause thee to forget the blessings the Lord thy God has given thee. Serve ye the Lord, not thine boss. Thou cannot find salvation at the First National Bank and Saint Peter taketh not Visa, Master Card or American Express.

2. Thou shalt not make thee of thy God any graven image.

Feel the spirit of the Lord in the goodness He gives and the good deeds thou doest. See the Lord in the beauty of the sunrise and the flowers of the field. These are the true images of God. 3. Thou shalt not take the name of the Lord thy God in vain.

Yield not to the temptation to spew profanity and vulgarity which seems to be so acceptable in these days of new. Cast away the perception that the black person cannot communicate verbally without the use of socially unacceptable four letter words. For this is not eloquent speech.

4. Remember the Sabbath Day and keep it holy.

God hast given thee the affluence and the acceptability to join golf clubs and buy boats. And now thou hast forsaken thy church and thy family to go golfing and sailing on Sunday. Return ye to the customs of thy fathers. The Lord giveth thee seven days. He asks that thou give only one.

5. Honor thy father and thy mother and thy spouse and thy children.

Thy father and thy mother may be old but they are not fools. Fools do not get old. Thy spouse is thy partner and thy children are the blessings the Lord hast given thee. Say not to thine children “Do as I say, not as I do because I am bigger than thee.” For they will do as thou doest and someday they will be bigger than thee. Then what shalt thou say? It is hard to honor thy father and thy mother when thy father and thy mother are without honor.

6. Thou shalt not kill.

Only God can give life . Only God hast the right to take life away. How many young Martin Luther Kings, Paul Lawrence Dunbars, George Washington Carvers and Colin Powells have died in the streets with a gun in his hand and drugs in his pocket? The greatest mortal enemy of the young black man is the young black man.

7. Thou shalt not commit adultery.

Or fornication, or cohabitation. Bond ye the family through a covenant with God and thy spouse. keepeth ye that bond that the family unit may consist two parents and children all in the same household. Let not sixty percent of black children be raised by single mothers and grandparents.

Further shy thee away from the mini-skirts, the tight pants and the bulging biceps. For with these often comes the virus AIDS to further destroy the family. Nor shalt thou defile the body with crack cocaine, or marijuana or cigarettes or alcohol. For all these things destroy the body, the temple of the soul.

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8. Thou shalt not steal.

Thou shalt get a job and buy. Lament ye not that thou cannot be a CEO. Be ye the best laborer.

Lament ye not that thou cannot buy a Cadillac, buy ye a Chevrolet. Lament ye not that thou cannot shop a Leggets, shop ye at K-Mart. Lament ye not that thou cannot eat at the Cascades, eat ye at Mc Donalds. Do all these things with honesty and thy soul and thy God will be satisfied.

9. Thou shalt not bear false witness against thy neighbor.

Thy neighbor being all mankind. Repeat ye not gossip for “he said, she said” rumors are just plain lies. There is no such thing as a half truth or a little lie. Cast away the adage that the three fastest means of communication are: “Telephone, television and tell a black person.

10. Thou shalt not covet.

To dream is not to covet. To lust for anotrher’s possessions is to covet. To make thy dreams come true thou must start with a good foundation. Education, morality, honesty determination and hard work. Look not to luck for thine fortune. Good luck commeth after hard work. These things maketh up the formula for success. When thou hast possession of these virtues thou need not covet anything of thy neighbor for thou hast the greatest of riches and thine shall be the kingdom of heaven.

If we would all live these simple commandments we would have no need for police, courts, lawyers, judges or jails. And if there were an eleventh it would surely be:”Do unto others as ye would have them do unto thee.

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My Nana

Stacy J. Yale

My earliest memories are with you, even before my sister was born.

I remember spending the night with you. I would get sick at night and we would get up and go to the kitchen. You would cut an aspirin in half, crush it and put it in a spoon for me to take. Grand Daddy was working at night, so it was just you and me.

In the winter, I remember playing in the snow and then going to your house to take off my boots and warming my feet by the fireplace. You always had a treat: cookies. Lollipops, or rice pudding to eat.

Grand Daddy pretended to be my horse and I would ride his back down the hall. At night you would fill the bath tub with Mr. Bubble for my sister and me. We would splash in the tub. Then we would dry ourselves off and become human water fountains, spraying water from our lips in the sink.

You were always there for us in childhood and early adulthood. I could talk to you about my worries and my fears. You shared your life experiences with us, telling us stories about your trials and triumphs, showing us that the lord always makes a way.

You kept me in college with your constant encouragement and your letters. You and Grand Daddy were facing retirement when our parents were getting a divorce, and both of you wanted us. No one else will love me the way you did, without reason, or just because I am part of you.

But you said many times, “I want to live long enough to see ‘my girls’ grow up.” And you did. I don’t know how you paid for the summer trips, the gymnastics, piano, and flute lessons, the clothes, the food, and all on your income. I don’t know how you both raised ten children, only three were your own. I do know this, you always said, “God is Great and God is Good.”

And I thank God for my Nana.

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Good Morning, America

Darren Reed

(For Harriet Tubman and others) The night was long, four hundred years-plus long, they prayed dawn would greet me.

Bodies and fears were lost in the night, and the night was long, four hundred years-plus long.

Traces of cold night flow like the Nile in my veins, for the journey was not in vain.

Through resilient eyes I speak words of the night travelers unable to utter sounds of freedom.

I am a seed planted on that night, and the night was long four hundred years-plus long.

Dawn greets me kindly today, brilliant sun in my eyes.

I am the destination.

With pride I speak for the unspoken.

Good morning, America the journey has arrived.

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10/16/95 (The Million Man March)

Darren Reed

From the brisk darkness of morning they came, ambassadors of the downtrodden, congressmen of under-represented hoods.

A rising sun brought warmth to the greetings, revealing the dreams of ancestors, the silent cries of sisters, and the necessity of tomorrow; Black men embraced, marveling at themselves, void of exaggerated maleness, detached from false pride.

Poured of water, not beer, represented “the brothers who ain’t here.”

No “pick-up games began and “Cops” ran reruns, for its stars had another place to be on 10/16/95.

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REFLECTIONS FROM THE TRENCHES: TAKING KWANZAA INTO THE NEW MILLENNIUM BY: AKBAR IMHOTEP

This is not an article about my entry into the process of making people more aware of Kwanzaa for the past 14 years, but a series of reflections, observ-ations and evaluations based on my experience in the trenches.

REFLECTION #1: I regret ever producing a large scale Kwanzaa event. At the beginning, we set out to make Kwanzaa a broad-based community event. With lots of work, tons of good will, and great media relations, we accomplished this goal almost too quickly. In 1990, after we had worked very hard for four years to produce our events with whatever funds or resources we had or could find, a dear friend said to me, “They were talking about Kwanzaa on Channel 11, y’all doing something.” I could have taken this as a compliment and not dissected it. What concerned me was the fact that my friend wouldn’t or couldn’t admit that we were doing anything until she heard about it on Channel 11. This was surprising and painful. Producing the large community-wide events has more people aware of Kwanzaa, while the overall intent of Kwanzaa has been diluted, ignored or forgotten.

REFLECTION #2 In 1999, millions and millions of people celebrated Kwanzaa throughout the worlds. In the new millenium, will we launch any new initiatives to Man-I-Fest the Principles?

As for me, I will re-launch the World Union of African People. (This organization was initially launched August 17, 1998.) This is an initiative rekindled by the National Kwanzaa Summit held in August at the First Afrocentric Temple (Atlanta, Georgia).

REFLECTION #3 In taking Kwanzaa mainstream, we lost our sense of mission and purpose. Maybe, it’s just time to reexamine the mission and vision of Kwanzaa. I want to be a part of anything that reconnects me to my mother, my father, my ancestors, my native land and the God that created us. I came to Kwanzaa with a Black Nationalist’s perspective. Being a part of it has strengthened my commitment to Black Nationalism and cultural awareness. This may be neither here nor there, but how far can we stray from the roots of a thing and still maintain its true meaning?

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REFLECTION #4 I have sat in meetings where we never discussed money and in at least one meeting where we only discussed money. I must say that the ones where we weren’t concerned about money were much more enjoyable. Over the years, I have worked with many brothers and sisters committed to establishing Kwanzaa and the Nguzo Saba.

Many of us never focused on the financial aspect of Kwanzaa. In hindsight, maybe this was naive. But it’s true. Our primary, and often times only, aim was the promotion of Kwanzaa. We are still struggling with the monetary aspects.

Perhaps, I’m still naive, but I have never thought that Kwanzaa was an activity that we should ask corporations to fund. You talk to some people; mostly professional people and they can’t imagine doing anything without the support of corporations. Will we imitate the dominant culture to our graves? How can we ask someone else to finance our Cultural Revolution?

Now, I constantly run into people who only see Kwanzaa as a fundraising and marketing opportunity. Don’t get me wrong, these people have always been around with their fantastic products and merchandise waiting for the Kwanzaa schedule. What ever happened to the people of long ago, who did Kwanzaa because they thought it was good for our people? We need those people to make their voices heard again. The voices of the money people and the mass marketers are loud and organized. The voices of truth, vision and commitment must be even more organized, or at least heard.

REFLECTION #5 For a people held down in the gutter and denied access to the learning about the possibilities, I think we are in pretty good shape. I hear many people giving up on us because we are moving through life at a turtle’s pace. They almost hate themselves and people who look like them. Listen to their rhetoric for several minutes without your spiritual armor and you could be depressed for weeks. I listen to them wondering why they are so upset and never do anything.

That’s an overstatement. I believe most people do what they can. Very few people are going to jeopardize their place at the trough, or if you desire a sweeter metaphor, their place at the breast of western society. So in expressing our frustration and tolerating the status quo, we move along in a perpetual state of underachievement.

For 35 years, we have only had access to many things that some people have taken for granted for 400-500 years. In thirty-five years, we have some gains. Many say that our loses have been greater. I come down on the “Half-full side” knowing that our children’s children will narrow the gap even more, if we do all that we can to make it possible.

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Create vehicles worthy of community, corporate and government support? All of the above! Or do we continue to leave it to the Creator, the ancestors or continue believing, “It’s all good.”

REFLECTION #7 I believe in the Nguzo Saba but we must clearly define our visions, goals, missions and what we are willing to invest in them. We must seek and find those people who want to work with us and unite around the principles to redeem our families, our neighborhoods, our Motherland and ourselves. I thank you for reading these reflections and observations. I bought in the Kawaida Theory long ago and will continue my work to make Kwanzaa and the Nguzo Saba realities in my life. It starts with you and me.

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SPOKEN WORD BIOGRAPHIES GWEN RUSSELL GREEN Gwen Russell Green is an Indiana native who has lived in Atlanta, GA for nearly two decades. She is one of the five founding members of First World Writers, Inc. an Atlanta based writer’s collective. She served as its president and activities coordinator for several years. She has coordinated a variety of arts programs throughout metro Atlanta, including The Creative Collaboration in the Southeast which has allowed her to be an employer for numerous local artists in a variety of genres.

She has served as a writing instructor with Georgia’s Fulton County Arts Council’s School Arts Program, and with the Atlanta City Schools Bounty program for the talented and gifted.

Ms. Green has also been an instructor in the Georgia State University Continuing Education program where she has taught creative writing. She has published numerous essays and poetry in magazines and newspapers such as The Atlanta Journal and Constitution, Thunder and Honey, The New South Review, Atlanta Metro, Wingfoot, In the Reach of Song Poetry Anthology, and served for several years as a weekly columnist for The Champion newspaper. In 1991 she received the Langston Hughes award for poetry from the Georgia Poetry Society, and she currently serves on the Board of Directors for that organization. She is an advisory board member for the Georgia Center for the Book. She has received numerous grant awards to design arts programs from the DeKalb Council for the Arts and from the Stone Mountain/Lithonia Chapter of Alpha Kappa Alpha Sorority, Inc. Ms. Green has been commissioned to create many of her works. She is the mother of three young adults, Quinn, Erin and Tynan Green.

RODNEY FOSTER In 1990, Rodney Foster self-published his first book Remember Wen, a collection of poems and short stories celebrating the rich heritage and culture of the Carribean. Foster was born in Barataria, a closely-knit village three miles east of Port-of-Spain, the capital of Trinidad. He attended Baratania E.C. School and Osmond high School in San Juan. After graduating from Mausica Teacher’s College in 1968, he taught at Morvant North Governmental School. In 1973, he immigrated to the United States to further his studies. At Brooklyn College, he majored in Psychology and graduated magna cum laude. In 1977, he earned a Master of Science degree in Education.

Rodney Foster, CLU (Chartered Life Underwriter), ChFC (Chartered Financial Consultant), is a full-time insurance agent with The Equitable. He and his wife Marjorie, a registered nurse, presently reside in Atlanta, Georgia. He is also the author of Walk in My Shoes: Stories of a Trinidadian-American.

LORNA WALLS HOOD Lorna Walls Hood is a native of Decatur, Georgia. She is 28 years old and works as a Special Education teacher. Her passions are reading, writing and listening to poetry. For further contact with the author please e-mail her at doonecki@bellsouth.net or write her at 1258 Autumn Hill Lane, Stone Mountain, Georgia. 30083.

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TAVARES STEPHENS A native of Dawson, Georgia, Tavares Stephens is a graduate of the University of Georgia where he earned a Bachelor of Arts Degree in English. He is also a dedicated member of Alpha Phi Alpha Fraternity, Inc. His span of knowledge and passion for life have far exceeded the expectation of a young man his age. He has won state and national oratorical awards in addition to being a young man committed to sharing the truth about people of African descent and their contributions to humanity. Currently, he is an eighth grade English teacher in Stone Mountain, Georgia and a staff writer for the Atlanta Journal-Constitution. His poem “incantation 1” can be found in his dynamic first book of poetry The Soulfood Café (Nia Pages, 1998).

WILLIAM T. SMITH William T. Smith was born July 16, 1939, in Carbon Hill, Alabama. He attended Dunbar High School until the age of 12. He discovered natural artistic talents at an early age taught himself to sketch, draw and paint. He also discovered natural talent for music by singing in church and school programs. He graduated Kimball High School in Kimball, West Virginia in class of 1957.

He entered the Army in June, 1957 and served in Vietnam in 1962 and 1963 as a helicopter crewman providing logistical support for American and allied forces.

He retired from the Army in 1963 and settled in Yorktown, Virginia. He then entered Government service as a civilian maintenance instructor while furthering education by attending classes at William and Mary College in Williamsburg, Virginia. Other educational accomplishments include numerous technical schools completed, public speaking, writing and communication courses, Education/training techniques and skills and management courses. Currently, Smith is employed as Training Specialist/ Course Manager at the U.S. Army Aviation Logistics School at Fort Eustis, Virginia.

STACY J. YALE Born in Yorktown, Virginia, Stacy Yale graduated from York High School in 1982 and Virginia Commonwealth University in 1986, earning a bachelor’s degree in Communication Arts & Design. Her hobbies include poetry, painting, and photography. Presently, she works as a Debt Management Counselor with Consumer Credit Counseling Service. In 1995, her poem, “Autumn Leaves” was published in the book Mist of Enchantment.

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RR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR A Kwanzaa awakening RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RR DARREN REED Born and raised in East Cleveland, Ohio, Darren Reed is an avid writer and Award-winning educator (1997 Teacher of the Year, Newport News, Virginia). He earned a Bachelor of Arts degree from Hiram College in Ohio and a Master of Arts degree from the College of William and Mary in Virginia. Many of his works have been published in a variety of journals and magazines throughout the states and the Carribean including, The Drum and L’Ouverture. He has become a favorite at poetry venues throughout the Virginia, Maryland, Washington, D.C. metropoliton area. Reed, a traveling lecturer who enjoys doing teaching workshops and speaking to youth, also writes children’s books and is currently working on a novel chronicling his experiences growing up in East Cleveland, Ohio. He resides in Alexandria, Virginia where he is a middle school assistant principle. His poems “Good Morning, America” and “10/16/95” can be found in his touching first book entitled Coco Ways: A Tribute to African American Women (AYA PUBLISHING, 1999).

AKBAR IMHOTEP Akbar Imhotep has long been active in the struggle to bring the principles of Kwanzaa to the masses of the people. He is one of the founding members of MAKA, the Metro Atlanta Kwanzaa Association. Additionally, he is a published author, seasoned storyteller, puppeteer, and puppetmaker. He is the founder of The World Union of African People.

ADDITIONAL BOOKS ON KWANZAA Anyike, James African American Holidays Barashango, Ishakamusa African People and European Holidays: A Mental Genocide (Vol. I & II) Copage, Eric Kwanzaa: An African American Celebration of Culture and Cooking Copage, Eric A Kwanzaa Fable Karenga, Maulana The African American Celebration of Kwanzaa: A Celebration of Family, Community and Culture Medearis, Angela Shelf The Seven Days of Kwanzaa: How to Celebrate Them Riley, Dorothy Winbush The Complete Kwanzaa T’Ofori-Atta, Ndugu CHRISTKWANZA

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Appendix

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KWANZAA (First Fruits)

MAULANA KARENGA (Creator of Kwanzaa) RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 152 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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NGUZO SABA (Seven Principles)

UMOJA (Unity)

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KUJICHAGULIA (Self-determination)

UJIMA Collective Work & Responsibility RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 154 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

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UJAMAA Cooperative Economics

NIA (Purpose)

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KUUMBA (Creativity)

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Glossary Alkebu-lan (al-kee-boo-lan)- one of the original names for what is now referred to as Africa bendera (ben-da-ra) - flag, referring to the red, black, and green flag of Marcus Garvey or the black, red, and green flag of the Organization Us; the red stand for blood shed in the struggle for liberation, black represents African people throughout the world, and green represents Africa, the Motherland, and the future we will build together out of struggle harambee (ha-rom-bay)- swahili for “let’s all pull together” hbari gani (hu-bar-ee ga-nee)- swahili for “what’s the news”; during the week of Kwanzaa, this is the appropriate greeting; the person being greeted should respond with the principle for the day Heri za Kwanzaa (hair-ee-zah kwon-zuh)- swahili for “Happy Kwanzaa” imani (ee-mon-ee) - swahili for faith; the seventh principle of Kwanzaa karamu (ka-rom-oo) - swahili for feast; the karamu takes place on the last day of Kwanzaa kikombe cha umoja (kee-kom-bay chah oo-mo-ja) - swahili for unity cup; used to pour libation kinara (kee-nah-rah) - swahili for candleholder kujichagulia (koo-jee-chap-goo-lee-uh) - swahili for self-determination; the second principle of Kwanzaa kuumba (koo-oom-bah) - swahili for creativity; the sixth principle of Kwanzaa kwanzaa (kwon-zuh) - swahili word meaning first fruits; the African American cultural celebration developed by Maulana Karenga in 1966; it is celebrated from December 26 to January 1St libation (li-bay-shun) - a ceremony whose purpose is to commemorate and celebrate the legacy of the Ancestors; it is a ritual of remembrance to honor their struggles and trials as well at their triumphs and victories Maulana Karenga (Mow-lon-nuh Kuh-reng-guh) - Professor of Black Studies at California State University (Long Beach) who founded the African American celebration of Kwanzaa in 1966. Also the Chair of the organization Us. mazao (mah-zah-oh) - swahili for crops mishumaa saba (mee-shoo-mah sah-bah) - swahili for seven candles mkeka (im-kay-kah) - swahili for straw mat muhindi (moo-hin-dee) - swahili for ears of corn nia (nee-ah) - swahili for purpose; the fifth principle of Kwanzaa nguzo saba (in-goo-zoh sa-bah) - swahili for seven principles swahili (swah-hee-lee) - a nontribal African trade language used by millions of people on the continent; also the language used for the celebration of Kwanzaa ujamaa (oo-ja-mah) - swahili for cooperative economics; the fourth principle of Kwanzaa ujima (oo-jee-mah) - swahili for collective work and responsibility; the third principle of Kwanzaa umoja (oo-mo-jah) - swahili for unity; the first principle of Kwanzaa zawadi (zah-wa-dee) - swahili for gifts RRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR 157 RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRRNRRRRR RRRRR CHIKE AKUA ©2004

What would it be like to meet an ancient African ancestor? Marcus, Imani and Daniel are about to find out!

“A Treasure Within is the book that many of us have been waiting for. The deep thinking of Ancient Africa is grasped and communicated clearly through these three powerful stories. Families, counselors, teachers, students and the community, in general, can relate directly to these stories...I am thankful for this outstanding contribution to our mental and spiritual liberation. Our ancestors are pleased. Amun is satisfied.”

Asa G. Hilliard III - Nana Baffour Amankwatia II, Ed.D. Fuller E. Callaway Professor of Urban Education Georgia State University “Chike Akua, a master teacher, engages the reader with three compelling stories. His mastery of the written word intertwined with historical facts and cultural revelations invites the reader to be totally immersed. Readers of all ages will enjoy this literary rites of passage.”

Phyllis Daniel Middle School Principal “...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 & Rediscovery and the accompanying Parent/Teacher Resource Guide provides a path - a path to knowledge and understanding.”

Leslie T. Fenwick, Ph.D Professor of Educational Policy, Clark Atlanta University Visiting Scholar, Harvard School of Education “A Treasure Within is a remarkable collection of stories with a broad appeal to all youth. The stories instruct, develop moral character, and entertain at the same time.

The accompanying Parent/Teacher Resource Guide is a great and useful addition to this wonderful collection.”

Dr. William Hammond, Reading Instruction Coordinator Dekalb County Schools, Atlanta, Georgia

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A Treasure Within: Stories of Remembrance & Rediscovery (hardbound)

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A Treasure Within: Parent/Teacher Resource Guide

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A Kwanzaa Awakening: Lessons for the Community

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The African Origins of Our Faith (book)

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The African Origins of Our Faith (90-minute DVD)

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The African Origins of Our Faith (90-minute VHS)

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The African Origins of Writing and Mathematics (60-min DVD)

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The African Origins of Writing and Mathematics (60-min VHS)

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Words of Power: Ancient Insights & Modern Messages for Parents & Teachers

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